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                 Wetlands Reading List *Pre-Kindergarten through Grade 12*Table of Contents
The following books are listed and described in sections, according to         reading level: Primary, Elementary, Intermediate, and Secondary. Following         each section, additional books are listed with the section describing         the book in parenthesis.

Introduction

Primary Level *(Pre-Kindergarten through Grade         2)*

*Box Turtle at Long Pond,* William T. George*Come Out, Muskrats,* Jim Arnosky*Common Frog,* Oxford Scientific Films*Dragonflies,* Cynthia Overbeck*Fish Eyes,* Lois Ehleert*If You Were a Wild Duck Where Would You Go?,* George Mendoza*Let's Find Out About Frogs,* Corrine J. Naden*Lily Pad Pond,* Bianca Lavies*The Lorax,* Dr. Seuss*Make Way for Ducklings,* Robert McCloskey*The Noisy Counting Book,* Susan Schade and Jon Butler*Old Mother West Wind,* Thornton W. Burgess*Puddles and Ponds,* Rose Wyler*Rain Drop Splash,* Alvin Tresselt*A River Dream,* Allen Say*River Parade,* Alexandria Day*The Seminole,* Emilie U . Lepthier*Spring Peepers,* Judy Hawes*The Ugly Duckling,* Hans Christian Anderson*Willa in Wetlands,* Peyton Lewis and Rory Chalcraft

List of Additional Books for Primary Students

Elementary Level *(Grades 3 through 5)*

*Animals and Plants That Trap,* Philip Goldstein*Animals of the Ponds and Streams,* Julie Becker*Beaver Valley,* Walter D. Edmonds*Dragonflies,* Hilda Simon*Explore a Spooky Swamp,* Wendy W. Cortesi*Frogs, Toads, Lizards and Salamanders,* Nancy Winslow Parker and         Joan Richards Wright*From Pond to Prairie,* Laurence Pringle*Green Darner,* Robert M. McClung*In the Middle of the Puddle,* Mike Thaler*Island of the Loons,* Dayton 0. Hyde*Marshes and Swamps,* Linda M. Stone*The Mystery of the Great Swamp,* Marjorie A. Sapf*Pond and River,* Steve Parker*The Pond Book,* Albro Gaal*Scoots the Bag Turtle,* Judy Cutchins and Ginny Johnston*The Seminole,* Martin Lee*Small Water Mammals,* Maxwell Knight*Snails of Land and Sea,* Hilda Smith*Swan Lake,* Mark Helprin*Water Insects,* Sylvia A. Johnson*Wetlands,* Linda M. Stone*Wetlands: Bogs, Marshes and Swamps,* Lewis Buck*Wonders of the Fields and Ponds at Night,* Jacquellyn Berrill*The World of Fishes,* Thomas D. Fagely

List of Additional Books for Elementary Students

Intermediate Level *(Grades 6 through 8)*****

*Estuaries, Where Rivers Meet the Sea,* Laurence Pringle*Everglades Country,* Patricia Lauber*Exploring the Great Swamp,* George Laycock*Look What I Found,* Marshal T. Case*Misty of Chincoteague,* Marguerite Henry*The Mystery of the Bog Forest,* Lorus J. Milne and Margery Milne*A Naturalist's Sketchbook,* Claire Walker Leslie*Of Men and Marshes,* Paul L. Errington*Pitcher Plants: 7he Elegant Insect Traps,* Carol Lerner*Pond Life,* George K. Reid*T'he Snow Goose,* Paul Gallico*Wild and Scenic Rivers,* National Geographic Society*The Wind in the Willows,* Kenneth Grahame*The Yearling,* Marjorie Kinnan Rawlings

List of Additional Books for Intermediate Students

Secondary Level *(Grades 9 through 12)*

*Adopting a Stream: A Northwest Handbook,* Steve Yates*The Adventures of Huckleberry Finn,* Mark Twain*Amazon: The Flooded Forest,* Michael Goulding*Beautiful Swimmers,* William W. Warner*The Birder's Handbook.- A Field Guide to the Natural History of North         American**Birds,* Paul R. Erlich, David S. Dobkin, and Darryl         Wheye*Caesars of the Wilderness,* Peter C. Newman*Chesapeake,* James A. Michener*Company of Adventures - The Story of the Hudson's Bay Company,*         Peter C. Newman*The Everglades: River of Grass,* Marjory Stoneman Douglas*Lewis and Clark: Pioneering Naturalists,* Paul Russell Cartright*Life and Death of the Salt Marsh,* John and Mildred Teal*The New Book of Oxford Canadian Verse,* compiled by Margaret Atwood*Pilgrim at Tinker Creek,* Annie Dillard*The Pond,* Robert Murphy*The Portable Thoreau,* revised edition by Carl Bode*Runes of the North,* Sigurd F. Olson*A Sand County Almanac,* Aldo Leopold*Swamp Fox,* Robert Duncan Bass*This Incomparable Lande,* Thomas J. Lyon*Through the Eyes of a Young Naturalist,* William A. Sipple*Walking the Wetlands,* Janet Lyons and Sandra Jordan*Wandering Through Winter,* Edwin Way Teale*The Water is Wide,* Pat Conroy*Water Pollution,* Kathlyn Gay*Wetlands,* William Niering*Wetlands,* Max Firlaison and Michael Moser

List of Additional Books for Secondary Students

Key Wetland Topics
Introduction
The *Wetlands Reading List* is an annotated list of printed material         that will supplement lesson plans and provide students with suggestions         for independent reading on wetlands. The goal of the list is to encourage         students to explore and develop a respect, understanding and appreciation         for wetlands. This is an attempt to foster our appreciation of our nation's         remaining wetlands.

The intention is to reach the whole student, to transcend her/his intellectual         understanding and to instill an arts and humanity awareness of a valuable         natural resource. It is hoped that reading the books will motivate students         to pursue further reading about the wetlands resource and encourage them         to learn about wetlands through the arts and sciences and through applied         hands-on experiences.

Books contained in the *Wetlands Reading List* include different         types of literature. Factual, nonfiction, picture books and fiction titles         are provided. Entries are listed alphabetically by grade level in the         *Wetlands Reading List:* primary (pre-kindergarten to grade 2), elementary         (grades 3 to 5), intermediate (grades 6 to 8) and secondary (grades 9         to 12). Grade level refers to reading level and not the level for being         read to, except for some books described at the primary level which may         be better read to the child. They are listed here because their large         and abundant pictures and easy to follow story make them suitable for         the primary grade level.

The target age of many books extends beyond the one grade level in which         they have been placed. It is recommended the educator does not limit her/himself         to the grade she/he teaches but to consider books in adjacent grade categories.         A list of these books and the grade level under which they are discussed         is located at the end of each section. The number of entries under each         section varies, as does the information for each listing. Each title cites         the author, publisher, date published, page length and grade range, and         is classified by a special code as indicated below:
- E = Easy Reader (picture books)
- F = Fiction
- NF = Nonfiction
- SC = Story Collection, Anthologies

Following the citation is a *summary and comment.* The *summary,*         written in phrases, sentences or sentence fragments, is intended to capture         the essence of the book, be it plot or factual material. The *comment*         provides more in-depth background information on the book and its significance         in respect to the wetlands resource. Quotes are often included with an         entry.

Most important is where one might find the books listed in the *Wetlands         Reading List. An* asterisk (*) after a title indicates a book is in         print and available through a book shop. If it is not on the shelf, many         bookstores will special order a book. Many of the books may be obtained         at a children's library, local public library, a school library, county         or city park or environmental education center, children's book store         or nature section in a book shop. Some are available through organizations         such as the Sierra Club or the National Geographic Society.

The *Wetlands Reading List* is not intended to be inclusive of every         book ever written on wetlands or to endorse the books listed here. There         are many other excellent publications for children on wetlands. For example,         the *Wetlands Reading List* does not begin to list every book - and         there are many good publications-written on dragonflies. Titles serve         as suggestions for starting points for the inquiring student and teacher         seeking information on wetlands. Students and teachers are encouraged         to expand their horizons beyond the list, to refer to other books by the         same and other authors and to search out books covering similar subjects         as those contained herein. A list of suggested topics and key words is         provided in the back.
Primary Level *(Pre-Kindergarten         through Grade 2)****BOX TURTLE AT LONG POND*, William T. George.** Greenwillow Books,         New York; 1989; 30 p.; E

*Summary:* Compelling paintings of pond and surrounding community         will captivate and appeal to children as favorite place to visit. Begins         with box turtle emerging from its home in log to spend busy day in pond         community looking for food, avoiding being eaten and finding shelter during         rain.
-  *Comment:*  Many ponds, including their shallow vegetated           edges, are wetlands. Like many wetland environments, there are numerous           animals and plants that are residents of the pond community. It is important           to note that similar to other wetlands, many of the paintings in  Box           Turtle at Long Pond  do not show water. Many wetlands like the bottomland           community along the pond are wet only part of the year. They are considered           wetlands because they are wet during the growing season long enough           to support plants that occur in other wetlands.

**COME OUT, MUSKRATS*, Jim Arnosky.** Lothrop, Lee and Shepard Books,         New York; 1989; 28 p.; NF

*Summary:* Colorful, realistic, pastel illustrations of wetlands.         In late afternoon, muskrats come out of houses to swim in shallow wetlands         and eat green water weeds, swim between water lilies and race among cattails         until dawn.

***Comment:*** Award winning artist, writer and naturalist presents         the picture story, *Come Out, Muskrats* in his typical, accurate         style. The muskrats are depicted as part of the wetland community with         other Wildlife naturally found in wetlands, such as the Common Yellowthroat         (a warbler), Wood Ducks and sunfish, as well as other animals such as         deer and a fox, that frequent wetlands during the day to feed or drink.         Muskrats commonly inhabit wetlands, including fresh, brackish, or saltwater         marshes, ponds, lakes and rivers.

**COMMON FROG, Oxford Scientific Films.** G.P. Putnam's Sons, New         York; 1971; 24 p.; NF
- *Summary:*  Superb breathtaking close-up photographs with           simple, one sentence captions presenting life cycle of the common frog.           A kindergartner could follow the story which is preceded by a more detailed           introduction describing the physical habits, characteristics and environment           of this species of frog occurring in Europe and United States.             ***Comment:* Common Frog** was prepared by a British team             of renowned zoologists and photographers. Frogs and other amphibians,             such as toads and newts, live on land and in water, and often occur             in wetlands. Readers are encouraged to seek out other books on frogs             and amphibians in general. The illustrated portion of the book begins             with a scene of a wetland and a caption that common frogs live in             dam areas, which is typical wetland habitat.         
**DRAGONFLIES, Cynthia Overbeck.** Lerner Publications, Minneapolis;         1982; 48 p.; grades 1 to 3; glossary and index; NF

*Summary:* Attractive and informative. Provides easy to understand         information on dragonflies, common members of wetlands communities. Explains         the three stage process of development these insects undergo beginning         in wetlands and other water bodies. Emphasizes the value of dragonflies         and that they are not harmful.

