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Environmental Education
Compendium for Natural Communities
A Cooperative Presentation by:
California Coastal Commission
California Department of Education
California Department of Fish and Game
California Department of Forestry and Fire Protection
State Water Resources Control Board
U.S. Department of Agriculture, Forest Service
January 1995
Copyright 1995 by the California Department of Education
PAGE 3 Show Image
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PAGE 4 Show Image
Dear Educator,
~ It is our pleasure to present the Compendium for Natural Communities, a cooperative project funded by the California Coastal
Commission, the California Department of Education, the California Department of Fish and Game, the California Department of
~ Forestry and Fire Protection, the State Water Resources Control &ard, and the U.S. Department of Agriculture (Forest Service).
~ Additional support was provided by the California Department of Conservation and the California Native Plant Society.
~ We recognize that educators face a si9nificant challenge when selecting environmental education materials for classroom use. This
compendium will simplify the selection process by providing a description, pertinent ordering data, an evaluation report card, evaluator
comments, and sample pages of high quality natural communities curricula.
~ Current advances in learning theory suggest that students learn most readily when they are allowed to actively construct their own
~ conceptual understanding. Therefore, we expect that the most effective environmental education materials will engage students in
learning environmental concepts and issues through experiences with research, discussion, exploration, and application. The outcome
of this teaching strategy will be students who possess the skills and knowledge they need to analyze diverse perspectives, apply their
~ knowledge, and develop strategies for responsible environmental action. In the context of natural communities, such personal skills
empower students to analyze issues on local, regional, and global levels.
The curricula included in this compendium enable students to understand the diverse and complex dimensions of interrelationships in the
natural environment, as well as the influence that human actMties have upon them. This knowledge will allow students to analyze the
implications of their behavior. Educators, in using exemplary curricula such as those identified in this compendium, play a vital role in
the transformation of student behavior regarding the conservation and stewardship of California's natural communities.
This compendium is one of six in a series providing information on quality environmental education instructional materials. We hope the
Compendium for Natural Communities provides educators with the necessary resources to instruct and empower students to become
more effective global citizens. The sponsors of this compendium look forward to receiving your comments about this publication.
We offer this compendium to the educators and children of California.
Respectfully,
U)
0
~
BillAncirews Elena Thrailo Fran Vitulli
0 Educafion Programs Consultant Project Learning Tree Coordinator Director of Public Affairs Project WILD Coordinator Public Information Officer
science and Environmental California Department of Forestry California Coastal Commission California Department of State Water Resources Control
Education Unit and flre Protection Board
~ California Department of Education
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PAGE 6 Show Image
Environmental Science Activities Kit 95 V. Appendices
Hands-On Environmental &ience................................97 Environmental Education Cum~cula and Compendia
Project WILD.................................................99 Project Overview.........................................143
Our Only Earth..............................................101 Conceptual Matrices for Environmental Education..........143
Living Lightly on the Planet (\1olume I)....................103 Unifying Concepts of Environmental Education.............144
Water Wisdom................................................105 Conceptual Matrix for Natural Communities Education......145
World Forests: Striking a Balance Between Conservation Conceptual Matrix Framework Correlations.................146
and Development.............................................107 Natural Communities Evaluation Tool......................147
ACES: Activities for the Changing Earth System..............109 Supplementary Materials..................................150
Grow~b......................................................111
Keepers of the Earth: Native American Stories and
Environmental Activities for Children/Keepers of the Animals:
Native American Stories and Wildlife Activities for Children . . . .113
Iv. Materials for Grades 10-12
Aquatic Project WILD........................................115
Conservation Biology........................................117
Project WILD................................................119
Estuarine Encounters........................................121
Save Our Seas...............................................123
IJving Lghtly on the Planet (Volume U)......................125
Can Rwandans, Mountain Gorillas, and Tourists Coexist?......127
Environmental Science Activities Kit........................129
Hands-On Environmental Science..............................131
The Stream &ene: Watersheds, Wildlife, and People...........133
Adopt-A-Watershed...........................................135
Our Only Earth..............................................137
World Resources.............................................139
Project WIZE: Survival Strategies...........................141
PAGE 7 Show Image
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PAGE 8 Show Image
For ease of use, the main body of the compendium has been dMded into Conclusions
the four grade-group sections. Curricula are arranged within each section While this compendium was developed to show the strengths and
by rating; those with the highest ratings are listed first. Some curricula may weaknesses in existing curricula, it is also intended to serve as a guide for
appear in more than one grade~roup section.
future curncuium development. The project identified several outstanding
Appendices curn'cula in the field of natural communities; however, even some of these
matenals would benefit from further refinement.
Included in the appendices are a description of the Cumculum and
Compendium Project coordinated by the Environmental Education Office Three trends emerged from this curriculum review process: 1)Materials are
within the California Department of Education; the Unifying Concepts for readily available at all grade levels; however, materials aimed at grades K-3
Environmental Education; the Conceptual Matrix for Natural tend to be less age-appropriate than matenals targeting higher grade
Communities; a correlation of the Conceptual Matrix to the California levels; 2)The materials integrate natural communities education into many
education frameworks; the evaluation tool; and a listing of additional academic disciplines; 3)Global issues are becoming increasingly prevalent
supplemental materials. in recent environmental education curricula.
Funding This compendium is intended as a tool for educators interested in
This project was funded through a cooperative agreement among the integrating the study of natural communities into their classrooms at all
California Coastal Commission, the California Department of Education, conceptual levels, local to global. Such an effort will promote student
the California Department of Fish and Game, the California Department connections with other people and places and ultimately empower these
of Forestry and Fire Protection, the State Water Resources Control &ard, students to make responsible choices now and throughout their lives.
and the United States Department of Agriculture, Forest Service, and with
grants from the Environmental Education Grant Program administered by
the California Department of Education.
2
PAGE 9 Show Image
One purpose of this curriculum revi~w is to identify strengths in Grade Level Coverage
~ existing teaching materials and to reveal curricular areas that need ~venty-one curricula scored high enough for inclusion in this
~ improvement. This analysis provides direction for revision of existing compendium. The highest number of materials appear in the 4-6
curricula and for development of future curricula within a specific grade level, with 28 curricula (41 percent of the total scoring 167
topical area. After a preliminary screening of 120 pieces submifted (B- or higher). Other grade levels were represented as follows:
~ for formal evaluation, 69 scored high enough for inclusion in this K-3 12 curricula (17 percent), 7-9 15 curricula (22 percent),
.~ compendium. Findings related to the curncula are summarized and 10-12 14 curricula (20 percent).
~ below.
Each evaluated curriculum
earned an overall score based Pedagogy
28
on the evaluation tool included Many evaluated curricula, although receMng overall high marks,
on pages 147-149. The lacked authentic assessment devices. Cooperative learning strategies
cw
were often utilized in the majority of curricula. Most high-scoring
~ 167 number of points possible was materials enabled students to develop deeper awareness and
qi~ 250. This graph displays the understanding and often encouraged students to develop their own
.~ 19 17 number of materials, by grade ~hool or community-based action projects.
K-3 4~ 7-9 1q12 level, scoring above or below
the average score of 167. Multilingual Matenals
A few curricula were translated, in whole or in part, into Spanish.
Trends The translations were often restricted to student activity pages or
Most high-scoring curricula engage students in developing and/or bilingual glossaries. Teacher resources, such as stories, were usually
participating in action projects. Student actMties often require presented in English. One curriculum included some translations into
extensive use of materials and/or equipment, which may cause French. Some curricula, while not presenting multilingual
certain actMties to be inaccessible in budget~onstrained schools. information, offered suggestions for involving Limited English
Many curricula encourage teachers to transport or lead their students Proficient students.
to a nature area; this may present a difficult challenge to students
located in urban settings. Broad grade level groupings (such as an Presentation
actMty labeled "K-12") are seen as difficult to implement. Organization was particularly important to the evaluators; many
U) comments were made on the high or low quality of indices, grade-
Content level groupings, and the visual presentation of materials. Extensive
E The topic of this compendium, "natural communities," necessitated supplementary resource listings (for example, environmental
E
~ the inclusion of curncula from a wide range of subtopics. Curricula organizations, suggested reading materials, or field trip suggestions)
0
~ were considered from a broad array of biodiversity issues to specific were included in most curricula.
~ habitats and species. Many curiiicula were descnbed by the evaluators
~ as being good supplements, either to the core classroom curriculum
0
.~ or other supplemental curricula; several as stand-alone materials.
E
0
3
PAGE 10 Show Image
This indicates the grade level of this Each piece of material received an overall grade,
evaluation. Multilevel curricula were as noted in the Report Card. This grade
and may ~ corres onds to the number of icons appeari
here: icons represent A+; 4 1/2 icons, A;n~
compendium. icons, A-; 3 1/2 icons, B+; 3 icons, B; and 2 1/2
icons, B.
score earned by the cumculurn for ~ ~ ~ ~ ~ ~ c(iminents
Ii~~ ~ mfl~t ~ ~ wn~~n r~pon~ on the. ~
I ~ ~ ~ ~ ~tk)#~ ~ t~ ~ ~ (~E~ ~ ~47.]4~ ~nd ~cate~or~~ ~
~ ~f Ill?. ~ ~Q C()~t~1~~ ~ a ~vti~~r tc~pic that he~9 wiil
T)O~ c'~~~r in ~ com~n~tb ~ C~~m~ts that ~ direct quo~~
~ iji ~~~tion rnar~; oti'~s su~nia~ ~ ~[uato~ mote and
.sc~iptL'or
~
The facing page
~ fr(~ (;cn~ral C~~nt contains two sarnple
3~~t4~t~ ~ ~ N
pages from the
~ ~
~~tLorl ~~:t r ~ ~ .fr~- Pr~~i,tion curriculum. Many
lessons are more than
Evaluators were asked to indicate `nod~~s not 5p~~itied ~ ~ two pages in length;
after Lie t~e t~se `
the degree of emphasis placed on ~inLt~ ~ nxxiul~ m~ ~ ~ ~ ~ 1)~~gog~ therefore, sarnple pages
may not include an
each discipline. Results are I ~ at other grade. entire lesson.
reflected on this scale with zero (0) i~~s ~ i~ay ~ reI~e ~ ~ Teaeb& Uiabikty
~ c~
~~atuv~l L'omm~it~. *.
indicating no emphasis and six (6)
indicating major emphasis. G~dek'A~I
S~eir~ C~te~k
G~~e k~l~ ar~ d~~bed ~
~ Ir ~e ~ ~h unit ~s l~~t~d ~
~r ~mpi~ d ~ ~ ~rrktium ~ has sepa.~t~ A&Iiil#~l Te~b~r ~
~idei~ for ~ ~ ~ ~ ~$ ~ ~ ~ ~ L~ th~ s~t~ are. of ~ general ~ ~nd
~ ~l~tor~ ~ opin~s ~ t~~n r~pom~~s
~ J)~c'pli~ ~ph~i~ * I 2 ~ 4 ~ 6 to sp~ifi~ top~ar~s b the ev~ki~bon. tooL
k~~toryl~~ ~i~nce
~
~thirna~
~ Pe~~~ine ~L
~~Mi
~*.*. ~
(~ ~ ~ I
4
PAGE 11 Show Image
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PAGE 12 Show Image
verynismrequira~thtsatisfte,Ib~~f4-- students that people are ammals too, . How are those animals harmful
andtheycanrecoi-dslgnsof"people heiphilto ` h''
~ ~ter and sp~~ ~ hibt~ 1~ tbIs~~ life. Ask students what kinds of signs
they InIght find. Pbsslbilities indude ~~c~ent AS-swuir
~tud~tsw~ilgoona~
whd'elooidng fo~ ~ ~ ~ iflsect~ masses, ~ webs, ~th- L Extend the sai~ri to a larger outdoor
ers, nests, anirr~ tracks, bird or insect ~ ~ ~ ~
souods, candywrappeis, c-tte ~ ___
butts, and leaves that have been riit~ ~ ~ by ~ ioo~g fbf ~ ___
Background activity. YOU tilight I1LIj) !)y l)riL'fiYlg ~ bled Talk ~th ~dents about how ~ ~ ~ the numbers ofdif
~ial)itat reLTs to thL' I)IacP whLre aii students in advance oil tIi~ kinds of
organism lives. Its habitat provides an animals they are likely to see, and by they sliQuid ieav~ animals where ~ ~ of
organism with everything it needs to assuring them that most animals will ~ ibund evidence ~ 4-
eatenbysomethingels~ ~Iooi~~gfbr ~ +4-
survive, including its specific needs he scared of them. However, tell them + + + + + " , ` Divide s~u~ts into palr~ sake evidence ofanin~ using water or
for food, water, shelter, space, and it is smart to he cautious and warn + + -
reproduction them about animals they should not ~ + `+ ++ ~ them oiztslide and allow pairs ~1O , sketching trees and looking for evi- ++ ~ + ++ 4-
`~~+ +½~ InInUtestofindt~~oani~orsigns denceofhowtreesheipaniinais ~` + + 4-
Habitats vary treIllcnd()IIsly in toLich ()~ pick "l~+ (Scc Al)l~ndix 6 on + ~ ofar~. Set boundaries so tilat stu- (induding people). ~ ,+ + +4- + 4-
tcrIll% of ~izc ijid ~ l:or ~)agc 379) ~ dents don't roam too ~
___ 2. Heip students learnmore about ~ ~
example, a field is home both to many Get
types of grasses and to mice and rab- ting Ready
bits that live among the grasses, a tree You may want to do the activity at a ~ + +
t (Opilona') Dist~te clipboards or the aniiflaiis they found in the sdooi ~
time of year when students are most ~ ~ + ~+ +++ writing sufaes and dmwii~g rnateri ~ For example they cOukI restaich + + +
a1s~ Ask studentsto seetn the aniinais dlfi~~t animals found and create a ~
is the entire habitat for many tiny ani- likely to see animals outdoors, such ~ ~ or signs they find You might also gi"e ciass chaft sh + + + +
mals that live in its bark and among as 5
itsleaves,andacrackinasidewalkis pringorfall. +++ ~+ +%+ ~ st'i~tslsndIer~toinc~~ ani'rai~~~~aislctweofeach + ++++,
the habitat for the dandelions and Always check an outdoor study site ++~++++~~
Even in the most sterile+looking ~tential hazards and risks. Either ~ powers of obseryaio~ They can set It needs to SLir'i~~~~UOfl about what ~ ~
ants that live there before taking students out. look for ~ up a table, and reced the numietr of
- ~ each arihrai they ~ iater~ theycan ~ ~ what ldnds ofan~~ ~ 4- 4-
environment, you can usu- remove potential dangers or caution ~ + ~ a graph using these numbers. thEY woIlId like to have (or have more
ally find some signs of students about them. For younger st of) on their ` grcinds (bIids~
animal life. In an urban dents, arrange to have at least one or group togeher, and have bees, butterfries, squirrels rabbits)
`+4-
to he parents, aides, or older student students sare their expedences and Have them do to find
school yard, for example, ~ nior
dents can find things such as elp with the safari. ~ ~llire their fimdlngs. Foci thtm out ~ could be done to the sd~ +
- habitat to attract those annnal£~ +` +
spider webs, ants underneath Doing the Activity ~de bird ftedersorhaths sheilters ~+
pieces of cement or rock, or 1. Invite students on a safari of the ~ + ~ + + U What arais did you observe liv- fbr mammals, or plants as food ior ~ +~
insects buzzing around. Students school grounds. They will look and + ~` + +~+ ~, ing in cur school yard? wilcilif~.) They can find inforanation in
need to understand that all animals, listen for signs of animals living or
U What evidence did you find of the libraryorget advice from ettttrts
large and small, need food, water, and visiting there. Tell students that they ~ +~~`+`+ +
shelter from their environment. will need to search carefully to find + ~ `+~ +++
~+`+ ~ ~ ~ otherarri~?
scch as the state
~ + ` U What do thse aniznais need to live? mision ~on ors,
Remind students that people are ani animals, and that they will be more ~ +
mals too. Around the school yard likely to find an animal if they are ` ` `+++++~ + ~ ~, ` (,£~ water, air, shelter, sp~~) then put their plan into acion. (See *+ ++ ~++++++ .+ .+
they'll find plenty of signs of "people quiet. Ask students for ideas ahout
life." where they might look. Ibeir sugges- U What kinds of iood rnight arumails
find on the ~hool groursds? ~")#S~ttifl~ Up an Outdoor
While most students enjoy looking tions might include on the bark and ~ ++` 4- +
for animals, some leaves of trees, on shrubs, in the cracks `++ `+~`~~ +" a Where do those ar~ get water? ~ ~ th~
may he of sidewalks, among blades of grass, U ~`hat kind of sheiter rnight anirrrrls habitat with
afraid of on utility wires, in the soil around
certain ani- plants, along the edges of holidings, find on the school grounds? that of a
mals like under leaves, and on walls and fences U Did you see ariy darage to habitats ~ ~ V-)'
spiders or l.ist their suggestions on the chalk- or unheaithyconditions for plants, ~
)
worms. Be hoard. You might stimulate their +++++ + + ` + ++ ` arrirnais orpeopie~ Were those con have ariy
prepared imagination by having them pretend + + ` + ditions riatw~? of the sarne
treesor
for some that buildings are mountains and +
students cliffs, that the lawn is a jungle, or that +` + +` + For younger students, you rnay want
to act the sewer is an underground river. + to ask these quetiorn~
timid or 2 Tell students that in addition to . What were the largest and smallest
scared dtir-
mg the actual animals, they should look and anirnais you found?
listen for signs of animals. Remind . What surpried you the most?
SchooIya~d ~far SYSThMS III 152 PUD~CT LIARUWG ym ~. K~ Acti~!ty ~
Pages reproduced with perirnissiori from the author/publisher
6
PAGE 13 Show Image
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PAGE 14 Show Image
Evaluation
1. Have students form a circle. Ask . Which lesson do you think was
students to share the following: most important to you?
The best thing about this unit for ~ ~ students to draw a group
me to was . . . because . . . picture which indudes the four
Overview: Students evaluate their understand- living things represented in each
ing and feelings about living things
by completing oral, wriften, and ` Allow halfofthe class to share cooperative group. Compare this
illustration to the one students
pictorial assessment tasks. They
share with the class what they sore break and the other halfafler completed in I*sson 2. Is there
considertobethe best thing about the break. evidence of students working
this unit together instead of separately in
This can also be done in two or the current illustration?
Time: Two days: 30 to 45 minutes per day three circles.
Vocabidary: none _______________________________ Applicafion
5. Ask students what they would do
Curriculum Connections:, Science, English-~nguage Arts,
visual and Pertorming Arts Have students complete the
with a "worthless" and "ugly"
postunit assessment ``Thinking animal that was one of the last of
Scientific Thiahang Pz~esses: observiflg, communicating, corn-
Living Things." Help them its kind. (Hopefully they will tell
paring, categori~ng compare their answers to the ones you that there is no such thing as a
they wrote in Lesson 1. Discuss worthless and ugly animal.)
how their answers have changed.
Preparation I Have students speculate on why Extensions
their answers might have
__ 1. Make a copy of the postunit Dear Parent, changed.
assessment, "Thinking About 3. Show the transparency of "Re spire students to tell someone
Living Things," for each stu- We have completed the specting Living Things, Lesson who can write for them or describe
Titles," which will be more of a into a tape recorder how they
dent or copy the questions on unit ~ Living guide for you than for the students presently feel and what they think
chart paper.
__ Things." Please have your since many students might not be about living things. The following
___ 2. Optional: make a transparen
of "Respecting Living Things7 I child share with you some able to read the titles. Discuss with prompts rnight be helpful:
Lesson Titles." of his or her favorite activi- students some of the following: U Before I thought
Materials I ties. Then ask your child U ~ was your favorite lesson NowIthink...
OR
and why?
__ The preunit assessment, "Thinking to describe to you, as you U Which lesson did you learn the * ~fore I felt that living things
About Living Things," which write this down, what one most from about the importance Now I feel that living things ...
students completed individually I th
orasaclassinLessoni mg your child has done of living things? 2. Discuss with students their
U which lesson made you want to thoughts and feelings concerrung
to show he or she cares learn more about living things? cooperative learning, the groups
they were involved in, the roles
Procedure for living things. U Which lesson did you like the they played, and successes they
least and why?
Homework Assignment: Ask students I had in working together and
to draw one way they have shown they `I U Which lesson changed the way helping each other. What made the
care for living things. you act toward living things at groups successful?
home and school?
Pages reproduced with permission from the author/publisher
8
PAGE 15 Show Image
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PAGE 16 Show Image
ARE YOU ME?
pictures in their hands. Assign each group a single NOTE: This activity can be repeated several ames by
table or station. Ask them to stand in a circe around shuffling the aduft and young images and passing
Oa'ECTIVE that station. then' to nevv anin'aIs" so that eaan st~~nt becomes
Students will reco~ize vanoi~ young ~es of aquat- complete ~n'cohsis. there is littie resembance A. Have the students at each state ~ teeir pairs familiar with a wider array of animais.
ic animals and match them with corresponding aduft ~- the adult and earlier fbniis. of pictures on the table and mix then' random~ Once
stages. the aduft~iId pictures are mixed at each table. ~a~e _________
There are aiso rnn'artable similarities and differenees the enUre group shift to amer table so there well EXTENSIONS
. other aquatic animals in different lift stages not be anyone at the tables where their own pictures 1 . Find out as much as possible about some of
METPIOD The eggs of many animais hide their eventual form (air are ~. habtats in which these animals live.
using ~re cantis. stun match pairs ofJ~nile ~ ~ birds). Pelican hatcNlngs. fbr e~m~ 5. At the new table. have the group attempt to 2 If able. visit some of the habitats where the
and aduft 8quatic animais. p'.. may be the 1 image of miniature dinsaurs
match pairs of adultichild or sent and intant ph~ ani'i'aLS are actual~ fbund.
to be fbund on the plan Aqiwtic mammals often are tos. 3. Pick a pair of liiI~ and find out more about the
BACKGROUND easy to ~ Th~ freq~y do not change as 6. ~ the students at each table have come ~ ~ of the animals sh~oon.
Many animais look signtflcant~y diiiferent In their ~II ~ as some other anirnais in overall appear- their eiforts to match the pairs. ask all of the groups 4 Discuss and~or pantomime the concept of meta
est stages of dey-melt when compiad to a~Lilt ~ ~ thee grow from young to adult sta~u. to return to their original tables~ ~ they left morphosis.
hood. This is ~ true fbr some aquatic insi~ their own pairs ofpictures. Are the matches correct?
Many aquatic ms~ undroo metamo~. Mete ~e mq~or purple ofthis accty is fbr students ~ Askthe students to change any pairs that are not cor
IIRJI~'izw. means ~ during gimoth Some lnscts ~ that there are dlft~rences In the lift ~ ~ ~lk about how difIcult or easy it was EVALUATION
e~~ence si- metainor~ while athers under- of ~ ~ as ~ grow. The studei~ will ~ to correctly match pairs. Introduce the idea that many ~ ~ ~ animals. Draw a picture of each ani
crese their appredat~ of the dlvervey ofwildl~ as animals look remarkat$y different as adults than they ~l as an aduft and another picture of each animal as
go come meta'nor~sis In slYnpIe iiw~~iuw~IC ~ ~ their ~ of ~ and chant In appeared in younger forms. Tell the students that they ~ ~ whef' ~ is
~ the sect egg ~ ~ p~Od~ a i~pIL ______
P~ymphs may begin to reseble adults but theysI~ are about to learn how to match young and adult
may v~y COnE from thair adult i~ ii. forms of many different kincis of aquatic animals.
M4TERIALS 7. Introduce the aquatic animal cards and divide the
nses that ~ are - CMds; marking pens or dass in two. Designate one half of the students
`1Iil~L~?~ ~ that hatch IarYm. The larva adults and the other hatf young animals. Give each
__ crayons
.~ through oral stges and then changes into a
sent in the adult group an adult animal image.
pupa. Pue are usually encased In a protect cover Give each sent in the young animar group a
fbr their neet stage ofgro~tn. From the pupae PROCEDURE young animal Make sure there is a
emergethe soft~bodied. often paie~~oIored~ adults 1. Make pairs ofaquctic animal aidS. Th* animais In sponding match. adult orjuvenile. for each card given.
m'y dliiw ~ ifl ipp~~ from their ~d the pair should be the same i~nd. For e~'npIe. one Instruct the students to look for their match~~ir
er Ibrins bot are notyet ~ wii G~adu~ migit bi a pair oft; anor might be a ~ of Ing the appropriate adult andjuvenile forms.
the soft ~ bo~d~ firmness and :~. In -carL One anji~ In the pair ~boulll be an adults the NOTE: You can attach each animal card to a string loop
other ~~"f' be at a ~er stage ~ sothepictu~canbehungaroundthestudentsnecks ,.~ . .. 4 ~. ,
Alt Gra~s~ me pairs mglit Include adults 1arv3. ~ hutctkIibg. as they try to match the pictures.
-.ctt scim I~ile. EIEWIL UIRU~~ ~ f~ of ~ animais. & when all the students have made their choices and
Skill:: an-w. ~ communication. WIT-
sirni~rities and ~t!'rencw. matching. recognition. ~ You may use the ii*~~ provided. think they have a match. let everyone heap to see if the
~ ~ Ask the children to bring two pictres from home. IIIoL~~ are correct Some are more difficult than oth-
DInt'.': Oi* ~ ~ ?0..~--z ~; ~vwtiWi tini On~ should be of an adults the other should be a pic- ers and may be confissing. You may show the students
Omup S!w~ smill ~--~ ~ Uvie or fbiv stL~s eicft: ~ of a child. The pictures should be pictures of the the matclied images on the master
~ VI pm~~Id': ~rn ~ te taed I ~. Same ~ 85 an adult and as a child. For exa~ 9. Have all of the students look at all of the
ar f~ W the dis S UndIr the pair may be of the students parent as an adult and matced pairs. look at similarities and differences in
-
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l.BA.. III.C. the student and a ~ of the stdent as an infant change.
Key Vocabulary: aqua~c anima15. grow. cPiInge. adult. ~ Divide the class into small groups of three or four
App.ndk*i~ None students each. have them tool ther own set of paired
Pages reproduced with permissiom from the author/publisher
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PAGE 17 Show Image
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PAGE 18 Show Image
Materlais
. ` ` ..
Items marked with an asterisk can be collected and crayons (for each etudent)
TIME: brought in by students. haif~gal1on cartons (one per etudent)*
fiv~gaI1on bucket of soil
Reading the book: The Salamauder Room by Anne Mazer on~gaUon bucket ofgravel and larger rockee
1 period chalkboard
Setdug up the paper (for each student) twigs, seements ofbranches, pieces ofbark, moseC
tezmrium~: 1
period Teaching Ti~8
0',erview
Be sure to make students feel safe about giving 8tudent makes a suggestion that is clearly inappropri-
lake all b~ving things, salamanders must The teacher Tea(18 the book The responses. When asking open~nded questions, you ate to the neods ofealamanders, gently g~de the
ssti~ certain reouirements to stay shve. Saiwnandir Room to the students, who have to bo ready to accept a variety ofanswers. Ifs student to a botter response.
one besic need is for a habitats place to then work to construct a terrarium that
live that is appropriste for the could bo a suitable home fbr a saismander.
salamander. GROUPING
SUGGESTIONS: Advance Preparation
B ackground Information Part 1: whole class ~ Obtam the 1:00k.
_______________________________________________________________ Part 2: individuals 2. Obtain enou~ haif~gallon cartons to have one
Uke all animals salamanders have that spend pert oftheir lives breathing available for each student. You can have students
specific neods to sati~f~~ in order to live. water and part oftheir lives breathing air. bring these in. Be sure to rinse out the cartons. Cut
They must bo able to satisf~~ these needs They are cold-blooded, meaning that their one long face and the pouring spout offofeach carton,
within their habitetL By observing the body temperature is always about the as shown.
activibes of salamanders, we can infer same as the temperature oftheir sur-
what they racuire from their hsbits~ roundings. They have thin skin through 3. Gather the other materials from any outdoor area, CUtE ~
which water passes easily, so they must or have students collect them as homework.
Salamanders are most often fou',d in cool, live in moist environments at least some
dark places under logs or fallen leaves, ofthe time to avoid drying ou~ They lay CROSS~
though they ~`ay bo seen out in the open eggs that do not have shells, so the eggs CURRICULUM Setting the Stage
at rnght or when the weather is damp. must bo laid in water or a moist place. CONNECTIONS: _________________________________________________________________________________
They avoid exposure to heat, and they 1. Ask the students to raise their hands if they have a ~ Ask the students to think of a wild animal that
cease activity altogether when the
Because the skin and eggs of salamanders Language arts: pet who lives in their home. Ask the students with they would like to have as a pet Could a wild animal
weather is very cold. transfer material from the environment so Teacher reads a pets to tell about some of the special things that their live happily in their house? What special needs would
Salamanders, along with frogs and toads, easily, these animals are es~Pally story; students families have to do to take care ofthe pets. the wild animal have?
sensitive to any changes in the environ- modif~~ and anal _______________________________________________________________________
make up the group ofanimals called ment. Currently, amphibian populations i~
amphibianL Amphibians are animals ~ world are th~tto bo dedirng. Art: Students illus-
trate their version ProcedUreS
Vocabulary ofthe story. ~ 1: ThE STORY Brian's mother on the board (numbor them as shown).
They are:
te'mri'rni: a small enclosure in which habitat: the area or type of environment 1. Read The SaL~man&r Room to the students,
plants are grown and small animals in which an ora~sm or population taking time to show all the illustrations. 1. Where will he sleep?
are ke~ lives. 2. And when he wakes up, where will he play?
salamander: an amphibian that has legs 8helter: protection agalnat environmen- 2. Read the story a second time, this time letting the 3. He will miss his friends in the forest.
and a tail. students change or add to i~ For each cuestion asked 4. They will bo hungry. How will you feed them?
tal extremes that could harm an
amphibian: a cold-blooded, smooth- or comment made by Brian's mother, allow the 5. The insects will multiply, and soon there will bo
orga,,ism. PROCESS SKILLS: ~ ~ bugs and insects everywhere.
skinned vertebrate that has a water-
breathing larval stage and an air- observng 3. Write the comments made and questions asked by 6. Where will the birds and insects live?
breathing adult stage. Communicating 7. Birds need to fly.
Comparing
)agc 10 CopY~ghi ~ 1993 Adopi-A-Watc~~ Program
Copyright C 1993 Adopi-A-Wstcrshcd Program
Pages reproduced with permission from the author/publisher
12
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PAGE 20 Show Image
WILDLIFE Is EVER~HERE!
O&'ECTIVES they found. introduce the a that people and other 4. Use state maps. Look up names of town. cities
Students well: I) state that humans and wildlife share organisms that inhabit our bodies were to disappear. animals share environments. Sometimes we donut even and counties with weld animal names!
not~e that we are sharing our environment with other
env~ronneents: and 2) generalize that wildlife ~ pre- Peopie are never true alone in an en~ronrnent. Some lMng things. tut we are. _____________________________________
sent in areas all over the earth. form of wildlife is near. z. Expand the search f& other animals to the out~f- AQUATIC E)CrENSlON
The major purpose of this activity is for students to doors. Take the students on the school grounds an~ Survey your school grounds or neighborhood for any
give everyone. working in pairs. five minutes to find possible aquatic habitats for wildlife. Check puddles.
METHOD understand that people arid wildlife share envron- an animal or some sign that an animal has teen there. sprinkler systems and. if possible. streams. teaches.
Students search their en~ronment for ev~derice of ~ By investigaung microenvronments or micra Look for indirect e~dence. such as tracks. weos. dr~ Ponds. etc. Look for evidencedirect or indirect~f
w'ldlife. ha~tats, the students should be encouraged to gener ~ feathers and nests. (Be sure not to harm or se any wildlife that lives in or near these water~related
alize from the information they acquire to the entire riou~y disturb anything.) After five minutes. sit down areas. Tell someone what you flndor show them.
BACKGROUND planet. coming to the under~ndirg that wildlife exists and talk about what everyone found. Or. in advance. ta~ng care not to damage any wildlife you ~nd or its
Peop~ often think of w'ldlife on~ as jarge animais like in some fbrm in all areas of the earth. In the deserts create a wildlife trail for your students to f~Iow- habitat!
those they see in pictures of Afro with lions and eie- of the southern hemisphere. the oceans. tropicaljun- looking for signs of animais along the ways paicirig
phants. They might think of creatures of the North gies and cities of the earth.- frorn the Antarctic srow a long piece of string around an area of the school
Ameecan forests that they have seen like deer and elk. ~ to the glaciers of the Arctic region. wildlife exists grounds and salung the path along the string Wth EVALUATION
But w'ldlife includes all animals that have rot been do~ in a variety of forms. evidence of animals: bones. feathers. etc The students In which of the following places would you be like
mesticated by ~. can explore the trail in a follow the leader f~ion. ~ to rind animals living? in a forest. in a hot. dry.
me students should remain quiet. observing to them- ~ in a lake; at the top of a mountain; at the
Domesocated animals are those which have been . -. sexes. At the end of the trail. ask everyone to ~ and North Poe; in New York City. What kinds of animals
tamed. made captive and bred for special purposes. . - ~ discuss what they saw. might you find in these places? Name any areas on
Farm animals and pets are considered dooiesbcated e
~ . .. 3. Talk with the children about what they ~rned. arth where you couldn~t find any animals.
animals. (See whats Wild? and Animal Charades.~) .1 2
q#. Emphasize that they have seen that people and wildlife Name the things you saw. heard or smelled which
Sn
Snare environments. They have seen evidence of owed you that wildlife lives in the classrcom and
Wild animals are all the rest. What may be surpr~ng wildlife at their school. Ask the children to guess on the school grounds.
that ~ldlife includes the smallest animal organ- whether they think different kinds of animals are 3. ~aw a picture of a place with many different ani-
found all over the earthen the deserts. oceans. mals living there. Exp~in your picture.
ism&~reven those that can be seen only through a mi-
croscope. Spiders. insects. reptiies. amphibians and mountains and dies. They may draw from their own
most species of ash. birds and mammals may be con- . experiences and talk about piaces they have been and
sidered wildlife. V~ildlife occurs in a tremendris van- have seen animals. Encourage the students to make `~ ~
ety offormsand coiors. And wildllfecan be found all the gereralizaton that wildlife is present all over the
around us. Even ween we think we can see or hear no _____________________ earth.
animals at all. they exist someere around u~ WTERIALS
maybe even under our feet! There are even tens of O~TlONAL string
thousands of life forms on our skin. in our hair and in- EXTENSIONS
sideour bones! In ~ each ofuswould die if alIthe ________________________________________ 1 . Survey your yard. kitchen. neighborhood. or city ~ ~
PROCEDURE park~ooking for wildlife!
_______________________________ CAUTION: Ask students to observe but not touch 2. Search magazines and books for wildlife from all
Ai*~ ~ K-3 (and ~. or dIsturb anImals they see. over the piaret.
SIlt-s: Science. Language Af~S 1 . Invite your students to expbre the classroocn. 3. Invent names and descripuons for the wildlife
skills: anai~. ~ 9ineraiIzat~on. ob5ervatlon ~ for signs of wildlife. Even in the most cleanly found outside during searches. Older students can ~
Diwation: 30 to 45 minutes
Group 5iz~: any slept classrooms you can usually find some signs of serve the animals. write a written descript~or}~rand
sitting: indOOm ~ outdoors
co',c.~ Prarniwork Rif~c~: I B . 1.8.1.. .8.3. life either past or present It might be a spider web. then check their invented names and descriptions
Kay ~ ~ ~ domes~~catid. en~ronmen~ de8d insects rear lights. or irsect hoies along base- against the scientific names and information found in
ey~~cI boards and behind books. After the search and a dis- reference materials.
Aw-k~ ~ Et~~ Observations and Ir.ferinces ~ with the students about what-if anything~
20 C i~
Pages reproduced with permission from the author/publisher
14
PAGE 21 Show Image
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PAGE 22 Show Image
TREE HABITAT SURVEY
TREE HABITAT SURVEY (Contiurted)
SUMMARY OF ACTIVITY BACKGROUND INFORMATION
Borings in the bark, tent caterpillar nests, and -
Students observe and record information about This activity allows students to look closely at a gird and squirrel nests are other evidence ofani- K nd ~ onlinal ko~~
the animals that inhabit a tree. tree, which is one habitat that provides the things mals that live in trees. leaves that have been
some animalsand plants need to survive. A tree is hewed also indicate animals are present. ~ ` I (
the habitat of many tiny animals that spend their
Time: 30 to45 minutes entire lives in the tree's leaves or bark. It can also
Selling: Outside area with qeveral trees (school- bethehabitatofplantsthatgrowontreetrunks PREPARATION AND LEAD-UP ~rlt ~fII (~
grounds or nearby park) and branches, such as algae, moss, and lichen. Make a data sheet such as in the illustration for ______
Although largeranimals like birds, squirrels, and each pair ofstudents. Inside the classroom, draw
Materials: raccoons collect nt£ts or fruit from trees for food or a outline of a tree on
Butcher paper use branches for nesting or sh~ter, trees are onlv students to practice using the paper. Allosv ~ i r~ i
Crayonsor marking pens hand lens.
One pencil for each pairofstudents a part of the their habitat. They go elsewhere to
Onedata sheet foreach pairofstudents gatherother food, hide from predators, and raise Ask students for suggestions on how to study
living things without harming them. Use their I
Oneclipeoanl or hard writing surface tor theiryoun~
each pairofstudents Many kinds ofinsects and othersmall bugs suggestions to emphasize that care must be taken
One hand lens foreach pair ofstudents can he observed crawling on the tree bark and when studying plants and animals. Make sure
(optional) leaves. Oftentimes galls can be seen growing on students understand that plants and animals can
Construction paper (0plional) leaves, stems, twigs, and other plant points. Galls be held only temporarily forobserving, then
Si'bpe'cts: Science, math, art are formed when a chemical excretion from a f~ should be returned unhurt to their original spot.
male insect or newly-hatched larvae is put onto Ask volunteers to act out the desired behavior for ants (like insects, birds, and mammals). Students
IclyWords: Species, habitat the tree. The chemical causes the tree to grow a the class.
