The Wetlands MEL
Below are links to resources that will help students use the Wetlands MEL and learn more about the competing views of wetlands.
This article provides an introduction to the Wetlands MEL plus suggestions from classroom use including implementation advice, insights into the lines of evidence that challenge students' thinking, and the rationale for using MEL diagrams to address socio-scientific issues that focus on value to society.Wetlands: Good or Bad? TES (Acrobat (PDF) 388kB Jun4 18)
Model A: Wetlands provide ecosystem services that contribute to human welfare and help sustain the biosphere.
Model B: Wetlands are a nuisance to humans and provide little overall environmental benefit.
- Wetlands Model Plausibility Ratings (Acrobat (PDF) 140kB Jun4 18)
- Wetlands MEL – Diagram & Explanation Task (Acrobat (PDF) 935kB Jun4 18)
Lines of Evidence
Evidence #1: Wetlands play a role in the global cycles of carbon, nitrogen, and sulfur. Wetlands change these nutrients into different forms necessary to continue their global cycles.
Evidence #2: Flooding is a natural occurrence in low-lying areas and wetlands are places where floodwaters can collect.
Evidence #3: Wetlands contribute 70 percent of global atmospheric methane from natural sources.
Evidence #4: Many wetlands are located in rapidly developing areas of the country.
- Wetlands MEL – Evidence Texts BW (Acrobat (PDF) 514kB Jun4 18)
- Wetlands MEL – Evidence Texts Color (Acrobat (PDF) 410kB Jun4 18)
This Plausibility Ranking Task (PRT), which may be completed prior to using any MELs, helps students to understand the role of evidence in supporting or refuting models.
- Plausibility Ranking Task (Acrobat (PDF) 94kB Jun4 18)
The Explanation Task is part of each MEL Activity. In this task, students provide written explanations for the arrows they draw on the diagram. The following rubric may be used to score students' written explanations.
- Explanation Task Rubric (Acrobat (PDF) 38kB Jun4 18)