***Comment:*** Children are naturally curious about insects and         dragonflies are no exception. It is important to remind children dragonflies         are not harmful but rather very helpful as they feed on mosquitos. Dragonflies         are found in many wetlands; some are indicators of good water quality.         They are part of the food chain.

**FISH EYES*, Lois Ehleert.** Harcourt Brace Jovanovich, New York;         1990; 34 p.; pre-kindergarten to grade 1; E
- *Summary:*  Simple, easy to understand and written for           the very young reader as she or he learns to count the brilliantly colored           fish swimming through the pages. Actively involves the student in the           lives of fishes while teaching the child to count the many fish as they           begin their life cycle in wetlands. Invites reader to put on a suit           of scales, fins and tail, then swim downriver (from where she or he           is born into as a fish, perhaps in wetland adjacent to a river).             ***Comment:*** Wetlands serve as nurseries for many fish.             Fishes are important members of the animal kingdom. They are also             important to the food chain and the fishing industry. In *Fish**Eyes,* Lois Ehleert introduces the student to the world of fishes.         
**IF YOU WERE A WILD DUCK WHERE WOULD YOU GO?*, George Mendoza.**         Stewart, Tabori & Chang, Inc., New York; 1990; 32 p.; pre-kindergarten         to grade 2; E
- *Summary:*  A sophisticated picture with superb drawings           and good text. A wild duck narrator looks at the past when the environment           was bountiful and searches today through the polluted environment for           a home.             ***Comment:*** With our wetlands rapidly disappearing, a             wild duck has fewer and fewer places to choose for its home. Many             that remain, are polluted. *If You Were a Wild Duck Where**Would             You Go?* will encourage readers to place value in saving and restoring             our wetlands for the future.         
**LET'S FIND OUT ABOUT FROGS**, **Corrine J. Nadeen.** Franklin         Watts, Inc., New York; 1972; 44 p; grades 1 to 3; NF
- *Summary:*  Nice illustrations of frogs in wetlands habitats.           Contains factual material about frogs in easy reading format suitable           for children in the latter months of grade one to grade three, with           information on: differences between frogs and toads, growth stages from           egg to tadpole to adult frog and the community in which they live.             ***Comment:* Let's Find Out About Frogs** is one of many             books on frogs, animals that - like other amphibians - live part of             their life on land and part on water. All frogs must return to water             to breed. They are commonly found in wetlands, making wetlands important             to the life cycle of frogs. Other related book topics to look for             are tadpoles, amphibians, salamanders, and toads.         
**LILY PAD POND***, **Bianca Lavies.** Dulton; 1989; 30 p.; kindergarten         to grade 2; E
- *Summary:*  Colorful, eye-catching book with excellent           pictures. Contains good ration of pictures to white spaces and text           - an important feature in capturing the very young reader. Has nothing           specific about mammal and little on plant life. Introduces concept of           food chain at an easy to understand level.             ***Comment:*** Organisms are correctly named. In *Lily             Pad Pond*, the colorful scenes of ponds and other wetlands are             entertaining and depicted by easy to understand captions.         
**THE LORAX***, **Dr. Seuss.** Random House, New York; 1971; 68p.;         pre-kindergarten to grade 3; E
- *Summary:*  A Dr. Seuss book - this one on the impact of           environmental pollution. In the days when the grass is green and the           ponds still wet, Once-ler comes to the glorious places and sees the           glorious Truffula Trees growing mile after mile with their bright-colored           tufts. In his beloved style, Dr. Seuss writes about the pond -
-    -      - "From the ripulous pond came the comfortable sound of the                   Humming- Fish humming while splashing around." 
  - The Once-ler chops down the trees for their tufts, despite the               warning of the Lorax, " a sort of man...shortish...oddish...mossy..."               Then, the Once-ler builds a factory and cuts down more tufts, selling               more and more tufts he makes into the ever-popular "Thneed." Unfortunately,               his factory polluted the lands, even the pond:  
  -      - "You're glumping the pond where the Humming-Fish hummed. No                   more they hum, for their gills are gummed. So, I'm sending them                   off. Oh, their future is dreary. They'll wall on their fins                   and get woefully weary in search of some water that isn't so                   smeary." 
  - The final pages impart the message that the future of the environment               is up to individuals as wisened Once-ler tosses the last Truffula               seed to a passerby, saying:  
  -      - "Plant a new Truffula. Treat it with care...Unless someone                   like you cares...nothing is going to get better. Then the Lorax                   and all his friends come back." 
  -  *Comment:*  Like his other classics, Dr. Seuss writes               in his true whimsical style but the message is the impact of greed               and human development on the environment. The pond and its fishes               and swans are impacted and forced to seek other homes to live if               possible. Wetlands, like other resources, are limited. Only when               individuals care for and protect wetlands in their community will               they be conserved and restored. 

**MAKE WAY FOR DUCKLINGS*, Robert McCloskey.** The Viking Press, Inc.,         New York; 1971; 72 p.; kindergarten to grade 2; E
- *Summary:*  Simple, well-illustrated drawings of mallards           are very realistic. Begins with "Mr. and Mrs. Mallard" looking for a           safe home to raise their family and attempting to nest in Boston Garden           which quickly reveals many dangers. Ducks settle in a cozy spot along           Charles River. Once ducklings hatch, Mr. Mallard departs for Boston           Garden. Later, Mrs. Mallard leads ducklings across traffic and town           to join Mr. Mallard at island in Boston Garden.             ***Comment:* Make Way for Ducklings** is a classic story             for young children about a family of ducks. Ducks and other waterfowl             are just one group of wildlife that breeds in wetlands. The loss of             wetlands as nesting habitat for ducks through human activity such             as draining and filling wetlands has greatly reduced the duck population.        Over ten percent of the Charles River Watershed in the Boston               area consists of wetlands such as grassy marshes, swamps and damp               meadows. The Charles River Watershed Association was founded in               1965 in response to increasing public concern over the environment               and poor condition of the Charles River. One of the many programs               sponsored by the Charles River Watershed, the Adopt-A- Brook program,               enables schools and other organizations to care for the wetlands               of the Charles River.

**THE NOISY COUNTING BOOK, Susan Schade and Jon Butler.** Random House,         New York; 1987; 8 p.; pre-kindergarten to grade 1; E
- *Summary:*  Part of series, A Just Right Book; super-sturdy           pages. Counting book with delightful, attractive and funny illustrations           of a boy who goes to fish in a quiet pond but soon becomes frustrated           as rising noise disrupts quiet when first one frog says, "Ga-Dunk,"           then two ducks say, "Wak," and noise increases until six mosquitos say,           "Bzzz," at which point boy hollers, "QUIET!"
- *Comment:* The Noisy Counting Book  contains excellent           representations of a pond that captures the essence of one type of wetlands           with animals and plants that occur naturally in these areas.  

**OLD MOTHER WEST WIND*, Thornton W. Burgess.** Heary Holt and Co.,         New York; 1990; 90 p.; pre-kindergarten to grade 4; F
*Summary:*
 Full color edition with extraordinary illustrations             of this classic, the first of the 
Old Mother West Wind
 series,             which was first published in 1910, will stimulate children's imagination.             Stories involve many characters living in wetlands and other bodies             of water: Jerry Muskrat, Billy Mink, Little Joe Otter, Spotty the             Turtle and many more. The following is a passage from chapter, "Little             Joe's Slippery Slide at the Smiling Pool," which children will enjoy:
"Peter Rabbit kept coming nearer and nearer until finally he                 stood at the top of the slippery slide. Billy Mink crept up behind                 him very softly and gave him a push. Peter Rabbit's long legs                 flew out from under him and down he sat with a thump on the slippery                 slide. "Oh," cried Peter Rabbit, and tried to stop himself. But                 he couldn't do it and so away he went down the slippery slide,                 splash into the Smiling Pool."

*Comment:*
 Stories from 
Old Mother West Wind
             with their mischievous characters like Billy Mink (above) are part             of an American childhood. A major influence on children's literature,             Thornton Burgess has written over 50 books for children, many on the             lives of animals living in wetlands. Look for other titles of T. Burgess             on individual animals from 
Old
Mother West Wind
 that             inhabit wetlands. His works emphasize the importance of wetlands to             the lives of many animals. Burgess' books are ideal for reading to             prekindergarten children.            