___________________________________ may use hand lenses for closerol:servation.
bulbaround the larvae, keeping larvae safe from
predators and giving them a readily-available f~)od PROCEDURE S. Inside the classroom, discuss with students
theirol:servations. Generatea list of the animals
RELATED CALIFORNIA supply-the inside wall ofihe galL Galls are most
common on oak and willow trees. t Introduce students to the activity by saying, .. ~~rved by students and help students label the
FRAMEWORK CONCEPTS Evidence ofanother type of insect larvae, ~We have lenen studving ourown habitat. We've ` P"ctures theydrew (do not feel likeyou must know
Allanimals need food, water, air, and a place to called leafminers, can beobserved by looking looked at the kinds'ofanimals that live in our each animars speciticname; genenc names for
live. (Science Thimeu'ovkAddendurn) carefully atleaves. l,eafminers cause leaves to habitat and at the different ways we get the things animals like brown binl," -insect," or "worm" are
have white or palegreen spots that look like a we need-in working spaces, living spsces, and o~~Y). Ilave students draw onto pieces of paper
Living things need special kinds of food and a winding path, fingerprint, or paint splatter. By playing spaces. Today we will be observing the the animals they found orcut out shapes from
special place to live. (Science fhimewovk Addendum) holding the leaf up to the light. leafminers can l:e plants and animals that live in a different habitat construction paper. Place the animals on the tree
Animals live in a variety of environments'. oceans. ~en inside. leaf miners usually are the larvae of -a tree. A tree is a fairly small habitat compared outline you have prepared so that thev are in the
(nesh water, forests, deserts, tundra, and so forte moths, flies orbeetles to ourown habitat,so to see the different things ~me area they were found on the live' tree; for
(Scie?tceThimw~w.oikAddeitdurn) that live in it we will have to be very careful ob-
example, students might put a blue jav in the
servers. We will pretend that we are on a safari. . branches and an ant on the trunk.
Living thins get things they need from each We must search in 5mall nooks and look way up
other and from the environment. (Science frame- - into the branches. underneath leaves, and around QUESTIONS
workAddendum) the tree trunk to find
can." as many living things as we What kinds ofanimals did you observe?
Usually several kinds of living things live with ox
near each other. (Science framewovkAddendum)
Which kinds ofanimals were most likely to be
2. Pair students with partners and pass out data found in branches?
Data derived from surveys and experiments can sheets and crayons. Explain to students that they Which kinds of animals were found in the trunk
becollected, organized, and interpreted. (Adapted will draw a picture of each kind of animal they of the tree?
from Maihemaika ~mewovk) see and next to the picture they will record the
Which animals did you observe the most of?
number ofeach kind of animal they observe. How were animals using the tree?
3, Take the class to an outside area with several H ow does the tree help other living things get the
OBJECTIVE ltafminer ~ trees. Remind students to be careful not to harm things they need to survive?
Students observe and record the living things the plants and animals they observe. Do you think the tree is being helped or harmed
they find on a tree and explain how the tree pro- by the animals? Why do you think so?
vides living things with what they need to survive. . . 4. Assign each pairofstudents a tree to observe. Did you notice any plants living on the tree (like
Have students look forevidence ofanimal inhabit- moss or lichen)?
52 THECALIFORNIA STATE ENvIRONMENTAL EDUCAT;3\.'GUIDE
HOMESANDHASITATh 53
Pages reproduced with permission from the author/publisher
16
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PAGE 24 Show Image
CHAPTER 14 WHY PossuM H~ A NAKED TAIL
~ Why Possum Has a Naked Tail + _________________________________________
(Cherokee~outheast) City Animal Search
Directions: Placea mark flex weachoftheanmals and items found. Take tinie oohserveeachdisco~ery and have ~n.
In the old days, Possum had the moss beau~i~1 tail ofall the animals. It was covered with Do nor worn: about trying w see e'ery~hing. Draw picrures ofthe animals and their homes on the index cards.
long silky hair and Possum liked nothing better than to wave it around when the Animal Find an animal that:
People met together in council. He would hold up his tail and show it to the Animal People. ~has six le£s vou like (wtitC down why you like it
`You see my tail," he would say. `MIs it not the most heautiflil tail you have ever seen? Surely ~has two lees here and what the animal ia): ________________
~has no legs
it is finer than any other animal's!"
has eight legs
He was so proud ofhis tail that the other animals became tired ofhearing him brag about has mote than eight legs
it. Finally, Rabbit decided to do something about it. Rabbit was the messenger for the animals ~has two wings ~0 U do not like ~desceihe why not here
and he was the one who always told them when there was to be a council meeting. He went ~has four wings (two pairs ofwings) and what it is): ______________________
~has two eyes
to Possum's house. has mote than two eyes (write the _______________________________
"My friend," Rabbit said, "there is going to be a great meeting. Our chief, Bear, wants you namber ofeycs here )
has antennae voU neither like nor dislike (tell what
to sit next to him in council. He wants you to be the first one to speak because you have such can walk it is here):____________________________
a beautiful tail." has rats has paws
Possum was flattered. "It is true," he said, "one who has such a beautiful and perfect tail can fly has claws
has a tongue has flit
as I have should be the first one to speak in council." He held up his tail, combing it with his has a nose has ~thets
long fingers. "Is not my tail the most wonderftil thing you have ever seen?" has lsps has naked skin
Rabbit looked close at Possum's tail. has a hard shell
"My friend," Rabbit said, "it seems to me as ifyour tail is just a little dirty. I think that lsvas so a II 55 tsny
it would look even beter if you would allow me to clean it. I have some special medicine that ls'tes so crack ofehe sidewalk s, large
the grass 55 medium~ss..ned
will make your tail look just the way it should look."
ls'trs on the tree's bark -,, someone's pat
Possum looked close at his tail. It did seem as ifit was a little bit dirty. "Yes," Possum said, lsves up hsgh in a tree
lsves so a house
"that is a good idea. I want all of the animals to admire my tail when I speak in council." lsvra under the eaves ofa roof Fiod some threats to animals that make their lives
Then Rabbit mixed up his medicine. It was very strong, so stwng that it loosened all of lsves so a chsmney dangerous:
lsves on a flower
the hair on Possum's tail. But as he put the medicine on Possum's tail he wrapped the tail in is native to this land a car, bus or other flirm ofesoving vehicle
the skin which had been shed by a snake. carne onginally from another country litter
"This snakeskin will make sure the medicine works well," Rabbit said. "Do not take it off and was introduced here water pollution
,` eats leaves dirty air
until you speak in council tomorrow. Then the people will all see your tail just as it should be seen.
Possum did as Rabbit said. He kept the snakeskin wrapped tightly around his tail all eats grass dogs
through the night. eats insects cats
seats other animals 1505500
The next day, when the animals met for council, Possum sat next to Chief Bear. As soon eats seeds traps
is eaten by other aniosals
as the meeting began, he stood up to speak. As he spoke, he walked back and forth, swinging
eats nuts
his tail, which was wrapped in the snakeskin. He smiled as he thought ofhow good his tail bites people
would look because of the medicine Rabbit put on it. All of the animals were watching him has a bushy tail Fiod a source of water for animals:
is cute ____________________________________________________
very closely, looking at his tail. Possum grinned at the thought ofhow beautiful his tail would is not so cute
look. The time was right.
Figatr 144. Chy AnimalSeatch.
S 173
a 183
Pages reproduced with permission from the author/publisher
18
PAGE 25 Show Image
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PAGE 26 Show Image
---.,
m.~ Diverseedy
PotA PotB PotC PotD PotE
(mixture)
Overview: Students sort seeds from Tape a sample of each seed to the container in which it's planted.
a birdseed mixture, then observe
2. Have students tape a sample of each seed onto their "My Plant
and compare plants that grow from
these seeds.
Journal" reprorludbles and then make predictions about what will
grows For example, ask them to put an X on the seed they think
` ~
will grow the biggest plant, underline the seed they think will
ThIe: sprout first, or draw a drcle around the seeds they think will
Groundwork: 40 miflutes grow into the same type of plants.
EX-Iation: 40 minules setup;
Foects on students' predictions. Ask: Do you think the plcints
~
Mddz~g Connections: on~omg'
grown from different seeds Well be the same or different? Why? Do you
think all of the plants grown from the same type ofseed (in one pot) will
Matuia1~ be exactly same? Why? Ho't do you think plants grown from the
2cupsbIz~seed mixture will compare with those in the other pots?
paper .` ~
e ~ ~ 3. Have students make daily observafions, recording drawings
e&,UdIk~itons ~FoIIiII8~ldx p~eraips and/or written descriptions of what emerges from each pot. To
~y Plant Jo'ima~ reproducible Laying the Groundwork record height, have students cut paper strips sized to match the
page35
tallest plant in each container. Label appropriately and arrange
the strips to form a bar graph by size.
.5-Found: P~ . Objecttve: To sort seeds and understand that there are many While the mixtures are growing, hand out another 2 to 3
;½~ Z4~' ` 2 different kinds of seeds.
tablespoons of birdseed mixture to pairs of students. Have them
1. Divide the class into pairs. Have each pair of students fill a sort and glue seeds on paper to make a graph illustrating the
paper cupcake liner with 2 to 3 tablespoons of commercial bird- numbers of different types of seeds in the mixture. For example:
seed mixture. Ask: What do you think is in the mixture? Where do
you think the ingredients came from (besides the store!)? In what ways
do you think all seeds are alike? .~.different? How are the seeds in your In a tandful of seeds
birdseed mixture alike? ..~different? How many different type of seeds do
you think inake up your birdseed mixture? How could we find out? 16
2. Have students sort the seeds by putting sim)lar ones together Numter 14 a
in groups When students have sorted about five seeds into each of seeds 12 a
10 a
group, have them return the extra seeds. Ask: ~t do you think a ~
will happen if toe plant the bird~eed mixture togetker in one pot? What 5 a ~
a ~ ~
do yoi~ think we'll ~ r'~"' the stpara£e~~ see~~ Uy tireluselves! 6 a ~ ___
How nially differeut types of birds do ~ WiLL grog j~Oin L,lese 4 a ~ ~ ~
a -~ ____
"birdseeds"?! do you birdseed 2 a ~ ___
ly `1 con am ~ a ~
seeds? - - - - - - - -
a ~ ~ ~
Exploration Type of seeds
Objective: To recognize that different plants grow from different 4. Discuss findings. Did all seeds sprout at the same time? Did all
seeds. seeds iii airy one pot sprout at the same time? Which seeds sprouted
first. secoird, ...last? Wirat is the height of the tallest plants? From which
1. Prepare enqugh planting containers so students can plant one seeds did these grow? Are all plants in any one pot tIre same height?
with each type of seed they've sorted. Also prepare a container
How else are the plants the saine or different (e.g., color of leaves,
for planting some of the mixture. Have students follow general shape of leaves, type of stem, rate of growth)? Are any twa plants
planting instructions and set up an exploration as follows: exactly the same?
160 Diversity of Life Diversity
Pages reproduced with permission from the author/publisher
20
PAGE 27 Show Image
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PAGE 28 Show Image
MAR'NE DEBRIS: IT CAN BE DEADLY ener tzylng to get free. may become sick orweak, 4. Discuss the folIo~ving with the children: WI)at
Cern marine animais aiso mistake plastics or other material could the rubber band
____________________________________ piasuc trash forfood and eat it. Manyanimala have represent In a natural setting (fishing line. plastic
difflcultydigesungplasuc,so the plastic remainsin six-pack rmgs. fishing net, packing straps)? How
the animais stomach causing a feeling offuliness. could an animal get into a situation in which ilahing
The animal, feelingsatiated. stops eating and even- line, strappihgbands. six-pack rings, or a net would
tually starves to death.
entangle it? (By swimming into plastic accidentally.
This deadly trash is known as marine debris. It Also. a bird might eat the bait on a fishing line, then
is trash found in the ocean or along its shores. Its become entangled or take the line back to a nest of
source can be classified as either "ocean-based" or `~uinerable babies.) Some students might have
land-based,.' depending on where it enters the rubbed their hand against the table to remove the
water. Ocean-based debris is waste disposed ofin band. In the marine environment, what would
the ocean by ships. [ed-based debris, on the animals rub their heads against? Probablv a rock.
other hand. is debris that blows. washes. or is ~Vhat would happen to an animal that rubbed its
-~ discharged into the water from land. head against a rock until the band came ofi?
~ -
4~ ~ MRterial~: Pictures of marine wildlife (attached).
~ . $ . For grades K- I : one rubber band for each child: a
tray or shoc box for every three children: plastic
`77ie sea and the air are common to alL.' proL'erb foam pieces (from packaging. beanbag chairs, or
potting soil) 1 /2 cup per tray: bird seed. white
************************************* realize that the sea itaelfis a treasure, full oflife to beans. or popcorn 1 1/2 cups per tray: and a
Age: Grades K-3
Subjcctg: Science. Math. Social &Ience discover. Scientists believe that life began in the spoon and cup per child. For grades 2-3: tape;
conceptual Fraanework: Science Frane~cork: Respect for na- sea. and that millions of different organisms have ~
itire des-cops fron understanding how nature works: living evolved overbillions ofyosra. A tremendous variew items; a "calorie charts and score cani" (see at-
things and systens denonstrate a structure-function relation- of life flourishes in the sea. In fact, it is estimated tached).
ship:iifeisdiverse: hurnansatfecttheoceanecosysteniadapted). that nin
Mathentatics Framework: Physical inate~ils. pictures aitd e out of every ten organisms on Earth live
dtagrarns are related to oiathen'atical ideas: maihenatics are in the ocean. ~ecdui~:
used to draw logical conclusions; collecting. organi?Jng. azid Animal life in the ocean can be divided into t'vo PA~ 1: Before pla)ing the games that iollow,talk
describing data is important for understanding and soising categories: vertebrates, animals with backbones. about "who's who in the marine environment with
problens. and invertebrates, animals without backbones. supporttng pictures of the various animals. ffou
History-Socid Science Framework: Understaiidlng hu£nan Invertebrates include animals such as oysters. may want to use the pictures brought by the
and ens~ronnenlaj inleracUons.
Skills: appl~ng. contpuung. predicung trades K- 11: applying. crabs, periwinkles. jellyilsIl. and octopuses which students as part of the At-Home learning from
conparing. cooipuung Igrades 2-31 arc believed to be the niost intelligent animal ofthis "Sandeasties and Sunbums.")
Duration: 40-50 otinutes Igantes for K- II: 60 otinutes Igante for categort-. Vertebrates include all fishes. sea turtles.
2-31
Setting: Indoors and marine mammals such as whales, dolphins. PARr 2: Grades K-i
Key vocabulary: roahue. dehns. sea lion. sea turtle seals. and walruses. The flali in the sea delight the "Getting Out of a Bind is a simple activity that
************************************* imaginationwithavarietyofcolors.shapes.andlife teaches empathy for wildlife by simulating an
styles. Sea turtles are reptiles that swim in the snimai's entanglement in plastic litter. The proce-
Objectives: Students will be able to: 1) expenence oceans: the female sea turtle leaves the ocean only dure is as follows: -
in a simulat
ed setting the negative effects that to crawl on shore to lay her eggs in a sandy nest. I . Use a volunteer to demonstrate. Put a rubber
plastics. in: particular, can have on the feediog Seals are marine mammals that inhabit all the band around the back ofhis or her hand. catching
activiUcs and health of marine animals: aod 2) world~s oceao~. froni the polar areas of Azitaretira the thumb and little finger (see diagram). Have the
cooaidcr the effects of plastic debris in the oceans and Alaska to the heaclies of Hawaii. The ocean is child try to remove the rubber band without using
and on the beaches from an animal's perspective. also home for whales, the largest creatures to live the other hand or teeth or tubbing it against P.~ 3: Grades K-i
on this plooct. Scientiata have been fascinated bv something. ~e Early Bird Gets the . . . Plastic?~
Method: Younger students (grades K- 1) play two the highs' developed comniunicatiun systems used 2. Hand out rubber bands for everyone to try. Tell This activity helps children understand how ani-
different games: one demonstrates an animal's by these mamniala and hope to one day understand each child to pretend his or her hand and arm is a mals can mistake plastic for food.
entanglement in marloc debris while the other more about the clicks, whistles. and songs emitted gull entangled in plastic. Forexample. the hand is 1 Theob)ectofthisgameistocollectasmuch food
demonstrates ingestion of marlne debris. Older bv the giants of the sea. its head. the lingers its beak and the forearm its as possible in the time allotted. Because of the
neck. Cup elbowwith free hand. Place rubberband collection method and the short tune allowed. some
students (grades 2-31 play a game that simulates All ~hesc animals can be hanned by plasuc ~~ound the beak or `neck. Allowehudren only 30 plastic will be gathered also.
the negative effects plastic trash can have on the litter. Marloc mammals, birds. and flsh can be- seconds to free themselves. No helpers! 2. In each tray. mix plastic pieces with bird seed or
feeding and aunt-al of marine animals.
come langied 0 plastic fishing line plastic strapping 3. Is everyone successful in untangling them- Popcorn. Have three children ~feed at each tray for
Background: long ago. finding a sunken bo\- of bands. aLe-pack rings. or other plastic trash that selves? Many animals don't get free. of course, and 30 seconds, using their spoons as beaks. Each
ends up in the oceans. Once tangled. they sper:d
gold coinawas a deep sea treasure. but toclaypeople starve, strangle. or suffocate. child should place the spoonfuls of food into his or
.\larine Debris: It Can Be Deadlv ~ Save Our Seats
~ Center for Martne Conservstion and Calilamia Coastal Conmasion
Pages reproduced with permission from the author/publisher
22
PAGE 29 Show Image
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PAGE 30 Show Image
I 2-4 AIS P
S£E()TO ~Th SEEDTO EARTH. DO YOU READ ME?
Seed to Earth, Seed to Earth,
Do You Read Me?
I-- ~ds ate planted in five different types of soil, and the rates ofgennination and
growth are rneasured.
I-- To dernoratrate the effects of different substances on plant growth.
m's unit examines how plants grow, and this activity ties plant growth to soil type.
I g s Water, Water, Everywhere is a related adivity in the soil unit.
Which seeda germinated the fastest? Which plants looked the healthiest?
**. Five 44ndh pots per group What does a seed need? Think about yourself for a `noment When you were
Radish seeds born, what did you need in order to grow? What couldn't you live without? Think
Five different growing n'edia (soil mix, garden soil, compost, sand, clay) of the moat besic things and write them on the chalkboard. Discuss and
labels hasic human needs with the hasic seed needs.
Ufe lab journals
Ilave students plant seeds under various conditions without soil by following the
~5 What do plants need in order to grow? (air, water, sunlight, nutrients) Where do steps below.
& ~`i~ION plants get water and nutrients? (from the soil) Do you think different types of soil
Q `,,,. can affect how a seed and plant grow? (leecord predictions.)
1. label four petri dishes:
Dish A Water and Light
1. If there are enough materials, divide the class into groups of eight. Dish B - Water and No Light
2. Fill five pots with five different growing media. label each pot. Allow
each group to select their own substances to test. Dish C - Ught and No water
Dish D - Water and Cold
3. Have students pour equal amounts of water into each pot, observing
and comparing the soils' water-holding ability.
2. Put a folded paper towel and two seeds in the bottom of each dish.
4. Have students plant an equal number of seeds (approximately 10) in Dish A - Moisten the paper towel with water and place tbe dish in a
each container and observe differences in germination and growth. sunny window. Do not allow the paper to dry out.
Have tbem keep a record in their Life lab journals. Continue for at Dish B - Moisten the paper towel with water and place it in a dark
least three weeks. closet or in a bag. 1)0 not allow the paper to dry out
Dish C - l'lace the dish in a sunny window, but do not moisten the
paper towel.
Dish D Moisten the paper towel with water and place the dish in a
refrigerator.
3. (55aerve changes in the seeds for ten days. Make a chart and record
your observations.
147
148
Pages reproduced with permission froni the author/publisher
24
PAGE 31 Show Image
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PAGE 32 Show Image
`.1 .;--*`.. ------.. SUNRISE, SUNSETSHEET BFTht
Make a day and i'1g~t ave `cur kids make a desert raccoons, many small roden~ such as
wheel to show when ~ ~ *dsv ~£,d night' wheel to mtce. and so on ) Expian tha -eng active
desert animals are ~ ~ about some of the ~ its dark is one ~vay to ceo from
de e~ ~~imaIs that are active being seen by hungry' pTed
Objectives duri~~ the dav s~d sbout others that are In the desert. being act~e a ntght s
.r :ur: active at night ~`o one way to avoid the sco-cnng dav
tial .Y£'.#i ~gtn by teII~~ the kids what the words sme temperatures. Even £.o dtumal
.:irnQL4 diurnd and noc unol mean. Explain that desett animals find a shady ace to rest
re ~c:urraaI. dtur~al animals are active mostly during when the sun reaches ta mid a ak
the oa~ whereas nocturnal animals are After talatng about diumL' and noc-
Ages act~~e mostly at n ght. Point out that many tumal animals. pass out copies C paoes 32
anir~sIs are nocturnal. then ask the idas if and 33 to ever~~ne. Then ~s e the luos
thee can think 0 anv examples. ( bats. put their wheels toosther by to~wino the
cnckets. fling squirrels. opossums. owls. instrucfions below.
e copi~'g,-.~~ 32
~nd 33 _______________________________________________________________
, Iighiivei~nr c~rdboo.-d
con,in£c.ton paper HOA To >`i.A:~: A DESERT DAY AND NIC:-; -v;
cra~o~is rnark~rs
a *riap~rfasien~r~ 1. Color the cact~es and other plants on 4. On drde A. cut out the l~-oe window
e smoll poini~d sheet A.
scL~~ors and the four smaller windo~i.
. glue 2. Color the day and night skies on sheet 5. Place circle A on top of orde B. then
. 2 therniorn~rers B. Also color t~e animals push a paper fastener through the
~ ~~J'dcmbbf: U-
. soil 3. Glue sheet A to a piece of construction centers of both cirdes.
sand
paper. Glue sheet B to a piece of thin
Subjects: cardboard. Tnen cut out both circles W~hen everyone's finished. show the Desert Iguana
Science and Crafis along the solid lines kids how to ~worW tnetr ~££eels. Have
them move the top drele until the sun Ilk
the lard window. The animals tnat appear ~ 0
~ ~ ~ tn the four smaller wtndo~~ see diumal
`~ `aits~
~ animals Most of them are a~ve only in
the early morning and late afternoon.
... -..*:......... * *~ * ..-..* .* ~ - .5-. ...~ ,............. They rest quiedy in the midde of the day.
~ . . ...~. .. ..-*.;....... when the temperatures are hc..est. Ne~ Raadmsser Th~ .~.`
--.... .. have the kids turn their whee: :o the nigh: Gr~'sd~3 Sqs:r.et ~
sky maldng the nocturnal dewn dwellers
to view.
, ~ow talk about each of ti-s ~urnal and
a animals on the whee:. using the
information on the next page.
~
RANOER RiCKS -ATLIRESCOPE. OISCOVERINO Dt5tltTS
Pages reprodu~ced with permission froni the author/publisher
26
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PAGE 34 Show Image
ACTIVITY 5: Nurturing New Oak Trees ACTIVITY 5: Nurturing New Oak Trees
Folloi~' these guidehnes i,z cari?lg ~ Saturate the containerized seedlings with water,
OBJECTI~~: Children are able to describe the proper care of a seedling oak for seedling oaks:
tree. Wait until the soil almost dries out before watering again.
METHOD: Through group discussions and individual observations, children
~ Do not allow the seedlings to sit in the excess water.
learn how to care for their oak seedlings.
~ Keep seedlings in a cool, shady place. Avoid excessive and
CURRICUL~I science, mathematics, language arts, fine arts
varying soil temperatures.
CONNECTIONS: ACTIVITY
BACKGROUND: Caring for oak seedlings requires understanding of how young * PROCEDURE: 1 . Use these questions to introduce children to information about
the physical requirements necess&y to grow oak seedlings:
trees grow. Review information provided in Activity 3 and
consider these additional points. Grades: K-6
IiI?ze: 30-40 minutes e What does an acorn need to grow?
Light: All plants need light in order to carry out photosynthesis, the mazedak:
iherniorneter * How can you tell if it needs water?
complex process enabling plants to convert light energy, carbon waleflng cans
dioxide and water into oxygen and carhohydrates. All life on skills: . How much water should you give your seedling?
Earth depends upon this biochemical process. Refer to the comrnwaicauon
illustrations provided in this activity. comparing How will you know if you have given it too much
il*frrring water?
If oak seedlings are grown indoors, place them near a window or
skylight. Short periods of direct sunlight can be beneficial, but How can you tell what the soil temperature is?
avoid extreme temperatures caused by direct exposure to sunlight.
Artificial light can be used if natural light is not available. One * What can happen if the soil around the acorn becomes
too hot?
100-watt incandescent or two fluorescent bulbs placed over (about
1-2 feet above) the seedlings will be enough. Incandescent light is Grades: K-6 2. Once seedlings begin to grow, children can begin to graph the
rich in "red" light waves that help seeds to germinate, but also rime: 15 minniesA~eek rate of stem growth. Using a thin strip of construction paper
causes seedlings to grow spindly stems. Heat from lights can dry materiak:
to measure stem length, snip off the strip at the point where
out the soil. If artificial lights are used, limit the light period to copies of "Seedh)ig Growih the stem ends. (Some seedlings grow so quickly that strips
12 hours. Sheei"
paper sirips, `/~ "xli " longer than 1 1 " will be needed!) Attach the measuring strip
skilk: to the horizontal axis (the time line) of the "Seed Growth
Temperature: Seedlings grow well in room temperatures ranging between 65- obserri~:g Sheet. * Seedling height can be read using the vertical axis.
750F. Night temperatures should not drop below 600F. communicaflon
water: Use caution when watering seedlings. The soil should-never be comparing
soggy. Allow excess water to drain out of the container or soil organivng
inferring
fungi and bacteria will spread and damage or kill the seedling.
Take care to avoid washing soil away from the young, tender Grades: K-6 3. Make a "water watcher. " Give each child a handfiil of clav.
roots. dme: `/2 hour Ask them to shape the clay into a length that can be stuck
mareriak:
Water ~Ioisture: Air-conditioned rooms lack moisture unless a humidifier is used. day
Seedlings will benefit from occasional misting. Never place
seedlings in a location where they receive a constant flow of air
from the furnace air ducts or their leaves will dehydrate.
over the outside edge of the container. Suggest addin" a
feature such as an animal face who will "watch out" for the
jj..o into the growing container. Form a hook on one end to hane
young tree.
After the "water watcher" dries, stick it in the container.
Note that whenever the "water watcher" is dry, so is the soil.
Likewise, a datnp "water watcher" indicates moist soil.
Seed go &edh'ng Page 3S Page 36 Seed go Seedh'ng
Pages reproduced with permission from the author/publisher
28
PAGE 35 Show Image
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PAGE 36 Show Image
: ~½- around the world. i:or L~ample, tr01)i- imaginative in the ways thLy address
~ ~ ~ ½ cal rain forests are found in South each point. For example, a parrot in a
~ ~ * "~ ~ ~ ~ Amenca, Afnca, Australia, and else- tropical rain forest might say, "It's `
~ ~
~ d"~ habitat, `dwt~' al ~ o'f~~dl~"~ A' where. Deserts are also found in many been very hot here latelv, but that's ~
~ ts'wulJ~in~ ~ places around the world-and so are nothing new. It's hot here all year ~ ¼~
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livIng ln these habl~t~ habitat. (Regional climate determines "I had a delido
the types of habitats the area pro beetles this ~;us~nrePaaflasouifiasat~5 and
Background Doing the Activity vide~in other words, what kinds of by addressing ~ tehme~r ~
A lialniul I% (lL'fiI1~d as the pla~i' I. I lave Ilie sitideils lliii~k al)()tIl plants and animals can live there.) But taming way, each "animal" will be ~`~` ~.`
where an aninial or plant ilormally some nearby natural areas. Ask them even though there are similar habitats providing hint
~ lives, and is often characterized by to descnbe these areas. For example, around the world, there are differences identity and hasbalbotut his or her ~ ~
a dominant plant form or physical they might mention a nearby park, in the animals and plants from one
characteristic (i.e., the forest habitat, pond, forest, river, meadow.. even place to the next. For example, even ~ Give the students time to research ~ ~ ~
the stream habitat). Some species are a vacant lot. Wnte these suggested though parrots are found in tropical as needed, and write their letters Have ~~"`
adapted to living in only one type of habitats on the board as the students rain forests throughout the world, them fold the letters in half and write ,`..
habitat. For example, you might see mention them. different types, or species, are unique the appropriate addresses on the out
to certain areas. side.
~ ~ plenty of parrot species in a tropical
nforest, but most of these species 2. Explain that each of these areas,
probably wouldn't be able to survive and many others as well, make up 6. Have each person pick one of the 12. Deliver the letters to the appropri ~ `~ ~
ate pen pals. Give the students time to *~"` `,,
~ in the temperate forests covering all or part of an animal's habitat. Ask habitat slips out of a sack. read the letters they received and to
ich of the United States. the students if they can descnbe what 7 Tell the students to look at the com- try to figure out which animal and
~ - ~ ~ Other organisms can survive within a habitat is. (An animal's habitat is pleted habitat "posters" they created habitat their letter is referring to Then
eral habitat types. Opossums live in the place where an animal lives, earlier. Have them imagine that they have the students share the letters
~ deciduous forests, tropical forests, and and where it gets what it needs to are one of the animals living in the they received with the rest of the
n tropical rain forests. They can survivL~food, water, shelter, and a habitat whose name they drew. group. (If a student is unable to figure
also survive in suburbs and cities. place to breed and raise young.) Ask Fxplain that they'll be writing a letter out which animal or habitat his or her
-~ Plants have a lot to do with where the students to name the types of ani- to a "pen pal" from the point of view pen pal represents, ask for opinions
~ animals can live. That's because ani- mals that they would expect to live in of this animal. from classmates.)
"~% :t~ ~ ~` ~ Is rely on certain plants for food the local habitats they mentioned. 8. Assign each person a pen pal, but
helter. i~he ty~~s of plants that 3. `kIl the students that there are don't tell the students which person Enrichment
~ grow in an area depend on the many different kinds of habitats. represents which animal. Fxplain that After the students have figured Out the
a's climate.
Describe the habitats listed in "Whose the students should keep their "ani- animals and habitats that their pen
Getting Ready Habitat is That?" on page 19 and hold mal identities" and the identities of pals represent, ask each person to act
out his or her animal. Let each person
*-. * ~ 1 Gather magazines such as RAN(;ER up each of the habitat pictures you their habitats a secret in the audience try to guess which per-
Ricx, BJ(; BA(;KYARI), NATh)NAL cut out earlier. Have the students try ~ Wnte the following questions and former is his or her "habitat pen pal."
GE()(;RAPHi(; and NAlu~L HL~~r)RY that ~ identify where that habitat might statements on the board:
be found and what the climate is VARIATION
are good sources of pictures. like there. (Define words that the
U What's the climate like in your The activity could be done the same
~ 2 Before the activity, try to cut out students may not be familiar with, habitat? way using plant species instead of ani-
a picture of each of the habitats listed such as savanna and deciduous.) mal species.
under "Whose Habitat Is That?" (See Then have volunteers tape each . Name some other animals that live
t page.) Also cut out pictures of picture to the appropriate piece of in your habitat.
~ ~ >½ ~ ~ ~ tat taSPread animals eral and ble, a the put animal live that habitat in the pictures each pictures habi- out on the easel paper paper, habitat. around right Tape the the under room. pieces the of name easel of * Descnbe your in grow some habitat. of the plants that ~ ` f ~ ~ ~
~`
~ `4" ~ t where you can easily get to them. ~ Have the students come up, one * Describe any spedal features of your ~ ~ ~ .
~ ~ ~
~` ~ 3. Write the name of each habitat on at a time, and choose an appropriate habitat. ` ~ ~ ~ " ~
~ ~ ~ fat$~nake
~ ~ a slip of paper. (You'll need one slip animal picture to tape under the U What do you eat? A"'1~~$AyA~ ~ ~ gazelle
~ ~ ~ ~ f each student, so make two or three habitat picture of their choice. Offer ThoPkAL ~ sloth, monkey
~ " ~ slips per habitat, if necessary.) Put the direction, as necessary, on which 10. Tell the students that they should OCEA'. whale, plankton, shark
-;`~~<~ ~ slips into a sack. animals go with which habitats. address each of these questions and SALTWATER MARsk heron, muskrat, fiddler crab
}~ ~
~ ~ ` ~ 4. Write the name of each habitat 5. Depending on the level of your statements in their letters. (They can DECIDUOUS FOREST deer, mole, raccoon
~ ~ across the top of a large piece of easel group, you might want to explain that also include other information, if they POND frog, bass, dragonfly
f~ ~ ~ paper. there are similar kinds of habitats wish.) Encourage the students to be
~ , `
18 PROJECT LEARMNG TREE Pr~ K~ Activity Guide Habitat Pen Pals DIVERSITY 19
Pages reproduced with permission from the author/publisher
30
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PAGE 38 Show Image
THE THICKET GAME
8. Ask the students how they could change to be AQUATJC E)crENSION$
Oa'ECTIV£5
more successful pcedators and prey. Some ideas that ~ ~ ~ notjust animals on land that are adapted for
Students well: 1 ) defire adaptation in animals; and 2) PROCEDURE
may come out are: changing color (clothes); wearing ~ in a variety of ways;. Imagine an underwater
generalize that all animals are adapted to survive. ~ Take the class to a tnicket." clothing that doesn~t stick to plants: being smaller'.
climbing a tree. Ask the students if animals can make ~ What would be the same. if anything. about
2. Blindfold one student who will be the predator." any similar kinds of changes. predator arid prey relationships in an underwater
ME77IOD me predator slowly counts to 20 while the other stu- 9. Talk about differences between physical and te- ticket? What would be different. if anytning? Draw
two different underwater thicket~ne in a pond anc
Students become "predator and "prey" in a version of dents or "prey" hide. Hiding students must be able to havioral changes. Have the students idenU~ wnich in an ocean. Include pictures of fish and other
"hide and seek." see some part of the predator at all umes. su~vaI and adaptabons related to predators and prey
3. After counting the predator removes the bindfold are behavioral. which are ph~cal and which involve ~uatic life that are hardly visible because of ada~ta
bons that make them hard to see and pictures of Oth
_____________________________________ and rooks for prey. The predator can turn around both. Explain that ph~caI and behavioral adaptations ers that are easy to see.
BACKGROUND squat and stand on Up-toe but not walk or change ~ take tirrie.
NOTE: S~ "Seeing is Believing" and "Surprise Terran- ~tiOfl. The predator should see how many students he 1 0. Ask students to summarize what they have ~ Identi~ predators and prey in two or more aq~at
environments.
um" for other elementary-age adaptation activUes. or she can find identi~ them out loud and describe learned. See f' students can think of other exampies of
where they are. When identified the prey come to the animal adaptations. Generalize that all animals are _______________________________________
Animals are adapted to their en~ronment in order to predators location and wait until the next round to be adam to survive. EVALUATION
survive. Animals rnay be adapted to changes in their come predators but do rot tell the ordinal predator
1 . Isescribe the importance of adaptation to animals
habitats For example. snowshoe rabbits have a white where anyone else is hiding.
Give at least two examples of anirnal adapta~on.
winter coat to blend witn a snowy environment and a ~ ~en the original predator canrot see any more
z. Create a play or slut that shows how both preda
tan summer coat to blerid with summer ground arid students. a new round starts. All of the predators put
tors and prey are adapted to sunnve.
vegetation colors. Charrieleons change color to blend on blindfolds. liredators should be in close proximity
wth their surroundings. The walking.stick inert can to each other. Each predator has the same motion re-
look like a t~~g or stick Fawns have spotted hair that ~ that the original predator had. The original
resembles dappled light on the forest floor. predator again counts aloud to 20. All the remaining
prey must move at least ten feet closer to the preda-
The major purpose of this activity s' for students to ~ Those remaining prey still try to remain hidden.
understand the impootance of adaptation to animals. All the predators remove their blindfolds arid take
turns naming students they can see.
_____________________________________ 5. Illay as many rounds as necessary until only one or
MATERIALS two students are left hidden. At that time. have the re-
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blindfolds; outoor area like a tn~ket or other vege- maining students stand up and identd~ themselves. It
tated area free of po~sooous plants and other hazards may be surpri~ng how close the prey got to the
where students can safely hide predators without being detected. ltotn the ability to
remain undetected and to detect others are examples
of successful adaptations. Inuoduce the term "adapta-
tion."
6. Do the actMty one or two more times.
7. Discuss what made predators and prey successful.
Age: Grades K~ Were they quiet. clever. camouflaged. or good listen-
slit-: ~ Phys~caI tducat~on. ~nguage Arts
skills.. ~ appi~c~~. descr'p~on. d~sc.j~~on. gene~3i- ers? Ask students to identifv animals that are adapted
lzat~n. ~nesthe~c concept development. obse~at~on. pay- w~tn similar characteristics to survive.
chom~~ment
DuraUon: 30 minutes
Group Sizi: minimum of ~ students
s.tung~. out~oom
Key v~abuiwy~ ~ptat~on. predator prey
App-km: Outdoors. ~ Eth~ 5imu~bons
, ~2 C 1~ Wes~em ~ Env'ro~~t~ Educes~~
Pages reproduced with permissiom from the author/publisher
32
PAGE 39 Show Image
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PAGE 40 Show Image
PUDDLE WONDERS!
me major purpose of this actvity is to Increase the changes. Are there b'rd tracks? Signs of insects?
(,a'ECT~VES students appreciation of the value of something as a~ Tracks of mammals? You and the students can also
parenUy humble as a sch~yard puddle
keep a record of how long the puddles ~st One day?
For Younger students era days. there is a strong ~bility It well be visited T'vo days? A week? Lor~er? Which puddle~~ the first
Students will: 1 ) ~edict where puddles well fbrm and ~ ____________________________ to disappear? Why? Which puddle is the last to disap-
how they will change: and 2) observe and dieicribe or- MATERIALS pear? Why?
ganisms that live in or near ales. As an example. one of the most arnazing life histories For Younger Students: no materials ~ 5. Back in the classroorn ask the students wnat tne~
For Older st~is is that of the spadefoot toad. Spadefoots spend most For Ofder Stu~nts: pencils; data seee~ measunn~ in have learred about puddles. Are they important? If
Students w'll: 1 ) predict vehere ales will form and ~ their adu~ life underground. They emerge at night struments (rulers. yardsticks. tape measures): string yes, what is important about puddles? If no. explain
how they will change; 2) observe and describe organ- to f~ ~ ~ and other inveftebrates during (for use in making rneasurements) why. Talk about puddles and ~ldlife as part of the di
isms that live in or near ales; 3) measure and record ~rm weather. In extreme cold or hot weather these cussion. After the students have offered some of the
the arnount of water in puddI~; and 4) make infer~rices toads stay hicden. ____________________________ osservations in informal discussion ask each stuent
about what tyees oforganasms ocoy puddles. P~OcEDURE or small group of students to name one word or idea
NOTE: This acti~ty should be conducted at a time of lmmediate~ after the first heavy rains of summer. For Younger Students atout puddles. List all the words on a chalkboard for
year when rainfall is likely. if able. ldeal~ sb~ents ~ ~meroe to mate. The female lays between 1 . Begin with a discussion about rainfall and runoff ~ to S~. O~IONAL: Ask the students to writ
investigate schooigrounds ~fore and aft~ a rain ~ and 500 egos in temporary ales and ponds. Where does the water come from? Where does the a poem using some or all of the words: arrange the
storm. In arid areas. ales may be created with ~ ~ goes into the ~le or pond and externals water go? When water ceases to run off a surface. a words in the shape of a puddle; or draw a picture
buckets or water hces. ftrtiizes the eggs. The eggs and the tadpces ~le forms. ThI the students that the class will about puddles and wildlfe. including some or all of tt-
come their deve~t in 10 to 12 days~ul make a study of the smallest ~ formed as water words.
