Salt Water on Mars – Essay Example

Salt Water on Mars – Essay Example

Within the saltwater marsh environment, it is important to distinguish between different types and species of plants and animals as a means of understanding this ecological environment more closely. For example, this environment includes such common plants as Pickleweed, Smooth Cord Grass, and Common Phragmites Reed, amongst others (Portnoy). With respect to fish, there are a number of common types that may be identified, such as the Carp, which is perhaps the most common species, along with the Winter Flounder and the Four-Spine Stickleback (Portnoy). The Midge is a common insect found near the saltwater marsh, and the Least Tern and the Osprey are common birds found in these areas (Portnoy). During periods of tidal change, it is important to recognize that living species in this area are typically responsive to these events, which is a favorable outcome (Portnoy). Since tidal changes have caused significant damage to salt marshes over the years, it is not surprising that the recommendation to allow nature to take its course naturally is a feasible option, because it enables plants and animals living in or near the salt marsh to respond and adapt to changes effectively over time (Portnoy). In addition, in an environment such as the Everglades, it is important to recognize some of the larger species, such as the Panther and Manatee, each of which resides in this environment, yet finds it difficult to sustain living without adaptation (USACE, 2011). Under these conditions, it is important to determine how to preserve this struggling ecosystem, and to recognize the limitations of this environment, given the difficulties that many species face as a result of human hands and actions (USACE, 2011). Therefore, environmental changes continue to place some of these species in jeopardy, while others continue to adapt to change accordingly.

Jigsaw Model and Steps

A jigsaw model involving a basic vocabulary lesson would engage students and enable them to better understand the saltwater marsh. The following steps are proposed:

  1. Divide the classroom into teams of five persons each, which each team comprised of students of different genders and backgrounds, as well as knowledge levels to diversify the team as best as possible
  2. Select a leader for each group to distribute each of the vocabulary words and related concepts to each team member
  3. Each student should be assigned a single vocabulary word and/or concept to address
  4. Each student will be responsible for explaining their vocabulary word/segment to the rest of their assigned jigsaw group
  5. Each student listening to the student explaining his or her vocabulary word/concept should ask questions as needed to clarify any lack of understanding
  6. The teacher will assess each jigsaw group and answer any questions
  7. The class will regroup and will be quizzed on the vocabulary words/concepts learned in the jigsaw groups
  8. Each student will be evaluated regarding his or her explanation of the specific word or concept, and the group effort will be gauged based upon the observations made by the teacher in regards to group dynamics and communication.

The second exercise involves a question and answer session, and will be comprised of the following steps:

  1. The class will be divided into groups of six members each
  2. A leader will be appointed for each group
  3. Each leader will ask team members to develop questions that will be asked of the entire class
  4. Each member will develop one question and will write down the answer on paper
  5. The jigsaw group will discuss and clarify each question being considered
  6. Feedback will be addressed regarding the quality of the questions and their benefit to the group and to the overall class
  7. Selected members of each jigsaw group will be asked to write their questions on the board
  8. The class will reconvene and discuss the questions

The teacher will evaluate individual performance based upon the nature and quality of the question, and how it supports the science lesson under consideration. The group will be evaluated on the basis of their level of communication when the teacher assesses each group dynamic.