**PUDDLES AND PONDS*, Rose Wyler.** J. Messner, New York; 1990; 32         p.; grades 1 to 3; NF
- *Summary:*  Attractively illustrated; describes some of           the many living things inhabiting or visiting puddles and ponds. Information           generally accurate. Suggested hands-on activities throughout book.             ***Comment:*** Bodies of water such as puddles and ponds             are often wetlands. Often wetlands are areas that are so shallow that             plants grow completely across them or that may be dry during long             periods of the year. *Puddles and Ponds* is also about wetlands.             Some activities are well-suited to the primer reader, ages 6 to 8,             while others lack sufficient instructions, and could end in failure.             Teachers need to be careful and suggest the reader seek assistance             if difficulties arise.         
**RAIN DROP SPLASH*, Alvin Tresselt.** Lothrop, Lee and Shepherd Co.,         New York; 1965; 17 p; kindergarten to grade 2; E
- *Summary:*  Picture book, simple story; raindrops begin           to fall and eventually form a puddle which then becomes a pond with           water lilies and fish. Raindrops continue as pond spills over into lake           with bigger fish and pickerel weed, and Red-winged Blackbirds. Raindrops           flood farms, roads and cities and impact all life, people included.             ***Comment:*** In addition to *Rain Drop Splash,* Alvin             Tresselt also wrote *Beaver Pond,* a wetland book. *Rain Drop             Splash* illustrates one very important benefit of wetlands: their             natural ability to retain rainwater and reduce flood levels during             rainstorms. It demonstrates the impact of heavy rains and flooding             with illustrations depicting wetlands absorbing water run-off during             rain. Natural wetlands reduce flood peaks during storms. Their loss             can increase flooding.         
**A RIVER DREAM*, Allen Say**. Houghton Mifflin Company, Boston; 1988;         32 p.; grades I to 3; E
- *Summary:*  Breath-taking   color illustrations! Fun           tale of boy Mark whose dreams and reality merge as he lies in bed with           a fever and opens a prize box from an uncle. Mayflies flutter out of           the box and Mark follows them outdoors to find a river has replaced           his street. He climbs into a boat. Rowing, he sees his uncle fishing,           joins him, catches magnificent trout in the shallow waters and faces           a tough choice whether to keep the trout or release it and leave the           river as he found it.             ***Comment:*** Many wetlands occur along rivers. *A River             Dream* brings together a touching story of a boy's adventure and             step toward maturity with two of the many opportunities rivers, wetlands             and other bodies of water provide: fishing and boating. The shimmering             paintings reveal the intrinsic beauty of wetlands and rivers.         
**RIVER PARADE*, Alexandria Day.** Viking, New York; 1990; 36 p.;         kindergarten to grade 2; E
- *Summary:*  Great splashes of shimmering watercolor mirroring           the hot summer day on the river. Young boy rides up a river with his           father on a hot summer day, with his toys. One by one, each toy falls           into the water, and finally, so does the boy, finding it wonderful swimming.             ***Comment:* River Parade** contains nice representations             of wetlands along the river, with marshy vegetation, fish and mallard             ducks. It depicts important wetlands values, including good water             quality, plant and animal life, and recreation.         
**THE SEMINOLE***, **Emilie U. Lepthier.** Children's Press, Chicago;         1985; 48 p.; grades 1 to 2; index; NF
- *Summary:*  Easy reading with abundant photographs from           the New-True-Book Series. Traces the history of the Seminole Indians,           who were originally from the Creek Tribe in Georgia and Alabama but           were forced to Florida swamps, to the Everglades and Big Cypress Swamp.           Describes events of the three Seminole Wars in the 1800's and the tactics           used by the Seminoles to strike at the settlers then disappear in the           swamps. Depicts the life of the Seminoles in Florida today.             ***Comment:*** Author Emilie U. Lepthier describes the Seminole             way of life in the swamp, including information on their education             and government, village life, ability to sustain themselves by hunting             and fishing, handicrafts and present way of life. (This is not the             same book as the one listed by same title under Elementary Level by             Martin Lee.)         
**SPRING PEEPERS, Judy Hawes.** Thomas Y. Crowell Company, New York;         1975; 34 p.; kindergarten to grade 2; NF
- *Summary:*  Attractively illustrated with large colorful           drawings of peepers. Describes the peeper, how to look for peepers,           the different kinds of peepers or tree frogs in the United States and           even includes the song of the tiny Coqui of Puerto Rico, "ko- Kee, ko-Kee."             ***Comment:* Spring Peepers** is actually about tree frogs             that return to the water, particularly wetlands, to mate in the spring             and can be heard in the evening in marshy, wet places, including puddles             and ditches. *Spring Peepers* is highly recommended for learning             about life in wetlands. Wetlands play an important role in the life             cycle of spring peepers, for this is where many hatch into tadpoles,             emerge as tree frogs and return to breed.         
**THE UGLY DUCKLING*, Hans Christian Anderson**, English text by Anne         Stewart, Greenwillow Books, New York; 1982; grades 1 to 3; F
- *Summary:*  Captivating, newly illustrated and interpreted.           Classic fairy tale of badly treated ugly duckling which later emerges           as a swan. Begins in a country surrounded by lakes and pools; newly           hatched duckling is mocked and laughed at, retreats to a great swamp           with wild ducks, is nearly killed by hunters and somehow survives the           winter in a swamp. Duckling leaves home among the reeds in swamp in           spring and finds himself in a "forest of rushes and water" where he           looks into his reflection into the water and finds he has emerged as           a swan.             ***Comment:*** The beloved classic, *The Ugly Duckling*,             is easily read to pre-kindergarten children and can be read by children             beginning late in the first grade. Many of the settings throughout             the tale are in wetlands, such as the swamp and the forest of rushes             where the three swans appear floating on the water (known as forested             wetlands). Waterfowl such as the ducks and swans, are true inhabitants             of wetlands.         
**WILLA IN WETLANDS*, Peyton Lewis and Rory Chalcraft.** National         Children's Threatre for the Environment; Washington, D.C.; 1991; 28 p.;         pre-kindergarten to grade 2 to view play and grades 3 to 5 for viewing         and reading; E
- *Summary:*  A very creative, funny and engaging play, with           catch, upbeat songs. Includes players, Willa the student, Sherman and           Shirley the pink Shrimp, Johnny Rockfish with sunglasses, Wild Rice,           Blue Heron and many other treasures in the wetland. Begins with Willa           announcing her decision to go the wetland because her teacher had mentioned           to her that day "there was a treasure in the wetland" and she's going           to look for it until she finds it, but soon discovers:  
-    -      - "looking for a treasure in a swamp or marsh is a hard job.                   I see nothing that looks the least bit priceless." 
  - Discovering that treasures she finds were not what she expected,               her search leads her to a Bald Eagle, the Muskrat lodge, the fiddling               Fiddler Crabs and many more. Willa continues:  
  -      - "I came here looking for gold and silver but I think I've                   learned what the real treasure is. Everyone I met was a jewel." 
-  *Comment:*  As play continues, Willa and the audience           become aware of the impending threat of the constant "Great Sound" of           development in the background to the homes of Willa's new friends in           the wetlands.  Willa in Wetlands  does more than highlight the           priceless treasures of wetlands as it presents realistically the real           threats to wetlands and offers practicable ways children might help           in reducing the loss by sharing wetlands and their treasures with others.
-    - Copies of  Willa in Wetlands  are available at no charge               from the Wetlands Information Hotline. Call toll free 1-800-528-7828.               Accompanying teacher's guide also available. 
List of Additional Books for Primary Students
The sections describing these additional books are in parenthesis:

*Animals of the Ponds and Streams*, Julie Becker (elementary)*Explore a Spooky Swamp*, Wendy W. Cortesi (elementary)*Frogs, Toads, Lizards and Salamanders*, Nancy Winslow Parker and         Joan Richards Wright (elementary)*Green Darner*, Robert M. McClung (elementary)*In the Middle of the Puddle*, Mike Thaler (elementary)*Marshes and Swamps*, Linda M. Stone (elementary)*Wetlands: Bogs, Marshes and Swamps*, Lewis Buck (elementary)
Elementary Level *(Grades         3 through 5)*
**ANIMALS AND PLANTS THAT TRAP, Philip Goldstein**. Holiday House,         New York; 1974; 128 p.; grades 4 to 6; NF

*Summary:* Well-written with clear explanations. Devotes entire         chapters to the carnivorous Venus fly trap, sundew and pitcher plant.         Explains how bladderworts living in quiet ponds and bogs capture small         creatures with underwater leaves covered with miniature traps that function         automatically.

***Comment:* Animals and Plant That Trap** is comprehensive in         covering plants that trap insects, many of which occur in wetlands. Wetlands         soils are often poor in nutrients. Carnivorous (insect-eating) plants         thrive in these conditions with special adaptations that trap insects         to obtain the nutrients that are unavailable in the soil.

**ANIMALS OF THE POND AND STREAMS, Julie Becker.** EMC Corporation,         Minneapolis; 1977; 55 p.; grades 2 to 4; NF

*Summary:* Lots of pictures, photographs and drawings to hold student's         attention. Describes ten animals inhabiting ponds and streams: turtle,         blue heron, crayfish, otter, mallard duck, frog, beaver, catfish and dragonfly.         Suggests child visit pond or stream and watch quietly to observe the many         inhabitants.

***Comment:*** Much of the area within a pond or an entire pond         may be so shallow it is classified as a wetland. Many wetlands also occur         along streams. *Animals of the Ponds and Streams* demonstrates one         of the important values of waters, including wetlands: they are home to         an abundant number of wildlife.

**BEAVER VALLEY, Walter D. Edmonds.** Little, Brown and Company, Boston;         1971; 70 p.; grades 3 to 5; F

*Summary:* Easy to read. Narrates a tale of a quiet, peaceful valley         containing streams and wetlands, of a beaver colony constructing a dam         and impacting lives of deer, mouse and others in valley. Contains vegetation         and wildlife associated with wetlands.

***Comment:*** One valuable function of wetlands is they provide         homes for many wildlife species. The author of *Beaver Valley* presents         a story in which the wetland is changed by beaver activity. The author         alludes to the similarity between the beaver and humans who both have         the ability to impact wetland environments.

**DRAGONFLIES, Hilda Simon.** The Viking Press, New York; 1972; 95         p.; index; grades 4 to 6; NF

*Summary:* Provides informaiton on an important group of insects         commonly found in wetlands. Discusses this spectacular, often very colorful,         group of insects: their origins, mating rituals and life cycles, including         the underwater nymphal stages.

***Comment:*** Colorful drawings illustrate dragonflies in many         wetland habitats. Hilda Simon has included a guide to dragonflies of North         America in *Dragonflies*.

**EXPLORE A SPOOKY SWAMP*, Wendy W. Cortesi.** National Geographic         Society: Books for Young Children, Washington, D.C.; 1978; 32 p.; grades         2 to 4; NF

*Summary:* Colorful and attractive with lots of photographs. Invites         young reader to explore a swamp through the experience of two children         as they venture into the Okefenokee Swamp in Georgia. Describes their         adventures in a small boat as they observe the plants and animals along         their path.

***Comment:*** Photographs from *Explore a Spooky Swamp*         are very realistic as they depict the boy and girl in a swamp, providing         the reader the opportunity for an imaginative journey into a swamp.

**FROGS, TOADS, LIZARDS AND SALAMANDERS*, Nancy Winslow Parker and Joan         Richards Wright.** Greenwillow, New York; 1990; 48 p.; grades 2 to 6;         NF

*Summary:* Outstanding, colorful book about a group of animals common         to wetlands. Great pictures and wonderfully funny text that can be read         by grades four to six and read to grades one to two. Easy reading; scientific         names included. Contains picture glossary and range maps indicating distribution         of species.

***Comment:*** Children are fascinated by frogs, toads, and salamanders,         animals which belong to the class known as amphibians. They require water         to begin life and after migrating to land following metamorphosis, must         return to water to reproduce. Students may find them in wetlands during         their early water dependent stages and sometimes in their adult stage         as well. Following is a sample from *Frogs, Toads, Lizards and Salamanders:*

"Grant's aunt was picking flowers in a drainage ditch occupied by a           fat snakelike, Two-toed Amphiuma. Amphiumas are aquatic. Amphiumas live           in rivers, streams, swamps, bayous, and drainage ditches."

**FROM POND TO PRAIRIE, Laurie Pringle.** The MacMillan Company, New         York; 1972; 34 p.; grades 3 to 5; index; NF

*Summary:* Accurate illustrations of plants such as bladderworts         (insect-eating plants), water lilies and sedges, and animals including         catfish, dragonfly nymphs, herons and Pintail Ducks. Describes successive         changes of ponds as they evolve into marshes and prairies over hundreds         or thousands of years. Explains the loss of wetlands to farmlands through         human disturbances.

***Comment:*** Just like everything else in nature, wetlands         are changing. A pond may be evolving into a marsh. However, contrary to*From         Pond To Prairie*, it is now known that bodies of water such as wetlands         do not naturally become dry upland prairies. A low-lying depression that         creates a wetland will generally remain, although the type of wetland         may change. Only outside disturbances such as drainage or filling, may         cause a wetland to disappear.

**GREEN DARNER, Robert M. McClung.** William Morrow and Company, New         York; 1980; grades 2 to 4; 34 p.; NF

*Summary:* Newly illustrated edition of this accurate, popular nature         book. Illustrates wetland habitats with accurate drawings of wetland animals,         such as salamanders and water bugs, and wetland vegetation, such as arrowhead.         Introduces reader to Green Darner, a dragonfly, following the story of         a dragonfly's life as it grows from a tiny nymph through molting periods         to adulthood at a meadow pond.

***Comment:* Green Darner** is highly recommended. Its drawings         are excellent, realistic representations of wetlands. It covers the life         cycle of a dragonfly from nymph to adulthood, including the many threats         encountered while maturing to an adult. Following is an excerpt on the         food chain at the meadow pond:

"The Green Darner nymphs... ate little one-celled creatures called           "protozoans" and tiny water fleas...Other animals ate some of the Green           Darner nymphs too. A baby salamander ate the water bug, and a little           pickerel ate the salamander. A bullfrog ate the pickerel, and a big           snapping turtle ate the bullfrog! In the pond, many animals get eaten           by animals bigger than they are."

