Predators and Prey: Jordan Lake State Recreation Area. an Environmental Education Learning Experience Designed for Grades K-3

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AUTHOR Boswell, Henry, III; Stamm, Daniel K. TITLE Predators and Prey: Jordan Lake State Recreation Area. An Environmental Education Learning Experience Designed for Grades K-3. INSTITUTION North Carolina State Dept. of Environment, Health, and Natural Resources, Raleigh. PUB DATE Mar 93 NOTE 124p.; Small illustrations may not reproduce clearly. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052)

EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Conservation (Environment); *Ecology; *Environmental Education; Experiential Learning; *Field Trips; Learning Activities; *Outdoor Activities; Outdoor Education; Primary Education; Vocabulary Development; Wildlife IDENTIFIERS *North Carolina; *Predator Prey Relationship

ABSTRACT This document provides hands-on environmental education activities for the classroom and the outdoor setting of Jordan Lake State Recreation Area. The activity packet, designed for grades K-3, meets curriculum objectives of the standard course of study established by the North Carolina Department of Public Instruction. It includes on-site activities conducted at the park and previsit and postvisit activities designed for the classroom. These activities may be performed independently or in a series to build upon students' newly gained knowledge and experiences. In these activities students go on a "safari," become part of a food chain, and discover the roles of predator and prey at Jordan Lake. The learning experiences expose students to the major concepts of predator, food chain, prey, habitat, adaptation, resource management, and pieservation of natural areas. Vocabulary words appear in bold type the first time they are used in each. activity. These words and their definitions may be found in the glossary at the back of the activity packet, followed by a list t reference materials. A supplemental educator's guide provides information about the field trip to Jordan Lake. (Contains 16 references.) (KS)

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"PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 1,4:41/set

TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)."

Jordan Lake State Recreation Area An Environmental Education Learning Experience Designed for Grades K -3

2 BEST COPY AVAILABLE in the web of life, all things are connected. The bobcat and the rabbit are but opposite ends of the same strand.

3 This Environmental Education Learning Experience was developed by

Henry Boswell, III, Lead Interpretation & Education Ranger and Daniel K. Stamm, Ranger Jordan Lake State Recreation Area

Funding for this publication was generously provided by

Cmviins hoot Wit Company

N.C. Division of Parks and Recreation Department of Environment, Health, and Natural Resources AV%4s; ED E IA Fl Janes B. Hunt. Jr. Jonathan B. Howes Governor Secretary

ii Other Contributors .

The N.C. Department of Public Instruction;

The N.C. Department of Environment, Health, and Natural Resources;

and the many individuals and agencies who assisted in the review of this publication.

5(X) copies of this public document were pfinted at a cost of $3,505 or $7.01 per copy

Printed on recycled paper. 3-91 1. Introduction Introduction to the North Carolina State Parks System 1.1 Introduction to Jordan Lake State Recreation Area 1.2 Introduction to the Activity Packet for Jordan Lake State Recreation Area 1.3 Introduction to Predators and Prey 1.4

2. Activity Summary 2.1

3. Pre-Visit Activities *1 The ABC's of Predators and Prey 3.1 *2 What's a Predator? 3.2 /3 No Free Lunch

4. On-Site Activities *1 Predator Safari 4.1 42 Predator-Prey Game 4.2 '3 Food Web Game 4.3

5. Post-Visit Activities 41 Produce a Predator 5.1 *2 Food Chain Rummy 5.2 *3 Predator Maze 5.3

6. Vocabulary 6.1

7. References 7.1

8. Forms 8.1

9. Notes 9.1

iv I I I

D reserving and protecting That was in 1915. The As one of North Carolina's r North Carolina's natural North Carolina State Parks principal conservation agen- resources is actually a rela- System has now been cies, the Division of Parks tively new idea. The seeds of established for more than and Recreation is responsible

the conservation movement three-quarters of a century. for the more than 125,000 . were planted early in the 20th What started out as one small acres that make up our state century when citizens were plot of public land has grown parks system. The Division alerted to the devastation of into 59 properties across the manages these resources Mount Mitchell. Logging state, including.parks, for the safe enjoyment of the was destroying a well-known public, and protects and

