Living in Southern California, I have seen the devastating effects that urban sprawl has on an ecosystem. One rapidly disappearing ecosystem that has always been close to my heart are wetlands. Providing countless ecosystem services such as water filtration, carbon sequestration, and biodiversity support, wetlands are a critical component of mitigating urbanization and climate change (Bhowmik, 2020). As a middle school science teacher, I wanted to create an opportunity for students to not only learn about the importance of wetland ecosystems, but to get hands-on restoration experience and have fun doing it. I surveyed over a hundred middle school students to better understand their interests. Many expressed a love for the outdoors and a large number of respondents simply wanted an opportunity to try something new. After some research, I narrowed down current wetland threats to three tangible themes: trash and marine debris, habitat degradation through invasive species, and chemical pollution from urban runoff. I created three units based on these themes, each of which can be a standalone or completed in any order. They can also be modified to fit the specific needs of your community. 

Unit 1: Marine Debris

Estuaries and many other wetland habitats trap debris from urban areas that are being carried through waterways such as storm drains and urban channels toward the ocean. This debris has a direct impact on these habitats as trash breaks down into microplastics and other contaminants (Dris et al., 2022). Physical removal of trash and other marine debris can decrease the amount of microplastics that can come into contact with wildlife. Many birds utilize wetlands both seasonally and year-round (A Bounty for Birds: Wetlands of North America, 2025), so it is important to research your particular area to make sure that nests and sensitive habitats are not disturbed. My local wetland is home to several endangered bird species and clean-ups require county approval. Make sure that you have the correct permissions before you schedule your cleanup. 

Restoration Activity: Trash Clean Up

I recommend that students work in groups of 3–4. Each group will need a bucket or trash bag, and students picking up trash will need gloves. Depending on the terrain, students may get their shoes or clothing wet. One student will need to hold the bucket or bag, while another will record their findings. Groups can trade off so everyone gets to pick up trash. It’s always fun to turn this activity into a contest! Students can compete to see which group can find the weirdest piece of trash or which group can collect the most weight. Make sure students know to leave natural materials and hazardous items behind.

Inquiry Activity: Data Analysis

Trash originates from many different places. This survey will allow students to quantify which types of trash are most prevalent and make inferences about the kinds of material that most severely impact wetlands. 

Materials:

• Inquiry Data Sheet (one per group) 
• Gloves 
• Optional: Trash Pickers
• Optional: Spring Scale
• Buckets or Sturdy Trash Bags
• Water and Sun Protection

Action Plan: Trash Talk

Distribute one copy of “Trash Talk” to each student. Allow them to divide into small groups and discuss the prompts and write down their answers. Then, invite groups to share their thoughts and consider making a list of commitments to encourage accountability.

Standards

MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing human impact on the environment.

Unit 2: Chemical Pollution

Wetlands and other aquatic ecosystems that are located near urbanized areas are exposed to chemical pollutants that can cause severe ecological harm. Certain pollutants, such as heavy metals and synthetic pesticides, can cause direct harm when exposed to wildlife and can accumulate through food webs (Cojoc et al., 2024). Other pollutants like nitrogen and phosphorus act as nutrients that fuel algal and bacterial overgrowth, which subsequently release toxins and deplete oxygen from a water source (Basic Information on Nutrient Pollution, 2023). This process is known as eutrophication and can cause widespread damage to both freshwater and saltwater ecosystems. There are numerous causes of water pollution, many of which occur at the commercial level. However, there are steps that individuals can take to decrease pollution at the community level. NOAA lists fertilizer use as one of the leading causes of chemical pollution in waterways. Decreasing domestic fertilizer use and purchasing organic produce can help keep local aquatic ecosystems healthy (Basic Information on Nutrient Pollution, 2023).

Restoration Activity: Water Testing

This activity can be modified depending on your ecosystem and the resources you have available. The tests listed as “recommended” will provide quick and concise data about nutrient levels. These kits are relatively low-cost and easy to administer. The kits listed as “advanced” are more in-depth and may require equipment and closer student supervision. Some tests may work best if conducted on site, but there is also the option to collect samples and test elsewhere if that is preferable. In addition to collecting chemical data, students will be collecting observational data about algal growth to support inferences about nutrient pollution in the area. When choosing where to conduct water testing, consider which locations will be easy and safe for students to access. If possible, try to conduct tests at multiple sites and note the distance of each site from storm drains or other sources of runoff. Looking for wildlife on the “hike” from one site to the next is a great extension activity.

Inquiry Activity: Comparative Site Analysis

This activity will work best if you are able to conduct tests at multiple sites. Students will evaluate the impact of urban runoff outlets by comparing test results with distance. Students will then make inferences about the role of dilution in creating solutions to chemical pollution issues. 