**IN THE MIDDLE OF THE PUDDLE*, Mike Thaler.** Harper and Row, New         York; 1988; 32 p.; grades 2 to 4; NF

*Summary:* Good illustrations of different habitats as a puddle         changes to a pool, a pond, and larger bodies of water because of rains         and floods. Illustrations depict true vegetative and animal characteristics         for each stage. Author relates a fun story about two friends in the middle         of puddle, Fred the Frog and Ted the Turtle. Recounts the two friends'         experiences with rain and flood, the ensuing changes of the puddle into         a pond, then a lake and finally a sea before the rain stops and the sea         recedes to a lake, then a pond, and finally a puddle.

***Comment:*** Wetlands may or may not be wet all year. Many         may even be dry for man months. Like the flood of *In the Middle of         the Puddle*, animals occurring in wetlands have specially adapted to         these sometimes extreme fluctuations.

**ISLAND OF THE LOONS, Dayton O Hyde.** Atheneum, New York; 1984;         155 p.; grades 4 to 7; F

*Summary:* Captivating and exciting adventure of orphan Jimmy who         is captured by a convict and taken to an unihabitated island in Lake Superior         where they fend together for several months, including winter. There,         Jimmy senses the convict's unfamiliarity with wilderness and realizes         the more useful he is, the greater his chances of survival. Descriptive         wetland settings include sphagnum plants and leatherleaf bogs. Jimmy's         resourcefulness extends to creating brews from wetland plants: pitcher         plants, cattails and lady slippers.

***Comment:*** Wetlands occur in shallow depressions or alongside         river and lakes, as on the island in Lake Superior in *Island of the         Loons*. Dayton O. Hyde blends together a tale of a man who finds himself.

**MARSHES AND SWAMPS***, **Linda M. Stone**. Children Press, Chicago;         1983; 48 p.; grades 2 to 4; NF

*Summary:* Attractive, accurate, and well-illustrated. Describes         three different types of wetlands: marshes, bogs, and swamps, including         information on their functions and values.

***Comment:*** In *Marshes and Swamps*, author Stone provides         excellent information about wetlands and their values and functions. She         has written several other books on wetlands, including one entitled, Wetlands,         also contained in this reading list.

**THE MYSTERY OF THE GREAT SWAMP, Marjorie A. Sapf.** Atheneum, New         York; 1967; 167 p.; grades 4 to 7; F

*Summary:* Captivating tale with colorful description of the swamp.         Presented by the Weekly Reader Children's Book Club. Takes place in the         Okefenokee Swamp in Georgia. Recounts adventures of boy Jeb in swamp,         particularly his unexpected encounters with the Indians that were not         all driven from the swamp years ago, as early settlers had thought.

***Comment:*** In *The Mystery of the Great Swamp*, the         author refers to true, realistic elements of the swamp throughout the         story including: herons, alligators, waving reeds, grasses, tall spotted         pitcher plants, cypress tress and tupelo trees. Trees are important for         distinguishing a swamp from a marsh as marshes are dominated by soft-stemmed         (known as herbaceous) plants.

**POND AND RIVER*, Steve Parker.** Alfred A. Knopf, Inc., New York;         1988; 64 p., grades 3 to 5; NF

*Summary:* Very well-illustrated, in color and indexed. Describes         the types of plants and animals that characterize ponds and rivers, with         a special emphasis on these habitats as they change during the different         seasons of they year.

***Comment:* Pond and River** provides good information on ponds,         rivers and wetlands. A pond may defined as a body of water so shallow         that plants may grow completely across it. As such, many ponds are also         wetlands. Also, many wetlands occur along rivers and are known as riverine         wetlands.

**THE POND BOOK, Albro Gaal.** Van Rees Press, New York; 1955; 136         p.; grades 3 to 4; NF

*Summary:* Easy to read and understand. Gaal provides interesting         and fun activities for children to learn about wetlands using applied,         hands-on approach.

***Comment:*** Ponds are vegetated shallow bodies of water and         may be considered just one of many different types of wetlands. One chapter         in *The Pond Book* is about setting up a "teacup aquarium," which,         as the name indicates, can be done in the home. This would allow the student         to watch activities of the tiny living things that may be found in a nearby         pond.

**SCOOTS THE BOG TURTLE*, Judy Cutchins and Ginny Johnston.** Atheneum         MacMillan Publishing Company, New York; 1989; 32 p.; index; grades 3 to         5; NF

*Summary:* Excellent! Identifies and describes bogs as rare, unique         and fragile wetlands occurring in cooler climates of the north and on         mountains. Explains unique adaptations of the bog turtle which is specially         adapted to bog habitat.

***Comment:*** Like other plant and animal inhabitants of bogs,         the bog turtle is easily threatened by human disturbances. *Scoots the         Bog Turtle* follow the life of imaginary Scoots, the little bog turtle         at Duck Potato Bog. All plants and animals in the story commonly occur         in bogs in bogs in the North Carolina mountains.

**THE SEMINOLE*, Martin Lee.** Franklin Watts, New York; 1989; 64         p.; grades 3 to 5; index; NF

*Summary:* Historical and modern account of Seminole Indians of         the Florida swamps. Tells the background of the Seminole Indians who lived         in Georgia and Alabama but were forced into Florida in the 1700's, some         north of Big Cypress Swamp. Descriptions of the Seminole Wars and of their         leader Osceola hiding his people in swamps of southern Florida after a         fight. While many Seminoles were killed or moved to reservation in West,         a few choose to continue to live in the southern Florida environment,         in traditional chickees (huts) in small villages.

***Comment:* The Seminole** and other titles on Seminole Indians         (or Indians in general), provides informaiton on how native Americans         learned to live in unison with a wetland environment - in this instance         a swampland - and their customs of food gathering, assembling homes, and         preparing garments of materials using resources found in the wetlands         environment.

(NOTE: This is not the same book as the one listed by same title under           Primary Level by Emilie U. Lepthier.)

**SMALL WATER MAMMALS, Maxwell Knight.** McGraw-Hill Book Co., New         York; 1968; 32 p.; grades 3 to 5; NF

*Summary:* Good background information on water mammals. Identifies         and describes specific water mammals, including the water shrew, muskrat         and beaver - mammals often found in wetlands. Describes each animal's         requirements in terms of food, home, and breeding.

***Comment:*** Mammals (wildlife) represent one of the many values         wetlands provide. They are part of the food chain. Students may observe         mammals such as a muskrat or beaver by sitting patiently and quietly alongside         a marsh which shows signs of muskrat or beaver activities (stumps along         the edge of or a lodge in the marsh) at dusk.

**SNAILS OF LAND AND SEA, Hilda Smith.** The Vanguard Press, New York;         1976; 143 p.; grades 4 to 7; index; NF

*Summary:* Attractive, color illustrations. Discusses the evolution,         anatomy, structure of the shell and growth of the entire class of snails,         including freshwater snails. Describes the characteristics of major groups         of snails, such as swamp snails which may live in ponds, pools and other         shallow waters.

***Comment:*** Students are urged to seek out *Snails of Land         and Sea* and other titles on snails to learn about these highly successful         animals that are common in wetlands. Snails are important food in some         countries and have been economically useful as currency and in creating         dyes and culturally important in jewelry and artifacts.

**SWAN LAKE*, Mark Helprin.** Briel Books, Houghton-Mifflin Co., Boston;         1989; 84 p.; grades 2 to 5; F

*Summary:* Beautifully illustrated classic, an original fable with         insightful text that reveals the story behind Tchaikovsky ballet. Tale         is of an orphaned princess and a young prince. The prince is posed with         a choice of the world of the court or the peaceful world of nature. Critical         scenes occur along a lake and other bodies of water, centering around         swans.

***Comment:* Swan Lake** flows with the grace of Tchaikovsky's         music. Wetlands, such as those found in the tundra and prairie potholes         of the Midwest, are the nurseries for a HGH percentage of ducks, geese         and swans.

**WATER INSECTS, Sylvia A. Johnson.** Lerner Publications, Minneapolis;         1990; 48 p.; grades 3 to 7; glossary; NF

*Summary:* Well-designed and illustrated in a style that appeals         to children without oversimplifying or sacrificing accuracy. Water Insects         focuses predominantly on insects occurring in ponds and wetlands, with         photographs highlighting every aspect of insect life.

***Comment:*** As with other volumes from Lerner Natural Sciences         Series, *Water Insects* is easy to understand and thorough. Many         children are fascinated by insects. Water Insects draws on their natural         curiosity and will invite them to visit ponds and other wetlands to observe         water insects.

**WETLANDS*, Linda M. Stone.** Rourke Enterprises, Inc., Vero Beach;         1989; 48 p.; grades 3 to 5; glossary maps and index; NF

*Summary:* Attractive and well-illustrated with excellent information         on wetlands! Part of Ecozones Series. Wetlands information addresses their         curious appeal, the different types of wetlands that occur, formation         of wetlands, and the plants and animals wetlands support.

***Comment:*** As with *Marshes and Swamps* listed earlier,         *Wetlands* is another wonderfully written book on ecosystems by distinguished         children's author, Linda M. Stone. *Wetlands* contains several hands-on         activities, such as creating a collage of wetlands plants and animals.         The author includes a list of outstanding wetlands to visit.

**WETLANDS: BOGS, MARSHES, AND SWAMPS, Lewis Buck**. Parents Magazine         Press, New York; 1974; 64 p.; grades 2 to 4; index; NF

*Summary:* Attractive, light and well-written for young children.         Identifies and describes three of the more familiar types of wetlands:         bogs, marshes, and swamps. Examines the Prairie Pothole region in the         Midwest and central Canada, the breeding grounds for one-third of the         North American waterfowl population in the chapter, "Life in a Duck Factory."

***Comment:* Wetlands: Bogs, Marshes and Swamps** mentions all         wetlands are changing from water to dry land, a belief once commonly accepted         that we now know does not always occur. Wetlands are created by hydrology         and many wetlands do not develop into uplands with the passage of time         as once was thought but remain wetlands as long as hydrology remains.

**WONDERS OF THE FIELDS AND PONDS AT NIGHT, Jacquellyn Berrill**.         Dodd, Mead and Co., New York; 1962; 80 p.; grades 3 to 5; index; NF

*Summary:* Easy to read and informative. The chapter devoted to         ponds, "Night at the Pond," has sections on some of the animals inhabiting         ponds, many of which are wetlands. Information included on frogs, water         shrews and muskrats, al of which occur in wetlands.

***Comment:*** Most animals are nocturnal and those inhabiting         shall ponds and wetlands are no exception. In *Wonders of the Field         and Ponds at Night*, author Berrill presents this other less understood         period of living world, nighttime, when mammals are most active in and         around wetlands.