landmark- the highest peak preserves them as a part of , east of the Mississippi. As the heritage we will pass on the magnificent forests of to generations to come. this mile-high peak fell to the lumbermen's axe. An important component alarmed citizens began of our stewardship of these to voice their opinions. lands is education. Through Governor Locke Craig our interpretation and environ- joined them in their efforts mental education services, the to save Mount Mitchell. Division of Parks and Recrea- Together they convinced tion strives to offer enlighten- the legislature to pass a bill recreation areas, trails, rivers, ing pro, .ams which lead establishing Mount Mitchell lakes and natural areas. This to an understanding and as the first state park. vast network of land boasts appreciation of our natural some of the most beautiful resources. The goal of our scenery in the world and environmental education offers endless recreation program is to generate an opportunities. But our state awareness in all individuals parks system offers much which cultivates responsible more than scenery and recrea- stewardship of the earth. tion. Our lands and waters contain unique and valuable archaeological, geological and biological resources that are important parts of our natural For more information contact: heritage. N.C. Division of Parks and Recreation P.O. Box 27687 Raleigh, N.C. 27611-7687 919/ 73341ARK 7 Jordan Lake State Recreation Area. NC 1.1 March 1993 Uollowing a disastrous hur- At normal water level, The number of eagles in the 1 ricane that struck the Jordan Lake covers 13,500 area has increased dramatically Cape Fear River basin in 1945, acres. It is 17 miles long with since the flooding of the reser- the United States Congress 150 miles of shoreline. In ad- voir. Vast undisturbed areas directed a study of water dition to flood control, the lakeprovide many of the migrating resources in the Subse- provides water supply, water eagle's basic living require- quently, it quality control, and fish and ments, including an abundant authorized supply of fish and a the U.S. Army ,/ matureforest for roost- Corps of Engi- To view this

ifiJe , fascinating bird, join neers to build the New v ,, , ) , Hope Lake project to one of the park's control flooding on the lower Cape Feat Con- struction of the reservoir began in 1967. In 1973, the name of the project was changed to B. Everett Jordan Dam and Lake in honor of the former U.S. Senator from North Carolina. The lake was flooded in 1981, and the Corps wildlife conservation. Its wide interpretive programs or bird of Engineers constructed a va- range of recreation opportuni- watch on your own. The riety of park facilities. These ties includes fishing, boating, eagles congregate at the north facilities and the land around water skiing and camping. end of the lake and can be best Jordan Lake are leased and op- seen from the NC 751 bridge erated by the North Carolina Jordan Lake supports the or the Wildlife Resources Division of Parks and Recre- largest summering population Commission observation deck. ation. of the bald eagle in the eastern United States. The eagle, our national symbol for more than 200 years, used to soar over theFor more information contact: nation by the tens of thousands: Jordan Lake State Recreation Area Now fewer than 5,000 survive, Route 2 Box 159 and this magnificent bird of Apex, NC 27502 prey is in danger of extinction. (919) 362-0586

8 Jordan Lake State Recreation Area, NC 1.2 March 1993 II

rr he environmental educa- classroom environment. These The North Carolina Depart- tion learning experience. activities may be performed ment of Public Instruction is Predator and Prey, was devel- independently or in a series in the process of revising the oped to provide hands-on envi- to build upon students' newly curriculum for all subject areas, ronmental education activities gained knowledge and experi- therefore specific curriculum for the classroom and the out- ences. In these activities, stu- objectives are not listed. Each door setting of Jordan Lake dents will have the opportunity activity does include, however, State Recreation Area. This ac- to go on a safari, to be part of a a list of the curriculum study tivity packet. designed to be food chain and to discover the areas used in that activity. implemented in grades K 3, roles of predator and prey at meets curriculum objectives of Jordan Lake. Vocabulary words used the standard course of study es- throughout this environmental tablished by the North Carolina The environmental educationeducation learning experience Department of Public Instruc- learning experience, Predators appear in bold type the first tion. It includes three types of and Prey, will expose students time they are used in each activ- activities - 1) pre-visit activities, to the following major concepts: ity. These words and their 2) on-site activities, and 3) post- Predator definitions may be found in the visit activities. On-site activities Food chain vocabulary at the back of the will be conducted at the park, Prey activity packet. A list of the while pre-visit and post-visit Habitat reference materials used in de- activities are designed for the Adaptation veloping the a tivities follows Resource management the vocabulary. Preservation of natural areas This document was designed to be reproduced, in part or in its entirety, for use in North Carolina classrooms. Should you wish to photocopy or adapt it for other uses, please credit the N.C. Division of Parks & Recreation.

Note: On-site activities may require hiking which could expose the students to hot, humid conditions and ticks. Accessibility to some of these areas may be diffi- cult for persons with special. needs.