METHOD ~ completing their g~tn before the water dnes upl flows across the ~n~the puddle If necessary in For Older Students
drier climates. a few puddles couid be created ~ using 1 . Begin with a discussion about rainfall and runoff
Students will cisserve water that accumulates in pud Many other toads and salamanders aiso use temporary buckets or a hose.
Where does the water come from? Where does the
dies on or rear the schocigrounds as well as any ~ puddles and ponds for their reproduct~. What ad- z. ~vide the students into small groups of three to water go? When water ceases to run off a surface a
ciated wildlife. Older students aiso measure the depth. vantage could a temporary ~ have over a perma- five. B.Tore a storm. take them to different areas of puddle fofris. ThI the students that the class well
area and volume of the puddle. nent pond? One favored thery is that temporary the sc~oo~grounds. Have them try to guess weere make a study of the smallest body formed as water
ponds have no fish to prey on the eggs or tad~. they think puddles will form. Have them guess what flows across the Ia~the puddle If necessary in
______________________________ Freshwa~ shnmp such as fairy shnmp and tadpole wiidlif~ might use the puddles when the rains come. drier climates a few puddles could te created by usir -
BACKGROUND shnmp also utilize temporary puddles and ponds to re For what purposes? If the school ground is paved. buckets or a hose.
water ?~ows downhill and for a variety of reasc~ it produce. One~lled animals aquatic insects and other have them draw chalk oudires to show wrere they 2. Divide the students into teams of three to five
sometimes stops flowing. When this happens a puddle. invertbrates also use puddles for reproduce. Many think the puddles will be. members. Send the teams outside on the school-
-. eke. or inland sea is formed. Puddles form in species of flying inssts such as butterflies. wasais and OPTIONAL: Have them draw pictures on paper to grounds to make obs~ations and predictions about
jaw spots or depressic~ in the lands surThce. Water flies visit puddles and appear to suck frorn the mud show where they think the puddles will
where puddles will form in a rain stcon Have each
gathers in depressions until the holding basin is filled at the puddles edge. They are getting vital salts and 3. After the next rainy period. take them outsit to team of students prepare a map of the school show
to capacity~ Then the water flaws out on the downhill other minerals from the mud. take an inventory of puddles on the schooigrounds. ing the bcaton of the predicted Puddles Aiso have t
side. Depending on the size ofthe puddle. water rn~ Were they right? Di~ puddles form where they had students make a comprehen~~ve list of all the forms C
be trap for some time. If the puddle lasts for sev- Some animals may visit puddles for mud~buiiding ma- guessed they wouid? If the puddle areas overf~ wildlife that can be seen on the school site Look for
teria~ for nests. For example. some species of swal- have them trace where the extra water went If they birds. insects. rodents. worms mammals and rep~l~
iows and mud~uber wasps do this. made drawings before. they can add pictures of where etc Ask the students to look bey~ dIre observa
Ag.: the puddles formed and compare. ton and also find of like
sut-: ~ Math (for
SkrnL ana~ys*. cllss~fkat~. ~mpanng ~i13ribm MW * "`'~`~ animals may visit the puddle to bathe or drinks 4. Still outside on the school grounds. look for any tracks. droppings (scat). slug trails feat~~ ant
f~enc*s. computation (: its). ducription. ~ Many animais take advantage of temporary puddles signs of wildlife in or rear the puddles. Make a simple etc Keep these maps and ~ldIife lists for ~ter use
Sian. driw~ng lunger students). ~mauon (o~d*r flu- ~nd ponds to reproduce. thus completing the animais list of kinds of wildlife and tale the numbers of each ~o~ng the storm
tints). observation. prediction. ~homotor ~ life cycle. or evidence of each. that the stunts observe. If pos- 3 After a stonn. when there are puddles on the
reporung (oi~ir students). small group work. s~thesis. of
using ~me and race. wntng (oI~ir st~~ints) sible. have each small group
make their schooigrourds. send the teams Outside again. They
Duratioft two or thrue 20 to 4~minuti class ~ ~ ponds and ekes and the life forms found in ~ li~ OPTIONAL- If a puddle is on biacktop. you shouid again map the schooigrourds. this ~me kicati
- Si:.: ~fl SOUpS Oe thrm to ft'it ~fld around them is a primary concern to many aquatic can sprinkle a fine dust of cooking flour round the the actual pos~ton and gross dimensicns of the pud-
S~i'g~ o~Woors~in~ors
Conc~~I Framewoek Ilefereace: i.A.. i.A. 1 . i.A 2 ~ ~ of the techniques these biologists use puddle so that tracks can be seen. Put the flour in a dles on their maps. They shouid find the area of one
i.A.4.. 1.8.. i B I .. I B 2 . i.B 3 . I B 4 . I C . I C.i . i.C 2 ~` also be du~icated by students examining school- sait shaker to sprinkle it~ Record the time of day when or more puddles.
I ~ ~ i.CA.. 1.0 . yard puddles. Size. depth. drcumference cause of ac- the flour is sprinkled. During the dayrece~. etc.-
Vocabi-: ~ wii~d~: fbr . stu~ints- ami. cumulation and the identity of transient animal life can encourage the students to notice if th~ are any
-h.
--k*L. Out~or~. ~ Eth~. ~4itric Co~wr~cn be determined by simple observations and measure-
ments.
22 c i~
Pages reproduced with pennissiom from the author/publisher
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PAGE 41 Show Image
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A dvan Preparation
TIME: Read thro~h this unit to know which questions are
Pert 1: 40 minute8 ~eIy to be answered in the courae ofthi8 study.
P~r~3(the next
~):
W~Up action oi Teaching Tipa
an the ~Uowiug
lemon.: ~1O * ~ nottell the students ~tialIy that they will be and 8kiiIf~il in thiL
minutes per lesson ~ ~ write out the answers to the queation. they
This will cause them to pick questions for * Keep it light and a41ust your expectations to the
which they already know the answers or that look responses and abilities ofthe studenta. ffyou stick
easy. with this, students will puce results that are
satisf~!I!Ig. The writingwill refleethow much each
The students have now done two explore- to any oftheir questionL Answers should . As the unit progresses and their interest and has learned and what their le,'el ofinvolvement wa~
involvement increses, you can use this tool as a way
weeds and ae~di. Using those experiences as the answer is known. New cuestions to bring dosure to activities and help students ~rn . ~ the activity yourself Write with them and
as a spr~rd, your class can develop a may he added as well. to ra,lect on what they are leaani~ Most students rare what you have learns A good model is the
list ofcuestions they have 8bout plants. will needs lot of practice l'efore they become con~dent heat teacher of all.
Each atudent will select six questions that Near the end ofthe unit you ca~ reuuire GROUPING
he or she finds intoresting. These will he them to bring written answers to a given SUGGESTIONS:
written down on a piece ofpaper and kept numher ofquestions on the list to a
Seuing the Stage
in the noteeook. secoe,d or third~rait leveL The numher Part 1: whole class _________________________________________________________________________________
will vary for different students with Part 3: individual ~ them on the previous activitieL what they did
After each activity in this unit is com different abilitieL This can he used as and what they discovered. Ask them to reflect on
plated, you will ask them to refer to their part ofyour final assessment anything that was especially intsresting or surprising.
lists and see ifthey now have the answers
Background Information Procedures
Botany must he one ofthe oldest sciences. hecame central to human cultures. Part 1 Why do some flowers smell pretty while others
Knowledge of plants has always heen cRop don't?
1. Tell the students that they have begun le'~ng e that is down inside ofa flower?
necessary to survival for humanL Since In hunter.gatherer societies, it was mainly CURRICULUM the sul~ject ofBOTANY. Writs the word on the heard. . How can some plants grow throug~~ pavement of
prehistoric times, people have made the women who gathered plants for foods CONNECTIONS: Have them writs it somewhere on the ft~nt oftheir old roads or in dirt that is as hard as cement?
oheervationa and asked questions about and medicinaL It is probable that the noteookL
plants. The knowledge was passed down discovery ofgathering and planting seeds lars~e arts When an area is all torn up for a read or a
development or by a flood, new plants grow
by tradition throug~~ many generationL (farming) was developed by women. Math 2. Tell them that hetany is the study ofplants and there all by themselves. Where do the plants
Agricultural methods and herbal lore Conunued at spid of£enoa History: See Back that hetany is part ofthe subject ofbiology, which is come from?
g7~'u3dIi~~bPrnat~i:. the study ofliving things. (Zoology is the study of . Why is grass so hard to get rid ofin my garden?
animals.) ~
Vocabulary ~
3. Tell them that the subject is a large one flill of . Why do people say that a tomato is a fruit? I
biology: the study ofliving things.
intoresting ideas and info'nnation. Writs on the heard that it was a vegetable.
botany: the study of plants. a question you have about plants that you do not How did people find out that certain plants were
know the answer to. Say: NOne ofthe questions I have edi~e and certain ones were poiaonous?
about hetany is ... ~is should he an authentic e ~~ch plants around here were used by the
Materisis question ofyour own.) Ideas include: Indians?
PROCESS SKILLS: How do people make medicines out of plants?
pencils large piece ofpaper for making a . How do plants grow? . Why do some plants die and turn brown in the
transparencies graph Observing e ~e all plants green ? summer while others don't?
overhead projector Communicating How do large plants grow from s'nall seeds? Why do my plants turn yellow sometimes?
Comparing * Why do bees come to some plants and not to e ~metimes I see ants crawling up plants in my
Categorizing others? garden. Why do they do that?
Copyright C 1993 Adopi-A-Wat~hed Program Copyright C 1993 Adopi.A.Watushed Program
Pages reproduced with permission from the author/publisher
36
PAGE 43 Show Image
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PAGE 44 Show Image
WILDLIFE and MARINE DEBRIS
ty Into bays and oceans.
, ~ People have been throwing trash off ships for DIRE~pNS:
~ centuries. but materials that make up discarded
vessel wastes have changed. Since the second half Complete d'.e woni-sea~h below to find aeven people who live and work at sea.
of this century. more and more products are made
:~ ~ ofplastic. Plastic trash does not sink or decompose N C Y A E G K I 0 S M VV Q H K U 0
a, thus Increasing Its vlslbllit}' in oceans and on
~ .- beaches. Itlsnowvlrtuallylmposslbletocrossan L E Q C VV I E M B 0 E D F N B K E
~- . ` . ocean or go to a beach an~vhere In the world
without fnding marine debris.
Some plastic products can cause harni to wild C R D U S N A V Y C R E WM A N N
;~ life and vessels alike. Some seabirds eat plastic that
~ 0 R S VV T F U B D E C A B F G K H
die from starvation. Some turtles eat plasUc bags.
mistaking them for tlielr favorite food. Jelk~~sh. and A D U F K E L C V M H S 0 VV A X Z
The sea washes ow~y all h[Lnlon ills." Greek die. Discarded fishing nets made of strong plastic
proverb rine mammals, sea turtles, birds. and fish. IOoat
materials continue to ghost fish trapping ma- S R D I C R B H J L A J A D F Y' T
Age: Grades 4~6
************************************* engines and propellers are fouled by plastic bags. T I 0 F S M VV M S E N VV T U 0 P G
Subjects: ScIence. Social &ience rope. and fishing line.
Conceptual Framcwork: Science Pranework: ufe is diverse: Certain Items found as trash on the beach can
respec' for nature des-elops froni understanding how naLure be traced back to their marlne users. These Items
works: conponenLa oferosyste:os interact. GBISTERSKDTFEETSH
Hi5tor}'~Soci~ Science Franework: Understanding liusnan arecalled Indicatoritems. Belowareafewexaznples: U K L E VV S L T C I S 0 R H N B C
and ens~roornentad iflterscijons,
drawing, reading. research, snaji group work, writing
SkUls: analyzing. conmunicaung, coolparing, describing. A 0 RWM E K I K S H
DuratioD: 5O~60 minutes part 1): 30 ninutes part 21
______ K K A B G J
Kcy Vocabulary: habitat, O~rine debris ***** Indicator Items Marine RHIUXFDBNAIFHJPHU
Objectives: Students will be able to: 1) recognise Fishing net, fishing Commercial fishers, D P G D P I 0 P L E P F D VV A N G
a variety of niarine animals: 2) Identily various line. light sticks. salt recreational fishers
kinds of marine debn's: 3) descrIbe the hazardous bags. and buoys
0 OW S L S Z CWO C L I U B D M
effect of marine debris on marine wildlife: and 4)
identify various occupations that require people to
live and work at sea, Wooden pallets. plastic Merchant ships,. F A 0 K Y H C Z K L A A Q A Z S E
strappingbands ollandgasindustry F E R S VV E R F G T P N P U E S P
Method: SiLidents watd) either the Center for
Marine Coiiscn'auon's (CMC) Morijte' Debris and I S K B H R KW:D L T P S T H F T
video detailing the effects of marine debris on
ETilallglenIent slide show or Trashing the Gceaisa Hard hats. write Oil and gas industry C A E V F M H U 0 P A G N B A R D
marine "ildlifc. Students brainstorni about vari- tion ring workers
nus Jobs at sea, and identify inanne debris gener- EXRDFAHYMJIKVVL~IQ
ated by these occupations. Vegetable sacks. plastic Merchant ships. R S D G J N L T Y H N A VV Q V T N
Bsekground: Marine debris is litter or trash that Is recreational fishers,
found undenvater andon beaches. Ally trash that cruise lines, oil and gas
is not properly discardcd has tile potential to be- industn'
COZIIC marine debris. Trash not only ends up in the
ocean fronI Illegal disposal of slllpboard waste but
also from land-based sources. Litter on the street
BOATER \.IERCHANT SHIP CAPTAIN
is washed down storm drains when it rains. This
COAST GL~RD OFFICER OIL RIG WOR~R
trash can work its way into rivers and eventually CRUISELINE CAPTAIN U.S NAVY CRE\VMAN
FISHER~t~N
Save Our Seas
~ Center for Marine Conse~ation and California Coastal Commission
Save Our Seas
~ Center for Marine Conse~'suon and Cailfomla Coasial
Pages reproduced with permission from the author/publisher
38
PAGE 45 Show Image
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PAGE 46 Show Image
Estuarine Encounter-s Esbiarine Encounters
Elution ofthe Estuary PewI"1Buttira:idjdIy Geolo~
Peanut Butter & of sihceous ooze and one~e11ed planktonic organisins (pnmarily
Under the chert is pillow basalt (lava), typical of
underwater eruphons at spreading zones where new crust forms.
Jelly Geology The schist in the Bay Area is largely a result of high pressure and
low temperature metamorphism due to subduction. Serpentine's
origin is froin the metamorphism of rocks deep below the earth's
crust.
Summa~: Students build a model rnade of bread, peanut Many of these rocks formed over hundreds of thousands of
butter, and jelly to learn how the earth's natural forces shaped the years. One inch of chert might take thousands of years to
Estuary and surrounding landscapes. accumulate from the settling of small organic remains to the ocean
Materials: bottom. Equally slow is the compression and compaction that forms
these sediments into rocks (such as sandstone that is compressed
For every 30 students 7 clear plastic straws and compacted sand).
(working in small groups of four ~ plastic knives Today, we see these layers of ocean rock at the surface of the
to five students): 3-D relief map of the Bay Area earths They comprise a suite of rocks we classify as the Franciscan
(2) 16~unce containers of (1) 1-pound mixture of food Formation. The presence of outcrops of Franciscan rock, in the Bay
Area today, are the result of plate movement in the eastern PacIfic.
peanut butter items such as raisins, oats, and The Pacific Plate and the North American Plate collided 80400
(1) 1-pound container ofjelly cereal (optional) milhon years ago. Before that, the Farallon Plate was forced under
1 long loaf of shced bread the margin of the North American Plate. The process of one plate
9 fiat paper plates diving beneath another is called subduction. Subduction of the
Farallon Plate caused a slow scraping of rock from the ocean floor
onto the margin of the continenL Much of the land around the
Estuary is composed of rocks that were metamorphosed during
subduction. This mixture of scraped and metamorphosed rocks
forms the bedrock found around much of the Estuary.
Although subduction used to occur here, it no longer does. The
"~ ~~4les' ~`~;~::" ackground Information: why are Bay Area now is regularly modified by movement of a strike~slip
skili~: A~I~~41~' the geologic formations throughout much of the fault (the San Andreas Fault) which forms the boundary between the
,~ `~`*~~`, Es
tuary often termed a melange or "stew" of
~"` ~ different rocks? Primarily because the bedrock, Padfic Plate and the North American Plate.
~ which once rested onthe ocean floor, contains a Preparation:
`~ oft " diverse group of rocks that have been altered, 1. Read over the Background Information and procedure and
cdtkd ~ `~` reshaped and, in some cases, changed in form decide which information you will present to your students.
Comp~&' ¾:' (metamorphosed) over time.
2. If possible, locate a plastic 3-D relief map of the Bay Area. These
"\~ Cr~U~p~bl~ These rocks consist of a mixture of dark- maps feature the Estuary and the hills and mountains around the
~ ~lyin~\ ~ colored sediments; red, green, and brown chert; Bay Area. The maps are available at many stores and visitor centers
+~:s'~ ~ the graywacke (dark, dirty sandstone) and shale throughout the Bay Area.
deposited from land sediments that were
~Wo~~s:~\ " bloc~~ ~ rried by fast-moving currents into the deep Procedure:
~n1', ~ ocean. They were deposited on top of ocean 1. Tell your students that they will be making a big sandwich
laieteci~~t~w~cs bottom rocks such as chert, composed primarily representing the Earth and they will use it to explore how natural
forces alter and shape the landscape. Explain that the sandwich will
Pages reproduced with permission from the author/publisher
40
PAGE 47 Show Image
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LESSON 3
THE WAYS OF THE WATER FLEA THE WAYS OF THE WATER FLEA (Co~itinued)
SUMMARY OF ACTIVITY Daphnia are food for se~'eraI predators, PREPARATION AND LEAD-UP ACTIVITY
Students con-ider a small, seemingly insignificant including hydra, a simple animal found clinging in You can buy daphnia from a tropical fish store or a 1 Ask students to think and ~ rite about a time
aquatic organism and become asvare of its impor- colonies to water weeds. Hydra look like an open commercial supplier(see list ofsuppliers below), or ~ hen thev started a project that seemed harmless
tant role in a freshwater environment. ~`hile tube, with one end attached to the plant and the collect them from s freshwater pond. If possible, only to find out later that it had some negative
observing daphnia, students focus on their other with a mouth sprouting tentacles. Their involve students in the process of obtaining the consequences they had not thought of before To
adaptive characteristics for an aquatic environ- tubelike bodies can expand and contract as they daphnia. stimulate their thinking you may want to provide
ment. They discuss possible effects of human sway in the water waiting for prey, such as To collect dsphnia. you will need a net and two an example from your own expenences Atter
daphnia, to happen by. An unfortunate creature large clean glassjsrs. ile sure that thelsrs are freeof students ha~ ehad sufficient time to wnte let them
renovation of the daphnia's pond environment. that comes close enough to the hvdra wil I be stung sny soap residue. Fill one jsr with pond water and share the results in small groups
and paralyzed by the tiny nettle cells covering the pour the water through the net and into the other
tentacles.
Time: Ap~osimately 100 minutes or two class Most daphnia are female aid can reproduce jar. Empty the organic materislscollected in the net 2 Introducestudents to thinkingsbout daphnia b~
periods without fertilization. When ervironmentsl condi- onto a sorting tray or cookie sheet with sides. Use explaining that sometimes the seeminglv insigniti
an eyedropper and, with the use of a hand lens, cant aspects of an idea or a prolect are o~ erlooked
Materials: tions are favorable-abundant food and water and select the largest daphnis that have young in their initiallv, negative consequencesare often a result of
an o~ ersight If we examine animals that are
Daphnia warm water temperature-daphnia populations brood pouches. (You will be able to see the brood
Pond water I may be exclusively female. Eggs in groups of 10 to
pouches from underneath or from the back of the endangered or extinct, we can find good exampIe~
Two large glass jars 20 may appear in the brood pouch at intervals of a daphnia.) Place the daphnia and the organic of oversight when the impact of human behavior
Two aquaria (optional) few days. The eggs quickly develop into tiny material in the second jar containing the collected
uns~ ittingly I~pardizes the survival of a particular
Aged tap water or pond water daphnia inside the pouch and the live young are pond water. You may want to repeat the procedure organism (For an example see Whose Rights
Sorting `ray or cookie sheet with sides released from the pouch. The young grow rapidly several times, pouring the pond water through the A Case Studv in the WaferRiglilanud Respoii~ibditi~
Petri dishes
Hand tenses I and soon produce eggs of their own. However, net and then back into the pond (rather than into unit)
Eyedropre,rs under adverse environmental conditions such as the jar). Continue adding daphnia to the jar of Although daphnia are not endangered the}
Thermometers I an insufficient food supply, diminishing fresh- pond water until you are sureyou haveenough for are an example of a seemingly insignificant
"Daphnia Record Sheet.' copycat inage, one water, or cold temperatures, some males are
per student I, produced. The males fertilize the eggs of the students to observe. organism that plays a key role in the ecolo~' of a
Drawing paper Ifertiliz two dark capsules that each contain a Once back in the classroom, divide the pond freshwater pond Explain to the class that they ~ ill
waterand daphnia into tivojarsoraquaria. Provide beconductinga lab to find out moreaboutdaphnia
_______________________________________ ed egg appear in the female's brood pouch. hand lenses, eyedroppers, and petri dishes for and the important role it plays
The female releases the capsules, which are able to students to conduct the daphnia lab. Have aged tap 3 To observe daphnia students will transfer them
survive low temperatures and dn,-ness for manv
BACKGROUND INFORiMATION months. When environmental conditions improve. water (water that hasbeen sittingout forat least24 from the large iars or aquana to the petn dishes bs
the break open, hours) or extra pond water on hand to add to the using the e}edropper Allow sufficient time tor free
capsues eggs into petri dishes. obser~ ation
Daphnia, also known as water fleas, are small (`1 female
to Is inch) .. on freshwater animals found in daphnia
marshes, pon~ and lakes They are related to 4 ~\ hue studentsareobse~ mg daphnia di~tnbute
crayfish, crab and lobsters and are the most dras~ mg paper and ask them to draw a picture of a
common fresl-."ater representative ofcladocerans. .~ Sdenh'fic Suppliers daphnia as a `~av of focusjng on the details of the
daphnia s phvsical structure
These tiny orcanisms resemble their larger rela-
delicate and tr'nsparent Burlington..NC 27215 Distribute the "Daphnia Record Sheet" for
(500) 334-5551 students to complete as thev continue to observe
tives, although their e\oskeIek)n carapace)is ver,
freshwater foc ~ Lhains They eat small organisms ,;;;~; ½;. ~ Carolina Bi6Iogical Supply
Daphnia 0 ~up~ an important position in the daphnia Thev will need a thermometer to
Frey Scientific che'k the k'mperature of the water
such as bactera protozoans, and green algae. 005 Hickorv Lane
They swim about by rapid jerks of their relativelv Mansfield, OH 44905 DISCUSSION
large, tw~branched antennas. Food is "caught" as
the daphnia move their five bristly pairs of legs, (419) ,1g9.9905 After discussing the "Daphnia Record Sheets,"
causing the food to flow through the carapace. The
~~ard's Natural Science Establishment consider the following scenario:
food is filtered ut of the water by the leg bristles as ,` 1 P.O. Box 92912 Imagine that families who live near a freshwater
it passes toward the mouth.
Rochester, NY 14692 pond dedde to make it more desirable for swim-
1716) 359-2502 ming. They form a work crew and visit the pond on
Pages reproduced with permission frorn the author/publisher
42
PAGE 49 Show Image
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PAGE 50 Show Image
CULTINkTING NATIVE PLANTS ask; vo as a coi~rtesy, mail a copy of the questions to reasons plants die. Annuals die naturally. Some
____________________________________________ ur guest before his or her presentation. perennials appear dead when actually thev are
With the help ofyour guest, local nurseries, dormant.) -
and the resources listed at the end of this project,
BACKGROUND INFORMATION sprint Perennial plants need extra water for the plan a native plant garden with your students.
first summer or two until their root systems are Have students draw plans for the garden showing RESOURCES
In the unit `Adaptation and Variation," students well established. what will be planted where. Students can research Ahart Emma A School Nature Center Frc?flo?ltIa
investigate ways adaptations help animals and Weeding is not a glamorous part of the project ways that native plants have been used for food, Vol 14 No 4 (January 1987) pp 14 15 One
plants survive. By growing California native but is vital for success and provides educational medicine, and baskets. schools native plant garden which was
plants, students can learn firsthand about adapta- opportunities. Most plants we consider weeds are planted to represent seven of Californias major
plant communities, is described (Freniontia is
lion and variation among plants. not natives; they were brought hereby earl,' Euro- TAKING ACTION the California Native Plant Society a journal)
During the California drought in 1976 and peans. Weeds are usually fast growing and can
1977, many home gardeners appreciated the ability quickly overcome slower-growing native plants. As a class, decide what tasks need to be done. Balls Edward K Eady Uses ofCalifrrnzs Plant
of native plants to survive, even thrive, on only Have students weed thoroughly before planting Make sure each student has a role to play. Tasks Berkeley Calif University of California Press
rainwater. California riative plants are adapted to and continue weeding as needed. If the soil is
the state's climate, which in most areas means hard and dry, you may need to soak it first in order may include weeding, digging, planting, and ~ This book, which includes line dra~~ ings
watering. lfyou have a camera, take photos of the and color plates, tells how natne plants are
little or no rain during summer. Various native to make weeding easier. As seeds begin to sprout, site before, during, and after students plant the grown for food and used to make baskets
plants have also adapted to survive fog, salt spray, students will need todistinguish thenative plant garden. Have students record the progress of the medicine, and fish poison
Danielsen Charlice W Sources of Native Plants
desert heat, snow, and particular soil conditions. seedlings from weeds. Mount samples of target project in writing and drawings. Nursenes, Seeds and Salea, Temonfia 7
Shrubs such as coyote bush, which usually grow weeds so that students can compare them with
in hot, dry areas, have small, tough leaves that what they pull up. Encourage students to be o~ No 3 (October 1982), pp.25 2& This list of
conserve the plant's moisture. The small leaves servant; they are capable ofnoting minute differ- REFLECTING ON THE PROJECT native plant nursenes and other sources of na
expose little surface area to the drying effects of ences among plantajust as plant taxonomists do. live plants is available by wmting to the Cali
the sun% rays and the tough exteriorof the leaves Students will need shovels, spading forks, As the plants mature and flower in the spring, fornia Native Plant Society, 909 12th Street
minimizes moisture loss. In contiast, thimble hoes, and other tools. You may be able to borrow discuss the project with students. You may want Saciamento Calif 95814
berry bushes grow along cool, shaded stream tools from parents. the school maintenance d~ students to do library research to find out more jrruge Susan~ revised by Tim Gaskin A Readers
banks. Thimbleberry leaves are soft and large to partment, or a local garden club. You should also about plants and their adaptations. Have students Guide to Gardening With Natives Fremontia
capture filtered sunlight so that photosynthesis consider whether or not you will need to water compare what they learn from books with what Vol 13 No 1 (April 1985), pp. 25 2& Fruge
can take place. the garden. Ifyou do, the garden should be close they observe in their native plant garden. Students has compiled an extensive reading list of
Annual plants, which include many ofCalifor- to a water faucet so that students can water with a can compare the insects living in or visiting the books aimed at the home gardener as well as
nias colorful wildflowers, have adapted to winter hose or watering cans when necessary. native garden with insects found at a nearby site books about the plants ofa particular area
rain and summer drought conditions by sprouting One last note Native animals are adapted to (perhaps a lawn or hedge). Ask, How would you Iliat are available from the California Native
and flowering quickly with the winter rains, then eat native plants. Deer. birds, and insects may compare our garden area before we planted it with Plant Society, 909 12th Street Sacramento
going to seed and dying as the dry season begins. visit the native plant garden to eat leaves or seeds the way it is now? Which plants have grown the Calif 95814
The seeds lie dormant through summer and ger- or to gather nectar. Be on the lookout'. most? Why do you think that might be? Have you Schmidt, Marjorie C. Growing California Natire
minate with winter rain.
seen any of these plants in the wild? How do they Plants Berkeley Calif University of Calitornia
compare with the ones in ourgarden? How do you Press, 1980. This book provides detailed infor-
Each area ofCalifornia supports its own native INVESTIGATING THE TOPIC think these plants are adapted to living in this mation about growing conditions needed for a
plants. The local chapter of the California Native
Plant Society or a nursery that sells native plants Have students investigate the planting site. They area? In wh~e ways might flower or leafcolor be an wide selection of native plants.
are good places to find out what grows naturally should find out how much sun it gets each day. adaptation? Why do different plants grow in dif- Sunset New Western Garden Book. By the editors of
in your area. lor showy color in the spring, plant when it is shadv. and if the soil contains a ipt of ferent places? How did the kind and number of Sunset Books and Sunset Magazine. Menlo
annuals (manv will reseed themselves and come sand or clay. These factors will determine which inisects in ourgarden compare with those found at Park, Calif.: Lane Publishing Co., 1979. Much
back again the following spring). If you want to plants are best suited for your particular site. the other site? Whv a
establish a more permanent native plant garden. Invite someone who is knowledgeable about ficient care, re some plants dead?" (Insuf- useful information about native plants can be
overwatering, and disease are several found in this large reference source.
plant perennials (plants that live for more than native plant gardening to meet with your class
two years) along with annuals. (you should be able to find someone thiough the
Fall is the best time to plant seeds because the local California Native Plant Society chapter or
ground is still warm from the summersun (warm through a nursery that carnes native plants). If
soil encourages root growth) and winter rains are there is a suitable site, your guest can take the
not far off. Earlv winter is the best time to trans- class on a walk to observe native plants growing
plant larger plants from containers because the in your area. If a walk is not possible, your guest
rain should provide enough water (unless it is a may be able to bring a few potted native plants or
dry year). Annual flowers will bloom longer if present a bnef slide show. Students can prepare
they get some water after the rains stop in the for the visit by developing a list ofquestions to
ACTiON PROjECTS 301
302 THECAuFORNiA~ATEsNvIRONMENTAL EDUCATIONGUIDE
Pages reproduced with permission from the author/publisher
44
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PAGE 52 Show Image
Activity 3. Design Your Own Trail EVALU~ON
OBJECIIVES
Students wilibeable to 1. What are the services that plants and aflirnais providefor us?
1) design abiological diversity nature trail;
2) describe and interpret various things about biologicai diversity; and ~ what are two ways that parks preserve biological diversity?
3) describeways ofshowingand expiainingbIoIo~~~ diversity to others. 3. Trueor False. Once a plantor anirnai becomes extinct in a park, it can sometirnesbe r~
introduced.
MAThUALS
For Each Team 4. True or False. Pollution is a threat to biologicai diversity?
BiackineMaster: BIOLOGICAL DIVERSYTY ThAIL GUIDE
Pencils 5. What is the name of the biome in whir you live?
Map developed in Activity 1
6. Choose. What wouid you do in the foliowingsituation and tell why?
PROCEDURE
1. Divide the class into its original work groups. They are now park naturalists. Give them *A population of large birds lives in a park They eat small birds and are endangered. The
thepiansand maps theydevdo~ in Activity 1. Each team is to draw a lineindicating apath small birds depend on piants that are not native to the park.
fora nature traii thatprcsnotes biological diversity. Itis tobe mor~r-Iess ~ ~~tis it 0 Get rid of the plants.
begins andends at thesame place. Thebiologicai diversity trail should have~m four tosix Reason:_________________________________________________
stops Or5tatioris~ltwhere visitorscouid learnsomething aboutbiol~cai diversity.
Studentsshouid develop and number thesestops on th~ maps. 0 Leave the plants in the park
Reason:_____________________________________________________
~ Distri~buteco~~theblacklinemaster: BIOI~CICAL DIVERSrryTRAIL~~K For
each of the stations, students should tell what topic would be emphasi:red and how they 7. You are visiting a national parke A number of animals in the park are wearing bright ear
would interpretit toqthe~ Ifit is a sign, indude what thesign would say, or tell what the tags. Youknow that this organism is endangered. Aperson complaiusto you about this.
interpx~er would do or have you do.
3. When everyoneis finished, post the maps, the BIOWGICAL DIVERSrrYThA'L GUIDE$. S/hesay~ ~s park isjustlike a zoo. Theanirnais dontseem wild." What issomething you
and have each team present their trail to their classmates. might tell him or her about whyadentists aredoing this?
4. Help them to think about their work by asking thesekin~ of questions:
*How is a biological diversity trail on a school site like a similar trail in a national park?
Different?
*How could a biological diversity trail on a school site be made more like a biologicai
diversity trail in a national park?
*what are some 4rn ways to learn about biological diversity?
*How could youdeteninewhat peoplelearned aboutbiological diversity by using your
trail?
*Whatis themostimportant thing peopleshould know about biologicaj diversity?
~12
111111111.
Pages reproduced with permission from the author/publisher
46
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Thu: Where Trees FII In
Thu: AIlThisFromTrecs
OE'1Ec~~ Understand Lhe ecosy~em cycle and whai roles trees play in it. Ou',ECKIVE: ~am the many produL obuamed .¼m trees and how ce~in producis are oblained
G~EI£YEL: p12.
only for a woridwicic marks.
I£)CA11ON: Classroom; s~dy site (0ptional). G~~EIZvEL: ~.
I~c&~~: Classroom.
~ Drawing showing cossystem cyde.
~IA~m~: Dewing of a tree ~vitb parts labcIc~. s~mpIcs of uce products (chewing gum, root
beer, doves, nu~ coke, ctc.).
Aciiviiy:
Acnvrnr:
Define terms: Abioti~ of sun, water, air, soil and biotics of producers (plants), consumers ~i
mals) and decomposers bacteria and hingi).
Review the parts of a tree. Display materials lL~ed ahove and d~~ss what they have in common,
and which part of the tree they come from. Ask studcr.ts to list as many tree products as they can
In the dassroom, discuss the characteristics of an ecosystem: cycling and balance seeking. Pr~ then replicate this drawing and discsss/add to th~ list.
vide or have the students draw their own diagram based on one helow. Older students can discuss which tree products need manufactunng and which don't; which are
Discuss in the classroom, or take a walk to a nearby wooded area, to exploit what happeea to manufactured in a different count'; what t~.c cco.~omic advantages of manufactun'ng ahroad are;
trees when they die. `cAL- for trees in various stages of decomposition, [~k fbr sow bugs,
what the disad~~antages are. Students might ala t:acc a marufactured tree product bacclt to its
mushrooms, and other decompose, Dig into the duff and compare leaves that have just fallen original components. All the products can be traced back to natural resources of earth, sun, water
and air.
with those at the Itottom which are decomposed, [~k at the soil produced helow that.
lose their leaves in autumn. FOuDW-Up Ac~~s:
Back in the dassroom, discuss what happens to trees when they die or to deciduous trees that Manufactured or Natural? (Activity 52).
Fo'~.ijp Acnymts~ RESOURCIL'
Discuss how trees are re~yded in the city and how wood pulp is used as a mulch and fbr eeergy Natural Resouices tfl tbe City (B-37), The GMng Tree (B-64), T~ee~ SJ)a~t)vtselftsb~ (RA).
production.
see Nature's Cydes (Activities 33.35), Manufactured or Natural? (Activity 52), Recyding the Waste ~
co~ ~ ~ ~ T~i ~
Stream (Activity 53).
DPW (R.34); Rec and Parks (R-33), Recycling Center (R-38), Manuit, M~ andMilksbahes ~ r~ ~ ~ ~ A' ~ ~
(B-b).
~
co~~oD & ~
~ Aj~ ~ `.`0>
~--~
~ ri, ~
¼~;2O;E
Pages reproduced with permission from the author/publisher
48
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PAGE 56 Show Image
034 AMS A ThE UNTURETRAL
The Unnature Trail
~ choose a 40 to 50 foot section of isolated playground or garden that preferably has
one or mo~ trees and place along it 15 20 objects. Some of these should stand Out
brlghtly; others should blend with the surroundings and therefore be rnore difficult
to pick out. Keep the number of objects you have planted secret. Place objects from
ground level up to ten feet high.
~s Do you think you would notice something if it was out of place? What types of
I!-- Students walk through a natural setting and silently observe things that are out of & ~IL5~lON objects would be easy to notice? (those whose color was different than the
place. background; large objects) Which would be difficult? (0bjects that blend in) let's
find out how well you can spot things that don't belong in a certain setting.
-- To develop visual awareness. 1. Have each student explore tha section of playground or garden, trying
to spot (but not pick up) as many out~f~place objects as he or she can.
- 15 to 20 objects (synthetic and natural; some big; some arnall; some easily obser~ed; It is important for students not to give away their findings by pointing,
jumping up and down, shouting, and so on to others in the group to
some easily carnouflaged, such as shoelaces, pine cones, plastic toys, ruhber bands) keep tbe intereat level high. Put a time limit on the walk.
2. When they reach the end of the trail, they can whisper in your ear how
many objects they saw. If no ore saw all of the objects, tell everyone
that there are still more objects to find. Then let them start over. Repeat
as often as necessary or until intereat fades.
what was the most difficult object to see? Why? What was the easiest? Why? What
are some things our eyes can tell us about the world around us? Are you more
aware of your surroundings when you are in a new place?
½
Ilus actz'v£Iyisad~pled from~BF~gN~~ ~ ca~ bylo~ ~ntcom~ 1979, A:~i~aPubijcations.