**THE WORLD OF FISHES*, Thomas D. Fagely.** Dodd, Mead and Co., New         York; 1978; grades 3 to 5; index and bibliography; NF

*Summary:* Informative, easy to understand. Presents overview on         fishes and their importance as food and as a source of recreation. Provides         general facts on fishes, including: senses, mating and habitat; individual         chapters on different kinds of fish - gamefish, panfish, salt and freshwater         fish; information on endangered fish; and information on the effects of         pollution.

***Comment:* The World of Fishes** and books on brackish or saltwater         as well as freshwater fish contain information on animals that may breed,         hatch, feed, and live their whole life in wetlands. Wetlands are necessary         to many fishes during some or all of their life. One final chapter has         information on creating one's own "pond" or aquarium.
List of Additional Books for Elementary Students:
*The section describing the following books is in parenthesis:*

*Common Frog*, Oxford Scientific Films (primary)*Dragonflies*, Cynthia Overbeck (primary)*Estuaries, Where Rivers Meet the Sea*, Laurence Pringle (intermediate)*Everglades Country*, Patricia Lauber (intermediate)*Exploring the Great Swamp*, George Laycock (intermediate)*Let's Find Out about Frogs*, Corrine J. Naden (primary)*The Lorax*, Dr. Seuss (primary)*Misty of Chincoteague*, Marguerite Henry (intermediate)*Pitcher Plants: The Elegant Insect Traps*, Carol Lerner (intermediate)*Puddles and Ponds*, Rose Wyler (primary)*A River Dream*, Allen Say (primary)*The Snow Goose*, Paul Gallico (intermediate)*The Ugly Duckling*, Hans Christian Anderson (primary)*Willa in Wetlands*, Peyton Lewis and Rory Chalcraft (primary)
Intermediate Level *(Grades         6 through 8)*
**ESTUARIES, WHERE RIVERS MEET THE SEA, Laurence Pringle.** The MacMillan         Co., New York; 1973; 56 p.; glossary; grades 5 to 7; NF

*Summary:* Superb photographs and simple, concise text. Explores         bays and salt marshes, with descriptions of plant and animal life above         and below water, including the complex, interrelationships between tides,         grasses, crabs, fishes and birds.

***Comment:*** Estuaries are among the most productive ecosystems         in the world, some producing twenty times as much food as an equal area         of open sea. Salt marshes may produce ten tons of plants a year compared         to the best wheat fields which yield only seven tons. The following passage         from *Estuaries, Where Rivers Meet the Sea* indicates how valuable         estuaries are to all of us:

"Whether you live close to an estuary or far away, your life is tied           to salt marshes and eelgrass meadow. Whenever you eat scallops, oysters,           clams, sole or many other kinds of seafood, your body receives energy           from estuaries."

**EVERGLADES COUNTRY, Patricia Lauber.** The Viking Press, New York;         1973; 125 p.; grades 5 to 8; NF

*Summary:* Very informative and accurate. Provides an account of         the Florida Everglades, with its unique plant and animal life. Author         refers to Everglades National Park as a "huge reach of grassy water."         Describes this internationally unique and valuable wetlands system known         as the Everglades as well as the constant, heavy pressure to develop this         area. It includes discussions of the defeat of proposed construction for         an expansive airport, and ongoing irrigation for agricultural practices         that have changed the "grassy water to barren land.

***Comment:* Everglades Country** provides the student with a         respect, understanding and appreciation for this special environment,         its inhabitants and the threats to its existence. Perhaps it will encourage         students to identify ways to actively conserve wetlands.

**EXPLORING THE GREAT SWAMP, George Laycock.** David McKay Company,         Inc.; 1978; 58 p.; grades 5 to 8; NF

***Summary:*** Very Informative and well illustrated. Author Laycock         conveys sense of intrigue and adventure as the author defines wetlands         and some of their values and functions. Describes swamps, including the         history and vegetative communities that comprise some swamps of North         America. In *Exploring the Great Swamp*, George Laycock investigates         scientifically accurate facts, eye-witness accounts, history and legends         of the great swamps such as the Great Dismal Swamp located on the border         between Virginia and North Carolina, the Okefenokee Swamp in Georgia and         the Alakai on a Hawaiian mountaintop.

***Comment:* Exploring the Great Swamp** presents good information         about swamps in different areas of the country. The reader will learn         that while these places are all swamps, each swamp is unique and differs         widely from other swamps.

**LOOK WHAT I FOUND*, Marshal T. Case**. The Chatham Press, Inc.,         Riverside; 1971; 95 p.; grades 5 to 7; NF

*Summary:* Contains useful information on setting up an aquarium         either at home or in the classroom, for studying plant and animal life,         including those found along the edge of wetlands. Discourages disturbing         wetlands, and encourages students to release living things they capture         to their native habitats once finished with them.

***Comment:*** In *Look What I Found*, author Michael T.         Case provides information for students to learn first hand what constitutes         a wetland through building a model of a wetland either at home or in the         classroom.

**MISTY OF CHINCOTEAGUE*, Marguerite Henry.** Rand McNally and Co.,         Chicago; 1946; 176 p.; grades 5 to 8; F

*Summary:* Fiction based on fact; occurs along the barrier islands         of Maryland and Virginia; Assateague Island, where according to legend         shipwrecks in colonial times occurred and stranded fifteen ponies in wild,         grassy marshlands; and neighboring Chincoteague Island, home of children         Maureen and Paul. Classic narrative of Paul and Maureen's adventures acquiring         three ponies: a wild mare, stallion and colt during annual round-up and         lessons learned in the process.

***Comment:*** Many students love horse stories. Assateague Island         is a National Wildlife Refuge where ponies still roam free and every year         there is a round-up like the one described in *Misty of Chincoteague*.         All the incidents in the story are real and happened at one time or another         along the barrier islands and grassland marshes. Accurate descriptions         of the marshes and barrier islands are incorporated.

**THE MYSTERY OF THE BOG FOREST, Lorus J. Milne and Margery Milne.**         Dodd, Mead and Company, New York; 1984; 128 p.; grades 5 to 7; index;         NF

*Summary:* Attractive, well-done and accurate, with index. Explains         the origins of bogs, their special attractions and their unique plant         and animal life. Lists plants and animals occurring in wetlands, providing         scientific name and range. Describes the formation of bogs from peat moss         as it spreads out from shore, and the usually harsh, physical characteristics         that limit the plant community to life forms specially adapted to wetlands,         emphasizing the adaptation of carnivorous plants.

***Comment:* The Mystery of the Bog Forest** provides helpful         background information on bogs and their unique and unusual types of vegetation.         A student may want to visit a bog after reading this book. Bogs are great         to investigate in groups. Authors Margery and Lorus Milne also describe         the very old artifacts found deep in bogs.

**A NATURALIST'S SKETCHBOOK, Clare Walker Leslie**. Dodd, Mead and         Company, New York; 1987; 121 p.; grades 7 to 12; NF

*Summary:* Creative, new method for studying wetlands. Leslie presents         a calendar year of pages taken from ten naturalist journals daily covering         the period 1977 to 1987. Provides helpful notes on drawing, demonstrating         a new way of seeing nature. Drawings of waterfowl, paddling painted turtle         and hooded mergansers in a pond with notes describes author's experiences         during the day in margins.

***Comment:* A Naturalist's Sketchbook**, like Leslie's earlier,         Nature Drawing: A Tool for Learning is simply about developing a new tool         for learning and is highly recommended for learning to see and study nature         in a new way. It is an excellent tool for experiencing and learning about         marshes and other wetlands through "seeing."

**OF MEN AND MARSHES, Paul L. Errington.** The Iowa State University         Press, Ames; 1957; 150 p.; grades 7 to 10; NF

*Summary:* Accurate but not too technical description as dedicated         naturalist unveils little known world of wetlands life; encompasses prairie         marshes and marsh-dwelling animal societies such as muskrat (Errington         is "The muskrat expert") and water birds in glaciated regions of Midwest         and far West, and Southeast. Portrays ducks filling skies and covering         waters, shorebirds running on mudflats, fishes in shallows; describes         living things adjusting to changes such as muskrats during flood and drought,         waterfowl in migration during a snow storm.

***Comment:* Of Men and Marshes** takes a humanistic and historic         perspective to describe human impacts on marsh communities. By paralleling         human to marsh societies, Errington expresses the need for reverence toward         the ancient interrelationships of native plants, animals, soils, and climates.         He suggests man demonstrates he is civilized by preventing unnecessary         destruction of the remaining marshlands and other existing wild places.
 "Greater familiarity with marshes on the part of more people         could give man a truer and more wholesome view of himself in relation         to Nature. In marshes, Life's undercurrents and unknowns and evolutionary         changes are exemplified with a high degree of independence from human         dominance as long as the marshes remain in marshy condition. Marshes comprise         their own form of wilderness. They have their own life-rich genuineness         and reflect forces that are much older, much more permanent, and much         mightier than man." 
Note: Since this book is out of print, it may be hard to find.

**PITCHER PLANTS: THE ELEGANT INSECT TRAPS, Carol Lerner.** William         Morrow and Company, New York; 1983; 63 p.; grades 5 to 8; NF

*Summary:* Excellent drawings, paintings and text. Contains a glossary,         an index and a list of places with collection of pitcher plants and other         carnivorous (insect-eating) plants. Portrays a group of plants known as         pitcher plants which are unique to bogs along the East coast. These unusual         plants are unable to obtain nutrients from acidic soils conditions and         have adapted by consuming insects to live.

***Comment:* Pitcher Plants: The Elegant Insect Traps** and similar         books on insectivorous or carnivorous plants are highly recommended for         learning about these unusual and rare plants, and will enable students         to gain an understanding of the unique adaptations plants and animals         make in response to the special ecological conditions found in wetlands         systems.

**POND LIFE*, George K Reid, Ph.D.** Western Publishing Company, Inc.;         New York; 1967; 160 p.; grades 6 to 10; index; NF

*Summary:* Popular, accurate and informative book in the Golden         Guide Series. Describes and illustrates in color some of the most common         of the thousands of animals and plants that inhabit ponds and other wetlands,         lakes and streams. First section includes valuable information on the         characteristics of ponds, examining several of the many different types         of ponds and wetlands (cypress swamps, bogs, and mountain bogs). Discusses         water characteristics and the different habitats found in freshwater systems,         including the littoral or wetland habitat extending from the water's edge         outward as far as rooted plants grow. Suggestions for when to visit, where         to look, how to make exciting discoveries, and how to observe, collect         and release live specimens.

***Comment:* Pond Life** defines ponds as quiet bodies of water         so shallow that rooted plants may grow completely across them. By definition,         ponds are one type of wetland. Although there are many different kinds         of wetlands and each is unique, Pond Life explains well the physical and         biological factors common to most wetlands, as well as how plants and         animals live in community together.

