 as the fiddler crab. We also find a shell midden displayed here left by the Native Americans in this area dating between 4000 and 2000 B.C. Shell middens are mounds of waste left by the Native Americans usually consisting of discarded shells and bones. It is advisable for the teacher to visit the museum beforehand to become familiar with the diorama. A diorama which represents such a wide and varied range of habitats can be utilized in many ways with a class.
We begin in the classroom after our initial introduction of what wetlands are and descriptions of some of the different kinds of wetlands. Literature is read to the class about wetlands and the wildlife found there. Slides and/or pictures are then shown of several different wetlands and marshes which we find in our area. Talk about the types of animals most likely found there. See if the students can describe how each animal is adapted to living in a wetland habitat. For example, the heron’s long legs help it wade in shallow water while searching for food, or the duck’s webbed feet help it swim. Ranger Rick’s NatureScope called Wading into Wetlands provides a variety of useful information and activities for younger children as well as older children.
Primary children love to find and count things that are hidden. A hunt can be initiated using the shoreline diorama. The students could work either individually or in pairs. A list of animals and/or plants present in the diorama would be available to them. On this list would be the animal name. The students would then, after finding this animal in the diorama, write down where they found this animal; in the seashore, salt marsh, or lowlands. A number of points would be given for each animal or plant found. More points are given for animals and plants which are more difficult to find. A sample worksheet follows. At the end of the activity, the students add up the points they accumulated and prizes related to the study can be awarded. Everyone should receive a prize of acheivement.
Extensions and Options:
The list of animals to find would change with the age of the group. Younger children would have fewer animals to find than older children. This activity can also be divided into two separate trips to the museum; one “hunt” for animals and another “hunt” for wetland plants. The questions asked on the worksheet can be more specific in terms of types of animals found and classifying them into proper catagories such as mammals, birds, fish, amphibians, or reptiles. Clues and riddles about particular animals to find instead of the animal name can also be tried. The following is only a sample of animals and plants found in the diorama.
Braus, Judy (Ed.). Ranger Rick’s Naturescope, “Diving into Oceans”, National Wildlife Federation. 1988.
Broker, Steve. Hurd, Stephen. Thorburn, Martha. “Morris Creek Marshes, A Historic Overview”. 1992.
Dana, Edward. Longwell, Chester. “Walks and Rides in Central Connecticut and Massachusetts”, Tuttle, Morehouse and Taylor Company. 1932. A comprehensive look at this area much of which is still relevant today.
East Rock Neighborhood Association, “East Rock Park”, The Advocate Press: New Haven. 1972. A good general guide to the park and its history.
Finkelstein, Robert. “Central Park Workbook Activities for an Urban Park”, Robert Finkelstein. 1980.
Hutchinson, Evelyn G. “Notes on Ecological Principles Easily Seen in the Hall of Southern New England Natural History.” Peabody Museum Special Publication. No. 8.1964.
McArdle, Conway, Norwitz. “Project Soundwise, a Curriculum and Teacher’s Guide to Long Island Sound for Grades K-4.” Schooner, Inc. 1992. Motivating and easy to implement into the classroom, highly recommended.
Orville, Lise. “The Mill River: An Outdoor Laboratory”, Curriculum Unit, Yale-New Haven Teachers Institute: New Haven. 1993. A very clear study of water and the Mill River for the high school student.
Rodgers, John. “The Geological History of Connecticut”, Discovery Magazine, Volume 15, Number 1, Peabody Museum of Natural History, Yale University. 1981.
Samples, Bob dir.. “Project