45 46
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PAGE 58 Show Image
e Ho' PoisoN CIE INTO THE WORLD *
How Polso\' CAME INTO THE WORLD
People are often afraid o(me, but I usuaI1~' crawl away tuttle's bite. ~~arnin~s can range frorn bright co[o~tion
The Boy and the Rattlesnake when a person comes near. to a rattleanak&s rattle.
I do not have cyclida. Have the children make up index rarda, each with an
(Apache-Southwest) Whenever I eat, it is alwaya meat. illustration o( a reptile along pith its defense(s) and
I have the biggeat mouth around for my size. warning(s)on one side, and a description ofhow these are
1 always gulp my food. deaigned and how they flinction on the other side You
Once there was a boy who was very soft-hearted. One morning, as he was walking along Ihaveafork inmymnuthand Istickitouttosmelland could also take instant photographs ofthe animals and
taste. write the information on the back Once theac cards are
he saw a racrlesnake by ~he side of~he road. There had been an early frost ~he nighr before and I have no legs but I move my long, thin body vety fast. completed at least a dosen or more-ha'e the children
~he snake had been caught out in i~. The snake was sciffwith the cold. The boy stopped ~o look My skin ofscalea is shed in one piece. share their discovenea `ith the rest ofthe group Allot
at it, feeling sorry for the snake. Then a wonderful thing happened. The snake opened up its 1 am a (snake).
time for a question and answer period
mouth and spoke to him. Leads discussion ofthe wisdom ofwstching danger
"Help me," the ta~Elesnake said in a pitiful voice. "Pick me up, warm me or I will die." I like to laze around in the swamp. ous animals from afar Point o~t the beautiful colors
"But ifl pick you up, you will bite me," the boy said. * I eat small and sometimea large animals, swallowing sliapes and markings on many oftheit animals and ho~
the smaller onea whole. it is leest in nature to not interfere with a dangerous
, said the snake
"No " , "I will not bite you. Pick me up, hold me close to you and warm me When full grown I can be up to 10 feet (3.0 meters) animal, but to leave it alone and enlo~ it from a distance
or I will die." long. PROCEDURE B Derigning De/ei~ No~ have tha chsl
So the boy took pity on the snake. He picked it up. He held it close to him so that it would My long tail, sharp teeth and bony platea cause some dren wo& in irnall groups of two or three to deaign the
be warmed by his body. The snake grew warmer and less stiff and then, suddenly, it twisted people to say I look like a dinosaur. ultirtiatedefender Place materialsinstveralpslesand hare
My long, powerful tail is used for swimming. the children isse their wildeat imaginstions to tom one of
in the boy's hands and-WHAH! It bit the boy on his arm. The boy dropped the snake and I can float with only my eyea and nostrils sticking out their group members into a fictitious animal ~sth the best
grasped his arm. above the water. defenses theycan deaign. Whatevertheydecide todo is line.
"Whydid you bite me?" the boy said. "You said you would not bite me ifl picked you ups" I am an (alligator). Thereazenolimitarions.Eachanimaimustalsobeequipptil
withat lesatorewarnirig to waril offotheranimals from the
"That is so," said the snake, "but when you picked me up, you knew I was a rattlesnakes"
Defenders of Defenses danger priisented by the defense(s).
Once the children have linishetl have them share and
DISCUSSION North American children to remind them to admire and
demonstrate bow their ultimate defender" can protect
animals based on whether or not any particular animal is as the rattlesnske from a distance, it is a reminder that life O';'¾ ~ dangerous defenses.
Human heings have created ima£m and heliefs about respect such beautiflil but potentially harmfiil fellow heings itself, as well as how it will warn other animals of its
ACTIVITY: (A) Find and observe reptiles and their
beautilisl, cuteoreven homely in an endearing way. We also always holds somedangers. Bychoosing wisely what to pick
tend to put great stock in an animal's interactions with up, we may makeour livea a little less dangerous. This story many defenses and warnings that alert other animals of In the Eyes of a Rattlesnalte
huma~warrning to those we perceive as being friendly, isalsobeingwidelyused indmgandalcoholcounselingwith danger. (B) Create your own reptile with powerful de-
nonthreatening oreven helpful. and cowering from animals NstiveNoithAmen'canchildren.Justlikethesnake,alcohol fenses to ward offdangerous animals, and warnings that
that can he dangerous ifwe do not reapect their territory or and drugs maylookgood and wemay tell ounelvea that they. will signal other animals to keep away.
means of existence. Our stories and myths develop these will not hurt us, but they arecapebleofhurting us ifeteated: GOALS: Realize tbe number and kinds ofdefenses and
impreasionseven fizether,extending ouracceptanceorfearof unwisely. . warnings used by reptiles. Understand how theac help to ACTIVITY:Gbona fantasy journeyas a rattlesnake who
animals,well-foundeclorotherwise, intotherealmoffantasy. TheChoctawirory "How PoisonCainelntothe World~ ensure their survival. encounters a human being. Discuss the ways that people
But animalsare not made coappeal to human beings, their isalsoagootloneforintioducingthischapteronreptiles.Few AGE: Younger children and older children might be viewed by rattleanakea.
appe~rince is the reault ofa body and behavior that help to animals are more fitquently persecuted simply because MATERIALS: (A) Index cards, pencils, crayons, colored GOALS: Empathize with an animal by secing the world
ensure survival. When it comea to ouraesiheik appieciation people do not understand them, and even when they do, are pencils. (B)Cnnatruction paper, tape, glue, pipe deane,,. from its point of view Understand that human stereo
ofanimals, beauty is in the eye ofehe beholder and truth is not certain ofhow to act wisely when around them. As the felt.tipped markers,crayons, balloons,eggcartons, etoth- typesofanimalsareoften based on fearand othernegati~e
only ~`ealed when we look beneath the surface. story tells us, theleadersofthe"small people' oftheswamps. picks, scissors, other materials as necded. feelings Realize that seeing beaun in an animal can be
Acting on our beliefs about animals without looking the bee, wasp, cottonmouth (water moccasin) and rattle- PROCEDURE A: Di~coierisig Defrsiiei. Visit reptiles in leamed deapite thefact that theanimal ma' bedangerous
at them rationally often leads us to making siercoi~pkat snake, were all given poison as a means of protecting the wild, at a pet store, at a zoo or in several of these or simply not attractive or cute by human standards
assumptions that are not necessarily accurate, and to themselvea. And each ofthem iasues a warning before using locations. Observe them from adistanceand search forthe AGE Younger children and older chsldren
taking actions that are often unwise. It is important to that poison. It is thosewbodo not heed theirwamingoewbo defenses they use to ward offdanger, and the warnings (if MATERIALS Copy of In the E}ea of a Rattleanake
an
know what things in this world may, by theirvery nature, donot understand the Ianguageoftheanimalswhoget hurt. y) that signal the defenses. These defenses range from rattle, drum or other surface and striker to create the
do harm to us ifwe get too close to them. Nut only is this When this happens, the animal is blamed. And that animal passive forms likes turtle's shell or a lizard's snap~offtaiI thump, thump, thump sound of the giant 5 footsteps
Apache story "The Boy and the Rattleanske" told to Native is ofren a reptile. to the active defenses of a snake's venom or a snapping PROCEDURE: Ask the children how thei,' would feel and
123 a a 131 *
Pages reproduced with permission from the author/publisher
52
PAGE 59 Show Image
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PAGE 60 Show Image
Keying Out Trees
Key out" the chIfdvtn o'v can you figure out the the shape of tts I~av~ c~o. of its bar ~g `~ 2-:
En yoiargroup. then name of a tree you~re look- and so on. By ansenng th~ questons. g *~
IdentI~ some trees m mg at if you~ve never seen you can identify a tree you\e neer sees.
Obj~c£5ve: 4 1 ~
using a sUmple frafkey. that kind of tree betore? You before. (There are also ke:i for wilc-
(+ 4
~ ~ ~
~ a~
Usea key to identi~ senes of questons. each 0! L~41kh asks other living things.)
ft~es. about a certain feature of a tree. such as ~ C,
~ ~ ~ 4
Ages: fntenv'ediateand PART 1: "KEYING OUT" KIDS `p
Adoanced I
Materials: Using a `~peopIe key~ is one way to blue eyes. you'd ~nish up at~e end ofL~t C') "~ ~ 4 ~
~ ~ F
* £G5?l~ ofpages 20.
teach your group what a key is and h~~' it `freckles branch. This is `there you~c'
21. and 22 ~ The tree-shaped diagram on page wn'te that person~s narne. As an example
* chalkboovd or easel 2Ois a modified key foridentt'f~ngpeople. for the ki~ tty k~ing out yourself. (Th~' H
e pencils orpeuss the person you are keying out when you chilclren. If It doesn~t lit the i.~dividuals in H ~ ~
paper (Because you already know the name of key is designed for a~ avetage group 0:
~ ~ ~
. start the key. this is not a true key. But it your group. you can acapt
(optional) will introduce the ltidstothewaya real key already on the tree or add r,.ore sped?.c
. £oi'stl"£tion paper ~~rits.) Before you get started using the char~~ettsii~l
(optional)
. bulletin boani ~o~e key. copy the tree.sha~ diagram Now divide the children Into pairs.
(optional) ontoa chalkboard ora large piece ofeasel They will wotk together to ~ey out each
paper. (You can also make a more per otheron their diagrams. Care~uily looldng ~ _________________
SubjecL manent display by sketching the diagram at their partners. they should go through
Begin the activity by asking the Itids ends of the branchea. \` ~- ~ ~
Science on a bulletin board covered with con the key to find each others POsition 0,. 3n's ~"
struction paper.) the key and then write their names at the
how they can tell different people apatt After eveayone is finished. have the
(by their sex. hair color and texture. eye ~rs go up to the large diagram one at a
color. height and other physical features) time and fill In their names. (If you~re
and have the kids follow along as you You rnay find that more ~an one Pt.. ~ . \~ ;¼<7~
Why isn~t clothing a good way to tell making a bulletin board. the tids can ~ ST~GHT BLONDE ~
people apart? (because people can their names on index cards or leaf.shaped
clothes) Then pass out copes of page 20 staple them on the board~l ~
change their clothes or ~~ear dentical pieces of construction papa . hen tape o-.
explain how the ~ works son have been placed at a 5 ngle positic ~ ½½
Each of the branches represents a on the key If thts happe £5. call the.~
physical feature that helps 0 tell people children to the front of the ..oom. Wha:
apart By starting at the trunk and moving ` other characlenstcs could separate theyr?
up the branches that correcJ~ descnbe the (height short or long hatr ight or da..: ~ ~ ~tfn~ *J' ~
person being ~keyed out ~ou ~ll reach shade of skin or hatr and so on)
the very tip ofan outermost oranch This Is Once everyone 5 name 5 on the ~a
the person~s position tn the ke~ For ax gram. go over tt as a group. To test the ~ ~
ample. if you were ke~ng out a blue-eyed accuracy of your people key." in~:e ~
girl with straight bro~~ har and freckles. someone into the room `.~ho doestt':
you would first move up the branch know the names of the childen. Ask one H ~ `
marked `~female. ` At the `ork for hair of the children to volunteer. and have the
color. you'd climb up the branch for guest ~key out" the child to determine h:'s ~ ~ "~dD
brown hair. After moving up the branch or her name.
fo.. straight hair and then he branch for
0
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20 *~
~ . . .
Pages reproduced with permission from the author/publisher
54
PAGE 61 Show Image
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PAGE 62 Show Image
Agricultural Classroorn Activities for Growing Minds * FooD FOR THOUGHT FooD FOR THOUGHT ~ Agricultural Classroom Activities for Growing Minds
Food Chains Cadenas Aihflenticias
Objective: Students will undentand how Thiie: ½ hour ~`1seo
energy is passed through rrophic levels, starting S~&nt Grouping: Three, four and/or five
with ihe
________ `cylo
Summary: Siudents will hecome memhen Materials: Food chain cards (see page 81)
of a food chain and find ihe oLber links in their p.sr.
chain.
Background Information: it ia possible Preparation:
to trace the foods we eat (and evelything we use) ~ Photocopy the food chain carda and cut them up.
hack through a senes of energy tranafonnatioristo
the auna ener~'. This ia a aimple food chain: Sun, ~~rge and lantinate, if deaired
aoil, air and water providing the energy for plankton 2. Count the atudenta and be aure you dist~hute so~,~re, +.8eee4,a~tlA
(rnicroscopic planw ai~d aniinals that live in the aea). chaina that can he completes The chairis vary in
Plankton, in turns are the food aou~e of dams. length, and you can always leave out the last
Clarna ate eaten by people and otters. Sharks can eat dhain rnember. In thia way Ihey will alwava he
people and otter Another example might he the adaptabte to any claas from three to 40 awdenta.
aun providing the enenty for gaas to grow, the grass
feeding a dairy cow, that cow producing milk that
people drink. In this activity students gain aome
awasenesa of the connecilons that exist hetween
organisms.
Marin Ag. Facts: Did you know that oyster
hareesting was one of the first agricultural industries
in Marin County, dating hack to the 1870s? Most of
the oyster farms are in Tornsles Bay and Drakes
llstero. Clams are found in Marshall, where many
peopte dig them for spori In 1987, ten groweis used
1,258 acres ofhay hottom (mostly Tomales~ay) to
grow approximstely 700,000 Ihe. of shellfish (oysters,
dams and mussels), worth shout $2 million. Bay
Area restaurants and grocers buy these fresh shellfish. - Sti,oir~,fiC(~, &~IA~
Some of our loral enterprises sell only from their
watery farm, counting on people to stop in and buy
their shellfish~ thus saving money on transponstion ~ ~~te~o < . ~
and complirated psckagin~ You can also buy these
deh.cacies from the deep at the F5rmer's Market.
FoodChains []~ ~ FoodChains
Pages reproduCed with permission from the author/publisher
56
PAGE 63 Show Image
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PAGE 64 Show Image
LESSON 2: Benefits of the Natural Environment bwathed out by people and animals. De b. YWhat would happen If them w~m no
coiy'poseis in the so~rms, inseci~ trees or other plants In the world?
Skill Outcomes: need decaying plants and animals ~r(ood, (I~w ~IbOndioxtde wouIdbuiIdup' in the
1. ldent~ how the natural environment operates and how it benetits humans In its undeveloped state. and living plants need the decoinposers to airandpeopleandanimalswouldnThave
turn the waste into nutrients and carbon enough oxyQen to breathe. There also
Concepts: dioxide that they reed to Qmw.) woukibe no tood.)
I . The natural environmant provides many benetits in its undeveloped state, lncludi~ habitat for plants arri 2. What Is photosynthesis? 3. Recycles soIL
animals, water storage. fresh air, enri::hed soil, climate control, beauty, and recreation.
2. Humans useor~evebp"the naturalenvironmentlo maet manvneeds, including needsforfoo:l,water, sheiter, (Photosynthesis is the process of plants
space, energy, and raw materials. making (ood~ Theyuse ene~y(mmthe sun, 8. On farms or In the polled plants In our
andnuirientsfiomthe homes,tlweareusuallynodeadplarits
Vocabularv: soil to growanelmake (ood~) and anlmalstoedd nourishment tothe
carbon dloxld~ colorless, odorless gasthat is exhaled by humans and animals and emitted from burning fuels soIL Where do those plants get theIr
3. People eatplantsforfoo:l.Whataresome nutrients?
and is absorbed by growing plants
decomposer~acterla, insects, worms, and other organisms that break down plant and animal waste into fOo:Is that come from plants? (Usually we have to add fertilizer.)
(AlllruitsandvegeiabIes;grainssuch
nutrients for the soil.
groundwater~ater from rain and snow that seeps into the ground and is stored as wheat, which is used to make ThE U FE CYCLE
bread, cereal, pasta, crackers; a:!
habltat~lace where a plant or animal lives and grows
~ .
natural envIronment~very~hing in nature, such as plants, animals, water, air, soil kinds otnuts; beans.)
~,
nufrlentssubstance needed to live and grow: food
oxyger~ colorless, odorless gas that is produced by growing plants and needed by humans and animals to live Have students look at Benei~s from the
the natural environment provides many J¼ ~ ~ -j ;½~
photosynthesl~he process of plants making food using solarenergy, carbon dioxide,water, and nutrientsfrom Natural Environment. Tell students that
the soil.
benefits, to other elements of the envy
Maferlals: ronment as weN as to ~ who are
Tree outside the dassroom also part of the environment. Explain
Bottle of water that they are going to read about five
Handout-The Lila Cycle and Benetts of the i~iatural Environment benefits from the natural environment. ¾
Advance PreparatIon: Havevariousstudentsreadthefivellsted ~
Make a copy of the 2~age handout for each student. (10 conserve paper, copy the pages back~t~l:ack or make benefits aloud. After each section, use , * ~ ~ 0~DUOX~OI ~
transparencies to use in overhead projector.) the following questions and aetMties to
discuss the benefit.
~
Procedures: 1. ProvIdes habitat tor plants and ,,~,,. ~ 4~~' C~Th ` ~
Nofe: The following Iwo procedures, A and B, are best . Have students share and discuss their rsts. Ac- animals. ~
conducted outside under a free. If this is not possible, cept all answers; students wiN be reading about 5. what kinds of animals live In __________________________________________________
have students imagine a free and perhaps have a benefits of the natural environmant in the next your environment?
terrarium or pottedplant in the classroo~~ procedure. (Answers wiil vary but will likely ________________________________________
BENEFITS FROM ThE NATURAL ENVIRONMENT 4
3
Examine s tree B. Read anddis::uss TheLIfeCycleand Benefftsof include cats, Oogs, birds, mice, _________
dentsareawareoftinycreatures, ~ t .. .~. -~-
Ihe Natural EnvIronment handout cows, horses, etc. Be sure stu- ¾
Take students outside and have them gather
around a tree. it that is not possible, have stu- . Hand out a copy of the 2~age handout The Life aswe~nts, spiders, ladybugs.)
dents imagine a tree outdoors, Cycleand BenetitstolheNaturalEnvironmentto b. Are there any animals making
each student. If you're in the classroom, you can a home In the tree you're sit- () .~ *~""""
Remind students that trees are a natural re- use a transparency on an ovemead projector.
source. Tell them that there are thousands of Allow studentsa minutetolookoverthe handout. ting under?
(Answers will vary. Students
species of trees throughout the world. Ask stu- mightseeblrdsorbugsusingthe I
walnut, maple, oak, etc.) ~ 4
dents it they can narne some different kinds of . Have students look at The Life Cycle. Ask stu- tree for shefterand for food.)
trees. (pine, ash, apole, mulberry, birch, spruce, dents to read the three paragraphs aloud, start- L-i
ing at the top. Then ask the following questions. 2. Recycles the air. 3 ~ 5 ,,,,,-,,,,,~-y
Ask students it they think trees are irpportant in 1 Why is this called "The Ufe Cycle"?
the environment, rotwhenwe cutthemdownbut (It is called "The Life Cyce'because people
a. Can you see the carbon diox-
when they are growing. Have students work in and animals need the oxygen given off by Idethatwebreatheoutorthe ~ ~ ~ ~
groups for a few minutes to generate lists telling plants, and planfs need the carton dioxide oxygen that plants give off? ~ ~ I
(No.)
why livingirees are imporlanttotheenvironment.
S
Pages reproduced with permissiom from the author/publisher
58
PAGE 65 Show Image
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PAGE 66 Show Image
Sti"1ent Activity 45 4') Stztdent Acuvity
Endangered Species Discovery: 3. Collect 2 articles from magazines that tell about effo~s to
save endangered animals. (5 points) BONUS: Add 1 0 points
if you include a wntten summarv of the article.
A Scavenger Hunt
4. Create a chart that lists animals that have become extinct
since 1900. Include when they disappeared and the cause of
Thousands of animals throughout the world are faced with extinction. (15 points)
serious problems. Animals, in their struggle to survive, suffer
from loss of habitat, overhunting, poisoning and pollution, or from
5. Choose one of the endangered species found in the United
having new species introduced by humans to a new habitat. States from the list below and create a model of its habitat.
Include labels and information cards that explain why this
There are many things people can do to help wild animals in, animal is endangered. (15 points)
their struggle to survive. The most important action you can take
a. California Condor
is to learn and understand the problems faced by wildlife. This
b. Mountain Uon
Scavenger Hunt will help you learn about many aspects of this c. Grizzly Bear
complicated problem. d. Florida Panther
____________________________________________________________ e. Bald Eagle
Rules for Scavenger Hunt 6. Watch a television program about an endangered animal.
__________________________________________________________________ Create a chart or poster that shares the information you learned
from the T.V. show. (10 points) BONUS: 1 0 points for each
1 . You must work in groups with each member contributing additional show viewed.
equally to the whole group effort.
7. Create drawings of four endangered plants. (10 points)
2. You can go anywhere that is appropriate to obtain your data. BONUS: 10 points for including a written description for each.
Cameras and tape recorders may be used to record information.
Written summaries of television shows, hand-drawn maps and
8. Choose one of the endangered animals from the list below.
diagrams are acceptable. Find out why this animal is endangered and write a poem or
song about its struggle to survive. (20 points)
3. Use primary sources when possible. a. Penguin
b. African Elephant
4. The sources of all data must be recorded. Giant Panda
d. Black Rhinoceros
e. Mountain Gorilla
Items to Collect and Create
9. Draw or collect pictures of endangered migratory birds.
(10 points)
1 . Make a map of the world showing the locations and types
of animals that are endangered. Include marine animals.
(10 points) 10. List animals from the different continents that are
endangered. (1 0 points for each continent)
2. Collect 5 pictures of endangered plant or animal species.
(5 points) BONUS: Add 10 points if you label your pictures and
include 2 facts about each species.
Pages reproduced with permission from the author/publisher
60
PAGE 67 Show Image
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PAGE 68 Show Image
Exploration
Objective: To explore the eftects of simulated natural forces on
~ Seed Busters
seed germination.
Overview: Students invent ways to 1. Divide your class into small groups. Have each group prepare
simulate forces of nature. They "Bz~t how does tize cocoluit seed get oitt? three small growing containers for planting. Give half of the
expose seeds to these forces and
groups twelve of one type of seed (e.g., tomatoes) and the other
discover how seeds respond to -Third.grade student, Ohio
half of the groups twelve of another type of seed (e.g., beans) to
different natural forces.
.... have adequate samples on which to base conclusions.
2. Have each group treat four seeds with one of the simulated
Time:
...*.................................. . . . . .. . natural forces, treat four seeds with a different simulated force,
Groundwork: 45 minutes and keep four seeds as a control (no simulation). After the simula-
Exploration: 45 minutes setup; 1 to 2 tion, have each team plant their twelve seeds as follows:
weeks on8oing observations
Making Connecti.ons~ ongoing
tweezers
Materials (per small group): Laying the Groundwork seed burned
three small growing containers
(2-inch pots or small miii' cartons) Objective: To consider how natural forces might affect seed VlN~~g
e ~~~grnix
12 seeds (tomato, marigold, radish, germination.
pea, or tean) 1. Have students imagine that they are living things out in the
Pot
estaonaL hot ptate, ftee::er, matcnes, wild. Brainstorm a list of the natural forces they think they might Ii...... $ Pot B Pot C
nail file seed (control)
birthday candies. twetiers, vinegar, encounter. Ask: Hou' do you think anjinels would be affected by these soaked in clay
:~ Busters reprodua~e, page 273 forces~.g., being crushed? ..froze't? ...burned? ...eaten by another vinegar
living thing? ...cut open? ...buried? How do you think plants would be 3. Have students record their simulations and predictions on the
Background: ~ge itill affected by these seine treatinents? ~`itat about seeds? "Seed Busters" reproducible. A week after control seeds have
2. From the list of natural forces, have students select those they germinated, have students compile their data on a class chart.
can safely simulate in the classroom. Record students' predictions
about whether seeds will germinate after being exposed to each what to expect: Your students will probably find that many
simulation. For example:
of the seeds germinate regardless of the treatments. Seeds
soaked in water, however, germinate more quickly and
~ O~ ~a~~r£ seeds left in "drought" conditions may not germinate at all.
__________________ Ctaeeree~ 5'~~td~Oh WAIt sees ~~`~ate V. Some more fragile seeds, like marigolds, will easily be
damaged by harsh treatments, and may fail to germinate.
~toodi'~ 9 ` Free~~ for Z ~ys yes
I ~ y~ 4. Discuss findings. WJudt trcatmcnt(.~ sc~tt'd ht Jra:'~ the greatest
~ cee ~ ~ ~ effect on genuhiatior'? How? How did tile treated ced-' coitipan' to tilt'
~ we'Ita+epe~ +
controls? Witat did yoit notice altoit) tile way ceds froiti differetit platit.
wi~ r~ . respotided to the sante treatinetiL~?
Te~p.rd~LLre esii~e Oveet. ~iue'. ~ ...
~a+e~bya~~le S Making Connections
Pryi~ o~ iv' V~ ~ es ~
Possible discussion questions:
. How did your predictions conipare with your aetital rest4lL~? Were yott
sterpn'sed by any ofyotir fitiditigs? Wijiell ones? Wity do you tititik
many seeds fared well despite the sinittlatiotis? (Share the background
information about seed germination adaptations on page 189, as
appropriate.)
194 Diversity of Life Adaptations
Pages reproduced with peni~ission from the author/publisher
62
PAGE 69 Show Image
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PAGE 70 Show Image
m - m
4. After the students have finished gather under the tree (or trees)
BUDDIES to share ~at they wrote.
Trees~ne of the rn~ior spokes in the wheels of nature BOOKS
oontnbute a lot to our lives, phy~cally, aesthedoal~ ernotionalty Pedro V 5U roble STRETCHING ThEIR THINKING
and s~ntualty. by Cbude Levort
Trees in our cityforest shade and cool our streets and buildings, ~ OCEANALERT
6 grade
creatng beautful green towersto soolen the harsn urban K 2 acUustment
e How do you think trees help the water cyde in the oty forests.'
en~ronreent A ~g tree can pro~de a day's oxygen for up to four
sees catch and slow ~nwater, lessening the impact on the
peop(e. Trees oontn'bute to a cornmunity's sense of p(aae. Teey storm drain systrn.
increase propertyvalue. Teey providefruit. They give us beaudful ~ minutes
El niflo y el ~rbol
VIVI Escriv~
Silverstein _____________
e Clvlng Tree
A Walk In the Woods * How doyou thinktrees help the soll cycle in the dtv forest?
shapes, flowers, fall colors and scents, and they pro~de horees for by Chrlstian Couture (`rees drop leaves, branches, bark and seeds to decornpose and
brds, butterflies, squirr~s, and other wildlife. Their flowers are a
add neeel nutrients tothe soiL)
food souroe for bees. In oolder dimates, trees can hep Insulate Thinking uke a Mountain
hornes frorn cold winds as well. Trees catch rainfall, ~ow storn run by John Seed, Joanna Macy, ~t
off, and prevent soil erosion. ~erning & Are Naess
How do you think trees help the air cycle In the city forest?
PURPOSE (Trees take in carbon dioxide frorn the air, and as a by-product of
Not so o~ous are the ernotional and heang benefits to people, as To have students develop a Keepers ofthe Earth photosynthesis, release oxygen back intothe air. Trees actas filters
well as the inspiration and sense of spiritual renewal that trees by Michael Caduto absorbing, hoicling, and transforming smog particles.)
personal relationship with a & Joseph Bruchac
provide. Chikiren are naturally drawn to trees. A tree p.r~es a ~ee and understand Its role In
myriad ofsensoryexper~oesforthe child, and a tr~~n the cycles. me Earth Speaks . ~what do you think trees give'you? (Wood products, food, shade,
becornes a good fiiendl
by Steven Van Matre play areas, beauty, oxygen, reduced glare and energy use, and trees
Ustenin to Nature absorb noise.)
1. Prepare a container ~ ~ have wntena ~uddjes'
PRE byJ Cornell Read afew tree express thefeelings that others
sheet of paper, piece of friilt products w6odeit$pd~i,birdrssst,et~ Have students.v~it ir a week a month next
2.Plantouseaieee,orjrou p ~ ~
trees as buddies"for the active.
seasori~ o ~ and inake comparisons.
f there are no trees on thescool grounds, try to bring In a potted
tree. MATERIALS
0 ContaIner casket, bag) ~ THE NEXT STEP
3. Make copies of the Tree Buddy Profile (figure 19).
0 Varlous tree~related 1' iOURNAL ACTIVITY
MOTIVATOR products Have students tell a story or write a poem about their tree buddy.
with a basket of tree~related products, say, `you're going to meet a
special buddy today. This buddy is special because it: 0 Tree Buddy Profile "Trees are the earth's endless
e g.'v'es us air. (Breathe in and Outs) (Figure 19) effort to speak to the listening U U
SThDENT ACTIVITY BOOKLET
goes us food. (Hold up fruit.) heaven.
* gives us Wood (Hold up ruler, wooden spoon, etc.)
On page 11 , have students draw a picture of their tree buddy.
. gives us paper (Hold up a piece of paper.)
e gives us a horne for animals. (Hold up nest or picture of a bird.)
. and, our buddy gives us beauty and shade.
GRADE ADJUSTMENT
What do you think it is? ~ tree.) Let's go meet your new buddy.'
PROCEDURE K-2
1. Thke students to a tree, or group of trees.
2. Have the students work as indMduals, in pairs, or as a group. Pass
* Obser~ a tree as a group, discussing the questions on the profile,
out the Tree Buddy Profiles.
rather than filling out answers.
3. Allowthe studentstime with theirtree, and have them fill out
. Makeleafand bark
the profile.
rn -
Pages reproduced with periiiissi'on from the author/publisher
64
PAGE 71 Show Image
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PAGE 72 Show Image
MT. ST. HELENS A NAT[7NtAL OISASTER FOR ALL LIFE
The eruption o~ Mt. St. Helens on May 18, 1980, removed a huge
section of the mountain's top and north side. Ash was carried 5$
across the country and around the world. Shock waves knocked
down 150D000 acres of trees, or enough timber to build 250,000
homes. When part of the mountain blew over, falling to the
north, some of the rock and dirt hit Spirit Lake. This caused
the lake to slosh up like a bath tub on the opposite side.
The "slosh picked up trees that had seconds before been knocked
down by the blast. These trees were once hundreds of feet
above the normal lake level. In returning, the log filled
~~osh hit the rock and dirt that created it. Presto! a
BY BLAST FROM
log filled mud flow raced down the Toutle River picking up
AREA FLOODED BY
INITIAL ERUPTgON AREA DEVASTATED
~ mmj~~y~\ ~
~ ,;;;`>;,`:. INITIAL ERUPTION
everything in its path. It took about three hours for the
five mile long mud flow and log jam to pass through the Toutle,
into the Cowlitz and finally reach the Columbia.
Some of the fine textured mud ended up in the Pacific Ocean,
but the larger particles dropped out and filled up the river
bottom or bed. The river bed became filled with sediment* and CMANNELCLOGGED~~~.. ~-, \ , .- .,-. <`
rock. With less room to hold water and more water rushing ~DEBRIS&SEDIMEftT ~ I ~ SAINT NELENS
down the now treeless slopes, flooding was a danger to cities
like Lonqview and Kelso. Because shipping was disrupted in
The Corps is a Federal agency that manages water uses, such as
building dams and dredging shipping lanes. They contracted
the Columbia River, the Army Corps of Engineers became involved. ½;;:.;;
with a number of private firms to dredge out those rivers
affected by the eruption. enough has been dredged out of the
rivers to fill up dump trucks bumper to bumper around the world.
Dams were built on the north and south fork of the Toutle River
to catch sediment and debris that winter rains will bring down.
The dam on the north fork Is 6000 feet across and 38 feet high.
The valley upstream from this dam will become filled with sedi-
ment and debris instead of the riverbed downstream. Sediment
ponds have also been constructed further downstream on the
Toutle to catch what the dams don't. All this work was done
in 6-7 months --quite an amazing feat. There are still questions.
What will happen during the winter rains? Will they push down
the denuded slopes and overfill these ponds with sediment? WA5NI~G7ON
;~ill they fill the rivers with sediment once again and cause
further flooding?
Sediment is the raterial depo.~itec by water, wind or glaciers.
Sediment inight be fine mud or large rocks, depending on the
force of the water, glacier or wind. What would it be in the
ase of the Toutle?
137
139
Pages reproduced with perinission from the author/publisher
66
PAGE 73 Show Image
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PAGE 74 Show Image
VACANT LOT FOOD WEB
to rovide
OBJZCTIVE: Students will describe sone of the interrelation- v-i:hout utrients the.-~. for the plants. The plants can not live
ships which exis- between plants and animals in I!
the urban environnent.
I, L'IATERIALS: Food web cards provided, nagnifying glasses Ii'
(optional) , rope
TIZ~: I hour I
Sun
Now that your students have had an opportunity to exanine plants
and the behavior of at least one familiar animal, introduce them
ffi¾~dMOUS e
to the idea of interrelationships in nature. You nay want to
~
begin by building a simple food chain. For example: plant (oak
tree) squirrel hawk. Your students can see that the squirrel
relies on the oak tree for food (and possibly shelter) . Ask if
they can think of any way that the squirrel assists the oak tree.
Ask if they have observed squirrels burv acorns in the fall
and what might happen if the squirrel doesn't retrieve some of Gra88hopper
them. Are they aware that squirrels can help "plant" oak tree
seeds (acorns)? These are si.~le interrelationships that are of
course more complex in nature. Food chains combine to form food
Plant
webs since more than one animal eats each plant and many animals
consume the same prey.
Worm
Tell your class they will be coing out to investigate the food Cat
web in a natural area or vacant lot near your school. If you
have magnifying glasses available, distribute them to your
students and allow them to explore the area. Have students turn
over rocks or logs to look for critters and look for examples of
feedinc (chewed leaves, cracked acorns or walnuts, clumos of fur
or feathers, etc.) When your students have had a chance to locate
some of the vacant lot inhabi-ants, pull them together to discuss
their finds and release any captives. Then form two circles
and distribute the food web cards to your students. They should
place he cards around their ecks. Begin illustratinc the inter- Robin
relationships by having the sun hold the rope and connectina it to Fungus -
the plant and to those dependent on the plant. Have students
consider what each member of he food web will eat. These plants and animals are able to live in -the urban environ-
ment because they are adapted to do so. Adaptations include pro-
Once the strings have been at-ached between the various inhebi- ective colcration, or color to hide, color to attract (flowers
tants of a vacant lot.you will have a food web. Now ask the
class which members of the food web could be taken away. For are beautifully colored to attract insects) . Other adaptations
include beak structure of various birds - robin beaks are adaoted
example what would happen if did awav with all of the snakes? for digging worms The beak of a hawk is designed for tearing its
There would be too many frogs The frogs would not have enough prey. The following activities are designed to teach the concept
grasshoppers to eat. If the -` ld mice all disappeared the cats of adaptation.
would -ot have enough to eat. Distinguish here between wild cats
and donestic pets cared for i he fungus in the food wek
are the decomposers. The chi e~ will be familiar with toad-
stools or mushrooms. Explain t~ei are plants that hell to
decay things which are no loncer livi~r hese decomposers help
53
Pages reproduced with permission from the author/publisher
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PAGE 75 Show Image
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PAGE 76 Show Image
LESSON PLAN:
BEFORE CLASS:
Have the students review their knowledge of fish anatomy in drawing and cutting out a fish
HIDE AND SEEK made of red construction paper. Did they remember paired pectoral and pelvic fins, the tail (caudal),
~WL4TDOES ITLOOKLIKE UNDER WArER? WHArDO ANIMALS SEE? dorsal and anal fins? Explain that the red color is typical of some California saltwater fish that hang
out around rocks in 10 m (33 ft) or more of water. Many shallow water nocturnal fish are also red
IS CAMOUFLAGE THE SAME BELOW WAPERASABOVE? and red is a very common color for deep sea animals generally.
Have each student construct a pair of goggles using the provided pattern or an aide or parent
SCIENCE SKILLS: CONCEPTS: might make a permanent set for your use. Inexpensive blue cellophane available in rolls from
observing *Color patterns that are easy to see in air may be school art supply stores is folded to make four layers over the eye holes. Tape the celophane in
very well camouflaged under water. place. Staple, tape or tie strings to hold the goggles in place. Explain they will use the goggles to
see as fish see. Do not allow students to wear the blue goggles for more than five minutes. lb do so
longer may bleach (temporarily) some of their visual pigments.
MATH AND MECHANICAL SKILLS PRACTICED: DURING CLASS:
* drawing METHODS: When the students are not in the classroom, distribute all the red fish around
* cutting with scissors the room against dark backgrounds. Thrn the classroom lights off and create dim light. It is dark in
10 m ofwater. Pin or tape the fish to bulletin boards, prop on shelves, put them in corners on the
_________________________________________________________________________________ floor. Hold a pair of goggles up to check that you are placing the fish against backgrounds with the
same value.
Meet the class outside the room with the goggles. When the goggles are in place, have the
SAMPLE OBJECTIVES: students enter the room and sit down. Tell them they are predators searching for red fish in 10 m of
Students will be able to explain why color patterns that are easy to see in air may be hard to see water. They are wearing the goggles because blue is the primary color of light that penetrates very
under water far into water. Have them start searching for the fish at the same time. Time them if you want to
. Students will experience the problems predators ~ce when searching for camouflaged prey and repeat the exercise without the goggles.
develop foraging strategies for these prey. Stop them before all the fish are found and have them sit back down. Remove their goggles.
Now can they see the fish they missed? Why were the fish hard to see? The filter allowed only blue
light through. The fish reflect only red. Under water there would be no red to see If you wish
INTRODUCTION: repeat the exercise without the goggles to compare the time it takes to find the fi;h when red'is
Some colors of light (wavelengths) are absorbed laster than others when passing through visible.
water, particularly red and yellow. Blues are transmitted best. These facts have interesting conse-
quences for color and color patterns and their distribution among animals that live in water. Fish
that live in shallow, well-lighted water may have color vision. But what do most fish see? Fish that
live in murky or muddy water may be almost blind and depend on touch or electrical fields to sense
their surroundings.
In this exercise your students will experience what the world looks like to fish that live far
enough below the surface that the world looks blue, the only color to effectively penetrate very
deep.
MATERIALS:
FOR CLASS:
. blue cellophane from school art supply store
* stapler
* dear tape
. string
* underwater photographs cut from magazines that show bright colors and others that are ofwide views RESULTS:
that are predominantly blue; SCUBA magazines orNalional Geographic are good sources A fish that appears very colorful to us (red) may, in fact, be very well CAMOUFLAGED from
FOR EACH STUDENT:
predators. The fish is hard to see because red light is missing as it is being absorbed by the water
. red construction paper 4 x 8 and, therefore, cannot be reflected to the fish's predator's eyes.
e Other contruction paper or pester stock 4 x II Use the color photographs to illustrate. Any colorful underwater photograph was shot with a
. scissors flash which provided all the wavlengths of light. Any photo in which the predominant color is blue
. pencil shows what it really looks like under water.