**THE SNOW GOOSE*, Paul Gallico.** Alfred A. Knopf, Inc., New York;         1940; 56 p.; grades 5 to 12; NF

*Summary:* Haunting, moving and tender account during World War         II. Setting is an abandoned lighthouse on a low, far-reaching desolate         expanse of grass, reeds, and half-submerged meadowlands on the Essex coast         of England. Snow Goose wanders from home in Canada to England and is wounded         by hunters in nearby marsh. Twelve year old girl, Fritha, daringly brings         wounded Snow Goose to lonely, deformed man, Rhayader, who cares for wild,         wounded animals. Once healed, "Great White Bird" returns annually. When         war breaks out, Rhayader sets out across the sea to rescue marooned men         in bad weather, unknowing of Snow Goose overhead. Remainder of story is         a mystery but fragmentary and is based on words from pub and local residents:         Rhayader is successful, however, what became of him is unknown and of         the Snow Goose it is written:

"The Great White Bird with the black-tipped pinions that saw it all           from the beginning has returned to the dark, frozen silences of the           northlands from whence it came." (p. 56)

***Comment:* The Snow Goose** is a true story that occurs along         the coastal wetlands of Great Britain and is garnered from many sources         and many people. Apparently, the hero was last seen rowing soldiers across         the sea to safety time and again, with the Snow Goose accompanying him.         Following is a passage from The Snow Goose:

"The Great Marsh lies on the coast between the village of Chelmbury           and the ancient Saxon oyster-fishing hamlet of Wickaeldroth. It is one           of the last wild places of England, a low, far-reaching expanse of grass           and reeds and half-submerged meadowlands ending in the great saltings           and mud flats and tidal pools near the restless sea." (pages 3-4)

**WILD AND SCENIC RIVERS, National Geographic Society**. Washington,         D.C.; 1983; 200 p.; grades 6 to 9; NF

*Summary:* Stunning photographs and informative text on America's         rivers, including many riverine wetlands as those along the Little Pee         Dee River in South Carolina, the floodplain wetlands of Minnesota's Big         Fork River, and the Bayou Penchant, a 30-mile marsh environment in Louisiana.

***Comment:*** Many wetlands occur along rivers. Wetlands also         often occur at the headwaters of rivers. For example, *Wild and Scenic         Rivers* cites the source or headwaters of Wisconsin's Riverer Noire         or Black River as bogs and swamps. The book describes state and national         efforts to preserve these and other riverine systems, as well as people         who work to protect them.

**THE WIND IN THE WILLOWS*, Kenneth Grahame.** Charles Scribener's         Sons, New York; 1908; 259 p.; grades 6 to 10; F

*Summary:* Classic, delightful story featuring adventures of animals         along a riverbank, wetlands habitats and other low-lying areas. Star characters         include Mole, Rat, Toad and Badger. Whether it is the adventures boating         with Rat or Toad in his motor car, wetlands are never far off: along the         river, besides the meadows, on the bank where Rat's house is found or         beside the pools where Otter hides. Below is an excerpt from a conversation         between Mole and Rat, as Mole speaks about enjoying boating and water:

"What?" Cried the Rat, open-mouthed; "Never been in a-you never-well,           I -what have you been doing then?"          "Is it so nice as all that?" asked the Mole shyly.          "Nice? It's the only thing," said the Water Rat solemnly, as he leaned           forward for his stroke. "Believe me, my young friend, there is nothing           - absolutely nothing - half so much worth doing as messing about in           boats." (pages 6-7)

***Comment:* The Wind In The Willows** is for those who are or         remain young at heart. Wetlands occur along the rivers, and many of us         enjoy activities in riverine wetlands, much like the characters in this         book. The Wind In The Willows portrays the interconnectedness of wetlands,         rivers, meadows, woods, and the lives of animals and humans.

**THE YEARLING*, Marjorie Kinnan Rawlings.** Charles Scribner's Sons,         New York; 1938; 428 p.; grades 7 to 10; F

*Summary:* This cherished classic that takes place in the shallow         springs and pools, sawgrass rivers and adjacent meadows and wooded swamps         in and around the Florida Everglades. Story is about a boy growing up         in a poor family, his attachment to adopted, semi-tame fawn, the fawn's         repeated invasion of his father's corn field, the tragedy that follows,         and the painful maturing these experiences bring. Excellent characters,         realistic experiences and accurate descriptions of landscapes.

***Comment:* The Yearling** mirrors author M.K. Rawling's own,         real life experiences when she emigrated from the bustling life of the         city to write in a country surrounded by the Florida Everglades. It is         based on her personal relationship with a neighboring family and a youth         who faced the very real trials of growing up in a poor, rural family with         a father attached to the bottle. Her writings also describe the surrounding         wetlands, typical of the Florida Everglades, as indicated in the quote         below:

"There was suddenly a strip of hammock land, and a place of live oaks           and scrub palmettos. The undergrowth was thick, laced with cat-briers.           Then hammock, too, ended and to the south and west lay a broad open           expanse that looked at first to be a meadow. This was the saw-grass.           It grew knee-deep in water, its harsh saw-edged blades rising so thickly           it seemed a compact vegetation." (pages 32-33)

Students are encouraged to read M.K. Rawling's autobiography, Cross           Creek, which also has much on wetlands. Both The Yearling and Cross           Creek have been made into movies.
List of Additional Books for Intermediate Students
The section describing the following books are in parenthesis:

*Amazon: The Flooded Forest*, Michael Goulding (secondary)*Animals and Plants That Trap*, Philip Goldstein (elementary)*The Birder's Handbook: A Field Guide to the Natural History of North         American Birds*, Paul R. Erlich, David S. Dobkin, and Darryl Wheye         (secondary)*Dragonflies*, Hilda Smith (elementary)*Frogs, Toads, Lizards and Salamanders*, Nancy Winslow (elementary)*Island of the Loons*, Dayton O. Hyde (elementary)*Life and Death of the Salt Marsh*, John and Mildred Teal (secondary)*The Pond*, Robert Murphy (secondary)*A Sand County Almanac*, Aldo Leopold (secondary)*Through the Eyes of a Young Naturalist*, Bill Sipple (secondary)*Walking the Wetlands*, Janet Lyons and Sandra Jordan (secondary)*Wandering Through Winter*, Edwin Way Teale (secondary)*Water Insects*, Sylvia A. Johnson (elementary)
Secondary Level *(Grades         9 to 12)*
**ADOPTING STREAM: A NORTHWEST HANDBOOK*, Steve Yates.** University         of Washington Press; Seattle; 1989; 144 p.; grades 10 to 12; NF

*Summary:* Primarily a handbook for the older student and adults.         Author provides helpful information for teachers and older students interested         in working with a group of high school students to adopt and improve a         stream and adjacent or isolated wetlands. Contains information about streams         but is applicable to wetlands, too.

***Comment:*** Although primarily about streams, *Adopting         A Stream: A Northwest Handbook* is an excellent reference for anyone         interested in initiating a stream or wetlands clean-up and monitoring         project. Adopting a wetland could be a challenging but rewarding class         endeavor.

**THE ADVENTURES OF HUCKLEBERRY FINN*, Mark Twain**. Airmont Publishing         Co., Inc., New York; 1962; 318 p.; grades 10 to 12; F

*Summary:* Humorous yet complex classic often cited as Mark Twain's         best. Begins with rigid aunt and abusive, drunk father from whom Huck         Finn soon escapes. Aunt accuses slave Jim who had disappeared of murdering         Huck. Story unfolds as Huck and Jim soon meet, build a raft and flee together         down the Mississippi River. Novel depicts their journey of adventure and         humor, cruelty and injustice, and preserves the essence and spirit of         an important era in American history.

***Comment:* The Adventures Of Huckleberry Finn** contains more         of one of America's favorite writers, Mark Twain, than any of his other         novels. It is also important river/wetlands literature because the setting         is the Mississippi River, a watershed which drains waters from about a         third of the United States. Experience highlight the interconnectedness         between man and the environment. Twain brings to the novel his own personal         experiences with the river and once extensive adjacent wetlands as riverboat         pilot along the great river. Another book by Mark Twain that contains         information on the Mississippi and her wetlands is Life on the Mississippi.

**AMAZON: THE FLOODED FOREST, Michael Goulding.** Sterling Publishing         Co., New York. 1990; 208 p.; grades 8 to 12; NF

***Summary:*** Spectacular photographs, many of wetlands. Complements         television series by Partridge Films, Ltd., for the British Broadcasting         Company (BBC). Provides natural history of Amazonian rivers and rainforests.         Three main features of Amazonian floodplains are described: flooded forests,         open water bodies and floating meadows of herbaceous plants. Information         is included on species of trees specially adapted to survive long period         of flooding.

***Comment:*** The Amazon is a very special place and much of         this large area is a wetland. It floods to a depth of 30 feet then drains         to a shallow marsh annually. The variety of plant and animal life that         has adapted to the extreme conditions of the Amazon is extraordinary,         as is evident in *Amazon: The Flooded Forest*.

**BEAUTIFUL SWIMMERS*, William W. Warner.** Little, Brown and Company,         Boston; 1976; 304 p.; grades 9 to 12; NF

***Summary:*** Well written and interesting. Contains information         on the Atlantic blue crab and is a study of the Chesapeake Bay, the continent's         largest estuary, including its history, winds and tides, gradations of         depth, temperature and salinity with an interesting account on those who         earn their living by chasing the blue crab. It follows the seasons of         crabbers' year from autumn one year to Labor Day Crab Derby the next.

***Comment:*** Warner writes in the manner of the great naturalists         Rachel Carson and Annie Dillard, and is a must for learning about the         Chesapeake, crabbing and estuaries. *Beautiful Swimmers* identifies         additional reading sources and suggests sites to visit in the Chesapeake         Bay in the "Afterword."

**THE BIRDER'S HANDBOOK: A FIELD GUIDE TO THE NATURAL HISTORY OF NORTH         AMERICAN BIRDS*, Paul R. Erlich, David S. Dobkin, and Darryl Wheye.**         Simon and Schuster, Inc., New York; 1988; 785 p.; grades 8 to 12; NF

***Summary:*** Excellent guide and reference to all birds known         to nest regularly on the continent, including all those that nest or inhabit         wetlands. A significant portion is devoted to birds often found in wetlands.         These include, but are not limited to ducks, geese, egrets, herons, loons,         plovers, ospreys, and rails.

***Comment:* The Birder's Handbook** is an identification guide         with specific treatments of 650 species of birds, with fascinating and         informative essays on each species. Type of nest, nest location, and major         types of food eaten during the breeding season are included in the information         provided.

**CAESARS OF THE WILDERNESS, Peter C. Newman.** Viking-Penguin, Inc.;         1987; 452 p.; grades 9 to 12; NF

***Summary:*** Historical descriptions of the Hudson Bay Company         (fur trading) empire established in Canada and the United States to harvest         beaver and other fur animals in the vast wetlands of the two countries         during the 1700's and 1800's.

***Comment:*** The presence of water (hydrology) determine whether         or not an area is a wetland. It influence the type of vegetation and type         of soil that occurs. Collectively these three criteria - hydrology, soils         and vegetation- are used to identify a wetland. In *Caesar of the Wilderness*,         author Newman emphasizes Canada's historical dependence on water. Wetlands         are habitat (home) to many furbearers, and are particularly important         to beaver, muskrat, and mink.

