Wetland Metaphors
Objectives
- Students will work cooperatively to brainstorm a list of wetland information based on a prior visualization.
- Students will work cooperatively to explain a given metaphor for wetlands.
- Students will present their metaphor and explanation to the class.
EALRS
- Writing 1.2
- The use of metaphors will help students use figurative language and imagery.
- Communications 1.2
- Listen to gain and interpret information.
- Communications 3.2
- Students will work as members of a group.
Materials
- Internet access to Wetland Sights and Sounds
- A pillow case, bag, or box
- A selection of wetland metaphors (see procedure for suggestions)
Procedure
- Prepare a "mystery metaphor" container (pillow case, bag or box). It should be possible for a student to put his or her hand into the container and pull out an object. Collect one object for each group of 3-4 students. Metaphor suggestions: sponge, small pillow, soap, eggbeater, small doll cradle, paper coffee filter, elbow guard, 3X5 cards with pictures that could be used to show other wetland metaphors (a zoo could represent the idea of wildlife diversity in a wetland, a lush vegetable garden could represent the idea of a productive wetland in which food is abundant, a vacation resort could represent the idea of a resting or wintering place for migrating waterfowl). Put the container aside to use later.
- Introduce of review wetlands, i.e. what are they, where do you find them, why might they be important.
- Explain you will play some sounds of the wetlands, and you want students to close their eyes and visualize the animals and plants in the wetland. Make sure students are thinking about all their senses when visualizing. What does the air feel like? What does it smell like? Then, play Wetland Sights and Sounds.
- Have students work in groups to quickly compile a list of information about wetlands based on their own visualizations.
- Discuss lists.
- Introduce or review the definition of a metaphor. Explain they be using metaphors to describe wetlands.
- Provide the students with background information to serve as an overview of the basic ecological activities that characterize the wetland habitat. For example:
- Sponge effect - absorbs runoff
- Filter effect - takes out silt, toxins, wastes, etc…
- Natural nursery - provides protection and nourishment for newborn wildlife
- Have one member of each group select a "mystery metaphor" for the bag.
- Students work in their group to describe the relationship between a wetland and their metaphorical object.
- Have each group report to the class.
Adapted from "Wetland Metaphors", University of Hawaii Environmental Education,
EDEF 686, 2005