Jordan Lake State Recreation Area, NC 1. March 1993 Predator & Prey: Carnivores, or predators, do their survival. The Hunter not have to eat as often because Every animal, whether the animals they eat are a morepredator or prey, occupies a & The Hunted concentrated source of energy, special niche in nature. Each plays a vital role in the checks very animal on earth but predators must work harder and balances of the natural L./shares a common problem.to find and catch their food. world. If there were no prey, It must get enough to eat or the predators would starve to it will die. Some animals get Both predators and prey death. If there were no preda- enough to eat by feeding on have special characteristics tors, the prey would die of plants, while some feed on that help them to meet the chal- overpopulation and disease. other animals. Herbivores lenges of getting enough to Knowledge and awareness of are animals that eat plants for eat. These special characteris- the adaptations of the hunter food.- Carnivores are animals tics are called adaptations.The and the hunted, and of the that eat other animals for food. senseshearing, sight and Some animals eat both plants smell of both predators and important relationship between predator and prey, is central and animals; they are called prey, are adapted in special omnivores. ways to help them meet their to understanding the natural particular challenges. Other world. Herbivores, or the hunted, characteristics, such as speed are called prey, while carni- and camouflage, are developed vores, or hunters, are called as defenses or aids in attack. predators. An omnivore can The adaptations of both preda- be a prey or a predator, de- tor and prey are essential to pending on whether it is eating a plant or another animal.

. Predators and prey face different problems getting enough to eat. Herbivores, or prey, generally have no problem finding food if the area they live in is undisturbed by human activities. The plants that they eat do not move from place to place and, usually, there are plenty of them. The challenge for the prey is how to get enough to eat without being attacked by a predator.

Jordan Lake State Recreation Area, NC 1.4 March 1993 10 -..".-- The following outline provides a brief summary of each activity, the major concepts introduced, and the objectives met by the completion of the activity. I. Pre-Visit Activities Pre-visit activities prepare the student for the on-site activities by providing a fundamental basis for the understanding of predators, prey, habitat, adaptations and the food chain.

#1 The ABC's of Predator and Prey (page 3.1) Students will determine whether an animal is a predator or prey based upon what it eats.

Major Concepts: Predator Prey Alphabet

Objective: Determine whether an animal is a predator or prey based upon what the animal eats. #2 What's a Predator? (page 3.2) Using flash cards and a coloring sheet, students will learn to distinguish between predator and prey, and meet a few of the animals that live at Jordan Lake.

Major Concepts: Predator Prey Adaptation Habitat

Objectives: Name three characteristics of a predator. Name three characteristics of a prey. Determine whether an animal is a predator or prey. Name three predators and three prey found in this area.

Jordan Lake State Recreation Area. NC 2. 1 March 1993 *3 No Free Lunch(page3.3) Using a worksheet, students will complete a food chain by drawing examples in each link of the chain.

Major Concepts: Food chain Animal interactions Predator Prey

Objectives: Define the source of energy in a food chain. Describe two food chains. II. On-Site Activities On-site activities provide the student with direct information and experiences relating to the predator-prey relationship, the bald eagle, predator habitats and the food chain. Several other related concepts are discussed such as carrying capacity and adaptations.

*1 Predator Safari(page4.1) Using a field guide, students will hunt for animals, animal signs and animal habitats on this hike at Jordan Lake. Following the hike, rangers will use pictures and actual examples to discuss with the students what kinds of animal signs they-saw, what they expected to see and didn't, and why they didn't.

Major Concepts: Predator Prey Adaptation Habitat

Objectives: Identify two signs of prey. Identify two signs of predators. List four predators found at Jordan Lake.

Jordan Lake State Recreation Area. NC 12 March 19,A Illustrabon by Conan Pow&I

'2 Predator/Prey Game (page 4.2) -4°15--- While pretending to be different predators and prey in a habitat, students will learn about the tood chain and natural carrying capacities.

Major Concepts:. Predator/prey interactions. Habitat Carrying capacity

Objectives: List four components of a habitat. Explain one benefit of predators. Explain two ways humans can affect wild animal populations.

*3 The Food Web Game (page 4.3) Students will act out a food chain and expand it to become a food web.

Major Concepts: Food chain Food web Interdependence Producer (plant) Herbivore (prey) Primary carnivore (prey or predator) Secondary carnivore (predator)

Objectives: Create a simple food chain. Connect several food chains to form a food web. Explain what happens when a food web is disrupted. List three ways we can help to preserve and protect natural food webs.