. template for goggles (see p.152)
Pages reproduced with permission from the author/publisher
70
PAGE 77 Show Image
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PAGE 78 Show Image
ACTIVITY 10: Oaks in the Urban Forest Name: _________________________
Who Takes Care of Invite a forester or a tee expert to visit with the children. Activity 10: Tree Inventory Checklist:
the Urban Forest: Highlight as many of these items as possible:
. What kind of special care do urban trees need? DECIDUOUS TREES trees that shed their leaves in winter)
* What problems do the trees in the urban forest have? Small, under 30 feet tall when mature
Crape Myrtle Flowering Plum
e How do the native oaks fit into the urban fbrest? Ha~orne Redbud ~
. Is it good to have an urban forest with a lot of large, old Medium, 30 to 50 feet tall
Chinese Tallow Modesto Ash
trees?
Blue Oak Mulberry
Buckeye
What does it mean to have "the right tree in the right place?" SilkTree
Chinese Hackberry Sour Gum tupelo)
. Who takes care of the trees in the schools, parks, and along Gingko Tree of Heaven
streets?
Red or Scarlet Oak Jacaranda ~
<¾
* Are there any laws protect trees in our area? Tall, over 50 feet tall 4';
Chinese Pistache Pin Oak / " `
. Where can I get more information about trees? Cottonwood Sweet Gum (Liquidarnber)
European Hackberry Tulip Tree
. How can children take care of the urban forest? Birch Valley Oak
Plane Tree (Sycamore) Zelkova
Blue Oak
Tree Map: Prepare a map of the study area and show where the trees are
located. Use different symbols or shapes to show the different EVERGREEN TREES (trees that keep their leaves year-round) ~
gn~es: 4-6 tree species. This activity may require a pre-activity or discussion
tiiiie: 60-90 minutes on map-making and demonstration of how to draw to scale. Use Small
,naierials: natural materials such as lichens, cones, bark, sponges, or paper African Sumac Mayten
paper painted shades of green to demonstrate the different kinds of trees. Olive
glue
natural notenals ~1edium
cravo~zs
, markers, ~)ain,
Camphor Tree Laurel (13ay)
skills: - Japanese Black Pine ______ Carob
analying -, - Loquat Scotch Pine `A"
conipaniag
-A'
infrrring Tall `A'
Eucalyptus - Canary Island Pine
Hollv Oak
Coast Redwood
Incense Cedar Colorado Spruce
Sierra Redwood Cork Oak
Southern Magnolia Deodar Cedar
Coast Live Oak ____ Palm
` ~ ~ [:1 £7 ~ - InteriorLive Oak ________
Keep this in your "OakBook."
Page 68 Seed to Seedling Page 70 Seed Ia Seedling
Pages reproduced with permission from the author/pubhsher
72
PAGE 79 Show Image
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PAGE 80 Show Image
Vocabulary:
Activity 2 pool r)e~
Fish Streams and riffle
Timber Sales * sedimentation
microorganisms
5sl~Li~ I#~L..ff!A,.
microbes
debris
~ *":`u estuary
Materials:
~ large sheet of butcher paper ~ ~ ~ `\; I~c All Fi~~ fle~~:
or chalkboard
felt-tip markers or chalk
- ~-- worksheet: ~ ri~~Ie~ F
~ .d~vm~tisor~ ~
As a Flsherie8 Biologist
Background: (3E) or' it
Proper use of Alaska's timber ~d 1 Make a classroom mural (see
Illustration) of a strep and
fisheries, both renewable resources downstream estuary on either
If used wisely , is a question a large sheet of butcher
fraught with controversy , espe- paper or on the blackboard--
cially in Southeast Alaska. Fish- as the basis for discussion of
eries biologists believe that the fish habitat needs. Review
two major factors that have re-
duced Southeast salmonid stocks the mesning of estuary (a
highly productive wetland
are overfishing and loss of hab- where fresh and salt water
itat. mix as a river or stream
"Though overfishing is a complex meets the sea. For more
management problem, it Is com- Information on wetlands and
~L'~ Yji(~ ~
pounded by the loss of habitat fisheries, check Alaska Sea
which either delays or prevents Week curriculum Series, p,
the recovery of individual salmonid volumes V and VI) . Ask
populations. At present, timber students:
harvest and associated activities
are the primary commercial uses of What are the three basic
forest lands in Southeast Alaska , requirements of all fish?
and consequently, have the great- (Food, cover and water
eat potential for altering habitat . if quality , including tempers-
ture , oxygen and nutrients in
--from "chain Logs, Food Chains both the stream and down-
and Fish Streams" by Ernott , stream estuary . Cover for
Koski and Meehan In Alaskan Fish fish includes instream and
Tales and Gane Trails ,Fslll9SO overhanging logs that can be
used for hiding from pred-
Information for this activity was ators, as well as shrubs and
adapted from the above-mentioned trees that provide shadows
article and the Forest Service pam- for hiding. Add this in-
phiet , Logging and Fish Habitat . formation to your drawing.)
60
62
Pages reproduced with permission from the author/publisher
74
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C,
BACKGROUND ~ CHALLENGE: FIND STICKLERS ACTION
AND DETERMINE THEIR HABITAT
_______ ~ Searching for Sdcklers
The place where an organism hves is called ~ DISThIBUTION. 1. Hold up a everyone can
Its habItat. An organism's habitat includes
Its physical and biological surroundings and ¼ `~ ~ see it. Introduce as an animal that lives in
environmental factors such as temperature, MATERIALS the area. Tell the kids that they are going to
moissure, and light. The habitat of the com- search for sticklers and find out what they
mon dandelion, for Instance, is a moist, For the group: iI~1I can ai:out this "organism."
grassy area, such as a meadow, grassland, Sticklers: 1 box of flat toothpicks' , or 2. Point out the i:oundaries of the sticider
lawn, or eden. 1()0~2OO popsicle sticks , or 100-200 site. Display the outline map on the data
l:eans (Gather three different types of board. Explain to the youn9sters that during
The way organisms &e spaced or spread sticiders if you plan to set up all Sticklers. Set out the sticklers before you the sticider search you would like each of
out in an area is called their distribution. three distribution patterns.)
take the group to the site. Pick a distinctive ~em to record (mark wih an X) on the map
There are three basic kinds of distribufion: 1 data board feature of your site to bo the stickler's as accurately as they can where they find
uniform, random, and clumped. Uniform 1 large felt-tip marker (for drawing site habitat, for example under dead leaves, at a each stickler. You may want the youngsters
means evenly spaced; random means ir- outline) * lawn's edge, in clumps of crab grass, or to record where they find sticklers on in-
regularly scattered; clumped means 1 fine-tip marking p~n for every four under dandelion leaves. Follow one of the dividual maps and then have them transfer
bunched In one or more places. An participants (For three different distribution patterns as you place the their map data to the large data board. (See
organism's distribution may vary with the distribution patterns, make sure you sticklers in their habitat. the "Optional" section under "Materials.")
seasons or during different stages of its life. provide three different colors of pens.) 3. Challenge the youngsters to search for
Many ducks and geese, for instance, gather ~~donal, for each patliclpant: Example: Let us assume that you are us- sticklers and to find out as much as they can
In large flocks during the winter and then ~ map board (1arge blank index card or mg the lawn's edge as the stickler's habitat. about where the sticklers live. Ask the kids
disperse in breeding pairs during the spring a cardboard square, 20 cm x 20 cm . For uniform distribution you might to collect the sticklers they find.
and summer. covered with paper) place a stickler every 50 cm along 4 Let the youngsters bogin their search.
1 pencil' the lawn's edge. Orient the data board so that it is properly
Available from Delta Education. . For random distribution you could aligned with the site, and set it and the fine-
place sticklers in an uneven pattern tip marking pens in the stickler site. Remind
around the lawn's edge. the group to record where they find each
PREPARATION ~ . For dumped distribution you might stickier. Help the youngsters with orienta-
_ place bunches of two to four sticklers tion as they record. Allow ten to fifteen
i....: Group Size. This activity is suitable for Distribute five to ten sticklers for every par-
along the lawn's edge. minutes for the stickler search.
UwJ~o~M both small and large groups. ticipant. Sticklers should be fairly well hid- ~ Call everyone back and let the group
finish recording where they found sticklers
, ` ` ` . ` ` ` . Tinie. Plan on forty to sixty minutes for the den so the kids have to search for them. the group looks over the stickler map
, . * . activ~~. ask them what they found out about
For more of a challenge: For older par- sticklers
ticipants (seventh grade and up) or for a se-
.,~ Site.: Choose a grassy area, field, or other cond round with younger kids, you may
,* "I', ~ fairly open area. For every ten partidpants, want to set up all three distribution patterns
you will need about forty square meters of at the same time. Use three kinds of
~ workarea. sticklers, for example beans, popsicle sticks,
RecordIng Map. Draw an outline of the and toothpicks, in one area, but in three dif-
activity site on the data ia:~d. The Jerent habitats. When you show the
youngsters will be recording the locations of youngsters the three sticklers, tell them
their stiklers on this map. Indude land- which color of pen to use in recording the _____
marks (trees, sidewalks, buildings) that the locations of their sticklers. Split your group
into thirds and have each subgroup search I
youngsters can use as reference points for only one klnd of stickler.
when they record.
Pages reproduced with permission from tllie author/publisher
76
PAGE 83 Show Image
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PAGE 84 Show Image
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T~rlid.ti(e (fltfli ih~ gr~ii~ and prirritig ibt.rt firri 0 pre'rtii f.r.~aklit~ if.. ir*it REACHER ~ttit id~ar hat hdt~ tont~ fitum oih~i grutop tuf itiuduitir ihi ~ di ih~
If iou prefcr. toit ntai jiltich ih~ ift~rntttnt~i~r ftitt~k wub toor iftonufi and foffoittflF:
for~ftitgcr in cnfar~~ ib~ ititlib ofibc groote. Ia' th~ cm In hr ~roo~c. anuf `Idle moil changes ilic
r~fea~e he back.
stod~n~ luggeel ~iil be * ~ coufd ntak~ ti titfd~i lih an icr cuff.
Once he ibermonteter- act. ar.~cmbjed do not di a t infife then.. The ~itliin nonnal hiNdu aiid * Mak Ii rain ~iih a `:pnnLier
~jiI he ittuolar to tilone
themiometeco liII he ned for rnan~ tufter artt~ttte in the Enticoitntentt unit. e'enIn thai probab1~- U Take them fitmaff antmaI~ ante food
The bufb end of the utem ~iIf protrude about I to I ~ cm 0.5 in to 0.5 in frutit happen to the organLomi U eater a pfant that lit dcitn~ up
the bottom of the plaittic hack. Thi diutance aIfo~u student. to insert the buff ~ 8 nonie time * ~ that ant do pith a different mel on iheur tratlo
into the soil and to touch the built to objects sho e temperatures they sant it. duetn~ the seac
discourage or peohibit
those that ittiglit tie Other ideas are to set out ~me stnnf and laundcu drser lint for ne I butlding
haetufut to organisms. birds. put a paper lunch bag user a small seed. dig a small water ices. h around
/- . measure.
~I'~CHERNOTE Select a consenient area that students ace familiar sith-part ofa field. a sat jut' one seed but not around another support a drooping plant the soil in a
lot. or a section ofihe school sard shere organisms can be obsersed in iheur drs area shere some seeds mas then grits' block the light falling on a small
If ~ stait the lite natural habitat not in a penal park or zoo. Look for an area in the s'iciiiiis if' ih. patch of weeds. put s'an'oos leftoter food saniples near ants or other mall
to dete e the school because too mas resisit it frequently. It should be at least 15 m s I~ ii. animals. turn ~ a rock sub anumal under it ~iscu all udeas
tuoundie ~ or ibis fleld ~ ft s ~O fif in
trip because you sill
Deseloping concern for organtum us umpertant Mo. mg a bird; nest to gise it
desceitite these The area unit elect should base as side a variety of plants and animals a~ more light is inappropriate Cuttung bit he~ or trees totroducis a tost
titoundarien to the possible but a site sub a fes its fise different kinds ofumall aninials and ftsc substance. or completeli drusning an ant colons are easils cc laced sub
utudeots later. 11~ different kind ofplant t sati factors. Most schools has-c mans itnies iltat much less ins asise or desiractise changes
presies. sill atno gi~-e number of kind oforganisms sithin their boundaries. such as under falleit
you an opportunity to lea ci and in the soil An area near deciduous trees Itrees that lose their Icauc If an ittudent are unfantiltar sub the s
ideotif~' nonte of the in sinter) is sen de irable selected. iou might consider a short preltminacs trip to
orgasitionts that are
____________________ the site todas and ret tes the goals of the fleld trip
present at the nite. Collect assorted items that the students can use to change an organisms shile no are at the site
ensironment at the field tnp site. Items may include pieces ofaluminum fotl.
boards, and smelly or sugari foods Isalami or sugari. On the das of the field tnp each student hould be
________________________________________________________________ reiponsible for bnnging s-hat he or she need' to effect
an enstronniental change (sub the e~(epttos of ice
i11eachiiig ProceduFes ______________ cubes iou be able to prosude from a
freezer)
~e ton I
Planning the field trip. The day before the field trip. esplain tO the []2 PIanwn)~ a change (top of ~tudcnt Journal
_______ Encourage the tudent to OuC the top
studcnts that they s-ill be taking a field tn'p tontorros to look fttr ______________________________ half of this student Journal page to de rnbe hich
_____________________________ gantitni thes base chosen and hos thes sill change
Dc cnbe or name the area so that the students s-ill be able to stsualtzc ti ~os its
sill be setting search boundaries at the site. but iou mas itISO sani to de~u rift
them at this time -I a Es plain that the bottom of the page sill be it ed later
for describing or shosing shat happened after the
changed an enstrunmental factor
Chapter 4 Responses of Organisots
chapter 4 Responses of Organist
Pages reproduced with permission from the author/publisher
78
PAGE 85 Show Image
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PAGE 86 Show Image
D 9) J' ,£~
Ingenious ys to Get Away
70".: Seeds are effectluely adapted in a vartety of ways to travel away
- from their parent planis to new locations.
The formation of viable seeds is a plants ACTIVITIES MATERIALS
primary goai: their dispersal to a favorable
nyone who has blown the fiuftv aeeds location Is the next asalgnment. Planta donut
~ from a ripe dandelion or tossed an apple core move. aohowcanaeeds travel?Amongflowering I~itial~~tjon: Whatareaomeoftheways~d5 travelawayfrom theIr
\\ onto theground has unwittlnglycontributed planta. It Is at thIs atage that theseed contaIner paaent plants?
neofthemost Important mIssIons In the plava a vltal role. whether It be an apple, an
plant world-seeddlspersal. Forwlthout acorn, oracoconut. Plants package thelrseeds
~ thedlspersal of seeds to new locatIons. In whatever way best guarantees dIspersal. PUPPET SHOW
ng seedlIngs would be competIng wlth BIologIcally. the seed Is a fertIlIzed. rIpened
theIr parent plants. often un~uccessfulIy. ~ and Its contaIner, the opened ovazy The Ob~y* To Introduce dIfie~nt mechanIsms used to dIsperse seeds. . scripc. p.28
for sunlIght. soIl. water. and nutrIents. and the technIcal name for flowerIng plants Is angie Perform or have the chIldren perform the puppet show. WhIch dispeisal
puppets
plant's success as a specIes could well be ~ which translates to seed In a vsssel.
endangered. Some seed contaIners serve as foods for method dId the chIldren lIke best?
Seed productIon and dIspersal may not humans or anImals who eat them and eIther
seem especiallyslgnlilcsnt to those ofus whose dIscard theseedsor, Instorlng them. carelessly FOUND A PEANUT
lavorltepart ofa plant'slIie cycle Is the flowerIng leave some behInd. SquIrrels hIde acorns and
stage. but for the plant It Is the ultImate goal. forget to retrleve them all. Cherry seeds pass Ob~we: To dIscover the arts of one seed.
flowersarejustonesteplntheprocess; theysre unharmed through the bIrds
unshelled peanuts
the plant's ~`ay of concelvlng. fertIlIzIng. and that eat them. SInce the GIve each chIld an unshelled peanut. Open the shell (the rIpened Ovary)
hand lenees
nurturlngthe tlnyplantembryosas theydevelop tIme when humans began ~ and look at the nuls InsIde ithe Seeus). DIscuss the dIffe~nt
Into serds.
Seedsarewelladapted tohouse theplant's tIllIng the soIl and
travellngtoall corners \ pa~ Including the brown papery seed coat. the bulk of the
next generatIon because they provlde both oftheearth, we have - len Is food stored (a) for the plant when It Is first
nourlabment and protectIon for the Infant ~co
plant. An Inner layer, surroundIng the embryo. ~15p~~e the primary <` germinaung. and the Itny leaflets lb) between the Iwo
stores enough food to nourIsh the tIny plant naers of many seeds. , ii halves of the nut. Then eat them!
when It first sprouts untIl Its roots can take Thereare IngenIous
nutrIents from the soIl and Its leaves can pr~ seed contaIners. Some have /"* (//4~
duce theIr own food. wIngs orblades topropel them through the
The outer seed coat protects the embryo alrwhlcheverwaythewlnd takes them. Maple. t
from drylng out. freezIng. and beIng destroyed ash. elm. and basswood trees have such seeds. \.
by some anImals. An apple seed Is apt to be Some grow parachutes or fluily haIrs. whIch
eaten. but Itaseed coat Is relativelysmooth and enables the wlnd to sweep theIr seeds aloft.
hard.so Itpasses through an anImal's dIgestIve Airborne dandelIon and poplar tree seeds can
system Intact. Each kInd ofseed. travel long distances. Other seeds have sharp
no matterhow tIny. hooks or barbs that attach to
has Its o~~'n passersby. Burdocks and beggar MIX m~aa MATCH
dIstInctIve seed tIcks are well-known hItch-
lens ~vlll re~~al \`~\ and how they are dtspersed. seed taped an It (e.g..
coat. A hand Ot-ly. lb encourage thlnktng about where some famIlIar seeds come from
setsafcanlseschwltha
the rldges. , -- apple seed, mIlkweed
Have the chIldren match seeds to theIr parent fruIts. lookIng closely at seed. burdock seed
IndentatIons,
and sometImes the shapes and desIgns of both. Briefly dIscuss how each lype of seed Parentfrult
mIght be dIspersed. (e.g.. apple. mIlk"eed
characteristic ~I~j#~I
tlnyhalrs that -. burdockseedhesdl
gIves seed Its
markIngs. ~
24
Pages reproduced with permission from the author/publisher
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ThE WORW OF DOLP}iiN5 AND WHALES
I£SSON3 -CETACEANANATOMY& AQUAflCAI)A~ATiONS ThE WORIl) OF DOHINS AND WIIATF
(40 minutes)
LESSON 3 C~~ACEAN ANAI~MY and A~UA~C ADA~A~ONS
(40 minutes)
Students will learn the body structures of CETACEANS and how they Step 1 Lcsson Overview and Bac~gmund Information . Return
perform their functions. (10 minutes) learning logs and allow time for reading responses.
Students wil understand the conceit of ADAPT~~O~~ to aquatic ~ivin~
What are tne functions of the parts of a cetacean's body? Review the characteristics of mammals; explain that all the
mammals which live in the sea are MARINE MAMMALS.
Dolphins and whales belong to the order Cetacea and are
olsserving, representational drawing, laheling, relating known as C~~ACEANS. There are many different types or
SPECIES of cetaceans. They all have specific body
learning logs, pencils, crayons structures that enable them to live their entire lives in the
anatomically correct model of a whale or transparency picture (~T~A) sea. They do not come onto land to sleep, give birth, or
~ x 12" newsprint drawing paper for each student
rest We will explore the question, "What are the functions
of the parts of a cetacean's body?" These special structures
and functions are called AQUA~CADAFrA~nONS. You
1. Respond to learning logs as suggested in the Follow-Up of I£sson ~ may wish to discuss adaptations for tree climbing, flying, eta.
~ Practice the steps of drawing a whale, using the step-by~step guide. Step 2 Guided Drawing of Cetacean Anatomy Distribute
(20 minutes) newsprint and crayons. Use a model or prolect a large
~IRANDING When you discuss the fact that cetaceans remain in the ocean picture of a humpback whale (T3) as you guide students in
their whole lives, students may report that they've heard of whales or dolphins drawing cetacean body structures. Demonstrate and label
coming up on beacheL This is called STRANDING. In most cases, the each step, asking WHY these structures work well in water.
animal is very sick Sometimes a whole group of certain cetacean species A- Discuss the ~Il~H~~-UNED SHAPE of the whale.
which have close dependent ties to their social group, such as pilot whales and
Atlantic white-sided dolphins, will strand together. Scientists don't fully ~ Draw a long open oval for the body. Although cetaceans
understand why these mass strandings occur but they often have similar are mammals, they only have a few hairs on their bodies.
circumstanceL Stranding locations are frequently shallow sandy beaches or To keep warm in the cold sea, they have a layer of
BLUBBER under the skin. The blubber layer helps to
marshes where the incline is gentle and where tidal fluctuations are extreme. make them streamlined and helps them to be buoyanL
The animals may lose effective use of their echolocation, become confused,
and wander onto the "invisible" beach. They panic and their instinct for safety The tail FLUKES are attached horizontally and pump up
drives them to "stay with the group" rather than to swim away into deeper (~*~ aThd down to propel the whale through the water. A fish's
water. Animals which are pushed back to sea often return to the beach
because of this instinct Once on the beach, the animals rapidly overheat from tail is attached vertically and pumps from side to side.
their inability to dissipate accumulating body heat and body organs suffer ____________ The PECIX)~L FUPPERS on the' sides help steer and
irreversible damage within minutes or hour Death becomes inevitable. act as brakes for stopping. Humpback flippers are very
L£SSon3/P~~ 1 long, bumpy, and flexible. Most cetaceans have smaller
n 31 Page 2
39
40
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PAGE 90 Show Image
13. AQUATIC INSECTS IDENTIFICATION
antenna / abdomen tail
GRADE LEVEL
4,5,6,7,8
PREREQUISITES
Lesson 4
Follow-up with Lessons 14 - 16 in sequence
LEARNING OBJECTIVES
Figure 1 0. General morphology of aquatic insects.
The learner will demonstrate the ability to: (1) sample aquatic Life History
insects in a stream using an insect collection net, (2) identify
aquatic insects sampled using an aquatic insects identification Insects have two typical life histories. Complete metamorphosis
key, and (3) sort and count the aquatic insects sampled and record involves four life stages, and incomplete metamorphosis involves
this data on a data sheet.
three life stages. Complete metamorphosis stages are: (1 )egg to
(2)larvae to (3)pupae to (4)adult. Caddisfues, beetles and
NOTES TO ThE TEACHER
flies undergo complete metamorphosis. Incomplete
metamorphosis stages are: (1 )egg to (2)nymph or niaid to
Insects have been on Earth for a long time. The first fossil (3)adult. Insects displaying incomplete metamorphosis include
insects are from the Devonian Period - about 360 million years stoneflies, mayflies, dragonflies, damselflies, and bugs.
ago! By the Permian Period (250 million years ago), most of the Identification of insects in the stream bed usually concerns
modern insect orders had already evolved, including those with
aquatic species. The term aquatic insect is a general term either the larval or the nymphal stage. Although the free-flying
indicating insect species (from several insect orders) which have or swimming adult stages may be seen, aquatic insect populations
an aquatic life stage. Of the 27-32 insect orders, only eleven are best estimated by the immature stages (larvae, pupae,
have aquatic species within them. Less than four percent of the nymphs).
total (more than I 000,000) insect species are aquatic. Aquatic Insect Orders
However, aquatic insects usually dominate shallow freshwater, Stoneflies
macroinvertebrate communities in terms of numbers, biomass, Stoneflies are in the Order Plecoptera (pleco-twine; ptera-wing).
and species composition. The nymphs and larvae (immature life Stonefly nymphs are aquatic, and the adults are terrestrial. The
stages) are the most common in freshwaters; the adult
terrestrial (land) stage is a short life stage. Beetles and true nymphs are most common in streams with high oxygen levels, but
may also be found along wave swept, lake shores. Their color
bugs, however, do have aquatic adults. Most aquatic insects are varies from light tan to dark brown and may be in patterns.
associated with and ecologically separated by types of substrate. Stoneflies do not swim; they crawl about on rocks or debris in
Figure 10 illustrates the general morphology of aquatic insects.
Pages reproduced with permission front the author/publisher
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-- \-
*" --- research animals and fill In their or Flutter." `Ibey should put these 7. When the bags are
charts. ror c)lnl)inatiolls that they cards in the apl)ropriatc hag~ empty, the game is over.
can't identify (for example, if the
charactenstics in one row of their ~ ~~ch team should mike a blink Have the students add up
~ ~ ""`.4 ~ charts require them to find an animal chart as before but should identify t~heir points to see which
with fur that hops and lives in the plant categories instead. Each partner eam is the winner.
water), allow them to pick another takes a turn drawing a set of three
Background 5. ~ e~~h pair three lunch bags or charactenstic from one of their bags. cards, while the other partner fills in
the appropriate words on the chart.
s~ background for "l'Ianct of l)lenty~ other containers Have the students ~ \ .~ ~ ~ 10. After they've finished their Together, they should try to think of a
on page 24. write one of the following labels on
~ `~` ~ ~ research, have the students present plant that has those three charactens-
Getting Ready each bag
their findings to the rest of the group. tics, i.e., for "w
~or each species they identify, stu- and "fields an ny," "tasty fruit,"
1. Copy a blank chart, such as the one 4 dents should be to say how "apple tree."
shown below~ onto the chalkboard or * Where It Lives
d yards," they might say
a piece of easel paper. U How It Moves
that species is es~~cially suited for the
environment it lives in. Enrichment % ~`
2. Make cnough copics of student . Wl~at It "Wears" ~ `.~ ...:. VARIATIOUM I lavc the stud' ` tl)~ ` ir~l~ Il'~y `~`
page 29 for each student.
6. Make sure the students understand 1. Refer to the different environments nIadL' iii the activity to ~)lay tilL' "spice ~
Doing the Activity all the words on the student page. listed in Step I above. Ask the stu- of Life" game described below
1. Ask students to name different Have them cut out the individual dents if plants are specially adapted
types of environments in which ani- squares in the first column and put for different environments as well. Here's How to Play , ~
(Remind them to include trees, ~ Teams of two play one another Put
mats live, and write these on the the squares into the bag labeled
chalkboard (forest, ocean, desert, arc- "Where It Lives." The squares from shmbs, fungi, and aquatic plants the set of cards (plant or animal) into
when thinking of "plants.") Give the appropriate bags
tic, others). Ask students if the animals the second column go into the "How , examples of adaptations such as air 2. Have the students create six "wild , 4
living in these environments have spe. It Moves" bag, and the squares from ,
cial characteristics that enable them to the third column go into the "What It bladders to keep plants afloat (sea- cards." They should add two wild ~ 4
weed), tasty fruits for animals to eat cards to each bag `
survive (fish swim, squirrels climb, `Wears"' bag. Have them shake the and spread their seeds (apple tree),
antelope run fast, etc.). eli the stu- bags to mix up the squares. * ., .*.,*,.
`~ structures for storing water (cactus), ~ Have each team take turns pulling
dents they're going to play a game in ~ To
which they'll look at animals and start, have one member of each -~ and so on. a set of cards out of the bags (one
from each bag) The opposing team
determine how each is different and pair take a square from each bag. Have 2. Keep the group in pairs. Tell must try to think of an animal or
how each has a special role in the students write the word on the square .... , pairs that they will play "Diversity plant that has all of the characteristics
environment. in the appropriate column of the chart
Detectives" using plants instead of printed on the cards If a team pulls a
they made. They should take turns .. ..~.-... , animals. Each pair will have to decide wild card, they can pick any charac
2. Have students copy onto a piece of doing this until all the bags are empty
paper the chart you put up earlier and then should put the squares back on three categories by which to iden- teristic they wa
tify plants (similar to the "Where It category of ~ the ~ ~ ~
3. Pass out copies of student page 29 into t he appropriate bags. Lives," "How It Moves," and "What It
4. Divide the group into pairs. 8 Explain to the students that they ` ` ` ,
`Wears' " used for animals). You can ~ To simplify the game for younger
will need to do
`i" suggest categories such as "Where It students, you may want to have them
~ ~,
~ ~ .`,~ ~~`;3 a little detective work to Lives," "How It Reproduces," "How It pick only one card per play and think
~ ~ ** complete their charts with :~ Gets Food," "How It Looks," "How of a plant or animal with that trait
- ~ ~ ~ "4 the right a nimal names. People Use It," and "How It Protects They can alternate the bag they pick
`-`--`-~--~ For example, if a row lists ~ ~ , ~ ~ Itself." They should relabel their three the card from each time
the words forest, flies, and ~ ~ - - bags for the new categories they 5. Develop your own rules for dealing
exoskeleton, the students ~ ~ decide on. with disputes. For example, if one
should do research to ~ 3. Students then should make cards team feels that an answer another
`~- ~ -
~,- - ` -,"-, ` , find one or more examples
of an animal that has all ~ ~ ~ similar to those used for animals. team gives is inappropriate, they can
"` `~ ~ ~ They will identify four characteristics use books to look up the plant or ani-
three of these characteris- ~ -,` -
~ ~ ~ - ~ tics (A forest-dwelling ~ ~ ` -~ (four cards) in each plant category. mal in question.
~ ~- `- ` insect such as a katydid ~ ~ ~ ~ For example, if they use the category 6. Have the students keep track of
has this combination ~ - - "How It Reproduces," they may their own scores. A "right" answer
- - - - ~ of traits ) - - - ` -" - ` want to list characteristics such as wins one point, and an inappropriate
- --~~- - -~- - - - - "Has Tasty Fruit" (for spreading seeds), answer or no answer results in
--- - - -- ~ -- ~ -
~ -- --~ 9. Give the students time .- ---- -- -~- --- -
---------- - , - - - "Has Bright Flowers" (for attracting no points.
i;-t~ overthene - - -
xt week to .~-- - ~ ,- ---,- pollinators), and "Has Seeds that Float
charting Diversity DIVERSITY ~ ~ PROJECT LEARNING ThEE Pre K-8 Activity Guide
Pages reproduced with permission frorn the author/publisher
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MAKING A 1 ~ BACKGROUND INFORMATION Food P~~mid
PLACE FOR Fcpvsiem~ Habitat C~~'in~ Capacitv and
Lim'tin~Fpctprs The arrangement of popuIation~ in the food
~ . . ~ An ecosystern consists of living ar i non-living each successive evel of the pymi~d show. a
chain of a communily is called a food p~Tarnid;
components in an arta, inteTacting with each deceease in the number of organisms bu an
WILDLIFE
o:her and linked together by energy and nunieni incrtase in the size ofeach individual organism
flow. The specific area where an organism lives An example of a food pmnid is a fores in
UNIT m ~sso~ I Teacher Instructions which contains things ii requires to survive is rich rnariy s~l insects (primar} consumers)
called a habitat. For animals, a habitat is their feed upon plants producers) A lesser number
*~home.~' It must contain oxygen, food, water of spiders and carnivorous insects (seconda~
OVERVIEW shelter, and space suitable for their needs. The consumers) prev on the statall insects still fe~
components in the habitat must be arranged so er small birds feed on the spiders and camt~o
Students design habitats and diagram food webs for several organisms. that they are readily available to the animals and rous insects and finally one or t~ 0 falcons feed
plants. A single habitat is able to support a on the birds
FOCUS
ljriiited number of individuals of a species
throughout the year. This number is called the Energy-Flow P~~mid%
Students witI: cax~~ing capacity and it usually is detetimined
identif~ basic needs ofanuna's; bv limiting factors. A l~ting factor is the com Life depends on the energv given off bv the
define and discuss the concepts of habitat, carrying capacity, and limiting factors; ponent (such as food, water, shelter) which is in radiation ofihe sun Plants absorb this ener~ as
study food chains, food webs, and lowest supply or is least available in the habi- the beginning step in passing the energy through
design a habitat anim 5; ta:. Other factors. such as the number of preda. the food chain However not all of the energy
~ f~od~~ds; tors, weather or pollution, may also affect a is transferred to the next level The plant has to
diagram a food web. igned by students; and
popi-lation. utilize some of the energy for acti'ities like
building chemical compounds much of the
FoodChains energy is lost to the en~ ironment as heat At
ATAGLANCE each successive level of the food chain the
Producers are green plants which depend on the situation is similar Portions ofenerg~ are used
ADVANCE PREPARATION: Duplicate appropriate materials. sun forenerg,, and use water and carbon dioxide b~ each organism for respiration and main'e
GDURRAOTION: 2-5 periods to produce theirown food through the process of nance, much of the energy is lost as heat Orl~
whole class and small groups pho:osynthesis. Nutrients and energy are passed a small fraction of the ener~v take, in a~ f
along a food chaln from producers to consum- becomes stored a~ ne~ tissue A~ a result abo
cr5. Primary consumers feed on plant material 10 percent ofthe ene g' taken in at an' feed n~
and are called herbivores. Secondarv consum-
Ic' el is pas~d up~ ard to the next feeding le~
RIALS: scissors, construction paper, old magazines, paste, pencils, marlucig pens. tag
lEs:
Basic Needs
ers eat primar~- consumers. They can be omni- Because the total amount of a~aila~'
MA:BAboT;a~bsui~her~CPcr. 4" x 6'' cards, and the following: ~.,~-isp&I~ncy C for an example of a food chaln can be supported at each level also decreases
Liming Factors vores, eating both plants and animals; or they decreases pith each highe' feeding level t~e
Food Chain can be carnivores. which are meat eaters. See total mass of lining organ sms (biomas') that
STUDEneEr~~.FlWowORPY!~ml.ds supplies food for a rabbit which is An energy floe p~Tarriid graphically re" e
#1-Anal sisofan fox). OTganisms not eaten by an sents this situation (`ice Tr~'isparenc~ E) The
STUDE~ HAND0~~em anmal eventually die and are cycled back into greatest amount of energy and biomass is p
the environment bv scavengers and decompos- ent in the producers (the base of the p~~m d
riefinitions cr5. Scavengers include turkey vultures as well The least amount of ener~~ and bioma~~ i'
Animal and Plant Cards
CROSS-CL'RRICl~IjM CON~'EC'l'ION: ar' language arts, social science as a variety of insects and other invertebrates. present in the consumers (apes ofthe p~Tam:~)
PROCESS SKILLS: communicating, comparing, organizing, inferring, applying D'-composers include bacteria, fungi (e.g..
_______________________________________________________________________ mushrooms), a variety of invertebrates (e.g..
beetles, worms, flies), and other organisms.
£AGLE
Food Web (1)
~ bi0enma~' ~ carnivore, crying capacity, coritfer, consumer, de~mposer, ecosysterm Primary consumers usually feed upon more
Food chains do not exist as isolated entities. FiSH
(10)
food chain, food pyramid, food web, habitat, herbivoit, invertebrate, larva, I than just one kind of plant and in tum aic fed MAYFLIES
factor, nymph, omnivore, organism, population, predator, prty, pi'oduccr, upon by more than one kind of carnivore or (100)
________________________________________________________________________________ omnivore. The term food web is used to des-
c:nbe the complex pattern of interconnected PLANES
-101- food chains (see Triinsparency D). (1000w
-102-
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PAGE 95 Show Image
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PAGE 96 Show Image
KELP HELP
______________________________ The kep plant grows rapidly in crows waving
Oa'ECrIVE
forests. adding as much is one foot of Qrowth per
Students stand describe differentways that k~p Kelp isoften fbund in great forests in the sea. Other day. The grow~ngtipofa kdpplant w~jed~
can be bener~ to humans, wildlife and the environ- ~ of kelp are smaller and more solitary. The P~cif- As the frond grows upward toward the surface it
ment. IC varebes of kelp often grow to be more than a hun- forms a long string of leaf-like structures called
~ I ~ Each bIadehasafioatbulbthatisattach~~to
structure called a hoidfast. The hoidfast anchors the the growing main stem or SUpe. As the frond grows
METHOD plant to cobbles. large rocks, and debris in sandy bat- toward the surface, the kelp ant's ,i. or stipe be
Students research kelp. create a mural and report to ~ ,~ ~ like a root but is not. The hoidfast can- comes the anchor fbr dozens of these fbats and
the class about their risings.
not absorb nutrients like true roots do. It serves on~ blades. When the frond reaches the surface the
10 keep the kelp in peace during storms. tides and nor- Qrowth rate slows down and soon forms its last blade
BACKGROUND ma wa~ action. Nutrients are absorbed through IlL called the terminal b~ade.
Aquatic piants that are visible at the surface of &eanic of the kefps surface area.
waers are often called seaweed. The word weed" is
typical~ derogatory when we tnink of land-based gar-
dening and laficcape design. Yet sea weeds, like
weeds on land. are impo~nt to the neural ecological
stipe; ~ blades
baiance in habitats. "Weeds" are an impo~nt part of
nears all aquatic habtats. In each halatat they pity a
role central to the rhythm of life in water.
Some marine biologists sugg~t that kelp forests ~
"Seaweeds are algae. Algae are not restricted to the vide habitat for as divese a variety of wildlife as does
sea. They live in pro~sion in lakes, rivers and strearns. a tropical rain forest on land. Both kelp forests and
Algae are as im~rtant to aquatic anirnais in marine
rain forests do support a tremendoes dieerety of
and freshwater environrnents as grass is to cows. wildlife. Worms. snails. cru~~ns and moIlusi~
horses and other grazing anirnais. Some algae are ml- abound in kelp forests. risn li~ at all levels within the
croscopic. Others. like kelp. are huge. leelp. a sea- protecton of the kelp foresi
weed. is an example of one of thousands of different
pant forms found in aquatic habitits. leelp ls a dra- B'~LLu'lI flsh thrive at its base. The dozens of aqu~ic
matic forrn of algae. species that live in kelp beds atract predors. Sharlis
seals and sea otters find thee forests to be attract
hunting areas. leeip ls comrnerclal~ hareesed for
dozens of products that are used ~ ~. F~r exam-
Ag.: Gradm~ PIe. within kelp tirre ls a chemical called algin. Aigin is
su-tL Soence.I~guageArts used as a thickener stabilizer and emulsifier. Thick-
SIlIEL commun~~n. descry. ~ ~ ers u~C~ a substances by the su~
tin~g. hsbng*. ~k -ung' rud~ng. rep~bng. research. stance less
sm'n ~ work ~nthesw. wribng watery.
prevent deteioration of
DWwtIss: two or three 4~mtnute peno~ foods and emulsifiers ingredients IOom
Guoup SiZi: groups ~ fbur to flyi
S-: i.~j rating. Mgin from kelp is used in ice cream and a van-
Co"c~ptuaI Framework R*f~mnc~: li~ Il.A.l .. ll.A.2. ety ofother dairy products as well as in many kinds of
11A3.. lI.A.4.. il.B. i.e. .. 1.8.2.. ll.e3 . II C.. 11.0 . II 0 1. proce~ foods. beverage and medicines. Aigin is
li.o*2. ll.D.3. 11.0.4. I.E.. ll.F.. lIl.A . Ill A. I .. Ill A 2
lll.A.3.. iii.e.. 111.6. 1 .. Ill B.Z.. lll.B.3.. III BA . iv B . IV B I..
also used in the production of paper cocnetics. oeram-
lv.e*z*. lvc.. VA.. V.A.Z.. V.A.3.. V B I . l.A.l.. AZ. ics. paint and insectic~. Small amounts are used di-
l~3.
