American lotus in bloom in Kidd Lake Marsh, Monroe County, August 1996. Photo by Marlin Roos.

Click on the images below to see each one in a larger view. Dr. Robert Warren, ISM Associate Curator of Anthropology, assists teachers as they use a key to identify freshwater mussels that occur in Illinois. Photo by Marlin Roos. While taking a close look at the structure of cattails, teachers discuss the adaptation of plants to a wetland environment. Photo by Marlin Roos. Teachers at Glacial Park collect soil samples from the edge of Lost Valley Marsh in preparation for studying the seed bank of a restored wetland community. Photo by Marlin Roos. Lyle Reuter, local farmer and conservationist, collects water for testing from a sand pond at Green River State Wildlife Area. Teachers find a dry spot at Green River State Wildlife Area where they can sit and spend time learning to read topographic maps. Photo by Marlin Roos. Teachers at the Cache River learn from Wayne Frankie, geologist with the Illinois State Geological Survey, the important role of geologic phenomenon in the formation of wetlands. Teachers at Green River Wildlife Area conduct water-quality studies by examining and identifying macroinvertebrates collected from a cattail marsh. Photo by Marlin Roos. Teachers at Forest Glen Nature Preserve, Vermilion County ConservationDistrict, join ornothologist David Bohlen, of the Illinois State Museum, to study birds in the field. Photo by Marlin Roos

An Interdisciplinary Study of Illinois Wetlands began in October of 1994 as a collaborative effort among educators and scientists from the Illinois State Museum as well as scientists from the Illinois Natural History Survey and the Illinois State Geological Survey. Colleagues joined forces in the presentation of a series of workshops held at six wetland sites during the summers of 1995 and 1996. Scientists and educators acted as resource specialists for teachers as they worked cooperatively to formulate questions and initiate investigation in the field. This atmosphere for hands-on learning served as a model for teachers who collaborated to develop a student- centered teaching approach for future use in the classroom. Each workshop presented an introduction to wetlands as vital ecosystems, thus building a knowledge base for teachers. Through varied workshop content and first-hand experience, teachers gained a new appreciation of the interdisciplinary nature of science. In addition, workshops provided teachers with resource materials and guidelines for development of their own multi-disciplinary units of wetland study. The workshops were designed so that teachers began their investigation of a site by forming cooperative learning groups and developing questions about wetlands. Scientists gave an initial response to these questions and suggested ways that some could be answered in the field. Immediately following, teachers were involved in activities that promoted a better understanding of the three basic indicators of wetlands: hydrology, hydric soils, and hydrophytic plants. The presentation of workshops in locations across the state allowed the study of a wide range of wetland communities: backwater lake, marsh, bog, swamp, sedge meadow, wet prairie, sand pond, seep, and floodplain forest. In addition, teachers had a chance to study undisturbed wetlands, including four nature preserves, as well as wetlands that were restored by the removal of agricultural tile, created in mining reclamation, or managed in order to simulate a natural flood pulse. At each workshop site, local scientists, ecologists, and naturalists were added to the core team of field specialists. In this way, teachers were introduced to a nearby site and to local people upon whom they could later call for interaction with their students in the field. As teachers explored their surroundings, geologists and soil scientists described the landforms and hydrology of each area and their roles in wetland formation. Teachers learned how to use a soil probe and make comparisons among soils of differing colors and textures, identifying hydric soils and understanding their formation. They also learned to read geologic maps and create a topographic profile. Biologists characterized wetland plants as indicator species and discussed the adaptations of plants and animals to wetland environments, examining biodiversity and human impact. Teachers sampled water for macroinvertebrates, identifying organisms that may be used as indicators of water quality. They also dissected cattails, studying their structure under a microscope. Archaeologists provided a look at human use of wetland resources and the process of archaeological investigation. Teachers worked with artifacts to identify them and develop a working interpretation of an archaeological site. Educators and artists invited participants to reflect on the wetland environment and consider the use of oral history in the study of wetlands. These activities were also intended to foster an appreciation for traditional stories and songs that reflect human connections with nature. Finally, following two full days of fieldwork and discussion, teachers worked in teams to formulate plans for fieldwork with their students. As a staff-development program funded through the Illinois State Board of Education, An Interdisciplinary Study of Illinois Wetlands' primary goal is the engagement of teachers in an educational process that will ultimately improve the scientific literacy of their students. The challenge of staff-development programs is to successfully support teachers as facilitators for learning, moving them from traditional teaching methods, which include lecture and presentation of selected bits of information, toward a more dynamic approach that encourages learning through exploration and the pursuit of individual interests. During the 1995 1996 school year and the fall of 1996, teachers involved in the program began their own units of study with students in the field. Project staff supported the teachers' efforts through assistance in planning, review of proposed classroom and field activities, and the awarding of honoraria for documented work. Teachers and their students played a vital part in providing feedback on educational materials that will be available to teachers statewide in the spring of 1997. In addition, program educators spent eight days in the field with teachers and their students, observing the interactions of teachers, students, and participating field specialists. As teachers concluded their wetland studies during the fall of 1996, project staff prepared for the final phase of the program. Teachers who have successfully completed a field experience will receive financial and technical support for the purchase and installation of computers, software, and Internet connections to further facilitate wetland studies. Project staff will develop and monitor an online discussion list to facilitate communication among participating teachers across the state. Teachers and scientists will be able to share questions, ideas, and resources; students will be able to use software and digital cameras to create multimedia projects based upon their wetland studies. The combination of fieldwork and technology will allow teachers and students to profit from the best of both worlds, gaining knowledge through real experience and translating their studies into information that they can share with students throughout Illinois and beyond. Additional Reading and Resources Summer Workshop Series Sites Contributing Organizations by Tandy Lacy, Illinois State Museum Assistant Curator of Education

This article was originally published in The Living Museum, the Illinois State Museum's quarterly publication.

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