Jordan Lake State Recreation Area, NC March 1993 2.3 vejaglows fisainealtaggsimgitsot M. Post-Visit Activities Post-Visit activities reinforce and expand upon the earlier lessons to create a more in-depth understanding of the concepts presented.

*1 -Produce a Predator (page5.1) Students will learn how animals are adapted to their habitats by creating an imaginary predator.

Major Concepts: Adaptation Predator Prey Habitat

Objectives: List two adaptations of a predator. Create a predator from possible adaptations. List two things that affect the surival of predators. List two things humans can do to help predators survive.

#2Food Chain Rummy (page5.2) Nearly all living plants or animals get their energy from thG sun. In order to help students follow this flow of energy, they will play a card game called Food Chain Rummy. Different land and water-based food chain sets need to be collected for the students to get points.

Major Concepts: Food chain Predator Prey

Objective: l'race the energy flow through two separate food chains.

#3 Predator Maze (page5.3) Students will help a predator find its way through a maze to capture its prey.

Major Concepts: Predator Prey Food chain Habitat

Objective: List three different predators and their prey. 14

Jordan Lake State Recreation Area. NC 2,4 March 1993 a

Curriculum Objectives: Grade 3 where the animal lives at the Kindergarten General Music: understand lake and what the animal eats. General Music: understand the irriportance of personal Students will be asked whether the importance of personal contributions, share knowl- the animal is a predator or contributions, problem soil/- edge and skills log, awareness of singing Visual Arts: art appreciation prey (some may be both), versus speaking voice Communication Skills: effec- based on what the animal eats. Visual Arts: art appreciation tive speech, listening and Communication Skills: visual comprehension Instructions: effective speech. the role of Guidance: group interaction Before playing the tape, reading. listening and visual Science: defense mecha- comprehension nisms, interdependence of explain the following to your Guidance: group participa- animals and plants, conserva- students in your own words tion and interaction, effec- tion, human impacts (or in these): tive listening skills Social Studies: cooperation, Science: plants and animals problem solving Social Studies: cooperation, "All animals have to eat! problem solving Location: Classroom Some animals only eat plants. They are called herbivores. Grade 1 Group Size: Any Some animals eat other ani- General Music: participate mals. They are called, predators. freely, share knowledge and Estimated Tine: 45 minutes skills An animal eaten by another Visual Arts: art appreciation Materials: animal is called prey. For ex- Communication Skills: Provided by the Educator. ample, if an eagle catches a effective speech, the role of Copy of alphabet script, fish. the eagle is the predator reading, listening and visual cassette tape player, cassette and the fish is the prey." comprehension tape with alphabet song ' Guidance: group participa- (borrowed from the park) tion and interaction, effective Now play the tape. As stu- listening skills dents listen to the tape, hold up Science: animal differences Major Concepts: the appropriate picture for each and similarities, needs of Predator letter. Stop the tape after the animals Prey Social Studies: cooperation, question "Do-you think the problem solving, importance Alphabet animal is a predator or prey?" of the environment to allow the students time to Objective: answer. Lengthy discussion of Grade 2 Determine whether an each animal is not necessary General Music: composition animal is predator or prey structure, word pronuncia- or desired. The focus should tion based upon what the be on what the animal eats in Visual Arts: art'appreciation animal eats. order to determine whether it is Communication Skills: predator or prey. The educator effective speech, listening Educator's Information: and visual comprehension may wish to spend more time Guidance: group interaction on the eagle and the largemouth Science: animals around us, e audio cassette tape is a bass as they will be used animal environments song that tells the students throughout the activity packet. Social Studies: cooperation, the name of an animal that problem solving, importance lives at Jordan Lake for each of the environment letter of the alphabet. It tells

Jordan Lake State Recreation Area, NC 3.1.1 i 5 March 1993 A is for aphid. H is for heron. 0 is for owl. The aphid lives on plants at The heron lives at the water's The owl lives in the trees at Jordan Lake. The aphid eats edge at Jordan Lake. The Jordan Lake. The owi eats plant sap. Is the aphid a preda-heron eats fish. Is the heron mice and other small animals.. tor or a prey? a predator or a prey? Is the owl a predator or a prey?