Illy Vocabuiaiy~ kin. a~. seaweed.
-ndicfl:
48 C l~
Pages reproduced with permission from the author/publisher
90
PAGE 97 Show Image
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PAGE 98 Show Image
Our Endangered World Name
Project WILD Activity Date
---------------Per. Our Endangered World
Planning (or People and Wildlife Biome Grp. --- Planning for People and Wildlife, pg. 2
Page 187 Secondary Edition a. water sources, transportation and treat-
ment.
Objectives: The learner will be able to:
b. economic base: industry, agricultural,
Describe considerations that are important
small business, etc.
in land-use planning for cities and other
c. kinds of housing, schools, shopping
communities of people. areas, job sites, etc.
2. IdentIfy means by which the negative impacts
d. ecological and recreational features:
of wildlife and other natural environment can open space, green belts, bike paths,
can be reduced in developing cities.
parks, etc.
3. DescrIbe actions that can be taken in some
e. sewage and waste treatment and disposal.
contemporary cities to enhance them as places
f. utilities (gas, water, electricity, etc.)
In which both people and wildlife can live.
g. food sources, transportation, treatment
h. cultural considerations: art, music,
Procedure: This is a "design a community" activity. theatre, etc.
Close your eyes and visualize the community
i. environmental safeguards
in which you live. How does the city look?
j. a means by which to effectively expand
2. Now, try to imagine the area where the city
the number of people in the community
is before it was built. How does it look?
if necessary, maintaining the minimum
What kinds of plant and animal life was Impact on the quality of the environment.
common? Was there water in the area? What . Today in class, you are to come up with a
was the land like- hilly, flat, mountainous, community development plan considering all
etc.?
of the above and any other important issues
3. The area around here was ____________
____________ your group feels is important.
before the cities were built. What kinds Tomorrow you will need to bring with you
of animals and plants were common? Was
those things you need to "build" your
there water? What types of land forms were community. You are making a model of your
here? community. Glue, toothpicks, construction
4. Each group is to develop a commu.nity in the
*paper, and the like will be supplied for you,
THE GOAL: TO
_____ but you will need to bring clay or materials to
DEVELOP A~COMMUNITY IN WHICH HUMANKIND'S make or build any structure desired.
TEMPERATE GRASSLAND (PRAIRIE) DESCRIPTION:
NEGATIVE IMPACT ON THE ENVIRONMENT IS AT CLIMATE: cold winters with hot, dry summers. 8-20 inches
A MINIMUM; PLANT AND ANIMAL LIFE, WATER,
SOIL, AND AIR QUALITY ARE IMPACTED AS of precipitationlyear. Short fall and spring.
LITTLE AS POSSIBLE, but the needs of human- STRUCTURE: tall-grass prairies may be more than 6.5 ft. high
kind are met as well. In order to do this, you
while short-grass areas are less than 2 ft., grass
need to consider the following:
roots grow densely and trap much of the
available light, leaving little for other plants,
OUR ENDANGERED WOAW 44
OUR ENDANGERED WORW 45
Pages reproduced with permission from the author/publisher
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PAGE 99 Show Image
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PAGE 100 Show Image
80 ESt£aifliteEflCOunLers Estuanne Encounters
Tidal Marsh Tidal Mash
How A Wetland p~ ~
Has Been Changed
Summa~: Students study a map of a simulated wetland
island (noting the changes in it), then make their own wetland
models. Students compare long- and short-range results of
planning, and present ideas for how their own models might
balance conservation with development in a way that maintains the
environment.
Matenals:
Foreachstudent. marking pens or crayons
I copy of each of four maps (see glue
pages ~ modeling materials such as
For each group of 3A students: mIniature houses, model cars,
1 large piece of butcher paper construction
paper, buttons, small boxes, or
~ leaves and stems drought from
~ ~ home)
~t4,y',~~' ~ Background Information:
`~ Development such as roads, industriai
parks, airports, drainage of wetlands,
~ parking lots, houses has reduced the size
~, "~ of the Estuary. One4hird of the Estuary's ~ ~ ~ ~ 44' P' ~ ~
~ `~ ~hin~i~ ~ ~ open water has been lost. As its shallows
~ ~ ~ have been filled, most of the marshes that
~ ~ ~ adorned its shores have been altered, and
~ +~\ ~d'~o&~~ half the fresh water in its watershed is
~ `c~~ diverted to nourish cities and crops.
`~ " ~ Most Californians are aware of these
kinds of development. However, most are
""~~ `>" R~ not aware of the ongoing rate of
~ ~ development, especially in San Francisco
`\ wd~~di \ Bay. One recent study by LSA Associates
in Richmond, California, for instance,
Pages reproduced with perrnission from the author/publisher
94
PAGE 101 Show Image
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PAGE 102 Show Image
9A QOSES1!ME p'g.21 p,g.22 EAMRONMEWTALSOIACnymE5
I I BUILDING A CLOSE~SYSTEM BIOME il and slopc upwaiIs to a 3 cm Iaycr on thc othcr sidc, in ordcr to cstablish a
bank for a pond. Add sand and SoIl as shown.
INmODUCrION: How will pcoplc bc able to go to Mars ifthc trip takes two years?
Spaceships are not large enough to store all the food, water and energy sources
needed. The only way the trip can occur is if the spaceship's systems are
seU~sustairiiiig; that is all of the materials recycle and support each other. For
example, plants that provide food and a stable atmosphere for people must have sand t1;: ~ s-..-..
their nutrients replenished, at least in part, from cleaned and recycled human
waste. The ability of a biome to SUSLain itself is one of nature's marvels. The
habitat must have the proper balance of food chains and food webs, water,
nutrients and atmospheric conditions so that there is a balance of nature; the large rocks
carrying capacity for each creawre may not be exceeded. In this activity your
group will research and es~blish a closed-system biome, obsenre it and improve
it. IUustritlon ~1 Deciduous woodland/pondbiome
2. Study a realAife example ofthc type of biome you are creating. Dcdde what
to put into your biome in order to try to achieve a balance. For example,
PURPOSE:
you will need plants but not very tall ones. You will want animals, but not
. How can a closed-system biome bc established and maintained? those, such as a snake, that would eat up many of the other animals.
3. Obtain your plants and animals. You may be able to ftnd some of them
- outdoors in your area. Use extreme care when handling plants and
a~. Wear gloves for protection. Study the needs of each plant or
Each group of students will need: animal by using fleld guides or other sources.
aquarium and cover 4. Plant your plants and water them thoroughly.
garden or forest soil
sand 5. Carefully add enough water to form a small pond. BC certain that the sides
pebbles of the aquarium arc clean. Allow the water to stand for a day and add the
small (3 4 cm) and large (5 8 cm) rocks pond and arnphibious organisms.
nonchiorinated tap or stream water 6. Water the plants again. Add the land animals and cover the aquarium. Place
live organisms the a4uarium in good natural light, but out of direct sunlighL if you have an
gloves aquarium light and / or heater, you may want to use them with a timer to
field guides to all animals and plants used maintain a much more controlled biome.
PROCEDURE: 7. Observe the biome for several weeks. Keep a daily log of each organism on
each day. What are their habits? When do they eat? When do they sleep?
This guide is for a deciduous woodland I pond biome. Other biomes require & Diseuss improvements to the biome. Present them to your teacher. if your
variations in soil type, water levels and life forms. teacher approves, make the changes and repeat procedure 7.
1 . In order to establish good drainage, place an 8 cm layer of large rocks in the
bottom of the aquarium. Put a 4 cm layer of smaller rocks above them. As
shown in illustration 4- 1 , add a few pebbles on one side of the aquarium
*199JALP~~PI*USHWGCOMPANY; INC Ac-4 Aced Cl'91ALP~~API*U~INGCOMpA~ ~
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96
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IIDIWACLSV1YMB4 pmg*21 EMNTAL£QIAC7PWIUS
and 510 upwaiIs to a 3 cyn Iaycr on Lhe othcr sidc, in ordcr to cstabhsh a
II BUILDING A CLOSEDSYSTEM BIOME ~ bank for a pond. Add sand and soil as shown.
I"'ThODUCTION How will people be able to go to Mare ifthe tnp taltes two years? cove
Spaceships arc not large enough to store all the food, water and energy sources aquartxn
needed. The only way the trip can occur Is if the spaceship's systetns are
so~
seII~sustaning; that is all of the materials recycle and support each other. For
cxample, plants that provide food and a stable atmosphere for people must have
their nutrients replenished, at least m part, from cleaned and recycled hutnan
waste. The ability of a biome to sustain itscif is one of nature's marvels. The large rocks
habitatmust have the proper balance of food chains and food webs, water,
nutrients and atmospheric conditions so that there is a balance ofnature; the
canying capacity for each creature may not be exceeded. In this activity your Illustration ~i Dec~duoiw ~£Uand/poMdb£om.
group will researeh and establish a closedsystem biorne, observe it and improve 2. Study a reaHife cxarnple of the type of biome you are creating. Dccidc what
it.
to put into your biome in order to try to achieve a balance. For example,
PURPOSE: vou ~ill need plants but not very tall ones. You will want animals, but not
those, such as a snake, that would eat up many of the other animals.
. How can a closed~ystem biome be established and maintained? 3. Obtain your plants and animals. You may be able to find some of them
outdoors in your area. Use extreme erre when handling plants and
MATERIALS:
a"~. Wear gloves for protection. Study the needs of each plant or
animal by using held guides or other sources.
Each group ofstudents will need:
4. Plant your plants and water them thoroughly.
aquarium and cover
garden or forest soil 5. ca'~fully add enough water to form a small pond. BC certain that the sides
sand
of the aquarium are clean. MIow the water to stand for a day and add the
pebbles
pond and amphibious organisms.
small (3 4 cm) and large (5 8 cm) rocks 6. Water the plants again. Add the land animals and cover the aquarium. Place
non~hlorinated tap or stream water the aquarium in good natural light, but out of direct sunlight. If you have an
live organisms aquarium light and / or heater, you may want to use them with a timer to
gloves maintain a much more controlled biome.
fleld guides to all animals and plants used
7. Observe the biome for several weeks. Keep a daily log ofeach organism on
PROCEDURE:
each day. what are their habits? When do they eat? When do they sleep?
& Discuss improvements to the biome. Present them to your teacher. If your
This guide is for a deciduous woodland I pond biome. Other biomes require teacher approves, make the changes and repeat procedure 7.
variations in soil type, water levels and life forms.
1. In order to establish good drainage, place an 8 cm layer oflarge rocks in the
bottom of the aquarium. Put a 4 cm layer of smaller rocks above them. As
shown in illustration 4 1 , add a few pebbles on one side of the aquarium
Ac,wI~d
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Pages reproduced with permission from the author/publisher
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PAGE 105 Show Image
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PAGE 106 Show Image
TRACKS I
___________________________________ ill te rVfdeb
Oa'ECTIV£5
Students w'li idenU~ common animal tracks Tracks can be preserved and elected by making p~- dm fer.fp~n
ter casts of them. This ~mpie procedure will allow you
bones. nests or scats that you already may have col- ~. ~
METHOD to collect" track and add teem to otner evidence like
Students make plaster casts of animal tracks.
jrA~E c::z.t1~cDs+~I
BACKGROUND Once these tracks have been observed or preserved. ~~bIl ~ cl~~ ~
Lo~ng for evdence of w~Idlife is one method of be- Informab on about the animal that made them can be
termining what types of animals are around. Signs discovered. For example. all mammals have basically
such as burrows ~ droppings or food litter can be the same foot structure. Teeyjust use the parts in dif-
idenuried~t sonce of the easiest signs to interpret ferent ways. If we kiok at an animals foot in relaUon
~ j:.
are animal tracks. to the human hand. we find that some animals walk
on their han~like racccoos and bears. Others walk
Animal tracks can be the basis for several types of in- or run on their toes like cats and coyotes. while some
rf~Dt( J tr~ ~ at ~
~ ~v~CC ~ pJ.s+.~ ?"~ ~
vest~gations. lden~~ng the tracks that you and your walk on their ~oenails or hooves like deer and elk.
students find well help fill in a species list of thc~ a er ~d4~
rrials found in your area. Wildlife population esbmates By looking at a track. we car make some determina- ~ ~ ~ ~
can be made from observing the number of tracks bons about how that animal lives. We can notice what
found during a spe~efic ~ngth of Urne. Habitat require- ~ of the foot it walks on whether claws are present
ments of indi~duals can be determined by finding their and how many steps are taken in a measured distance.
tracks in certain areas and not finding them in others. The major purpose of this ac~Jvity is for students to 3. Once a track is found. clean it of noose particles of knife blade and washing.
Track hunung ~ really very easy. Just find a spot of ~~ome suffloendy familiar with evidence of w'ldlife to ~l. twigs. eaves and other litter. 8. Back in class, apply a thin coating of vaseline to
4. Spray the track with shellac or piasbc from a pres- the track and surface of the cast. Place it on a fiat s~~r
level ground with faire soft. fine textured soil. be ab~ to idenU~ a few animal tracks common to surized can if available.
their area.
face and surround the casting with a tvyo~inch strip 0
Smooth it over and come back later to see what has 5. Form a tw~inch wide strip of cardboard or Un cardboard or Un as before.
been there Obvious races for your smooth spot into a ring surrounding the track. Press firms into the 9. Mix piaster of Paris and pour it into the mold.
wouki be near water or on well worn trails. urger an- MA7ERIALS ground to give support. but allow at least one inch to making certain that the top surface of the casting is
imals will use the more open areas while a small spot plaster of Paris; containers for mixing; spray shellac or form the edge of the ii~i for the plaster Square smooth and ievel with the moid. If you pian to use the
the ~ze of your hand cleared under some bushes may ~as~c; vaseline; cardboard; ~lhies; sandpaper; black forrns can be rnade by cutting milk caftons horizontal- casting as a wall plaque. piace a loop of Were in back
reward you with many different lottie tracks of mice ink or paint iy~ne of the ease ways to make the forms ~mpie of the casting whiie the plaster is still soft. Allow two
shrews and reptiles. OFrIONAL: bops of were round forms can be made by cutting both the top and hours for piaster to harden.
bottom from a tuna or catfood type of can or a piastic 1 0. Carefuliy remove the moid when the plaster is
________________________________________ margarine tub. Stapied strips of cardboard in the dry. Separate the two layers and wipe the excess vase
PROCEDURE shape of a circle can also be used. line from the face of the cast and track. Scrape any
1 . Take your class on a f~d top to a nearby lake. 6. Mix about two cups of pier of Paris in a tin can rough piaces with a knife biade. or use fine sandpaper
stream. or wildlife refuge ar~somewhere where or plastic bowl. adding water slowty unUl it ~ about to smboth the surface. Wash the completed cast in
there well be ~ts of tracks as thick as heavy cream. Pour carefuliy into the mold running water
skilts: ~ app~~cat~n. comparing ~mi~r~t~es and direr- ~ Divide into small groups ro find tracks. You may untiltheplasterisabouttothetop Aiiow~terto ~
harden at least 1 5 minutes before lifbng it out of the of the track with India ink or black poster paint. abel
-minute perods or longer want to divide the students into groups according to track. If the soil is damp. hardening may take ionger. each cast w;th the name of the track and the students
areas in which theyw~ll ~ookfor tracks; e.g.. one 7. Weenthecast ishardened liftthecaat ~. re~ name. Acoatofciear sheliac ordearplastic may be
Conciptual Framework UWerence I B.. i~e.i.. i.e 3.. i.BA. group under bushes. one group at a meadoWs edge. move the ring and clean the cast by scra~ng it with a appiied to proteet and preserve the casting.
K', Vocabuiary~ tracks. evidence one group near a ponds edge. Prepare the students in
-ndk~: Out~oo~ F~e~ Eth~ advance to assist them in boking carefully and respon-
ably.
52 c ig~z w~wrn ~ ~nvwonmenta~ ~
Pages reproduced with permission frorn the author/publisher
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PAGE 107 Show Image
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PAGE 108 Show Image
)8 Teacher Inforazation
Teacher Jnfarrvuin'on 69
Our Only Eartli Facilitator `S Guide:
Youth Summit
Youth Summit Agenda Process
(Suggested Times)
S TEP 1~Introduction/
STEP 1 Introduction/Problem Exploration Problem Exploration
(30 minutes)
STEP 2 Sharing Research (1 1 .5 hours) GOAL: To share feelings, thoughts, and ideas surrounding the
global issue.
STEP 3 - Brainstorming Problems (30 minutes OBJECTIVES: To communicate feelings, thoughts, and ideas
concerning the issues surrounding the problem.
to one hour)
TIME: Approximately 30 minutes.
PROCESS: Begin by introducing the problem~solving process to
STEP 4 - Brainstorming Solutions (30 minutes be used throughout the Summit. It is helpful to go over each of the
to one hour) seven steps. Students can follow along in their Summit~Journal, which
serves as a guide as well as a place to record their progress. These
journals are also helpful in evaluating students' work.
STEP 5 - Evaluating Solutions (1 1.5 hours) (OPTIONAL): Depending upon the age and experience of your
class, you may want to practice the problem-solving process with a
problem that students are currently trying to resolve, i.e., improving
grades or saving money. This trial run will familiarize students with
STEP 6 - Carrying Out Solutions (1 1.5 hours) the key components of effective problem-solving and usually takes
about one hour of class time.
STEP 7 - Presenting Solutions (1 3 hours) No matter how you introduce the problem-solving process, emphasize
the need for students to work together in a cooperative and collabor-
ative manner. For information on implementing cooperative learning
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NITROGEN CYCLE
Inve8tigatiou 2 IN FOREST ECOSYSTEM
BUILDING A MINIECOSYSTEM
OBJECTIVES: Students will:
Describe the interdependencies between compo-
nents of a forest ecosystem.
* Diagram the flow of nitrogen through a forest
ecosystem.
MATERIALS: a few large glass jars or aquariums, a few
large spoons or garden trowels, charcoal or
pebbles (enough to line the bottom of your
container) newspaper or plastic bags to
hold soil and plants as they are collected;
transparency design provided
atmosphere
______________________________________________________ nitrogen
gas
OVERVIEW
One way to find out more about how an ecosystem functions is
to build one.' This investigation takes tne concept of inter-
dependence one step further and introduces students to tne cycle
of nitrogen in a forest ecosystem. The essential role of de-
composers is explored in the process.
1,' Introduce the concept of a "system" as a group of inter-
~ ~ ~
dependent parts which make up a unified whole. Ask your students
to generate a list of systems (number system, highway system,
telephone system, digestive system, school system, government
system, etc.). Items that we don't usually think of as systems
can also be viewed as such. For example, a radio consisting
of a variety of parts including the receiver, speakers, and
control knobs can be viewed as a system. Each part is essential
to the functioning of the whole. Similarly, a forest is a system,
referred to as an ecosystem. It is made up of interconnected
parts and requires an input of energy in the form of sunlight to bac eria *
make it work. An ecosystem is an ecological system witn four
major components: physical environment, producers, consumers, and
decomposers. Each of these components is necessary to tne ef-
ficient functioning of tne whole system.
2. To help your students understand how an ecosystem functions,
build some mini-forest ecosystems in terrariums. Take your class
out to collect the materials you will need. If you aren't fortunate
enough to have a forest nearby, you can collect soil, insects,
and plants near a row of shrubs on the school grounds. You will
need to collect the following items. (Obtain permission if
~ ~ e~comPosin~
necessary, and if collecting in a forest, never take plants
unless there are several more of the same kind present.)
TRANSPARENCY 84
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FLOODS: FROM RUIN TO RENEWAL (Conti~zzied) FLOODS: LESSON 3
____________________________________ FROM RUIN TO RENEWAL
ACTIVITY Zeus punished Prometheus by chaining him to a SUMMARN' OF ACTIVITY The story `Pandora and Deucalion" is about
mountain top, whereupon he "`as tortured bv an
1. Write "insatiable cunosity" on the board. A
students what this means. Ask students to thintkkof ~ were to be punished in a way Students examine their own experiences of change and surviving change. Pandora tells about
nge. They then read a classic peoples' natural tendencies to invite change
a time when curiosity got the betterof them: "Think d in "Pandora and Deucalion." cun'ositv and cha into their lives Although curiositv and experimen-
of a time when you did something you probablv
Greek myth about Pandora and Deucalion and tationarea partofgrosvingup. the' stop warns that
shouldn't have, but you just had to find out * ~ Read the first paragraph of the stot\' aloud to discuss the theme of floods as catalysts for change they can cause disastrous results if unc'hecked.
something or try something new. Brieflv write students. Stop and ask, "Why does Zeus give
_________________________________________ Deucalion illustrates that if one clings to hope, one
down what you did." Write the ` followingquestions Pandor a a jar and then tell her not to open it? Does can "ride out the flood" and perhaps be better for
on the board: he really mean for her not to open it? What else Time: 45 minutes the experience.
does he give her that makes you think he wants her Materials'
What happened as a result? to open it? Compare your own curiosiW to Pan- I ``Pandora `.~d Deucalion'' copycat storv or PREPARATION AND LEAD-UP
How were you changed or what did you learn? dora's' would you open it?''
Was it worth it? Would you do it again? each student or pair of ~tudents
At this point, students may read the stoT\' on Wn'ting pair for each student Ifpossible, obtain a copy of D'At'laire" &ok(ltGreck
Ask students to write brief answers for each their own, or you may read it to them, with A copy of D'Aslaire" Book ifGr'ek Myths Myilts, by Ingri and Edgar Parin D'Attlaire, from a
question. t~hen students are finished, ask, "In the students following along. (optional library'.
experience you just described, a change occurred in
Write the following list ofGreek characters and
the way you thought about things or the way you
their descriphons on the board:
acted. It may have been a big change or a small DISCUSSION BACKGROUND INFORMATION Zeus Lord of the Universe
change. Who was responsible for that change?"
(Ststdents should see that they svere personally Display the chart you prepared (see Preparation Many creation stories include a flood myth in Prometheus Creator of People
responsible.) "Sometimes changes occur in your and Lead-Up). As students answer the following which the world's creator finds it necessary to wipe Epimetheus Brother of Prometheus
lives that vou have no control over. Can you name quesrions, fill in the chart. out an inferior creation and begin anesv. Usually Pyrrha Wife of Deucalion
some examples?" (Students may name things like What is the first story event that caused great a fesv strong or pure su~ivors begin the new Prepare togo over vocabulary words as needed, for
starting school, puberty, new siblings, moving world. Flood stories like these were told to help exam p le, awestruck, horde, g reed, ~anttv, slander,
changes in people? Describe how they svere people understand and cope with natural forces and envy. -
or accidents.) "All these things cause changes tn changed. Was there anyone who su~ived and the human condition. In myths, floqds are Prepare the following chart on the chalkboard
our lives, but we don't always have control over or was not affected? Why was this person often used as the catalyst forchange because within or butcher paper. Cover it until you are ready to
them happening to us," unaffected?
What is the next event that caused great change? a flood is the seed of hope for the future, use it.
2. Introduce the story by telling students that the What happened to the people? Again, who
story they are about to read is a Greek myth called survived and how? What else survived and how?
"Pandora and Deucalion," about a goddess who, After the flood, of what material were people
because of her insariable curiosity', causes great remade? How were these people different? Were
changes in the lives of human beings. Point to the they better off?
list of characters and their descriptions on the Overall, was Pandora's act good or bad for people? ~~er -: k~( , ilow p':opt" ~ ~r ~ Sur'it\~:( (1o~ or ". ".j dd
`board. Read the list and help students with Explain your answer.
Coos-:' -koese c~on~eci ________________
or ~ noi__h~~c~~? (key ttt,r.'.~e?
pronunciation. Thinking backon those who su~ived thechanges, __________
what helps you get through changes in your life?
3. If you have a copy of D'Aulaire~' Book ofGret,k What kinds of things help us to understand and
Mytito, read the appropriate pages to explain the live with change? What can we do to prepare for
events that occur prior to Pandora. Altemativelv change? (When all else fails, what was at the
` bottom of Pandora's jar?)
you may read the following summary: Why did people write stories like this? What were
Zeus had given Prometheus and Epimetheus the they trying to help people understand about
task of repopulating the earth after a battle of the nature and about ourselves?
gods had wiped out all living creatures. They made Think about other stories or mo'ies where svater
men and beastsout ofriverday. To protect the destroysthings. Why is itsooften waterand not
weak people from the cold and preying beasts, for example, fire or earthquake? (Recall the
Prometheus dedded to steal some of the gods' fire. creation story. What can happen after the flood { -
Jhis led to a series of events that angered Zeus. recedes?) ___________________ - ____
WAThR SYMBOLIS.\t % 94 wATER WISDOM
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PAGE 113 Show Image
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PAGE 114 Show Image
ACTIVITY 5: Forests and Parksfor Development
Thefollowiug rolesidiaracteristics should be printed oh 3 ~ x 5 hidex cards and
Concept: Sustainable economic development can be achieved through conse~ation of natural given to the students as perpreceding instructions:
resources. A sound environment and natural resource base is necessary for long-tertn
.~ustainable development. The two concepts are interrelated and interdependent. `Forests" (or Forests. or Rese~es ...)" De~elopment~
Objectives: I . Students will research history of forests and parks in the United States. A. Forests can preserve animal and A Sustainable de'elopment depends
2. Students will compare benefits of forests and parks with the needs of developing plant species. and thus biological on eco~~ems that are nch in biological
economies. diversity. di'er~ity for ae%thetlc and matenal
3. Students will recommend hypothetical park program(s).
rea~on~ such a~ for Impro~ ed foods and
Related Sui~ects: Social studies. geography. science drus
B. Forests can help conserve valuable B Su~tain~ble de~ elopment depends on
natural resources such as timber rise resource management policies
Skills: Research, classification. analysis and planning and wildlife.
in indu~ne~ such as lumber ~nd
~Iatenals: Role cards, pen/pencil/paper. blackboard fishing.
C. Forests protect watersheds and soil. C Sustainable development maintains
Time: and help stabilize climate. a long.tenn approach toward land
Two class periods use management for the protection of
Procedure: 1 Relate histors' and development of national/state forests, parks and nature ecosystems.
D. Forests protect and preserve the D. Sustainable development respects
reserves to the students or have them investigate a specific park or resene. Use traditional lands of native people. the traditions and meets the needs of
the following questions to check your students' knowledge. (Please note that there __________________________________
local and native cultutes.
are major differences in each of the three categories): E. Forests provide infomiation
E. Sustainable development invests in
a. For what put'poses were national/state forests, parks, and reserves first and resources that help to education for both men and women.
created?
b. How have forests, and educate the public on natural
helped to conserve the environment resource issues. __________________________________
and wildlife?
F. Foicats piovide jobs and training F. Sustainable development provides
c. What economic value do forests, parks. and reserves have for a country? employment opportunities for both
or careers, such as a park ranger.
2.Conduct the following activity:
men and women.
a. Tell the students that you will be distributing two sets of cards. Divide the G. Forests are the basis for indu~ries. G Su~~indble de'elopment promotes
class in half. One is the `forests' set. The other half is the `development' set. such as tourism.which provide the `i disersitied economy and notjust a
Give each student in the `forest' set a forest card, and each student in the country with varied sources of single industi,,'. such as the expon
"development' set a developissen
t card. Each forest card matches a revenue. of ~u~ar or cotfee
development card.
H. Forests are used for scientific and H Sustainable development encouiaoe~ the
b. Once the students have the cards, they must find the person with the iechnical:research to develop new research and development of new
matching card. The only words that the students can say when they meet products. such as medicines. produ~t% bard on the richne~ of
each other are what they read on their cards.
c. After tsvo students have decided that they are a match, ask them the __________________________________ ,`eneti~ disersit~ ot the n~tur~l world
reasons why. They should be prepared to present this inforination to the rest
of the class. Conclusion: Instruct the students to brainstorm and recommend hypothetical programs for
d. After all the student have held this discussion, draw them together forests that may aid in accomplishing the sustainable development goal of a
and have each pair present the information to the class. country.
22
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Obloctives: When you have completed this activity you will be able to:
Have To Have 1) describe things that can happen to air, land and water, damaging these habitats
A Habitat for living things.
2) identify stresses on plants and animals that are not spedfically related to the
physical environment.
3) analyze the impact of habitat stress on certain organisms.
Earth Systems Understandings (ESU): This actMty focuses on ESUs 2, 3 and
~ Materials:
I ~ - 4, however the following ESUs are covered in the Extensions - 1 , 5 and 7. Refer to
the Framework for ESE for a full explanation of each ESU.
~ overhead projector; Transparency Master #1 washable marking pens;
-,,~ cat~$ ~water~ideis .,..~ chalk and chalkboard; set of CHANGEcards; and set of SPECIES cards.
beeleSme [Advance Preparations. If the entire class is to work together on the game,
make a transparency of Master #1 . Copy the CHANGEcards onto card stock or
VT*1flOWs ~ ~ ~ankton . -
-- watSf Elm StiC~O glue onto a manila folder, cut apart on dashed lines, put into a deep bowl or
hat, and mix. Do the same ~h the SPECIEScards. If small groups will work
~ ~
on the game instead of the entire class, each group will need a laminated
~ ~ ~`\` lnstru~ons given are for p~laying the game as a class.]
__ paper copy of the Master, a washable marker, a set of shuflied CHANGEcards
....... A:*~ ~ .. ,` --,,,~~~;: *~: in an envelope, and a set of SPECIES cards to divide among themselves.
(Illustration by L. Farr, The Ohio Stat. university, 1992.) Procedure:
1 ) When the game begins you will receive a SPECIESca?d. Be alert during the
game to the dangers of habitat destruction for your species.
An ecology song entitled Habitat, habitat," claims that you have to have a
habitat to carry on." Scientists know that the single factor responsible for most `you may want students to do advance research, draw a picture of
extinctions is loss of suitable habitat. The game in this activity can help students their species, and write a paragraph about its habitat and ecology.]
reaiize the types of factors that threaten biological diversity by affecting habitats.
Many of the activities in the Biodiversity set introduce data demonstrating that 2) The Master serves as the game board. The teacher draws the first CHANGE
populations of plants and animals are under stress. What are the sources of the card and reads its contents. Together the class decides whether the change described
stress? How do they affect populations directly and indirectly? Are there other factors on the card will most impact living things by changing the habitat or the ecology
that threaten spedes besides those related to habitat? (relationships within the environment).
Scientists define habitat as the place where an organism lives and carries on
its life processes. Specificaily, the habitat may be a cave, tree, sand hill, rotten log, air, 3) If the CHANGEaffects habitat, decide if Air, Water, or Land is most affected. Put
deep ocean, river bed, etc. For purposes of this activity, habitats will be classified as an X through one of the game board squares for that habitat if it is threatened or
land, air and water. Most organisms occupy only one of these habitats but use the
destroyed. Erase an X if the change is a helpful one for preservation of habitat. For
other two. Some organisms, like mosquitoes and river otters, occupy diflerent habitats each instance of habitat destruction, one organism from that habitat is lost. The
at different times. student who becomes extinct should read the species card aloud and then draw the
next CHANGEcard. Organisms may be added by positive habitat changes. (A
Activities for the changing Earth System: funded by a grant from the National Science student without spades cards may receive a card.)
Foundation and with support from The Ohio State university.
4) lfji~~~ is not threatened by the CHANGEcard drawn, list the factor on the
29 ACES ~ 1993 board under the heading OTHER IMPACTS. Tell what species is affected and if the
30 ARES C 1993
Pages reproduced with pennission from the author/publisher
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PAGE 117 Show Image
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PAGE 118 Show Image
Refine and choose an experiment to conduct. For example:
~ Why Root
Overview: Studenta confirm as-
forRoots? plastic bib
sumptions about the role of roots in
~vater intake. They then explore the
importance of rootlets and root hairs
U running int(~ soil
in this process.
di6b prevcnt% soil from
~~ickin~ ivater iron
Time:
Groundwork: 30 to 40 minutes
Exploradon-Part 1:45 minutes setup; ~Va~cr ~iil ~~aier lta~es
2 weeks obseyvadans
Exploration-part 2:30 minutes setup; 2. Keep records of daily observations on the Obse~ ation Journal
2 weeks observations Laying the Groundwork
reproducible.
Maledala: 3. After two weeks, review obsen'ations and discuss findings. For
iDUT ~ p1£nts~ 2 to 3 weeks old Objective: To consider how plants take in water. example, ask:
(bean, tomato, AId, etc.)
pea, bean, or cucu~ sees 1 To stimulate thought about plants and water intake, either a ~~rnt did yoi ob.~n'c? What ca?i ~ie `ifer about th~ role leaves alid
stems play l?i taki~ig ili u'ater? ... aboi~t the rolt' roots play iii taking in
dues ~ncn pots draw students' attention to plants outside in the rain, or simulate
e pe~~g mix
hand lenses a rain shower with a watering can in your GrowLab. Ask: How do water?
e pimdc bag you think plants take in the water they need to thrive and grow? If
~em Solving fbr Growing students respond that plant roots take in water, ask: Wizat make: . How did yoi~r fi'idi~igs compare ufth yoi~r predictious? Did we
Minds r~roducit,le, page 283 50 sure that it's roots that take in water and not actually see roots taking in water? Did the experiment help make you
`observadon ~" reprodudble, the pta more confideut about your assi~'nption that roots taki' i'i itater? How?
page 286 nt? After all, the rain falls directly on the leaves and ste,n also.
2. Ask: Hou' many of you have actually seen roots take in water? . What other factors ought have affected tL'liat happened to the plants?
(For example, the leaves may have been damaged when they had
Backpound: Page 52 Discuss that we must often make assumptions and inferences
water on them.)
Advance P'eparatlori: about what is true based on things we observe, experience, read,
If students have not caetully esamined or are told by others-for example, that unwatered houseplants Exploration-Part 2
roots, have them `onduct Root Waich wilt bocause they need water. Ask: How might we design an investi-
prior to this activity. Alternatively, start gation to test our assumption that roots, and not another plant part, takc
some tomato or pea i'seda on a motst ii: water?
paper towel ins piasdc bag seven to ten
days prlor to the acdvlty. Objective: To infer the importance of rootlets and root hairs in
water intake by observing how plants respond when rootlets and
Exploration-Part I root hairs are damaged.
1. Focus students' attention on obse~ations of roots from Root
Objective: To conduct an investigation to test assumptions about Watch and/or have them use hand lenses to obse~e the emerg-
the role of roots in water intake. mg roots on the seeds started during the Advance Preparation.
1. Have small groups of students discuss how Ask: What patter?: dii most roots secin to lia-~v in cointni'ii? How might
this design be usefitl for taking in U ~ Wliidi sizc brandies tvo:tld be
an experiment, using the Problem Solving for Growing Minds in closest contact i'ith ~iaf~r~ What do yoi~ thiuk might happen if the
process, page 10, to examine whether roots or other plant parts smallest branches or root hairs were broketi ~
are more important for water intake. Ask a reporter from each ` rooihai~ 2. Challenge students to find out how plants respond when their
group to describe their proposed exploration. .. rootlets and root hairs are broken Use plants such as beans peas
Have the class review the proposed experiments and choose or cucumbers that have sensiti' e root svstems Other plants such
one that is possible to do in the classroom, which would enable ,,,,ilets as tomatoes, peppers or marigolds ha~ e hardier root systems
them to infer an answer to their question. Have students consider and will not show as dramatic results A sample setup follows
what type of observations will indicate whether or not the plants
are taking in water.
60 Plants Alive! Transport and Support
Pages reproduced with permission from the author/publisher
I 12
PAGE 119 Show Image
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PAGE 120 Show Image
SPRING DEFEATS WINThR
CHAPmR 15
, Spring Defeats Winter.
man continued to smile.
Listen, the stranger said, I am young and strong. You cannot frighten me. Surelv vou
(Senec~Nortbeast Woodlands) know who I am. Do you not feel how wami my breath is? Wherever I breathe the plants
grow and the flowers bloom. Where I step the grasses sprout and snow melts awav. The
When the world was new, long ago, an old man was wandering around. This old man birds and the animals come to me. See how long my hair is? Your hair is falling out now,
had long, white hair and wherever he stepped the ground grew hard as stone. When he Old Man. Wherever I travel I bring the sunshine and you cannot stay. Do you not Imow
breathed the rivers stopped flowing and the ponds became solid. The birds and animals me, Old Man? Do you not hear my companion, the Fawn? She is the South Wind. She is
fled before him and plants dried up and died as the leaves shriveled and fell from the blowing on your lodge. It is your time to lear e.
trees. The old man opened his mouth to speak. but no words came out. He grew smaller
Finally this old man found a place where he could set up his lodge. He made the walls and smaller and the sweat poured from his brow as he melted away. Then he was gone.
of ice and covered it over with snow. He sat inside his lodge in front of a fire which gave The walls of his lodge of ice and snow fell in. Where his cold fire had bumed, white
off no heat, though a strange flickering light came from it. His only friend was the North flowers now bloomed. Once again, the Young Man, Spring, had defeated the Old Man,
Wind, who sat beside the fire with him and laughed as they spoke of things they did to Winter.
make the world a cold, hard place. They sat and smoked their pipes through the long,
white nights. Wiben Teadilig Spd'igDefeats Wfnler, ft iseasylo inzagine wb)'OIdMai' Wfnlersftsco'afidenilyin btsIod~£is
One moming, though, as the two dozed by their fire, they felt that something was Young Man Spn'ig eater Wben Ibe cold wt'iIeru~~id bIou~s,:ow mb drtftsand fce encrusts Ibepondsa'zd riL~7~,
IbecbilItnggripo1~theIandseems,,,,mp~e St114 ~ijngcomes. FZou~bloom. PIantsg~w. Snowmeltsandbivds
wrong. The air was harder to breathe and when they looked outside, they saw strange ?~unlfmrn tbesoutb. In Ibtssioiy, YoungMan SpvingandlbeFau,:, iheSouth Wind,pvevailot,erOIdMan WinIer~
things happening. The snowdriits were growing smaller. Cracks were forming in the ice Yet in tfrne Old ifan Winter will win out, and tbestoiygoes onfor~.
on the ponds.
