When people think of wetlands, many think of ducks. But wetlands are important to all of us because they filter the water we drink, are home to over 600 wildlife species, control the effects of drought and floods, can remove and store greenhouse gases and offer amazing learning and recreational opportunities for people of all ages. When Ducks Unlimited Canada (DUC) discussed this with the Ontario Trillium Foundation (OTF), they listened!
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“DUC and OTF realize that today’s students are tomorrow’s decision makers and conservation leaders,” says Janice Eales, Development Associate, DUC. DUC’s way of reaching kids is through the award winning educational program Project Webfoot. Developed in 1998, Project Webfoot engages young minds through fun and interactive activities, while at the same time teaching Grade 4 students in Ontario about the important role of wetlands in the environment and the value of wetlands in their lives. Project Webfoot supplies Grade 4 teachers with the curriculum-based materials and resources they need to teach a science unit on wetlands. Funding to send the classes on a fun, hands-on field trip to a local wetland is also provided by Project Webfoot. Qualified interpretive leaders run the field trips and the kids get to do dip-netting, identify invertebrates and participate in educational games and activities.
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OTF provided an initial grant for $90,000 in 2005 which helped deliver this valuable program to more classrooms in Toronto. Additional OTF funding in 2006, helped bring the Project Webfoot program to 20 more classes in London and also provided support for a provincial coordinator.
“DUC works with school boards to determine the at-risk, inner-city schools that would benefit the most from Project Webfoot. Now, larger cities such as Ottawa, Toronto and London are the focus because DUC realizes that inner-city kids do not often have the chance to experience the natural environment that many people take for granted,” says Eales. “Actually visiting a wetland and taking part in the activities gives the students a sense of wonder and empowerment, showing them the impact they can personally have on the environment,” Eales continues. Every new experience that these inner-city children have opens their eyes to the possibilities outside of their often restricted lives.
The positive effect of Project Webfoot can be seen in the following statements from both students and teachers:
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“Most of the students at our school are apartment-dwellers and rarely have the opportunity to be in a setting like Kortright. They were so happy to participate in the hands-on exploration of the marsh and learned a great deal about the marsh habitat. As well, many of them have a deeper respect for nature now that they have a better understanding of the dependence that each species has on the other.” Grade 4 teacher in Toronto whose class participated in a field trip provided by (DUC).
“The field trip was fantastic! I hope next year’s class will get resources and go on an interesting trip too!” Grade 4 student from Toronto
“The kids got to see what we talked about in class (and) the people running the program used all the words in the Ministry (of Education) expectations. The kids need this. They need the hands-on experience to make it real fun for them.” Grade 4 teacher, Peterborough
The visit, which focuses on Wetlands and Habitats, was a wonderful experience for our students, who do not have many opportunities to explore anything beyond the asphalt jungle of our area of Toronto. Principal, Toronto.
“With the generous support of the Ontario Trillium Foundation, DUC has been able to offer the fun, informative and interactive Project Webfoot program to hundreds of urban kids in Ontario,” adds Eales.
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Project Webfoot engages young minds through fun and interactive activities, while at the same time teaching Grade 4 students in Ontario about the important role of wetlands in the environment and the value of wetlands in their lives.
Here’s what students from John P. Robarts Public School in London had to say when asked what their favourite part of their wetlands experience was and what they learned:
“…My favourite part was when we got to see geese up close and when we had a riddle to solve. The very best thing was to be around nature. I learned that a microscope is a really cool science tool. Also a pool of water at the bottom of a hill that goes low is a swale.”
Dakota
“…I learned that ducks get banded with little metal things around their feet so people can find that bird and get information from it.”
Brooke
“…My favourite part was when we went to the last wetland. I saw rocks, fish, water, plants and ducks. It was so cool. I learned that all plants and animals have nicknames.”
Daniel
“…My favourite part was when we got to look at all the animals like the ducks, foxes, seals, chipmunks, thread worms, snails and owls. I learned that when I walk through a forest, field, or wetland, I have to watch out for poison ivy...”
Amanda
“…My favouite part was when we got to go in the field, forest and wetlands. …The forest was my second favourite. I learned that a black-capped insect controller lives in a forest.”
Devlin
“…My favourite part was when we went to the swamp and saw some plants that looked like they came from Jurassic Park. I learned that poison ivy has three leaves on each stem and when it has just sprouted its leaves droop.”
Cristo
“…I learned that river otters have webbed feet and sharp claws. They eat frogs, fish, birds and mammals.”
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