B is for beaver. I is for inch worm. P is for painted turtle. The beaver lives at the water's The inch worm lives in trees atThe painted turtle lives in the edge at Jordan Lake. The ,Jordan Lake. The inch worm water at Jordan Lake. The beaver eats plants. Is the eats leaves. Is the inch worm painted turtle eats plants. Is beaver a predator or a prey? a predator or a prey? the painted turtle a predator or a prey? C is for copperhead. J is for jumping spider. The copperhead lives in the The jumping spicier lives in Q is for questiciunark woods at Jordan Lake. The the woods at Jordan Lake. The butterfly. copperhead eats animals like jumping spider eats insects. The questionmark butterfly mice. Is the copperhead a Is the jumping spider a preda- lives in the fields at Jordan predator or a prey? tor or a prey? Lake. The questionmark butterfly eats nectar and sap D is for deer. K is for kingsnake. from plants. Is the question-

-The deer lives in the woods The kingsnake lives in the- mark butterfly a predator or and the fields at Jordan Lake. woods at Jordan Lake. The a prey? The deer eats grass and leaves. kingsnake eats small mammals Is the deer a predator or a and other snakes. Is,the R is for raccoon. prey? kingsnake a predator or a The raccoon lives at the water's prey? edge and in the woods at

E is for eagle. . Jordan Lake. The raccoon eats The eagle lives in trees around L is for lizard. clams and almost everything Jordan Lake. The eagle eats The lizard lives in the woods else. Is the raccoon a predator fish and animals. Is the eagle at Jordan Lake. The lizard or a prey? a predator or a prey? eats insects. Is the lizard a

.predator or a prey? S is for squirrel. F is for fox. The squirrel lives in the trees at The fox lives in the woods M is for mouse. Jordan Lake. The squirrel eats at Jordan Lake. The fox eats The mouse lives in the woods nuts. Is the squirrel a predator small animals. Is the fox a and fields at Jordan Lake. The or a prey? predator or a prey? mouse eats plants and seeds. Is the mouse a predator or a T is for toad. G is for goose. prey? The toad lives on the ground The goose lives in the water at at Jordan Lake. The toad eats Jordan Lake. The goose eats N is for newt. insects. Is the toad a predator water plants. Is the goose a The newt lives in the water at or a prey? predator or a prey? Jordan Lake. The newt eats insects. Is the newt a predator or a prey?

Jordan Lake State Recreation Area, NC 3.1.2 16 March 1993 U is for upland chorus frog. W is for woodpecker. Z is for zebra swallowtail The upland chorus frog lives The woodpecker lives in the (butterfly). in the woods at Jordan Lake. trees at Jordan Lake. The The zebra swallowtail lives in The upland chorus frog eats woodpecker eats insects. Is the fields at Jordan Lake. The insects. Is the upland chorus the woodpecker a predator or zebra swallowtail eats nectar. frog a predator or a prey'? a prey? Is the zebra swallowtail a predator or a prey? V is for vulture. Y is for yellow jacket. The vulture lives in the trees The yellow jacket lives in a What letter did we miss? and sky at Jordan Lake. The hole in the ground at Jordan' vulture eats dead and injured Lake. The yellow jacket eats Can you think of any animal's animals. Is the vulture a preda- nectar and sap. Is the yellow names which begin with that tor or a prey'? jacket a predator or a prey? letter?

X is for extinct!

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Curriculum Objectives: Grade 3 Educator's Information: Visual Arts: art appreciation, Kindergarten art basics, personal percep- Visual Arts: art appreciation, tion and observation We recommend that the art basics, personal percep- Communication Skills: pre-visit activity "The tion and observation listening and visual compre- ABC's of Predators and Prey" Communication Skills: hension, effective speech be done prior to this activity. listening and visual compre- Guidance: work and share hension, effective speech, cooperatively This activity is divided into the role of reading Science: defense mecha- Guidance: work and share nisms, interdependence two parts. The first section isa cooperatively Social Studies: cooperation, flash card game usingcommon Science: plants and animals, problem solving animal pictures. Students water are asked to identify the animal, Social Studies: cooperation, Location: Classroom problem solving describe the animal's habitat, Group Size: Any what it eats, who eats it, what Grade 1 adaptations it might have and Visual Arts:- art appreciation, Estimated Time: if it is a predatoror a prey. art basics, personal percep- 30 minutes tion and observation Communieation Skills: Materials: The second section isa listening and visual compre- Provided by the Educator hidden animal gamepage hension effective speech, Animal flash cards, "Who's where the students search for the role of reading For Dime" worksheet (one the animals and identify the Guidance: work -and share copy per student), red, green predators and prey. cooperatively and yellow colored markersor Science: differences and aimilarities in.animals, needs of animals Social, Studies:' cooperation, problem aolVing, importance of the environment Major Concepts: Grade 2 Predator Visual Arts: art appreciation, Prey art basics,. personal peicep- Adaptation tion and observation Habitat Communication Skills: listening and visual compre-. hension, effective speech Objectives: Guidance: work and share Name three characteris- cooperatively tics of a predator. Science: animals aroundus, Name three characteris- animal, enviro' nments, water Social Studies: cooperation, tics of a prey. problem solving, importance Determine whether an of the environment animal is a predatoror a prey. Name three predators and three prey found in this area.