Henh! said the North Wind. I can stay no longer. He went out of the lodge and Discussion
we who live in the temperate regions tend `0 ihink
flew through the air toward the north, not stopping until he again reached a place where of four distinct season~~pring, summei; fall and win-
snow and ice were deep and there was no hint of warmth. But the old man did not stir. terbut many climates show extremes that are some
He knew his magic was strong. He had built his lodge to last. times more and sometimes less exaggerated than our
~
Now, there came a knocking at his door. Someone was striking against the ice so hard own. Some climates are entirely different. Tropical ~ ~
that pieces were falling away from his blows. seasons may he marked by a wet half of tile year
followed by a d~ half. The length of tropical days and ~ ~ ~
Go away! the old man shouted. No one can enter my lodge. nights is remarkably similarall year. In polarregiors the
Even as he said it, the door of the
lodge broke and fell to the ground. A young man frost never lea'es the ground. The light of polar days ( ~ Sun ~ ~
with a smile on his face stood there. Without a word he stepped into the lodge and sat lasts 24 hour dunng the summer and the sun barel} ~ ~rt*r SO~D9 *ntir
disappears as it skirts the horizon, if it sets at all.
on the other side of the fire from the old man. He held a green stick in his hand and with While the' are ~markahly different throughout the
it he stirred the fire. As he stirred the fire it began to grow warm. The old man felt sweat world aeaso'u occur because the Earths axis is tilted ~ ~ ~
begin to run down his face. 23., to the plane of its orbit as it revolves around the
Who are you?" said the old man. Why have you broken my door? No one can come sun This tilt causes the north pole to he tilted closest to
the sun dunng the ~umrnersoIsn.ceonJune 21, and far. ~ ~
in here but my friend, North Wind. Ifyou do not leave, I will freeze you with my breath. thc,t away dunng the wintersoisticeon tleceniher 21
Then the old man tried to blow his chilly breath at the young stranger, but only a thin (Figure 15 1) OnJune2l thesunsrayastdkethetanhs
mist came from his lips. surf~ice more directly in the northem hemisphere than FIgu~15 I Theseaso~uoflbeDionbenibemi~h,,,,an,plotIed
The young man laughed. Old Man, he said, let me stay here and warm myself by any other time of year, causing the summer heaung on &inbs orbit around ibe Si", The &inb a summer suing
your fire.
north ofthe equator. The winter solstice finds the suns p~~nIcimund4jid~ Al tbai lime Ibe&idb w rougblt ibnnr
The old man grew angry. I am the one who makes the birds and the animals flee. rays meeting the Earth at small angles. This spreads the million milesfiinberfmm ibe un than it iu.di~nng the ninler
sun sener~outovers laigersurfacearea ofground and (3Janua~)
Wherever I step the ground turns into flint. I make the snow and ice. I am mightier than is the source of Old Man Winters strength. During the This sequence of events is further complicated
you. As he spoke, though, the old man felt more sweat run off his brow, and the young r~rnal equin~~(March 21) and the auflimnal eqi'in~T hecause the Earth a orbit around the sun i, elliptical ~e
(septemiser 23). the sun is directly above the equator are closest to the sun (perihelion) onJ~nua~ 2 or 3 and
129.
and day and mght are ofequal length in all parts ofthe farthest a'sa' (aphelion) on July 4 As a result the
Earth. sea,onq are unequal in length with sumner being
131 .
Pages reproduced with permission from the author/publisher
I 14
PAGE 121 Show Image
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PAGE 122 Show Image
FACTS AND FALSEHOODS
Oa'ECTIV£5
Students wil: 1 ) deveop criteria for evaluaung the Even in the prease world of scientific measurement.
qualit~~ balance and fairness of an informauonal p~- pure ot~&uvity wthout some influence on the part of
sentaUon; and 2) evaluate the balance and fairness of ~ o~~~rver may be beyond reach. So ot~eCU~ty is a offered at such ~ those under the adminis-
informational presentations designed to represent ~l; ft ~ difficuit. if not imposs~~e to achieve in a ~aUon of pubic agenci~~ome faire One-sided
points of .~ about an en~ronrnental topic. ~re and technical sense. and ~ even dosed about otner options or view-
points. Clearly this may not be intentional but tne ef
ME771OD If ot~ectivtty ~ so difficuit to achieve what can we do be more to propagandize than to inform or
to develop our own skiI~ of ot~j&U~ty? One way is to ~
Students analyze and evaluate print material according ~ sore discerning about balance and fairness.
to mter~ they establish for quality ba~nce. and fair- ~ ~ ~ a speaker presenUng information on a ~ the distortion of inforrnation or at least ~ . ~ ,. -
ness; then develop their own informational presenta- ~ a controverrrai topics that per- ~ ~ of completeness. may be intentional. At other ,I, ~
tions using scch critera. son making an effort to describe the topic as a whole? Umes the IimitaUons are a reflection of emerging and
or. is the speakir selecuve~ descnbng only his or her c~~flict~ng perspectives about what is accurate con- ~
BACKGROUND sew? looes the speaker acknc~edge that there are cerning the toe. Science itself is not free frorn con-
loople have many different ants of sew, part,cular~ any other differing points of sew? Is the speaker pre- ~ Physicists argue about whetner light is a
wave or a particle. ~olngists debate whether or not
concerning issues. It is difficult at Umes to discern fact SenUng accurate informaUon or opinion as if it were
wolves should be re~introduced to theic former has-
from falsehood. ot~~~vity from subjectivity. and accu- factually based? These are some of the questions this
racy from ex3ggeraUon. Sometimes ~e are know- ~ is ~es~gned to address. To provide a ?bcus. the ~ or wbether Inult should be al~ed to kill Bow-
head whales. Aquatic tibiogists are on both sides of PROCEDURE
ingly selective in waat informauon they present about acti~ ~ll emphasize the kinds of informational pr~
a topic. Other times they do not realize that they are sentations that students might encounter in pubic Set- the fence regarding the introduction of exotic fish ~ ~~~mble a file of sample informational brochure.
species; for exampie. controversy exists about those
presenting only a narrow view of the topic-that the Ungs~specially those related to the en~ronment and
way they see the world is not the only ~ way to ~ aquatic en~ronrnents. fsh introduced to North American waters from other from various public or private agencies and organiza
tions. The brochures may cover a range of topics.
seefi.
parts of the world. ii~ WhO sponsor the consruc- Make sure some address aquatic topics or issues. Ex
Prodding information about the environment is a ~on of dams. canals. aqueducts and locks. and those amples might include atid rain. water pollution. con-
Everything is probably somewnat sutjective. That is. widespread ~ in settings as varied as classrooms
who props large-scale diking and dredging ~ ~ sewage treatment and hydroelectric powe
everytning is sut~ to an individuals personal filters na~onal parks reacr ~tes industrial complexes and all must wrestle wlth the impact that the prccect' may ~~les concerning water issues~rcIuding water
and perspe Ot~jectivtty is One goal of science. ~ preserves. Some information is provided by ~ve on the aquatic habitat and ~ts life forms. quallty. the development of aquatic resources and
the distributic~ of printed materlais. In other cases the water use-from local news media would also be of
information is provided through a presentation possi- The major purpose of this activity is for students to potential use.
Agi: cr~7-12 bly using many media and invOMng audience participa-
develop and use ther own set of crltera for evaluat- ~ A~0 ~fore beginning this acti~ty with students.
Sli-:: L~g~e Arts. 5ocia~ Studs Soence tion. The latter often combines peopies passion for ~ngthe quality~ balance and fairness of informational stain several issues of popular. sensational. tabloid
~ ana~sis. ~icubon. cofnmun~c3t~on compjnng 9m. entertainment and recreation with their desire for self- presentations. Special emphasis here is placed on in-
9Iner~izaton. ~dint~ficatjon. ~f~ce. Intvpretat~on I~ eon. Agencies of local. state and national govern- ~ concerning aquatic env~ronrrents. ~ publications. These are w~ely available at the checko~
~arit~es and differences. ~iscripbon. discuss~on ivaluat~on. educa counters of convenience stores and supermarkets. We
wig. ~ist~ng. ~ iOMng. ~iK ~ng ~ng. report. ~flts. as well as private entities. have recngnized the the process aiso applIes to other topics. do not recommend that you take any of these publica
~ ~- `,LF~ ~flth*5. wnting economic benefts of attracting the putlic to natural tions in their entirety to school Cut out selected arts
Dw.tjoih: t~ or three 4~mui~ute periods. can be shortened cultural -~. ~ - cles. feature stories and even advertisements from
orI.ngthen.d and
MATERIALS
G'oup Size: iny: pirt of acthnty his students wor~ng in hibits and handouts contain ecological recreational. col~ons of same pnnt informational brochures those tabloids Chop those that deal with science
~mi ~
s*wflg~ l,~) soentific and historical information. The main purpose and publications. especlally concerning the aquatic en- ~ the en~ronment. new technokigy new prod-
Conc.~ ?~worii Iwerinca: ~.5. vi.e i . v B 2 . of those who prepare the materals and presentations vironneen~ sample advertisements and articles from ~ or inventions. and discovenes as being most suit
vi.B.3.. vi.B.A. vi.e.s.. vi.s 6 . vi C . vi.c.i vi C 2 . is to inform the public. Part of the effort to inform in ~op~lar tablold pu~icaUcs; art ~terlals; markers. to ths activity Prepare a student assignment s~ee
ad
vi.c.12.. vilA.. vii 5.. vii.B.5 . vii 8 6.. vii B 7 v A
vAs.. v.A.6.. ve.. v.e.i.. v.e.z. such settings may also focus onjust~~ng the site or
K', Vocabuiaiy~ be~anci. fairness. cr~terw. ~ the development of the ~ and what this offers. The ~ paper. (~s;~y boards. a display area: ~th some of the foll~ng questions (Feel free to a~c
othrs suited to your setting)
jectivity. bias. propiganda. accuracy OIrTlONAL: video or still cameras; darkroom fatilitles
~ i~ ~. ~ result may be a mixture of information. entertainment
and subtiejustifications of policy offered in a palatable
form. Sometimes the exhib~ prngrams and mateirais
138 C i~ ~ ~ ~ ~ co~noi
Pages reproduced with permissiom from the author/publisher
I 16
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mu mm
Activi Field Notes
Measuring Species Diversity Instructions
Site Inventoiy
.\leasuring species di~'ersity requires time, effort, and patience. In this acti~ty you ill test your o~ poers of observa NAME __________________________________
ion `Dv au
empting to irventory species diversitv atound your neighborhood. For same suggestions abut gathering field
cata. please see the L~troductiori in the Student Handbook.
Site # ____________ I~adon (your school or home) _______________________
PROCEDURE
Date ___________ Time observed: From ______ To_______
1 a. Select ~o outdoor areas to arudy. One will he In your school area, and the other can he an area around your
home or neighborhood. Your dusmatea will alao choose a site at school to study. Rank the sites that your class SITE DmCRUpflogw
will he studying from least diswr~ed to most disturhed using the suggestions in the Student Introduction. * Dominant plant forr~ (tT~ea, shruhs, grasses); the plant that you findmore than any other in this area:
Eft. Name OT
A~osi Nai~ral 1 ____________________________________________
2. ___________________________________ Major ground cover shrubs, grasa, soil, hart rock, concrese); the plant or other material that covers most of the ground:
3. ____________________________________
4. __________________________________
Y ______________________________ Significant physical characteristics (temperature, light, water sources, moisture, human structures); the non.li~ing char-
acteriStics of the areas
.~fost Disi~rbed 6 _____________________________________
1 b. H}~thesize shout which sites `sill have more or less species diversity. Rank all the sites, induding the one you
have chosento study at home, foom highest to lowest number of species.
spucum
HYPOThESIS: Ranking of Outdoor Shea
Plants (trees, shrubs. grasses, flos,'ers, fems. moss, flingil:
She Neme or Description
Abs: Species Di: t?si!) 1 __________________________________________
2. -
3. ____________________________________
4. ____________________________________ .~tsals or indirec: ..idence of anisnals )mamrnsls, birds, reptiles. asnphibians, insects, tracks. burro's-s. nests. scat. signs
ot eating or food so--:ces. hair. footprints):
` 5- ______________________________
Least Spec:cs D:: ers:ty 6. ________________________________________
2. Go to each of L'~e sites anned `sith the species invento.y charts on the follo'sing pages, a pencil. and a handlens (if
they are availab.'-t' to study the smaller organisms.
* Use an additional p~e to draw any organisms and/or a map of the site for future reference.
Pages reproduced with pennission from the author/publisher
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PAGE 126 Show Image
BIRD SONG SURVEY
O&'ECTIVE EXTENSIONS AND VARIATIONS
Students wi enU~ and describe the importance of One means of ~ntifyng a bird specs is by sight. an- bird watching. These people can help the class deter- 1 In one school year. conduct several counts
bird counting as one means of inventorying wildlife other by sound or song. Male birds of most species mine what ~rd specs are common to the area. which ~~roughcut the migration period chec~ng to see w~
populations. sing from conspicuous perches to mark territory. ex- most easily idenbf~ed. wh~h most difficult to spot. any
cept dun~ng the nesting period. With practice, identjfi- precauUons to take in order not to disturb the birds or ~ in the area selected Take counts seasonally
METHOD cation of many bird songs can be earned easily. other wildlife in the area to be studied. etc. As part of noticing similarities and differences
Students investigate an area and use bird-counting The major purpose of th~ acuv~ty is for students to rec- the students preparation for their guests from the 2 One or two singing male brds coup be followed
local b'rd club. ask them to bring in bird guides ftom closely to determine the ~ze of tneir respe~ve territo
techniques. ognize the importance of ~ventocy as one technique by home (if possible) or ftom school and local libraries or r~ Be sure that students are fol~~ng ratner than
which to learn more about wildlife. people and our natural history museums. chasing the bird This could be a mapping and `nd?~e
shared environments. The activity also enhances stu- ~ Try to get recordings of bird songs of selected maucs pr~ect using geornetry to calculate the area of
BACKGROUND dents apprec~aton of w~ldlifes aesthetic values. species. Practice idenb*f~ng the birds by their songs. the bird 5 territory. Map each location where the bird
People interested in w'ldlife and its habitat use a vari- 5. Now it is tirne to visit the site to apply the knowiedge perches to sing his song and try to determine where t
ety of techniques to learn about it and to assist in and skills the students have been working to acquire. Se- comes into conflict with a neighboring ~nging male
management for its conservation and protection. Some MATERIALS lect a trail. path or road to walk in the area that has an 3 Compare the class results with those of 5ta~stical
techniques are used to acquire information and some paper and pencil for note-taking: bnd books as refer- ~ly discernible starung and ending point. If poss~be. count experts if such research data are available
to apply knowledge. Inventory is a technique that is ~ materials; dravv~ng paper or magazine photos to the students shouid walk the trail in the ears rnorning. ~ Send for inventory techniques counts trends and
used to acquire information about the number and illustrate final written prq~ct using techniques they were taught by the bnd dub rnem
kinds of vvildlife in a given area. O~lONAL: binoculars tapes of bird call recordings Irers in making and recording their observaUons. Ideally. management implications for other species of arimal~
and ha members of the ~rd club. parents or other community ~ the state or province ~ldlife agency etc MaKe
This acti~ty is designed to give students some experi ~ry~operated player members can come along to assist as well. O~lONAL: cornparisons with class techniques and data
ence in the use of inventory. Birds are the sutject of ~ke along the recorded tapes of brd sogs with a bat- CAUTION: DO not disturb th~ birds; make sure
study. The variety of species and the number of indi- tery~operated recorders This reference in the field is a not to dlswpt mating. nest-building and nesting
PROCEDURE big help in ~dentolcaon. activfties. Check with local authorities (e.g.. the
vdual birds in an area are good indicators of the quali- ~ This can be an annual projects a one-time pr~ 6. Repeat the inventory one or more times that bird club members state wildlife personnel) for
ty of that particular enn'ronment. Their presence indi-
cates food. water. shelter and space in an appropr~te ~ during a single school year Offered each year for morning to try to account for all breeding pairs. The precautions.
several years. the students who participate can be con- number of singing males identified on each walk
arrangement to suit their needs. Bird watching can
be a valuable research tool as wall as an ~hetically ~ to a meaningful record of the natural history should be consisten'~ EVALUATION
area. 7. Once back in class. have the students compile the
pleasing activity that brings the student into touch 2. itstablish a suitable tract of land and an optimal results of their observations. Map the site and mark 1 . Summarize the findings from your study. Why is
with intangible values.
seSOn for conducting this activity. Chef to find out the locations of bird sightings. e.g.. using colored dots important to be able to inventory MIdlife populations
which time of year in your area there would be the for bircis with an explanatory key. Encourage the stu- 2 resign a wildlife survey plan for conducting a but
Age: Grad*s~12 greatest vanety and number of ~rcis. (Local members dents to discuss their observations as well as the feel- te~y census.
5ubj~cts: Mith.ma~cs. Science IBiology. Zooloqyl. Lan- Of the National Audubon Society are often happy to as- ing~ they experienced in the process of watching the
guagi Arts sis~) rind an area that is most apt to offer a variety of birds. Also talk about any difficulties they feel they
Skills: ippi~t~n. c~ficat~n. compiring ~mi~ntiw and habitats and thus more likely to offer variety in birds might have experienced in getting an accurate count.
d~erencp dmcri~. dwcuss~on. mapping. medw const~-
ton. ~ as well. Transition areas
Durluon: rrunimum ~ threi 4~minutis ~ not incl~ tern~like pond woocis and differing ecosys- 8. As an option-a small group of students might -
Ing transportabon to ~rd inventory site meadow area~are apt volunteer to compile all the findings in a written for-
to be good locations. Watering sites in desert areas. mat. including magazine photos or sketches of the
Group Size: up to 30. wIth nffd to break into smiler and sites with
sitting: indoors and oIJWoo~ the stunts are assisting in identi~ng the most suit- birds. etc. This bookiet coulel serve as the beginning of ~ ~ ~ . .
groups tbr ~rd watching egeon n wa. y
Conce~ FTauwwork ftifemnc~: 1.0. ~ li.A.3.. 11.8.. able site remind them of the basic habitat needs of a year-to~year record of the inventory of b'rds in that
11.8 1 . Ii 82. ii 83.. ii 8.4.. 11.0. li.E.. ii.E.i.. ii.E.3.. ii.F. including location at that time of year. and thus could be used by ~ ~
lii.A.. 111.8.. 111.0.111.0 1.. 111.02.. 111.0.3.. 111.0.4.. 111.0.5.. animals, binds-food, students conducting this project in subsequent years.
v.A . IVA. 1 .. IV C . IV C I .. IV C 2 . IV.C.3.. ~C.4.. V.0.2.. space in an appropriate arrangement. They can use ~ a nevv group of students repeats the inventory each
I iv 0 4 lv 0 5 . lv E.. IV E 2 . IV.E.3 . lv E.4.. lV.c.5.. ~ components as working critena. (If there is no year. the results could be graphed. showing year-to-
IV:E. 10'. vi.~, VIAZ.. VIA 3.. Vi p4., vi.A.5. way to travel except by foot, however. find the best year changes. if any. Trends could be analyzed, etc.
tat
Key ~ ~ ~ rrinegemen~ riib~. and dosest available site.) Additional information can be included in this report
App*ndicm: outdooos, Fed ~ Animi~ in the Cuss- 3. ln~te a mernber or members of a local bird club format including a map of the area selected for the in-
room (e.g.. affiliate chapter of the National Audubon Soci- ventory with the trail and other notable landmarks
ety) to instruct the dass on field study techniques for
200 C i~ Western ~ ~ ~
2C
Pages reproduced with permissiom from the author/publisher
120
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160 Estuanne Encounters
EItua,~ie ~:cow:tm
Upland
Upla"d
The goal of the San Francisco Bay National Wildlife Reftige is to
Red Fox Education Program maintain a refuge that is a se~ habitat for threatened and
sees and migratory birds. while there are many
options for meeting this goal, so are there many responses by the
public. After thorough study, the US. Fish and Wildlife Service
decided to maintain the National Wildlife Refuge as secure habitat
fornative birds and mammals. They traps, hunted, or displaced
Summa~: Students learn about the value of natural diversity red foxes, as necessary, to meet these goals. The idea of such action,
~iodiversity) and native species. They then create a brief slide
show to increase public awareness of the impact of alien red foxes however, upset many local animal rights groups and other public
coalitions. On the other hand, if the predatory influence ofred i6xes
on the Estuary. had not been limited, then red foxes would continue kimr'g native
animals, threatening their survival.
Materials:
For the class: Uno action had been taken, the National Wildlife Refuge and
other nearby lands would continue to support high populations of
effective Slide Presentations" by the California department of mammal predators induding the red fox, the alien Norway rat,
Forestry and Fire Protection and the native raccoon. These populations would likely continue to
increase, with correspondingpopulation decree jn the threatened
-`~ A ~ ~ camera(s) and ifirn and endangered species and colonial nesting waterbirds.
~ ~ij slide projector
The managementplan which was implemented put forward the
best solution from among the vast maze of options. The process for
Background Infotmation: developing this plan required mediationofmany ditfering opinions
The alien red foxs predatorybeeavior is and viewpoints, a process that charactereees most environmentai
preventing the United States Fish and issue settlements in our democratic society.
Soda! Wildlife Service from accomplishing its
~ `,~+ ~ ~ goais within the San Francisco Bay
~ .;,y ~ ~ National Wildilie Refuge. Thus, the Fish Preparation:
Using bacl:ground information, teach students about the effects of
~ ` ~80daI~~ and Wildlife Service is considering the red fox on other estuarine arumais, focusingon the value of
~ *~ cftti~1 ~ ~ ~ various ways to decrease the effect of the biediversity and native species.
red fox on native arurnais. Some of the
Cmtzvepzobhm recommendations are not welcomed by
so'ViE'& ~ the public. This is because people often Procedure:
APPiy'n& have dee~seated emotions about 1. Teach students about the red foxes effect on the Estuary (see
wildlife, and some may regard all forms Preparation).
of wildlife sacred native or alien. 2. Using "Effective Slide Presentations" (attached) as a reference,
O~dedn& ~ People in our society have a right to help students plan and create a briefslide show that discusses the
~ Vaiwn ~ ~A'~ voice their opinions about matters
red fox's presence in marshiands and uplands. Developing the slide
SWords: ~dai-speci~ affecting wildlife. Because different show will include the following steps, whirn are described in more
detail in the resoun:e information:
dialogue, median people have different op~ons,
~ disagreements occur. These conflicting . Define the communication goal.
biodivez~ity,predaior, viewpoints are especially apparent in the
currentredfoxdebate.
* Develop a communication plan.
. outline the presentation.
e ~esig~ graphics.
Pages reproduced with permission from the author/publisher
122
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PAGE 130 Show Image
Some Participants in the Ocean Food Web
CONSIDER THE CONNECTIONS _______ _______
************************************** unassimilated. This unassimilated ener~ is ulti- NAME SIZE IT EATS EATEN BY
Age. Grade 9 12 mately utilized by detritivores.
Subjcct5 Science
CoDeeptual Framcwork: Science Fnim~cork: Ll~ing things The passsge of ener~ from one organism to ~~chovy 7 Inches plankton porpoises.
sword~sh
onstrate a structure/function relationship: anotner takes place along a particular food chain \!`gler Fish 6- 1 2 Inches squid and shrimp mammals and
teract in cyclical patterns: life is diverse: that is. a sequence of organisms related to one
respect for nature developa from undersunding how nature ~o~er as prey and predator. The flrst organism is Blue Whale 1 OO feet krill other deep sea fish
Skilli applying reading. research. writing eaten by the second. the second by the third. and so
utes on. In a series of feeding levels or frophic levels. In Dallas Porpoise 7 feet squid. herring. sharks and killer
settIng indoors
most ecosyatems. food chains are linked together in mackerel and deep- whales
KeyVocabulary abiotic. autotropha. heterotrophs.erosyst water fish
prirnar~ producers. primary consumers. detriuvores. ~ complex food webs. ~vith many branches and Inter- Gull wingspan 3-4 feet herring. ancho~~es
connections. Webs may Involve more than 100 squId. and sardines _________________
*************************** different species with predators characteristlcallv Halibut 3-6 feet ancho~es sharks and
taking more than one type ofprey. and each type of octopuses. other mammals
Objectives Studentawill be able to: 1) understand prey being exploited by several different species of __________________ small fishes __________________
tlie sIgnificance of looci webs and the various roles predator. The relation ofone species to others in its Harbor Seal 5-6 feet squid. rocklish. sharks and killer
involved In a' fOorI web: and 2) consider the concept food web is an Important function to Its ecosystem.
small sharks. and whales
of Interconnectedness. The lollowinglsa simplified exampleofa marine ravs _________________
Killer Whale 20-30 feet seals. sea lions.
food chain: shorebirds eat clams burled in the sand other cetaceans.
Method: Students construct a typical ocean food for food: clams eat phytoplankton and zooplankina fish. squid. and
web. and then reseereb a particular marine animal which are brought to the beach by waves and _________________ marine birds
to find out its place In Its "foori web." currents: zooplankton eat other zooplankton and Mackerel 2 feet ancho~~es squid porpoises. seals.
"ello~vtail sharks
Background: Organisms within a community In- phytoplankton: phytoplanktonaredependentupon Octopus up to 3 feet fish. clams. and periri whale tuna
Inorganic nutrients (for raw materials) brought to
crabs ~vordfish halibut'
teract with each other and with the abiotic. non- the ocean's surface by upwelllng and the sun for Pacific HerrIng 12 Inches plankton most larger fish and
living. environment. In all Instances, these inter- energy to make their o~vn food through photosyn- _________________ mammals
actions have two consequences: 1) a one-way flow thesis. Pelican wingspan 7 feet herring. anchovies.
ofenergvthrough autotrophato heterotrophawbich Many food webs are fragile, and the removal of _________________ squid, and sardines
eat either autotropha or other heterotropha: and 2) even one link in the chain may ultimately result in Phytoplankton microscopic obtains food from
a cycling of materials, which move from the ablotic the collapse ofthe entire foodweb. Such a case mav the sun and
nutrients In the
environment through the bodlesofllvingorganlams occur for the above example If upwelling. the
and back to the ablotic environment. movement of deeper. nutrient-rich water to the Rockfish 2 feet smaller rockfish toothed whales
The combination of biotic and abiotic compo- surface. does not take place oneyear (e.g.. during El sablefish, porpoises sea lions
nents through which energy flows and materials Nino). Wlthoutupwelling. the phytoplankton at the anchor les sharks
cycle is known as an ecosystem. Taking a global base of the fbod web cannot "bloom." zooplankton I
Salmon 3 feet squid. anchor tes. seals sea lions
view, the entire surface ofthe Earth can be seen as cannot flourish, clams then cannot find enough to
rockfish herring shirks
a single ecosystem. This view Is useful when eat. and ultimately the shorebirds will have te S~~dine 12 inches plankton shirks pelI~ns
studying materials that circulate on a worldwide concentrate on some other food Item. move to qtills sea lions
basis. such as carbon dioxide. oxygen. and water. another beach., forego reproduction that year. or
All ecosystems have at least three trophic levels: starve. Shark 20-3& feet mackerel rocklish
primary producers. which are tisually plants or Human made hazards arc also potentially dis- salmon seals and
algae: primary consumers. which are usually ani- ruptive to the food web. Pollution from oil spills mav Shrimp 1-2 inches other mammals ___________________
plankton ant,tler lisli mci
mals: and detritivores, which are microorganisms block out the sun and disrupt photosynthesis in _________________
that live on animal wastes and dead plaut and primary producers. Oil may coat shorebirds Squid 12 Inches small lish, shnmp. many larger lish
animal tissues. The primary producers (the au- feathers, making it more diflicult for the birds te ___________________ an sma er squid ~od niammals
totropha) convert a small proportion of the sun~s keep warm: and silt carried downstream from con- Swordfish 12 feet anchovies. squid. sharks and toothed
energy into chemical energy. The primary coitatim- atniction and agriculture can smother bottom- octopuses, whales
era (herbivores) eat the primary producers. A dwelling animals. These hazards could possibly mackerel, rockfish,
carnivore that eats the herbivore is a secondary remove a link In the food web and disrupt the entire Yeilowfin Tuna a' feet deep sea fish
swimming crabs, sharks and toothed
consumer, and so on. About 10 percent of the web. Animals would have to search for otlier food anchovies, squid. whales
energy transferred at each trophic level is stored in sources, which would result in higher competition sardines. mackerel.
body tissue: of the remaining 90 pcrcent. port is beb~'een species for food. Since less food is avail- ___________________ and other fish
used in the metabolism ofthe organism and part is able. theanimal populationsaffeetedwould decrease
Zooplankton microscopic phytoplankton and filter feeders'clams
other zooplankton mulluaks, etc'.
Consider the Connections
Consider the Connections 71
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PAGE 132 Show Image
MEADOW MOUSE MATH: lnves-tigatiou 1
Maiitajnj Bai£ce MEADOW MOUSE MATH
OBJECTIVES: Students will:
Figure the population growth of ineadow mice
Over a 150-day period.
~
`. "H ~ r.~ *~
Graph the population growth curve and explain
how populations grow expbnentially.
Explain how balance is maintained in nature
through Predator/prey relationships.
Describe how the limiting factors of an en-
vironment determine its carrying capacity. of daye
MATERIALS: transparencies provided; two sheets of graph 150 total offspring: 44 72 54 36 18 108 .54 54
paper needed for every two students
140 =440 6 545454
OVERVIEW 130 ;18 118 ;18 `p18
120 6: : :1
As a prerequisite to a study of human population growth and inter- I : ~:
action with the land, this investigation is designed to help ~ `1 54
students gain insights into ecological concepts dealing with carry- 110
mg capacity. By studying the population growth rate of meadow
mice, students will be exposed to the importance of Predator/prey 100 6 ~ : :
I : `
relationships and limiting factors in maintaining balance in I
natural. systems.
II __ ___________
90 r'-- 1 ________________________ _____________
Meadow mice females breed when they are 30 days old; males breed I I I
when 45 days old. They have four to eight of fspring per litter, -~----~ I--------~------
depending on the environmental conditions of the habitat. To I
simplify the computation of population growth, in this investiga~ 70 ~ _______
tion students will assume that all meadow mice breed when 30 days I I
, I I
old and that each litter contains six offspring.
Note that this investigation is designed to correspond 60 6-si------------~--------
population studies and the study of ecoioglcai I I
I I
presented in senior high biology textbooks. You may want to as 50 I I
introduce or review of food I I
population growth concepts and 4U-------------------------i I---------3
prior to this investigation. I
1. Challenge your students to figure the population growth of 3u I
meadow mice over a 150-day period under the conditions: I
following I
20-------------------------I
On day one there is a population of two mice; one pair at
offspring
breeding age.
10 21 days
Mice reproduce when 30 days old.
dayl
Mice are born 21 days after breeding; followed by immediate mice, 30 days old
breeding by their mother.
Pages reproduced with permission frorn the author/publisher
126
PAGE 133 Show Image
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PAGE 134 Show Image
FIELD OBSERVATIONS CF MTN GOPILLA RESEARCH GPLOUF 8
To un~Tstand :h~ issues thaI the gorillas and Rwandan people are lacing, you must first become C. Describe specific interactions between the following types of gon~IIas:
know~dgeable about who these gorillas are. how they behave and what role they have in their unique Infants and juveniles:
*cosysIem. The vdeo clips that you are about to see were filmed by researcher David Watts in 1~7.
The gonilas are memoers Of Research Grouo 8. You wili take on the ro~ that Dian Fossey. Davd
Watts and other animal reseafchers have had when beginning a study Of a line-known species. The
first slep is to gather general behavioral and environmental information about Ihe ammals. From that Adult female (including mom) and young:
information the reseafcher can begin to determine the niche (role) the ammal has in the environmenL
INSTRUC7~S:
fa) Read lhrough the types of information you need to gather oelore beginning the vk~. Then
ooserve the gorillas behaviors and environment closely. As you make your feld observations record . Adult females:
whal you s~ In your feW notes below. Remember this was videola~ for ted research. The onty
£hings you wW hear are *h~ sounds of the forest and gorillas.
(b) After viewing the wdeo. read the following descriptions of gorilla benaviors and human
interacdons taken from the books The Mountain Gorilla by Boyd Norton. and ~
Dian Fossey. Fossey lived with and studied the mountain godilas for 18 years Inom 1967 until she was Adult female and adult male silverback:
killed in 1965. DIvide ~ excerpts evenly among group memhers. Then have each group member take
turns reading his4~~rs aloud~ After each excerpt is read. each group ~ should summarite what
was said and add Uw relevant informailon to individual fed notes.
Young and adult male silverback:
1 . Habitat (types and amount of vegetation biome):
Gotillas and researcher (videotaper):
2. Family structure:
Group size
Describe the number of each agel sex category listed bebw and give any distinguishing
features (size. head shape. crest, brows, color):
a. Adult male: d. Grooming:
Who was seen grooming whom?
b. Aduft female:
c. Infants and juveniles:
What purposes are there for grooming (hygeinic and social)?
3. Food:
e. Cammunication:
a. What do you observe gorillas eating?
What specific ways do you observe the gorillas communicating (vocav nonvocal)?
Describe types of vocalizations and body language.
b. What Important role do they play in maintaining a healthy balanced ecosystem
environment?
4. Gorilla behavior: Curiosity: Descnbe observations of gorillas exploring surroundings. Who is exploring?
a. Are gorillas social or solitary animals? Explain based on observations. What is being explored?
b. Who is the leader (dominant animal) of the group?
What behaviors suggest this?
g. Aggression: If observed, describe who, toward whati whom, why?
17
18
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128
PAGE 135 Show Image
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PAGE 136 Show Image
ACTIVITY 8:
ENDANGERED SPECIES IWHAT'S HAPPENING? Name ___________________ Class ________ Date ________
Activity Summary
8. I Data Graphing ActIvIty
The students are given data and graph paper and asked to graph the data. At first. they Two sets of data are given in tables A and B below. Use the &~es given below to make line
don't know what the data represent. (They show the numbers of species of birds and graphs ofthe data.
mammals that have become extinct since 1600 as compared to the human population Use a blue pen or pencil to graph the data from Table 8-A, using the left axis.
increase during that same period.) After completing their graphs, they are told what Use a red pen or pencil to graph the data from Table 8-B, using the right axis.
they show and discuss the implications
Introduction Table 8-A Table 8-B
1650....550 1650.....5
Most high school students have heard of endangered species and know what "extinct" 1700....610 1700.....9
means. Many, however, have little understanding of the causes, the extent of the prob-
lem, or ofthe role that humans have in both species endangerment and protection. Nor 1750....760 1750......7
do many appreciate the importance ofprotecting the diversity oflife on Earth.
1800....950 1800.....12
In this activity we examine the relationship between human population increases 1850 . . . . 1210 1850.....27
and the numbers ofbirds and mammals that have become extinct. This should indicate 1900 . . . . 1630 1900.....70
to the students that humans have assumed a major role in determining the fate of nu- 1950 . . . . 2520 1950 . . . .124
merous species on the planet.
Biologists have specific meanings for the terms extinct, endangered, and threat- 2000 . . . . 6000 2000.....
ened. The distinction between endangered and threa~tened is often a fine one, but it is an
important one because of the way that some laws work.
GRAPH OF???
Threatened species are those that have sizable populations in nature, but are de- 6000 -
dining and are likely to become endangered ifcurrent conditions continue to cause their 5500 -
-300
decline. Often their status will improve ifpeople stop doing whatever is causing the prob- 5000 -
lem.
-250
Endangered species are those that are in immediate danger ofbecoming extinct. To 4500 -
save these Species, we need to do more than just stop doing something. We need to take 4000 -
measures to protect them and to help them to survive.
-200
Extinction is not a new phenomenon on Earth. Bpecies of plants and animals have 3500-
3000 -
evolved and died out for as long as lit, has been here. It is a necessary part of natural 2500 -
150
selection. Millions of species, ranging from bacteria to dinosaurs, have evolved, flour-
ished, and become extinct. We cannot halt extinction any more than we can halt evolu- 2000 -
tion.
100
~at has accelerated in the last few hundred years is the rate of extinction. Some 1500-
scientists estimate that the number of species lost forever may soon exceed 40,000 per 1000- 50
year! Most of these extinctions are due to human impacts on their environments. As 500 - 25
human populations increase, we destroy natural environments to grow food, to clear 1650 1700 1750 1800 1850 1900 1950 2000
land on which to build, and to obtain raw materials.
There are ways to grow food, build, and obtaln raw materials that reduce our need 1. How are the two graphs similar? ___________________________________________
to destrQv natural environments. Eating plants rather than meat enables us to grow
more food per acre of farm land. Living in multiple~family units of more than one story
can enable us to house more people per acre, leaving more land avallable for open space. 2. Can you guess what the data from tables A and B might represent?
Recycling and reducing waste enables us to reduce the amount ofraw materials that we
need to remove from the Earth.
Table 8-A might represent:
All these alternatives, however, treat the secondary problems. The pnmary cause is
Table 8-B might represent:
3. If the trend continues, what will happen to each graph after 2000?
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130
PAGE 137 Show Image
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PAGE 138 Show Image
CAA'UFLAGE THEFND THEDINNERGAME 11
p~ 12
ENWRONMENTALSOENCEACTMnE,
Ii ~MOUFLAGE: THE FIND THE DiNNER GAME II DATA:
1 My prcy count was _______ animals.
2. Wall ofyour prcy was not thc same in size, color or type, describe each kine
INTRODUCTION: In nature, animals often are eaten because they are smaller,
slower and weaker than the consumers or predators that eat them. One and how many of each kind you captured.
method of defending themselves is by using camouflage. Aflirnals can hide by prey I ______________________________ number _____________
blending in with their backgrounds. The chameleon can even change to match
the color of its habitat. Other plants and ammais disguise themselves as more prey 2 ______________________________ number _____________
deadly creatures than they actually are. In this activity, you wiU be a predator prey 3 ________________________________ number ______________
hunting a prey animal. The prey might or might not be camouflaged. Happy prey 4 ____________________________number _____________
hunting!
prey 5 ____________________________ number _____________
CONCLUSIONS:
I . How many prey animals did the winner have?______________________
2. How many prey animals were found by the entire class? _____________
3. Ifthere were different kinds ofprey, how many ofeach kind were found by
the entire class?
illustration 24 Chameleon
PURPOSE:
. Is camouflage an effective way to avoid discovery?