**CHESAPEAKE*, James A. Michner.** Random House, New York; 1978; 865         p.; grades 9 to 12; F

***Summary:*** Excellent descriptions of life surrounding the         magnificent estuary habitat of Chesapeake Bay in the historical novel         by acclaimed author. Contents are arranged chronologically. The section         titled "Voyages" contains an abundance of material devoted to wetlands.         Voyage One: 1583, "The River," focuses on Chesapeake Indian tribes including         fictitious Petaquod observing a marshland bird, "Fishing-long-legs" (an         egret?). In Voyage: 1636, "The Marsh," pirate Turloch learns to view the         marsh not only as a hiding place but as:

"an empire, a reservoir of considerable richness populated by larger         and tastier fish. He did not bother to differentiate the rushes and the         various kinds of minute inedible crabs, nor did he have the knowledge         to comprehend how the contrasting elements of life fitted together, each         supporting the other; that complicated awareness would not come in his         century. But what he could understand was the marsh constituted a kind         of outlaw state from which he could thumb his nose at the Steeds and any         others who sought to enslave him in their ordered ways."

*Comment:* In preparing *Chesapeake*, James Michner did a lot         of field research into the Chesapeake Bay estuary, including its marhslands         and tributaries, herons and ospreys, Indians, oysters, and more. Although         it is a novel with imaginary characters adn locales, *Chesapeake*         documents the unique character and flavor of the Chesapeake Bay.

**COMPANY OF ADVENTURES - THE STORY OF THE HUDSON'S BAY COMPANY, Peter         C. Newman.** Viking-Penguin, Inc., New York; 1985; 448 p.; grades 10         to 12; NF

***Summary:*** Provides historical background of the giant Hudson's         Bay Company that played a central role in settling the North American         Continent.

***Comment:* Company of Adventures** is recommended reading gaining         a knowledge of the early pioneers and the undeveloped land, much of which         included wetlands. Furs and the wealth they brought to the Hudson's Bay         Company is a story that covers one-twelfth of the earth's surface - much         of it wetlands.

**THE EVERGLADES: RIVER OF GRASS*, Marjory Stoneman Douglas.** Mockingbird         Books, Inc., St. Simons Island; 1947; 308 p.; grades 9 to 12; NF

***Summary:*** First comprehensive study of Florida's Everglades.         Commences with a description of the natural setting followed by the coming         of the Indian and later the Europeans. Includes descriptions of the natural         history of the Everglades including its waters which form a seventy mile         wide, shallow river, and grasses, particularly the saw grass. Accounts         of the discoverers, conquerors and peoples that have affected the Everglades         and present threats to their existence.

***Comment:* The Everglades: River of Grass** portrays human         history spanning the time from ancient Indian cultures to modern times,         investigates the natural phenomenon of the seventy-mile wide river flowing         through the saw grass to the sea and comments on the present and future         threats to the Everglades.

**LEWIS AND CLARK: PIONEERING NATURALISTS*, Paul Russell Cartright**.         University of Illinois Press, Chicago; 1969; 506 p.; grades 10 to 12;         appendices and index; NF

***Summary:*** Natural history account of the famous expedition         of Merriwether Lewis adn William Clark. Expedition originates on the Potomac         River, traverses the Missouri and Columbia River watersheds to reach the         Pacific coast and concludes with their return to St. Louis. The expedition         occurred between 1802 adn 1806, under the direction of then president,         Thomas Jefferson. Includes appendices of plants and animals discovered         by Lewis and Clark along rivers and riverine wetlands, and lists of Lewis         and Clark journals, maps and other reference materials.

*Comment:* The mission of Lewis and Clark as explained in *Lewis         and Clark: Pioneering Naturalists* was to explore the Missouri River         and its principle streams and the waters of the Pacific for the purpose         of commerce, to record the diverse vegetation and animal life, and to         identify the aboriginal (Indian) nations. Their remarkable journey took         place along major watersheds, includign the Columbia Estuary and riverine         wetlands. Descriptions of vegeation occurring in wetlands habitats include         the broad-leaved arrowhead (Saittoria latifolia) in the Northwest with         its nutritious, white starchy tubers that contributed significantly to         the welfare of coastal Indians.

Regarding the tremendous numbers of ducks, geese, brant, cranes, swans,         and other aquatic birds, Clark comments: "I could not sleep for the noise         kept (up) by the Swans, White and black brants..." (III 199) on page 239.         This and other accounts of Lewis and Clark are excellent references revealing         the rich, pristine landscape and abudance of life along our rivers and         wetlands prior to European settlement.

**LIFE AND DEATH OF THE SALT MARSH*, John and Mildred Teal.** Ballantine         Books, New York; 274 p.; 1969 grades 8 to 12; index; NF

***Summary:*** Well written and illustrated, accurate and easy         to understand. Documents the birth and death of marshes, ecology of salt         marshes, and their conservation needs. Author describes salt marshes along         the East Coast from Newfoundland to Florida, including: the development         of these marshes, the plants and animals inhabiting them and their interrelationships,         their contributions to human welfare and the often negative impact of         human civilization on salt marshes.

***Comment:*** Written long before many ever heard of the term         "wetlands," *Life and Death of the Salt Marsh* is recommended reading         for any student desiring to learn about wetlands in coastal areas. The         environment of the salt marsh is unique in that plants and animals inhabiting         them have had to adapt to fluctuating tides, to be covered with water         one moment and exposed the next. At low tide the salt marsh is a vast         flat meadow of grasses. High tide is similar but with water showing between         the spears of grass where land was earlier. The authors discuss the negative         impact of civilization on salt marshes and present solutions and suggestion         emphasizing it is important for people to decide together to reduce the         continuing losses and actively work toward the preservation of salt marshes.

**THE NEW BOOK OF OXFORD CANADIAN VERSE, Compiled by Maragaret Atwood.**         Oxford University Presss, New York; 477 p.; grades 9 to 12; SC

***Summary:*** Nice selections on wetlands, "The Blue Heron"         by Theodore Goodridge Roberts, 1926, refers to a species of bird common         in wetlands and has a very nice poetic description of a wetland, perhaps         a fresh or salt water marsh. Following is a sample from his poem:

"In a green place lanced through        With amber andgold and blue -        A place of water and weeds,        And ranks of lush young reeds        And grasses straightly withdrawn        From graven ripples of sands.        The still blue heron stands."

*Comment:* This and other poems in *The New Book of Oxford Canadian         Verse*, such as "Beaver Pond" (p. 165) or "Dark Pines Under Water"         (p. 389) or "The Bull Moose" (p.299) are other poetry included on wetland-related         topics. Students are encouraged to browse this and other anthologies for         poetry and on related wetlands topics.

**PILGRIM AT TINKER CREEK*, Annie Dillard.** Bantam Books, New York;         1974; 280 p.; grades 9 to 12; NF

***Summary:*** Highly recommended! Encompasses many levels and         disciplines, including natural science, poetry, and philosophy. A sensory,         revealing and magical excursion into the natural and mystical world of         wetlands at Tinker Creek. Description of experiences in author-naturalist's         world in wetlands at Tinker Creek include: author's experiences in chapter         entitled, "Seeing," as she stalks the bank of cattail marsh and observes         a muskrat, turtle, and swallow; and an excellent account of flood and         its "tyrannical dominance" over the landscape including humans and other         living things.

***Comment:*** Annie Dillard received the Putlizer Prize for         *Prilgrim at Tinker Creek*. A pilgrim watching for signs and keys         to the natural world, the author's excellent manipulation of words in         hands-on, experiential style enables the reader to feel, hear and smell         the world of the naturalist. The chapter on the flood is relevant to the         economic importance of wetlands because wetlands help reduce flood levels.         From the author's perspective, Tinker Creek in Virginia represents the         universe and its spiritual complexity.

**THE POND, Robert Murphy.** E.P. Dutton and Co., Inc., New York;         1964; 254 p.; grades 7 to 12; F

***Summary:*** Reflective narrative portraying interaction between         14-year-old Joey, Mr. Ben and other characters Joey meets. Excellent characterizations         describing Joey's observations when getting away from home to spend time         with Mr. Ben, an elderly caretaker, in an obscure land near Richmond,         Virginia, where he develops an appreciation for the wildlife he encounters.

***Comment:* The Pond** contains excellent descriptions, including         when Joey befriends a maltreated dog and Joey's interactions with two         boys he meets and their deformed, crippled brother. Murphy sympathetically         contrasts their world with Joey's. Reading *The Pond*, one will experience         Joey's adventures; the development and molding of emotions, Joey's progress         towards maturiry; and an appreciation for life in the swamp, ponds and         woods.

**THE PORTABLE THOREAU*, Revised edition by Carl Bode.** Viking Penguin,         New York; 1982; 697 p.; grades 9 to 12; SC

***Summary:*** Excellent nature writing. Contains writings on         wetlands, including sections from Walden, The Maine Woods and A Week on         the Concord and Merrimac Rivers. Editor writes of nature's claims on Thoreau,         "that it presented a sympathetic setting for his thoughts, a drapery for         his dreams." There was no human element to intrude. "What he saw in Walden         was that `sweet solitude my spirit it seemed so early to require' to invite         his noblest thoughts" Following is an excerpt fro Walden:

"Not a fish can leap or an insect fall on the pond but it is thus reported         in circling dimples, in lines of beauty, as it were the constant welling         up of its fountain, the gentle pulsing of its life, the heaving of its         breast. The thrills of joy and thrills of pain are indistinguishable."

*Comment:* Henry David Thoreau is one of America's most influential         nature writers. He wrote about his thought inspired by his detailed observations         of the natural environment including wetlands. It is recommended that         the reader not limit her or himself to any one work of Thoreau or other         nature writers to gain insights into ponds, wetlands, and other natural         resources.

**RUNES OF THE NORTH*, Sigurd F. Olson.** Alfred A. Knopf, Inc., New         York; 1963; 256 p.; grades 7 to 12; NF

***Summary:*** Legends, yarns and reflections drawn from northern         Canada and Alaska. Many chapters such as "Cranberry Bog," "Wild Rice"         and "The Swamp," contain interesting descriptions of wetlands. Two sections         of Runes of the North, "Le Beau Pays" and "Pays d'en Haut" reveal descriptions         of man's lore of the land, rushing white water streams and lost lakes.

***Comment:* Runes of the North** depicts a wilderness, a large         percentage consisting of lakes, rivers, and wetlands. Author Olson's runes         (i.e. a tale of magic and mystery) will evoke the appeal of the wilderness.         Sigurd Olson was a notable woodsman with thirty years of experience as         a wilderness guide in northern Minnesota and Ontario. He has the gift         of skillfully weaving together descriptions of nature, such as a cranberry         bog, with deep insights into man's innerworld. The text reinforces that         wetlands are ubiquitous. They can occur just about anywhere water collects,         from a meter-wide puddle in the backyard, to an expansive freshwater marsh         remote from man and civilization.

**A SAND COUNTY ALMANAC*, Aldo Leopold.** Ballantine Books, New York;         1970; 270 p.; grades 9 to 12; NF

***Summary:*** A classic by a highly acclaimed author-naturalist!         This edition combines A Sand County Almanac (first published in 1949)         with essays from Round River (1953). Journal writing of seasonal changes         in nature over the period of one year with abundant material on wetlands,         such as "Come High Water" (p.25), "Great Possessions" (p.47) and "Manitoba"         (p.169). Text includes essays from different areas around the continent,         such as arizona and Oregon but focuses primarily on Leopold's home in         the Midwest. Leopold addresses man's destructive interference with nature         and concludes with a plea for a conservation land ethic.