Materials:

• Inquiry Data Sheet (1 per group per test site)
• Clipboard and Pen (1 per group)
• Chemical Test Kits (Recommended): Nitrogen, Phosphorus, pH
• Chemical Test Kits (Advanced): Copper, Dissolved Oxygen, Turbidity, Salinity (for estuarine habitats)
• Thermometer
• Water and Sun Protection

Action Plan: Pollution Solution

Distribute one copy of “Pollution Solution” to each student. Allow them to get into small groups and discuss the prompts and write down their answers. If students get stuck, some ways to reduce chemical pollution include reducing fertilizer use, using natural compost, and picking up after pets outdoors. Allow students to share their thoughts and consider making a list of commitments to help keep students accountable. 

Standards

MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing human impact on the environment.

Unit 3: Habitat Degradation

Invasive species, roughly defined as a species causing harm to a non-native ecosystem (USGS, 2024), have the capacity to wreak havoc on the biodiversity of that ecosystem. Wetlands seem to be disproportionally impacted by invasive plant species, which can outcompete native plants, change soil composition, and remove food sources for other wildlife (Zedler & Kercher, 2004). Removing invasive plants can help restore ecosystems and allow native plants to regain a foothold.

Restoration Activity: Invasive Plant Removal

Make sure you have the correct permissions before conducting habitat restoration. Research your particular location to make sure sensitive habitat is not disturbed. When choosing a time of year to conduct your restoration, make sure it is not during bird nesting season. You will also want to consider when your region receives rainfall. It is typically ideal to remove invasive plants before they have dried up and gone to seed to minimize spreading. However, plants are easiest to identify while they are still in bloom. Prior to sending students into the field, it is important that students are able to use an identification guide. If you do not already have an identification guide for native and invasive plants in your region, inaturalist.org has many pre-made field guides and is a great resource for plant identification. Remind students that best practice is to remove the root system by pulling plants straight up by the base! I recommend completing the plant survey prior to the invasive plant removal, as this will help students become familiar with native and invasive species. 

Inquiry Activity: Plant Biodiversity Survey

This activity will help students learn to identify plants with a guide while collecting data about the biodiversity in the area. If desired, this survey could be expanded to include birds, insects, or other wildlife. Break students into smaller groups and assign each group a 5m x 5m plot to survey (or adjust as needed). When choosing plots, try to choose as randomly as possible while also making sure plots are located in an area that is safe to access. Plot borders can be marked with flags, rope, or other markers. Remind students to tread carefully and to be mindful of snakes, ticks, thorns, or other hazards in your region. Students should begin at one end of the plot and move in an “s” pattern, identifying each species they encounter and recording their findings on their data sheet. If you have lots of small sprouts and/or wild grasses in your area, you may consider not including them, as they can be challenging to identify. Once the survey is complete, make sure all markers have been collected.

Materials

• Inquiry Data Sheet (1 per group)
• Clipboard and Pen (1 per group)
• Large Plastic Trash Bags (putting large quantities of invasive plants into city compost may cause them to spread)
• Identification Guide (1 per group)
• Tape Measurer
• Optional: Flags, Rope, or Other Markers
• Optional: Gloves
• Water and Sun Protection

Action Plan: Flora Aura

Distribute one copy of “Flora Aura” to each student. Allow them to divide into small groups and discuss the prompts and write down their answers. If students get stuck, some ways to support native plants other than adding them to a garden include staying on hiking trails, using natural pesticides, and shopping organic. Invite students to share their thoughts and consider making a list of commitments to help keep students accountable. 

Standards

MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing human impact on the environment.

References

A bounty for birds: wetlands of North America. (2025, November 19). American Bird Conservancy. https://abcbirds.org/news/wetlands-of-north-america/ 

Basic information on nutrient pollution. (2023, October 31). Www.epa.gov. https://www.epa.gov/nutrientpollution/basic-information-nutrient-pollut…

Bhowmik, S. (2020). Ecological and economic importance of wetlands and their vulnerability. Current State and Future Impacts of Climate Change on Biodiversity, 95–112. https://doi.org/10.4018/978-1-7998-1226-5.ch006

Cojoc, L., de Castro-Català, N., de Guzmán, I., González, J., Arroita, M., Besolí-Mestres, N., Cadena, I., Freixa, A., Gutiérrez, O., Larrañaga, A., Muñoz, I., Elosegi, A., Petrovic, M., & Sabater, S. (2024). Pollutants in urban runoff: Scientific evidence on toxicity and impacts on freshwater ecosystems. Chemosphere, 369, 143806. https://doi.org/10.1016/j.chemosphere.2024.143806 

Dris, R., Tramoy, R., Alligant, S., Gasperi, J., & Tassin, B. (2022). Plastic debris flowing from rivers to oceans: The role of the estuaries as a complex and poorly understood key interface. Handbook of Microplastics in the Environment, 253–280. https://doi.org/10.1007/978-3-030-39041-9_3

USGS. (2024). What is an invasive species and why are they a problem? | U.S. Geological Survey. Www.usgs.gov. https://www.usgs.gov/faqs/what-invasive-species-and-why-are-they-a-problem

Zedler, J. B., & Kercher, S. (2004). Causes and consequences of invasive plants in wetlands: Opportunities, opportunists, and outcomes. Critical Reviews in Plant Sciences, 23(5), 431–452. https://doi.org/10.1080/07352680490514673