4. what did this game teach you about the effectiveness of camouflage?
MATERIALS: Camouflage is very effective.
toothpicks
PROCEDURE:
I . You are a predator. You will be given an amount of time by your teacher to SUGGESTIONS FOR FURTHER STUDY:
hunt for your dinner. Your prey will be represented by toothpicks. * Write a report on how Camouflage develops. You might start with terms
2. Une up at the edge of the toothpick habitat. When your teacher tells you such as survival of the fittest, and the work of Charles Darwin.
to begin, find as many prey animals as possible. ONLY WALKING IS AllOWED. * Read magazines such as Natbual Geographic. Write a report on the
Ix) NOT RUN OR PUSh. When your teacher says STOP, stand up and walk back different disguises which creatures use, and the different purposes for
to your place at the edge of the habitat. ix) NOT BEND TO PICK UP A~NY each.
ADD~ONAL PRE~~.
* Sometimes, as when flowers need to be pollinated, coloring is used to
3. Sort and count your prey. The winner is the student with the most prey. attract animals. Investigate the different ways plants and animals attract
each other. Write a report ofyour findings.
C1SR1ALP~~APU8LGAlNGCDMPANy. INC Act~~~2
01991 ALPHA PUBLGAINGDDMPANY INC.
Pages reproduced with permission from the author/publisher
32
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PAGE 140 Show Image
boring through them. Thete insects are called into palatable, nourishing invegiebrate meals
F 0 0 d pro C e S S i fl g leaves to masses of small particles, but they often are somewhat slower to decompose than herba-
shredders. Shredders generally reduce whole before most other leaves are ready. Though they
leave the midrib and veins intact. Thus, they ceous leaves, alder leaves are also a favorite.
`skeletonize" the leaves. Many shredders prefer Other types of leaves must remain in a stream
leaves that have been partially decomposed by longer before they become soft enough for the
And in the water winding weeds mave round. microbes; with microbial decomposition, leaves animals to eat, so shredders end up with a "time-
-Wallace Stevens
become tender and digestible. release" menu.
In the Pacific Northwest, litter from many By chewing on leaves, shredders expose leaf
soft-leaved shrubs is quickly colonized by mi- surfaces and edges to further attack by microbes.
crobes. This microbe conditioning makes leaves Shredders also biochemically alter organic sub-
In autumn, forest floors are piled high with microbial action, but streams also harbor invene- Figure 13. Food Processing in Streams
leaves. But in spring. the Eanh's load is light. brates that help decompose leaves and other
ened. the leafy carpet has wom thin and seems to organic materials under a variety of conditions.
disappear with the melting snow. Where have the A rich, diverse population of aquatic insects is
leaves gone? Those that stay where they fall are keyed to the varied quality of this food base.
decomposed. for the most pan, by soil invene
brates and microbes. But many of the disap
pearing leaves" are carried down hill slopes into What is inlporta,lt is
small. heavily canopied forest
Most leaves and other organic materials
blown by the wind. washed from the ~urroundine hot so niuch ts'Itat,
landscape, or fallen directly from overhanging bitt hoe' the attiniats eat.
limbs into watercourses do not get very far They
are trapped by rocks. logs and branches close to
where they entered the water. They become pan
of the food or energy base of th Although most of us have seen our share of
Some of this material settles out in pools and crayfish and snails, other aquatic invenebrates. a
backwaters. Leaves that get buried will decom bit smaller and often a bit quicker, can easily
pose anaerobically. Because anaerobic proc elude us. The aquatic invenebrates we are inter- other microbes ~ , other microbes \ \
esses are much slower than aerobic ones, buried ested in here are inconspicuous aquatic insect
leaves remain intact longer. These leaves can be larvae and nymphs (immature forms). It is hard
recognized by their black color. Eventually the . to distinguish one species from another at this
buried leaves are re-exposed. and decomposition immature stage, and the nymphs' names are
continues aerobically. niuch as if they had never based, in general. on their adult characteristics.
been buried. So. rather than identify these animals individu- DIln~ BI-Ian,e~ I ~
ally. we can group them according to the mode
Functional feeding groups of feeding for which each animal is adapted. Lmfpacks Mostoft~foui~' I
What is imponani is not so much what. hut how Water~oggedwood Onfoc'~andinmud I
What or who is responsible for all this aero- the animals eat, hence the distinct functional
bic decomposition? Leaf litter can be broken
down and decomposed slowly by abrasion and feeding groups.
Shredders
E-fl-.: Mottledst~e*~ beetle Iaivm ~ ~ ;~
This section is adapted from `Tuming Over a Wet Some aquatic invenebrates feed on leaves or I- ~Mind: Thraughoutstrwn
Leaf." by Rosanna .\tattingty. and used with permit- other organic material-such as wood. needles
,-~
sion from Tie S£ie,ice Teocher. September 1985. and fruits-by biting into them or by cutting or
Adapted from: Ken Cummins, "From Headwater Streams to Ri'ers," American Biology Teacher, May 1977, p.307.
Food processing 1 45 146 * Food processing
Pages reproduced with permission from the author/publisher
134
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PAGE 142 Show Image
*`vu ~
U h mighthavebeen observantoffish runs and stream When compilingresultsoftheir surveys,
conditions. This can supplement the list students will need a work space where they can listen to
will make Check files for lists tl,ey may have their tapes without distractions and without dis-
compiled in the pass tracbng othe~~
6. Special Work Area Needs: 7. Ifstudents will be offthe school grounds, obtain
0vervlew permission from parents.
Students will need access to a room with a phone.
For this project, students design a survey4~d tive profile oftheir adopted stream and compare Procedures
interview community members about fish.r~~ns and past and present condibons.
nver conditions of the pass They prepare a descri~
1. Have students study summaries ofpast student . Have the stream and watershed changed? If
Teaching T~~5 research on this subject from the elementary and so, how? Get detailed descriptions.
high school grades. These can be found in the . What might have caused changes to occur?
Adopt-A-Watershed files at the appropriate schcoL . Questions about specific events or conditions
Ifyour watershed is small, there may be little or no Some interviews may be done on the phone. Stu- 8~~dents should summarize past information and in your watershed (e.g., a maior landslide, a
data available about fish rune In this case, you dents could use an answering machine to record the detornune where information is lacking. They dam constructed, an extensive development, a
should use data for the larger watershed ofwhich interviews. They should tell the person at the ~ concentrate their efforts on these areas large flood)
yours is a part or for an adjacent watershed. Stu- beginning ofthe conversation that their words are 2. Give students the charts offish runs in your 4. Students should list people to interview and have
dents should still conduct surveys about their own being taped for transcription later.
watershed.
stream (or the river that your stream feeds into). In you check the Iis~ Add people or general sources of
Interviews may also be conducted on weekends or many cases, this data will probably only date back information to their lisa It might include:
If some people can come to the school to be inter- after school hours. Caution students about safety. to ~e 1970's or 1960's. Ifyou were not able to
viewed, it will reduce the need for transportation. when visiting someone they don't know, they should locate any records, tell them so. Ask students to * Students' relatives or family friends
Arrange to use the library, an office, or a classroom always be in pairs or small groups. They should tell answer the questions in their research guide about * Neighbors
where students can conduct interviews. their parents where they are going. this data~ They should then draft their questionnaire
e O~ersloperators offly & tackle shops
e Fisheries biologists (they often can refer you to
3. Check the questionnaire. Suggest they add any people with information)
A dvance Preparation questions they have overlooked. The survey should Historical societies & museums (also good for
include the following questions but will vary de- referrals)
1. Obtain files pertaining to this unit from the 3 Call or visit your school and local librarian. Ask pending on what information was ga~ered in past . Native Americans (check for Tribal offices;
elementary school Mopt-A-Watershed file. Your for books and articles that mention historical fish years. speak to Thbal Elder, if possible)
students may have completed the Fish in Schools II runs and streams in your river system. Articles . How long have you lived in or visited the 5 Ifthere are many interviews, students may need
unit in the intermediate grades where they would may be on microfiche. These materials can also be watershed? help condensing and summarizing information Get
have done a survey similar to this. Have students used by students doing research project #2. If this . ~~ere did you live? What streams are you volunteers to help, such as students from other
use this date as part of their survey. unit was done in past years, this may have already familiar with? research groups or classes, parents, or even inter-
been done. Students should see where research . Did you fish in the past? ested resource professionals.
Also, obtain folders from the high school Adopt-A. needs to be concentrated. . Did you spend much time at the streams?
Watershed permanent file of surveys and summa- what runs of fish existed in the past (e.g., 6. Be sure to save all the tapes. This information is
ries completed by the students in past years. 4 Compile a list of fisheries biologists in your area.
spring-run chinook, fall-run chinook, fall-run truly valuable! You may want to share copies of the
Most likely, they-will work for agencies or private coho, winter steelhead, etc.) tapes with interested resource professionals.
2. Contact the Department of Fish and Game for industry, but some may be self-employed. Call them . How large were those runs? How did they
data on fish runs. Ask for records or any accounts of and ask ifthey have relevant information. Set up compare to today's runs? 7. Store all summaries and tapes in the permanent
fish runs and river conditions ofthe pass Get interview appointments or let them know students . what did the stream Icok like in the past? file.
referrals to people who are knowledgeable about will be calling them. See the Adopt-A-Watershed
these topics. See the Advance Preparation section of files for names and addresses compiled in the past
this unit for more details. If this unit has been and see the Resources section in this unit for names
completed in past years, this information should and phone numbers of people to contact.
already bo available. You may need to add the
current year's data.
5. Make a list of people you know who have lived in
the watershed for forty years or more and who
Copyright ~ 1993 Adopl-A-Watersried Program Fishcrics and Watcrshcds Lesson 5 Research P'oject #1 Copyright © 1993 AdopL-A-Wa~rshed Pro~~ Fishenes and Watcrshcds lesson 5 Rcsearch Projoci #1
Pages reproduced with permission from the author/publisher
136
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PAGE 144 Show Image
Teacizer Information 73 Teacher Information 75
STEP 3~Brainstorming Problems STEP 4-Brainstorming Solutions
GOAL: To brainstorm problems related to the issue. GOAL: To brainstorm creative solutions to the problem.
OBJECTIVE: OBJECTIVES:
* Identify specific problems by brainstorming sub-problems and Apply the brainstorming process for generating solutions.
contingent problems related to the situation.
. Generate many ideas, simple or complex.
* View the problems from a variety of perspectives.
. Choose a problem to solve. TIME: Approximately 30 minutes to one hour.
* Define the problem.
TIME: Approximately 30 minutes to one hour.
PROCESS: Provide problem.solving groups with approximately
20 minutes to discuss possible solutions. Remind students that the
PROCESS: Identifying the problems related to this global issue goal of brainstorming is to generate as many ideas as possible.
Emphasize the importance of withholdingjudgment while deliber-
is one of the most important steps of the creative problem-solving
ating. For now, they can let their creativity soar; wild and crazy ideas
process. Defining the problem properly will determine the quali~ are acceptable. One of those ideas, after a little revision, just might
and appropriateness of the students' solutions. be the solution they are looking for. Remind students not to overlook
simple ideas; solutions can range from simple to complex, and some-
Introduce this step by emphasizing the importance of problem iden- times the simplest solutions are the best! Encourage students to
tification. Remind students that in identifying problems associated combine solutions or add onto the ideas of others.
with this issue, it is important to view the problem from all angles. It
is helpful to think about how people, nations, plants and animals are As students come up with ideas, have them say their plans aloud while
affected by this issue. Ask students to consider issues from different
points of view. at the same time writing them down on scrap paper. Place all pieces of
paper in the center of the group, to use in Step 5. Students may also
want to record their ideas in their Summit Joumals. Allow additional
Next, ask small groups to think about all of the problems related to the time if groups are still brainstorming after 20 minutes.
issue. Familiarize students with the rules of brainstorming, stressing
the importance of withholding judgement, "piggybacking~ on others
ideas, and'freewheeling. Allow the groups approximately 15 to 20
minutes to brainstorm.
Afterwards, suggest that groups review the list of problems they
generated. At this point, some problems may be combined or
elaborated, as well as new ones listed.
Allow time for small groups to decide which of the listed problems
they are most interested in solving. Once each group has chosen a
problem, they are ready to move on to problem definition.
To define the problem, students need to think of different ways to state
the problem. It is sometimes easier to generate solutions when the
Pages reproduced with permission from the author/publisher
138
PAGE 145 Show Image
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PAGE 146 Show Image
8 Forests and Rangelands Forests and Rangelands 8
Figur. 8.1 Types of Soil Degradation
Box &2 Types of Soil Degradation
~ Water Erosion Wind and watererosionstrip~waynutri site land laverofb
ent-rich topsoiI.Ieavingtheland iess p~ effect of~md erosion ~ ~iI isa side escesslsernanunngin feediots and oil
Ii affotts roads, and chenucal spills
~ Wind Erosion ductive;whereasdeg~dationby physical buildings and waten
and chemioti peennssesnrducesthepro ageagncultural land PHYSICAL DETERIORATION
m Cheinical gradation ni~ \ Juctivitynfthesoil insitu.Thefoiarp~
4% m ~ysioai ~mdation / \ ts$esofdegradationdefined be theCl~
bail Assessinentoftoil Iidgtadationared~ CHEMICAL DETERlO~O~ Compact£on .i~ inaflconttnents~der
nearlyall ciimattcand soilcondttions
3lbed'* below. Nutnents can be depleted Compaction is usuallycaused byheavy
Oceania WATER EROSION when agricultuneis pra ~
Isstsoftopsoil thnough~~terennsinn is applicationofntansreornther fettilizers hon nsakes tillagemonenastly ttn~es
46% 58%
~
the iOi~tCnu'mnn typeofsoildegeada. As soil nutnentsare p
tio'~ Also coiled surfaoenrsheeterosion it hausted production din
ocaosinallcountries. Becausetopsoil is ents is wdespread in :~~~el0vte0satn ~
reladvely nch in nutrients.jts lossinay im- unsustainableagncul ~ where waterand mcreasing%aterenasioYL
povensh thesoil.Terraindeforrnabon, b~sofnutnentsabo~~Pradiced WaIer~igmdudes floodmgbynver
~.77% 38%~% (6+0%. ~c'l'tand honofsaltsinthe theconcentur ~chonof
sachas thecreabon ofgiilaes,inanes. forest orother vegetabo ~ ra waterand subinergtnceby rainwaterasa
111inefonnofwatereros~ControIof Sahnizatinsoccurs wh5 ~cIeared ~~uItofhuman intervention in natural
15%
30%
12%
Eiwop* Afrios Asia urallyon Steepsiopesinnot included in caused by tbeeehomanactistttes poorly nient tothesoil
74%
tattshidyuzil~in it inaccelerated by drained inngation svst Subsutenceofer~nicsois caused by
51% huz~intervention. ~
allowing sea water 10~~km coastal areas, drainageand/orosidabonrsrecogn~
slINO EROSION and achvities that lead t hateanaqwfer~ asa detenoratoronlywben theagricul
ttt%
y~t% 0 increased eva- brat potential oftheland inneducedit
pohanspiration in sods
\30% ~ Overoxploltatlon most pervasive cause of soil degradation affecting 679
Figure 8.1 shows the four iypes of soil degradatior, in million hectares (~, percent of all degraded land) In
½ 15% each geographic region. Wind and water erosion Afnca and Australia overgrazing causes 49 percent
1~i, IIiiiAgricultural AotIvItI.. on~ ssveep soil away when its vegetation in removed; chemi- and 80 percent, respectt',elv of soil degradation
- Induatriallxatlon and physical degradation are charactericed by chang- mainlv in
and regtons (is)
~- Os in the soil rather than by its displacentent. Only land
oticanla that has been abandoned or forced into less intensive use Agmetaiftiral Acfivtftes
World 2t%
is classified as chemically degraded i7i. (See Box g.2 for Common agricultural practices such as insufficient use
~ 1~; 45%
a more detailed discussion of tapes of soil degradation.) of tertilizers or shortening the falloss peneds in shift
\ 38%
mg cultivation can lead to a loss of nutrients But too
`4% 1-,.
Causes of Soil Degradation much fertilizer can lead to soil acidification Cultivat
23%
A:~~ ~ 45% Figure 8.2 shows that the causes of the land degrada. mg hillsides s~ithout adeqLate pre~entt~e measures
(ion documented by GLASOD are about equally di- leads to 5' ater erosion [ ea~ mg soil exposed dunng fal
vided among unsustainable livestock grazing, agri- lose periods often results in wind erosion Use of
culture, and forestre practices. Some degradation is hear y ma~hinen compacts soil, resulting in physical
Europe Africa Asia caused by overexploitation for fuelwood collection. A damage Insufficient drainage of irrigation `~at~r may
38% mall amount (I .5 percent) is degraded by industrial cause salinizatton Worlds~ ide, faultv agncultural prac
I ~ . K 25%
activities, such as waste disposal and excessive pesti-
66% \~¼' ~ cide use. t
-5.,-
practices Lause the great~t share (~7 percent) (19)
North A~oa Central Arnerica South Anisrica o"ergrazing by livestock decreases vegetation, expos- Deforesfaftoit and Lnnd Conversioc
W~ontngen. ~ bttn ~taao' mg the soil to water and wind erosion. In addition, In this category, GLASOD includes both conversion of
ttoarn.i I R. O~rnan V on p. nan E ttn, andJ H M. Pabes `The Ent~m St Haman.incjc*d Sol ~;~~son.'Anona tatLR. O~mas, R.TA. Hakkehn~. and livestock trample and thereby compact the soil, reduc- forestland to agriculture and urban use and larg~scale
Nees,east. ittotti, F~at* 5. Note: Ca~egon*s'notshown ~n regions r~ese sss 5~ 1 pefoent.
onG. Ssmbnia,b Wonit olIte ~ .5' 2det. (intsrnasonaI$aiRat~ceansintonnason~en. mg its capadty to retain moisture. Overgrazing is the logging. (r)eforestation statistics in "rrends in Defores-
~
114
115
Pages reproduced with permission from the author/publisher
140
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PAGE 148 Show Image
12 Lesson Topic BEFORE
AFTER
Catch It If You Can
A two-day lesson focusing on different predator strategies ~
Aim Day II: Pose the followng situa~on and 1 1234
1.½~o)3:/e
Day I: to learn the methods used by pred- queshon to students: Suppose that you are . . . .
56
ators to capture prey trying to swat a fly that is buzzing around
* .
Day II: to focus on cooperative hunting your room. Which capture strate~' might be PREDATORS
strate~es most efficient?
PREDATORS
Instructional Objectives 1. Chase the fly until you have tired it out
Students will be able to: 2. Sit quietly until the fly lands close to you.
3. Lure the fly with jelly.
. compare and contrast five ptedator hunting 4 Coordinate a group of people to help
methods catch it.
. list and explain the factors aFecting energy *1 ~ 0 .5 ~, \
expenditures of predators Materials
&
recognize that predators can have solitary Day I: resource book, Survival Strategies 2 ~
~ .2 ~ ~ 0 *: HERD )
and cooperative hunting strategies Chapter 6; Worksheet #1
. explain the differences between solitary and Day II: Worksheet #2, Discovery Card ~ .6 I ~ ~
LlJ .3 w
cooperative hunting strategies
Motivation Lesson Procedure cc~ ~e6 ~
Day I:
Day I: Write the following statements on the * Present the motivation statements on I
chalkboard and ask students which they think wolves and discuss hunting success rates.
ant true or false: . Distribute Worksheet #1 and have the
I 6. ~.
~: A pack of ten wolves (each weighing class read definitions of methods of preda- I
about 90 pounds) can kill an adult moose lion. Be sure that each student understands
3.
weighing about 700 pounds. the definitions before going on to the next ~HERD)
2. One wolf eats an average of four pounds step. HERD 2e
0
of meat daily. . Have students solve the logic puzzle on c\,
3. Wolf hunts result in kills about 90% of the Worksheet #1 by matching predators with
. 0 - l.~ OO
time. hunting methods.
e ~ ~ 0 OO~
________________________________________________ . Ask students to compare
and contrast the five I
hunting methods and I
complete the Worksheet
chart.
_____________ . Discuss the factors that Explanations of Possible 3 The strategy is to fan out and
Catch h if You Can
~ affect a predator's ener- Solutions encircle the prey. The herd
~ ~ expenditure. 1 . The strategy is to drive prey takes off in all directions; This
4~~5'4 ~ ` ~
I ~ ` ~ .~.. - ~ ave the class formulate into the corner (the barrier increases each predator's
~ . an equation for energy by having some of the pred- chance to capture the prey.
~ considerations of a hunt- ators form a semicircle behind
~
~ ~ mg method. the herd. As the herd runs in
~ the desired direction, some
~ Day II: predators make a final rush to
_________ ~ *P
~ resent the `fly swat- bring down a herd member.
--~ ~ ng" motivation problem 2. The strategy is ambush.
~- ~ to review the previous Some predators run behind
~ ( ~ 4~ ~ lesson and to introduce the bushes while most of the
`7 ~ the concept of the coop- group chase the prey to drive
`w ~ er ative hunting strategy. it forward toward the animals
~ * Distribute the Discovery waiting in ambush. When the
~ Cards and have students herd flees, ambushers come
read about predators out of hiding and attack.
62 67
Pages reproduced wiffi permission from the author/publisher
142
PAGE 149 Show Image
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PAGE 150 Show Image
INWNiI]ENk~iIIl{i]iik1lNMiIEN,L Bk-
Content ThE NATURAL ENVIRONMENT: ThE BUILT ENVIRONMENT: THE PERSONAL ENVIRONMENT
Natural Systems and Human Alterations to Citizens' Roles, Responsibilities,
Process Interactions
__________________________________ Natural Environments Choices, and Actions
Fostering Environmentally aware citizens cultivate in Members of sustainable human An indMdual's quality of life and attitude
Awareness and themselves and others a deep appreciation communities value the natural environment toward the environment depend on the
Appreciation for natural systems and personal and recognize humankind's ultimate distribution and quality of natural resources,
of the interactions with the natural environment. dependence upon renewable and which may be regulated by laws and
Environment nonrenewable resources. influenced by local interests, cultural values,
California Curriculum Framework political climate, and international relations.
References: Science: History and Social Science: Geographic History and Social Science: Sociopolitical Literacy
Living Things, Ecosystems, Oceanography Literacy; Science: Geology and Natural Cultural Literacy, Constitutional Heritage, National
Resources, Living Things, Ecosystems Identity
Understanding Individuals understand the relationship Humans understand how they alter the Individuals, communities, and societies
Basic
between the living and non-living natural and built environments. As human understand and honor the symbiotic
Environmental components of natural systems. populations increase, their impacts on the relationship between the natural and built
Concepts global environment are more pronounced. environments such that a sustainable global
&ience: Living Things, Energy, community is created.
Ecosystems, Matter History and Social Science: Historical Literacy,
Geographic Literacy; Science: Geology and Natural History and Social Science: Civic Values, Rights,
Resources, Science, Technology and Society and Responsibilities, Sociopolitical Literacy,
Participation Skills
Taking Individuals take appropriate, knowledgeable Members of sustainable human Informed citizens influence the
Responsible actions to restore, preserve, and protect communities learn from past experiences, development of a sustainable global
Actions the integrity of natural systems and acknowledge human limitations, anticipate community through individual and
Toward the interactions. changes, and develop innovative systems to collective actions, civic and organizational
Environment conserve resources and promote the vitality responsiveness, lifestyle choices, cultural
of both the natural and built environments. sensitivity, career selection, regulatory and
History and Social Science: Historical Literacy, statutory processes, and economic
Ethical Literacy; Science: Ecosystems, Geolagy and History and Social Science: Ethical Literacy, practices.
Natural Resources Critical Thinking Skills, Historical Literacy, History and Social Science: Civic Values, Rights
Economic Literacy; Science: Geology and Natural and Responsibilities, Economic Literacy, Critical
Resources, Science, Technology and Society Thinking Skills, Participation Skills; Science:
Science, Technolagy and Society
144
PAGE 151 Show Image
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PAGE 152 Show Image
i'NHL~UIi~LiIDi!1]Nu]HHNifllU
Content THE NATURAL ENVIRONMENT: ThE BUILT ENVIRONMENT: THE PERSONAL ENVIRONMENT
Natural Systems and Human Alterations to Citizens' Roles, Responsibilities,
Interactions
__________________________________ Natural Environments Choices, and Actions
Fostering Science: Life &iences, Physical Sciences, Science: Life Sciences, Physical &iences, Science Life Sciences Physical Sciences
Awareness and Earth &iences. Earth &iences. Earth &iences
Appreciation History/Social Science: Knowledge and History/Social Science: Skill5 Attainment and Histoiy/Social Science Knowledge and Cultural
of the Cultural Understanding.
English/Language Arts: The Art of Social Participation. Understanding, Democratic Understanding and Ci',ic
Environment Questionin
Strategies, ~ of Leaming English/Language Arts: The Art of Questioni Values, Skills Attainment and Social Participation
Direct Teaching of naming Strategies, ng, English/Language Arts The Art of Questioning
Direct Teaching of Learning Strategies Mulitmoclal
to Teaching. Approaches Mulitmodal Approaches to Teaching. Approaches to Teaching
Mathematics: Mathematical Thinking, Mathematics: Mathematical Thinking, Mathematics Mathematical Thinking
Communication, Mathematical Ideas, Tools Communication, Mathematical Ideas, Tools Communication, Mathematical Ideas Tools
and Techniques. and Techniques
and Techn
Visual and Aesthetic Visual and Perforrriing Arts: Aesthetic Visual and Performing Arts Aesthetic Perception
Creative Expression Arts Henta e Aestliet
Aesthetic Valuing. pression, Perception, Creative Expression, Physica ucation Social Development and
I Ed ` g ic Valuing
Physical Education: Social Development Aesthetic Valuing. Interaction, Self Image and Self Realization
and Interaction.
___________________________________________ Individual Excellence.
Understanding Science: Life Sciences, Physical Sciences, Science: Life Sciences, Physical Sciences, Science: Lfe Sciences, Physical Sciences,
Basic Earth Sciences. Earth Sciences. Earth Sciences.
Environmental History/Social Science: Skills Attainment and History/Social Science: Irriowledge and Cultural History/Social Science: Knowledge and Cultural
Concepts Social Participation. Understanding, Democratic Understanding and Understanding, Democratic Understanding and
English~nguage Arts: The Art of Civic Values, Skills Attainment and Social Civic Values, Skills Attainment and Social
Questioning, Direct Teaching of Leaming Participation.
English/Language Arts: The Art of Questioning, Participation.
English/Language Arts: The Art of Questioning
Strategies, Mulitmodal Approaches Direct Teaching of Leaming Strategies, Direct Teaching of Leaming Strategies
to Teaching.
Mathematics: Mathematical Thinking, Mulitmodal Approaches to Teaching. Mulitmodal Approaches to Teaching.
Communication, Mathematical Ideas, Tools Mathematics: Mathematical Thinking, Mathematics: Mathematical Thinking,
and Techniques. Communication, Mathematical Ideas, Tools Communication, Mathematical Ideas, Tools
Visual and Performing Arts: Aesthetic and Techniques. and Techniques
Perception, Creative Expression, Arts Heritage, Visual and Perforrriing Arts: Aesthetic Visual and Performing Arts Aesthetic Perception
Aesthetic Valuing. Perception, Creative Expression, Arts Heritage, Creative Expression Aesthetic Valuing
Physical Education: Social Develo Aesthetic Valuing. Physical Education Social Development and
Physical Education: Social Development Interaction, Self Image and Self Realization
pment and Interaction. and Interaction. Individual Excellence
Taking Science: Life Sciences, Physical Sciences, Science: Life Sciences, Physical Sciences, Physical Education Social Development
Earth Sciences. Earth Sciences. and Interaction
Responsible History/Social Science: Knowledge and History/Social Science: Irriowledge and Cultural Science Life Sciences Physical Sciences
Actions Cultural Understanding, Democratic Understanding, Democratic Understanding and Earth Sciences.
Toward the Understanding and Civic Vaiues, Skills Civic Values, Skills Attainment and Social History/Social Science: Knowledge and Cultural
Environment Attainment and Social Participation. Participation. Understandin Democratic Understa
English/Language Arts: The Art of I g, nding and
English/Language Arts: The Art of Questioning Civic Va ues, Skills Attainment and Social
Questioning, Direct Teaching of Leaming Direct Teaching of Learning Strategies, , Participation.
Strategies, Mulitmodal Approaches Mulitmodal Approaches to Teaching. English/Language Arts: The Art of Questioning
to Teaching. Direct Teaching of Leaming Strategies
Mathematics: Mathematical Thinking, Mathematics: Mathematical Thinking, Mulitmodal Approaches to Teaching
Communication, Mathematical Ideas, Tools Communication, Mathematical Ideas, Tools Mathematics Mathematical Thinking
and Techniques. and Techniques. Communication, Mathematical Ideas Tools
Visual and Perforrriing Arts: Aesthetic Visual and Performing Arts: Aesthetic and Techniques
Perception, Creative Expression, Arts Heritage, Perception, Creative Expression, Arts Heritage, Visual and Performing Arts Aesthetic Perception
Aesthetic Valuing. Aesthetic Valuing.Physical Education: Social Creative Ex~ession, Aesthetic Valuing, ScIf
Physical Education: Social Development and Development and Interaction, Self-Image and Image and If Realization Individual Excellence
Interaction. Self-Realization.
146
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PAGE 154 Show Image
4. Are personal and societal values and conflicting points of view explored in D. Teacher Usability
context?
1 Are instructions for the teacher clear and concise?
5. Are instructional materials easy for students to use and understand? 2. Are lesson objectives/outcomes clear and appropriate?
6. Is learning made accessible to LEP students?
3. Are materials easily integrated into an established curriculum?
7. Are writing and concepts developmentally appropriate for the designated ~ Is background information for the teacher adequate and accurate?
grade, yet sensitive to individual differences in educational expenence and
learning mode?
5. Can the materials be adapted to varied learning environments (large/small
8. Is environmental responsibility modeled in design, underlying philosophy, classes, of mixed levels, from rural/urban settings)?
and suggested activities by the lessons and materials (e.g. , using recycled 6. Are consumable instructional materials of good quality, easily duplicated
materials and properly disposing of wastes)? for student use, and in suffi
cient quantity to support the objectives?
9. Are there clear linkages presented between communities of all levels 7. Are equipment/materials listed and reasonably accessible?
("thinking globally, acting locally")?
8. Are a variety of instructional strategies, expanded learning environments
10. Are vocabulary words defined in context and not dominating of learning and resources suggested in the curriculum's design?
goals?
9. Is the time required to complete each lesson indicated?
1 1 . Is the layout of instructional materials interesting and appealing?
C. Pedagogy 10. Do the materials clearly list the subject discipline(s) integrated into each
lesson?
1 . Does almost half the curriculum have students engaged in active learning? E. Natural Communities Content Questions
2. Is learning based on students constructing knowledge through research, Do the materials provide opportunities for students to:
di~ussion, and application to gain conceptual understanding?
1 . Become aware of the nature and kinds of interactions within and
3. Are evaluation devices included and appropriate? (Highest points for between the physical and biological environments?
authentic, performance based assessment devices.)
2. Gain respect for the intrinsic value of natural communities?
4. Are instructional materials sensitive to social, economic, and cultural
diversity? 3. Identify components of the natural community and their relationships and
functions?
5. Do lessons encourage students to develop awareness, knowledge, and
strategies for responsible action? 4. Actively seek out information, analyze it, and take action to address an
6. Are group/cooperative learning strategies used? environmental issue related to natural communities?
5. Gain an awareness of the responses of biological, physical, and
7. Is intergenerational responsibility, linking today's actions with future ecological systems to human activity?
consequences, implicit in instruction?
6. Identify and explain expected and unexpected environmental events
resulting from human activities?
148
PAGE 155 Show Image
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PAGE 156 Show Image
The following materials were evaluated as "Supplementary environmental issues if student completes unit. Needs a variety of
Materials. " They show value as teaching materials, but may be books and other resources.
narrowly focused on a specific geographic area or aspect of natural
~ communities, or are intended to be supplementary. Their evaluation ~~ke Erie, A Day in the Life of a Fish, Ohio Sea Grant Education,
~ consisted of review and narrative comments by the evaluators. The Ohio State University, 059 Ramseyer Hall, 29 West Woodruff,
Columbus, OH 43210-1116, (614)292-1078. An actMty booklet
~ Botany for All Ages, Jorie Hunken and the New England Wildflower teaching about fish and the differences between fish and marine
~ Society, Globe Pequot Press, Box Q, Chester, CT 06412. A guide mammals. Elementary grades. Notes: Several simple experiments
~ and lesson plan, covering a range of botanical subjects, using that can be done with 1-3 grades at very liffle cost. Good background
experience-based actMties that encourage individual expression as information on fish.
~ well as group interaction. Notes: Introduces Science in a
Conserving Florida Wildlife, Florida Advisory Council on
~ nonthreatening way. Many creative activities to supplement existing Environmental Education, Room 237, Holland Building, Tallahassee,
~ program.
FL 32399-1400, (904)487-0123. An interdisciplinary middle school
~ Conservation for Children, Sopris West, P0 Box 1809, Longmont, curriculum guide investigating Flonda wildlife issues. Notes: Lots of
~ CO 80502, (303)651-2829. National Diffusion Network "writing across the curriculum" ideas. Focus is on Florida. Some
~ environmental education program consisting of grade level-specific ideas seem more appropriate for elementary students.
~ acurriculum guides in binder format offering worksheets, songs, and
activities. Grade Level: 1 , 2, 3, 4, 5, 6. Notes: Various integrated Habitat Fun Pack, California Central Valley Habitat Joint Venture,
~ worksheets and activities. US Department of the Interior, Fish and Wildlife Service, 1002 N.E.
Holladay Street, Portland, OR 97232. A packet of games and
~ Connections: The Living Planet (Modules: Endangered Wildlife; The activities about waterfowl and their habitat designed to supplement
Remarkable Rainforest; The Web of Life; each has a corresponding an environmental education program. Grades K-3, 4-6, Junior and
teachers' guide), Ginn Publishing Canada, Inc., P0 Box 261, Senior High. Notes: Short, concise, interesting activities designed to
Tonawandan, NY 14151-0261, (800)361-6128. A set of student stimulate early interest in the environment. Provides non-threatening
~ books and teacher's guides focusing on global environmental activities for students and teachers with little environmental
problems. Grades 4 and up. Notes: Story book style for young background.
students. Appealing photos and maps. Language Arts approach.
Nice addition to a hands-on science program.
Great Explorations in Math and Science (GEMS): Mapping Fish
Q) Habitats (6-10), Mapping Animal Movements (5-9), Animals in
~ Dipping Into Creeks, Effie Yeaw Nature Center, 6700 Tarshes Action (5-9), Earthworms (6-10), Lawrence Hall of Science,
E Drive, Carmichael, CA, (916)489-4918. A collection of activities and University of California, Berkeley, CA 94720, (510)642-7771. A
Q
0 resources focused on creek exploration. Notes: A quick guide to variety of guided discovery activities with background information
-~ creek life and ecology. K-6 activities relating to aquatic science, with carefully written to allow presentation by teachers without special
~ extensions for Junior High.
math or science background. Notes: Good elementary lab exercises.
0
Ecology: Learning to Love Our Planet, Zephyr Press, P0 Box High quality reproducible materials for student research projects.
~ 66006, Tucson, AZ 85728, (602)322-5090 x102. An The Green Schools Activity Booklet, The Sacramento Tree
~ interdisciplinary, self~directed learning experience designed to work Foundation, Education Department, 201 Lathrop Way, Suite. F,
E
~ well with an entire class, individually, or with small groups. Grades K- Sacramento, CA 95815, (916)924-8733. A hands-on collection of
0
Q) 3, 4-8. Notes: Self~irected study unit which will involve interdisciplinary activities designed to raise student awareness about
150
PAGE 157 Show Image
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* Paddle-to4he-Sea: Supplementary Curriculum ActMties, Ohio Sea parents and other teachers. Notes: Outdoors actMties that can be
~ Grant, The Ohio State University, 1314 Kinnear Road, Columbus, used with a vanety of ages. An activity resource to encourage
~ OH 43212-1194. A collection of activities designed to be used with students to appreciate and value nature.
Holling Clancy Holling's classic, Paddle-To-The-Sea. Grades 3-6.
~ Notes: A good try at infusing good literature with environmental The Team Notebook, Sierra Club National Environmental Education
education. A wonderful, story-based curriculum. Committee, Public Information, 730 Polk Street, San Francisco, CA
94109, (415)776-221 1. An environmental resource notebook for
Planting Seeds, Growing Minds, California Association of teachers and youth leaders. Notes: A good teacher resource that
~ Nurserymen, 4620 Northgate Blvd., Sacramento, CA, (916)567- introduces community action and the creation of environmental
~ 0200. A booklet of activities centered around Arbor Day and
protection laws. The activities include assessing an individual
~ National Gardening Month. Grades K-6. Notes: The activities are school's effect on the environment.
~ mostly hands-on - a tree will be planted each time the curriculum is
taught. Aquatic California: Wet and Wild! (Draft), The Oakland Museum,
Museum of California Foundation, 1000 Oak Street, Oakland, CA
Sea Sampler, University of South Carolina, Baruch Marine Lab, P0 94607-4892, (510)238-2917. A pre- and post-visit curriculum to
~ Box 1630, Georgetown, SC 29442. A sampling of aquatic activities accompany the Oakland Museum's program for school groups
~ that have been successfully used in South Carolina classrooms. entitled Aquatic California: Wet and Wild! Grades 4-6. Notes: The
~ Grades K-6, 7-12. Notes: This is a random set of supplementary activities are designed for students to understand the properties and
~ activities that would be good for a marine science class. importance of water, salt water, and estuaries. A trip to the Oakland
~ Sharing the Earth: Animal-Human Relationships, The Animal Care Museum is the culminating activity and essential to most of the
and Education Center, Rancho Santa Fe, CA 92067. A package of activities.
~ hands-on adventures designed to increase understanding of the Western Oak Woodlands, Acorn Naturalists, 17300 East 17th
interrelationships between humans and animals. Notes: Some good Street, Suite J-236, Tustin, CA 92680, (800)422-8886. A family
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shellfish. Grades 1-8. Notes: Role playing, mollusk anatomy and the Issues - Earth Matters, Girl Scouts of the USA, 420 Fifth Avenue,
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