Jordan Lake State Recreation Area, NC 31 3.2..1 , s e

Instructions for Part I: 5. Show examples of some A nimals that hunt, catch, of the animals from theJordan and eat other animals are What's A Predator? Lake area using the flash cards. called predators or carnivores. Flash Cards Discuss: where the animal may The animals that predators eat live; what the animal may eat; are called prey. Allpredators 1. Create the flashcards by what may eat the animal; any have special characteristics photocopying and cutting as special adaptations the animal help them live or features that noted. may have; andwhether the where they do, and to catch animal is a predator or a prey. the food that they eat. These 2. Explain that youwill be kinds of special characteristics are talking about different Instructions for Part 2: called adaptations. Prey ani- animals. mals also have special adapta- Infbrma-Who's For Dinner? tions that help them to escape 3. Read the Student's ticin to the studentsand com- the predators. Some animals 1. Make copies of the "Who's predator and pare animalneeds to human may be both a For Dinner?" worksheet. a prey depending onwhether needs. they are eating or being eaten. 4. Explain the following terms:2. Explain that oneadaptation In this activity, you will learn for many predators and prey about some of the animals that Predator - An animal that is the ability to hide. Just . live around Jordan Lake and hunts, catches, and eatsother because an animal, such as try to determine if they are animals for food, a carnivore. a bass, is lookingfor a small predators or prey. Local examples are thebald fish to eat, doesn't mean that eagle,, large-mouth bass,wolf nothing is looking for a tasty Humans are like other ani- spider, and gray fox. bass for dinner. mals. We all need food, water, shelter, and space. Animals, Prey An animal thatis 3. Pass out copies of the like us, live in many different captured and eaten by apreda- "Who's For Dinner?" work- kinds of homes. A bear may tor. Most preyanimals are sheet and allow the students live in a cave. Many birds plant eaters, herbivores. to find as many animals as live in nests. Many of us live Local examples are thewhite- possible. After the students in houses or apartments. If tailed deer, gray squirrel,and have found all the animals, we get hungry, we go tothe white-footed mouse. have them color the predators kitchen or the cafeteria to get red, and the prey green. If something to eat.. When wild Adaptation - The special an animal isboth a predator animals get hungry, they have characteristics of an animal and prey, have them color Some of to find their food. that allow it to surviveand it yellow. the animals may eat berries or reproduce in the place where plants. Some of the animals it lives. Some animalshave impor- eat other animals. It's good eyesight in order to the food tant to be able to find find food. Some animals are that you need, without becom- camouflaged so that they can ing food for someone else. hide to avoid beingcaptured. Others are camouflaged to sneak up on their prey.