***Comment:* A Sand County Almanac** is a must for anyone interested         in things wild and free, and protection of the land on which they (and         we) depend. Leopold reveals the interdependence between living things         in the environment, particularly the critical and inseparable role wetlands         play in the delicate balance of living systems and the earth. Below is         a passage from "Marshland Elegy":

"A dawn wind stirs on the great marsh. With almost inperceptible slowness,         it rolls a bank of fog across the wild morass. Like the white ghost of         a glacier, the mists advance, riding over phalanxes of tamarack, sliding         across bog meadows heavy with dew. A single silence hangs from horizon         to horizon." (p. 101)

**SWAMP FOX*, Robert Duncan Bass.** Henry Holt and Company, New York;         1959; 275 p.; grades 9 to 12; NF

***Summary:*** Historic account of Francis Marion's activities         during Revolutionary War when he reatined eastern South Carolina from         the British and later, with Nathaniel Greene, drove the British from South         Carolina. Historic documentation includes many swamp experiences.

***Comment:*** The swamp provided a good hiding place for the         resourceful *Swamp Fox* and his troops. Descriptions of swamps abound         throughout the text, painting a picture in the reader's eys of real wetlands.         The author, Robert Duncan Bass, describes Little Peedee Swamp as:

"...giant cypress trees rearing their fronds into the sky, their kneew         protuding from the black loam and their limbs draped with streaming Spanish         moss. From all around came the sour, pleasant smell of decaying vegetation         and mucky soil."

**THE INCOMPARABLE LANDE*, Thomas J. Lyon.** Houghton Miffline Company,         Boston; 1989; 495 p; grades 10 to 12; SC

***Summary:*** Begins with a history of nature writing in America         and a discussion of major writers; an "Anthology of American Nature Writing"         follows with a comprehensive selection from these authors including those         who have written material, such as William Bartram's "East and West Florida"         and John James Audubon's, "The Great Pine Swamp."

***Comment:*** Works of the great nature writers in *The Incomparable         Lande* provdies excellent descriptions of natural history and reveal         a sense of oneness with nature. It touches on Man's ethical responsibility         towards the land and its vital wetlands. For example, Thoreau speaks about         human consciousness not being a separate human state but a partnership         with nature.

Below is an exmple from *The Incomparable Lande* by one of the           early nature writers, John James Audubon (1785-1851). Artist, ornithologist           and writer, Audubon walked and rode through the recently settled states,           alert to more than birds, particularly the beauty and inexplicable magnetism           of wilderness and the diverse assortment of human characters he met           in the black country. The following represents his most direct, concrete           style:
"It was the month of October. The Autumnal tints already decorated the         shores of that queen of rivers, the Ohio. Every tree was hung with clustered         fruits of varied brilliancy, their rich bronzed carmine mingling beautifully         with the yellow foliage, which now predominated over the yet green leaves,         reflecting more lively tints from the clear stream than ever landscape         painter portrayed or poet imagined." (p.47)
**THROUGH THE EYES OF A YOUNG NATURALIST, William A. Sipple.** Gateway         Press, Inc., Baltimore; 1991; 204 p.; grades 9 to 12; NF

***Summary:*** Anecdotal and nostalgic account of author's outdoor         natural history experiences as youngster, teenager and young adult in         New Jersey from 1951 to 1971. Author provides numerous autobiographical         accounts of activities within the New Jersey countryside, beginning with         advertures of the author as a young birder. Includes accounts of hunting,         fishing trapping and camping in the New Jersey Pine Barrens, on the Hackensack         Meadows and along the New Jersery Coast.

***Comment:* Through the Eyes of a Young Naturalist** is written         for a wide variety of outdoor and natural history enthusiasts both young         and old, amateur, and professional. It documetns Sipple's changing interests,         his environemental ethic and societal changes in attitudes and behavior         toward natural resources. Part V "Evolving Ethics" elaborates on the author's         personsal perspective on the outdoors and the public's changing attitudues         towards one of his favorite natural environments - wetlands.

**Available from** William S. Sipple, 512 Red Bluff Court, Millersville,           Maryland 21108

**WALKING THE WETLANDS*, Janet Lyons and Sandra Jordan.** John Wiley         and Sons, Inc., New York: 1989; 222 p.; index; bibiliography; NF

***Summary:*** Written as a hiker's guide to identify plants         and animals that inhabit marshes, bogs and swamps. Includes full-page         pen drawings accompanied by written descriptions of livign organisms in         freshwater wetlands of the United States. Individual profiles contain         concise descriptions of range of habitat, and informative essays on the         natural history of wetland habitats.***Comments:* Walking The Wetlands** is a handy resource guide         for the field. Although not comprehensive (e.g. herons are included, but         not egrets), it reveals the value of wetlands through descriptions of         the individual organisms found there. The appendix lists wetland areas         in the National Park and National Refuge Systems. It is important to note         that many species described in the text are not limited to wetlands (like         raccoons and mink), but nonetheless frequent wetland habitats.

**WANDERING THROUGH WINTER*, Edwin Way Teale**. Dodd, Mead and Company,         New York; 1965; 370 p.; grades 6 to 12; NF

***Summary:*** Excellent material on wetlands throughout text.         Opens in the southern tip of California as naturalist Teale travels north         and east to northern Maine, describing his experiences with nature along         the zigzag route of his wandering 20,000 mile journey. Teale describes         the remarkable adaptations of the common cattail, and its use by Indians         both for weaving mats and moccasins, and as an important food source.         In the chapter, "The Great Swamp," the author discusses the value of the         northern wetlands to deer for providing shelter and forage as they "yard         up" in groups to survive winter in the chapter, "The Deer Yard."

"Each year, as soon as the snow begins to pile up in the north woods,         these animals gather into bands...choosing some area protected from the         cold winds and provided with such food as twigs, bark, tree lichens and         evergreen boughs, settle down for the winter. Most frequently, cedar swamps         are selected." (pp. 325-326)

*Comment:* Wandering Through Winter is the fourth of a series by         respected artist, writer and naturalist, Edwin Way Teale, on traveling         cross country with the seasons. Teale writes about the natural history         of each season during his journeys. His other titles about the seasons         are: *North With The Spring*, the narration of a 17,000 mile journey         from Florida to Canada as author keeps pace with the advance of spring;         *Journey into Summer*; and *Autumn America* follow. All four         books contain material on wetlands and are reommended reading for learning         about wetlands.

**THE WATER IS WIDE*, Pat Conroy.** Houghton Mifflin Co., Boston;         1972; 260 p.; grades 10 to 12; NF

***Summary:*** Powerful and inspriring true account of Pat Conroy         who chose to spend a year of his life teaching black children on an impoverished         island on the South Carolina coast. Although its inhabitants have been         living proudly off the sea, industrial waste had made its waters, including         many wetlands, unsafe, threatening their lives- until one day when Pat         Conroy walked into the office of the superintendent and offered to teach         on the island which had no teacher. This is the account of that moving         and incredible experience.

***Comment:* The Water is Wide** is a must! The setting, Yamacraw,         is an island off the South Carolina coast not far from Savannah, Geogia.         There, wetlands abound as "undulating marshes" fringe the southern coast         with "dark, threatening silences of the swamps in the heart of the island."         Already familiar with wetlands, his father's pursuits had led Pat into         swamplands of the East Coast.

**WATER POLLUTION*, Kathlyn Gray.** "Impact Books" Series, Watts,         Kirkwood; 1990; 128 p.; grades 10 to 12; NF

***Summary:*** Balanced, well-written and well organized with         clear, detailed scientific explanations. Provides information on the water         cycle, sources of water, water pollution, attempts at clean-up and how         to prevent continued misuse of this natural resource. Explains the importance         of wetlands in terms of ecology and water systems, absorption of toxic         compounds, prevention of acquifer contamination, and flood control.

***Comment:* Water Pollution** is a fine resource for the student         who wants to understand the unique properties of water, the key characteristic         of wetlands and the pervasive problems resulting from water pollution         as it affects wetlands and other natural resources.

**WETLANDS*, William Niering.** Alfred A. Knopf, Inc., New York; 1985;         640 p.; grades 9 to 12; index; NF

***Summary:*** Well-written field guide published by National         Audubon Society. Contains wetlands information including descriptions         of different kinds of wetlands; dynamics of wetlands; discussions of ecosystems         such as bogs, marshes and shrub swamps; colorplates of wetlands in the         United States; photographs; descriptions of plants and animals; glossary         bibliography; and index.

***Comment:* Wetlands** is an excellent guide for learning about         wetlands! It is comprehensive but not overly technical. Niering has provided         distribution maps of different kinds of wetlands; range maps for animals         and plants. Below is an excerpt from *Wetlands*:

"A typical flooded marsh is often a mosaic of emergents, submergents           and floating plants, interspersed with areas of open water. The marsh           plants, the primary producers, are at the base of hte food chain...Among           the primary consumers are muskrats, ducks and even people, when they           harvest Wild Rice." (pp. 46-47)

**WETLANDS, Max Firlaison and Michael Moser,** (General Editors).         Facts on File Limited; New York; 1991; 224 p.; grades 10 to 12; NF

***Summary:*** Glossy, spectacular book prepared by the International         Waterfowl and Wetlands Research Bureau (IWRB). A documented account of         the status of the world's major wetlands by continent. Wetlands and their         values opens the volume by defining wetlands, describing major types (swamps,         peatlands, mangroves are a few), and discussing their vulnerability and         the need for conservation of these internationally important resources.

***Comment:* Wetlands** is very comprehensive. It presents the         world's wetlands as they are found on each continent. It addresses the         impacts of recreation, pollution and agriculture. This book emphasizes         that the threat to wetlands may be due to activities elsewhere in the         basin.
List of Additional Books for Secondary Students
T he section describing these additional books are in parenthesis:

*A Naturalist's Sketchbook*, Claire Walker Leslie (intermediate)*The Snow Goose*, Paul Gallico (intermediate)*The Wind in the Willows*, Kenneth Grahame (intermediate)*Wild and Scenic Rivers*, National Geographic Society (intermediate)*The Yearling*, Marjorie Kinnan Rawlings (intermediate)
Key Wetland         Topics
The books that are described in the "Wetlands Reading List" are only         a few of the many that exist on wetlands and wetlands related topics.         Readers unable to locate any of the books identified in the "Wetlands         Reading List," will want to look for other books that may cover the same         topic. Numerous more books have been and continue to be written on wetlands.         A few key words for finding additional books on wetlands topics are listed         below:

 alligators        amphibians        bayou        beaver        birds        boating        bogs        carnivorous plants        cattail marsh        dragonflies        ducks        estuaries        Everglades        explorers        fens        fish        frogs        insectivorous plants        Lewis and Clark        lily pad        marhses        muskrats        nature writers        pitcher plants        ponds        rivers        Seminole Indians        snails        spring peepers        streams        sloughs        swamp        toads        water

 

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