32 March 1993 Jordan Lake State Recreation Area,NC 3.2.2 V' 4 -40.&40. iles x, U ; 1r glier;;;:r r4 4.1

MIK Ate. Pik4? "zr-- j_ oo Animal:Habitat: minnowslakes, ponds, rivers Habitat: waternear large bodies of What it eats: algae,invertebrateslarger duckweed, fish, turtles, small birds What eatsit eats: it: adultsfish, waterfowl, - nothing carrion Predator or prey: Adaptations:What eats it: gills,prey scales mostly Adaptations: eggssharphooked - raccoons eyes, beak, wings talons, GLii 0 Predator or prey: U att I LP J 4 ° 1 o f `\\' f 's til or v I ; '1,,*;', ,.tl'),N \ iNhk '' \ ..,..,, 1 r` hI/41 11 / ,/ai ,,\, 1k " , " I IL ;4,,,,-, arc_ ' "I'' ''.1"'" o :...:1' : ' r..3.-'-'- .1:1.z-i7'-:--.14' '('-'1*}I''''''''. 1A115'?71/1'4" ..,\;,,,,,.,,,,,,, 0/A4NIV ' 4; ' ' t :::::""":"-;".I,-4 ' ' . ;14. 0'7. ' ,.. ' iii,,i,,7,.,,, A' , , , .1k..:-i ....,, ..i. i Pr o w Habitat:Animal: forestswhite-footed and field mouse edges Animal:Habitat: grayforests fox WhatWhat it eatseats: it: seeds,snakes,hawks, nuts, owls,bobcats plants foxes, What iteats eats: it: mice,nothing rabbits Predator or prey: Adaptations: gnawingprey teeth Predator or prey: Adaptations: sharppredatorofdimb smell teeth, trees, ability good to sense _ Animal:Habitat: forestedraccoon areas What iteats eats: it: almostbobcats,plants everything, and foxes, animals great Adaptations: visionlikecanhorned usehands, owlsfront good paws night Predator or prey: both 8 44 r Animal: bluegill Animal: Fowler's toad Habitat: lakes and ponds What it eats: Habitat: Insectsforests and open areas Pe' I What eatsit eats: it: plantsinsects,wadinglargemouth small birds, bass,minnows, ospreys, Adaptations:What eats it: snakessticky tongue :1 Predator or prey: Adaptations: eaglesbothgills, scales Predator or prey: predator (mostly) 4 7 Ic 43 bk. I ' Er 441 0 1 zo.. Wri oq wo$"t4 9 0Ae ,)iNkNA I % .. ,...... , -Z, ' K 1::, .1, .41. AL rs, WIill V._ II I ., 4.% 1 e. le AZ' 1 91 AI II la 4 t ' ;t!;;;--V44 (iit \VV Nbk S "41/::/ar4,,,v, c ,,/,.,#:_ z4.,..-,...... ,i/' ..i oiii.. ;,,, so 0 i 1 END ...... -0 4 d" sal 'V 411 fVcv U a 51 52 1 0 'Who's For Dinner?

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1 l ( tr." A " ^ Curriculum Objectives: Grade 2 Location: Classroom Kindergarten Visual Arts: art appreciation Visual Arts: art appreciation Communication Skills: Group Size: 15 to 30, class size Communication Skills: effective listening and visual effective listening and visual comprehension. drawing Estimated Time: 20 minutes comprehension, drawing Guidance: following Guidance: listening skills instructions Materials: Science: plants and animals Science: animals and plants Provided by the Educator: Social Studies: work inde- around us, animal environ- "Food Chain" worksheet (one pendently, effective problem ments copy per student), crayons, solving Social Studies: work inde- pencils pendently, effective Grade 1 problem solving, impor- Visual Arts: art appreciation tance of the environment Major Concepts: Communication Skills: Food chain effective listening and visual Grade 3 Animal interactions comprehension,-drawing Visual Arts: art appreciation Predator Guidance: listening skills Communication Skills: Science: animal differences listening and visual compre- Prey and similarities, plant and hension animal needs, energy Guidance: following Objectives: Social Studies: work inde- instructions Define the source of pendently, effective problem Science: interdependence energy in a food chain. solving Social Studies: work independently, effective Describe two food chains. problem solving

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Jordan Lake State Recreation Area, NC March 1993 - 3.3.1 This activity is about food insect, in link three a fish and Suggested Extension: chains. A food chain is a in link four a bald eagle. After sequence or "chain" of living completing the drawings have Discuss other food chains things in a community which the students color the work- with which the students might is based on one member of the sheet as follows: sunorange, be familiar. community eating the member plant linksgreen, herbivore below it on the chain. The ba- linksyellow and predator sic source of all energy is the linksblue. sun. For example: plants get energy from the sun; plants Ask students which animal can are eaten by insects; insects are be both predator and prey. An- eaten by frogs; and frogs are swer: the fish that eats insects eaten by snakes. The animal can be both. who catches and eats another animal is called a predator. The animals who are eaten by a predator or carnivore are -. ,_...... -,...... :.,-, ,_,s called prey. An animal, such -..,-. ...-- -k_ as the frog in the example, can . _,....,.., ...... ,...... :_....:_...... :...... ,, ...,. be both a predator and a prey...... ,

_,-..,...,..... 77.''' ..::-\"...:: '''...... ; 44r :. Ilk ' .. `..,. ,N., 0 Instructions: ...... '.".:. . ,, \,\N .'W \ \ 'X' 1. Make copies of the "Food i\ Chain" worksheet.

II I k e'kV 2. Read the Student's Informa- tion to the students. Discuss with them how some animals are dependent upon other animals as a food source and how the food chain works.

3. Pass out the worksheet and go over the example of the completed food chain on the left side of the page. Have the students use this food chain as an example to help them complete the food chain on the right side of the page. In the first link they should draw a 55 water plant, in link two a water

Jordan Lake State Recreation Area, NC 3.3.2 March 1993 Following the example on the left side, finish the pictures on the right

Fish eat water insects

Jordan Lake State Recreation Area, NC Curriculum Objectives: Grade 2 Location: 4.; Kindergarten Communication Skills Ebenezer Picnic 1.001) A, Communication Skills: effective listening, effective Jordan Lake State Recreation effective listening, effective speech, reading comprehen- Area speech, reading comprehension sion Guidance: group participa- Group Size: Guidance: group participation, effective listening skills 15-30 participants tion, effective listening skills Science: animals around us, Science: plants and animals animal environments Estimated Time: Social Studies: effective Social Studies: effective 1 hour problem solving problem solving, importance of the environment Materials:. Grade 1 Provided by the Park: Communication Skills: Grade 3 Flash cards sholking different effective listening, effective Communication Skills: examples of predators/ speech, reading comprehen- effective listening, effective mounted examples of sion speech, reading comprehen- predators,"Predator Safari sion Guidance: group participa- FieldGuide"(one copy per. tion, effective listening skills Guidance: group participa- student) Science: animal differences tion, effective listening skills and similarities, animal Science: defense mecha- Special Consideratimii,,,, needs nisms, interdependence Park staff hiking Social Studies: effective Social Studies: effective safety and state parienales. problem solving, importance problem solving, impor- of the environment tance of the environment

Major Concepts: Predator Prey Adaptation Habitat

Objectives: Identify two signs of prey. Identify two signs of predators. List four predators found at Jordan Lake.

Jordan Lake State Recreation Area, NC March 1993 Educator's Information: at the base of the tree may behind in places where they be a clue that a tree-dwelling stop to mark their scent. Wild Tracks, burrows, drop- animal, such as a raccoon or and domestic cats often leave pings, dens, nests and many opossum, found shelter there. scratch marks on trees. Squir- other signs show that animals Holes in the trees are usually rels will often scratch off loose are, or nave been, in an area. made by woodpeckers, either bark to use as nesting material. In this activity, your group will for their own home or while go on a hike at Jordan Lake pecking for insects in the TRACKS: Some com- with a ranger to look for these wood. monly found tracks are shown and other predator signs and in the "Predator Safari Field see some of the predator and RESTING SPOTS: Some Guide". prey habitats found in the animals leave shallow depres- park. After the hike, the park sions or flattened grasses 2. Read the following informa- staff will use flash cards, bird where they've been lying to tion to the students.

nests, track casts, and animal rest. The larger birds will WM. mounts to discuss what the often leave some "white wash" Years ago, when there were students saw, what they didn't below a branch where they no grocery stores, people had see, and why. have rested. to grow or hunt for their own food. One of the ways that FOOD CLUES: The hunters tracked animals was Instructions: larger birds of prey will often to look for the animal signs leave feathers or bits of fur in that we discussed earlier. But Prior to the park visit: the area of their "kill". Squir- before hunters looked for these 1. Discuss the following tips rels often leave broken nut- -signs, they made preparations with students to give them a shells or shredded pine cones for the hunt. One of the things better idea of what to look for. where they've been eating. Native Americans hunters used Other clues to herbivores are to do was to stop eating for HOMES: Animal homes bark.stripped from trees (deer), several days to reduce their can be almost anywherein small branches trimmed from body scent, so that the animals trees, under the ground, along trees (deer, squirrels, insects), they hunted couldn't smell the edge of water, in the water, and stem tips nipped off by them. We won't be hur.-..,ng in grassy fields, and so on. browsers (deer, rabbits). animals, just looking for them, Here are a few tips for finding and we don't need to do any- homes. SCAT: Although the stu- thing as drastic as fasting, but, Keep an eye out for raised dents may be a bit squeamish just as the Native Americans ridges of soil or mounds of about looking at animal drop- did, there are some things that earth where moles and other pings, these materials can we can do to increase our animals may have tunneled. sometimes be great clues for chances of seeing animals. Look for entrances to identifying what animals are Wear only quiet clothing burrows and dens where soil present in the area and what (like cotton), that does not- may have been scraped away they are eating. rustle. or piled up in unusual ways. Camouflage yourself by Sniff. Many homes, such RUBS, SCRAPES, AND wearing brown and/or green as fox dens, have characteris- SCRATCHES: Large clothing that matches the col- tic odors. mammals, such as deer or ors of the area. Look at trees for hol- wild dogs, sometimes leave If you wish, darken your lowed-out trunks where a den hair and broken branches exposed body parts. such as might be located. Droppings 53 Jordan Lake State Recreation Area, NC 4.1.2 March 1993 arms, hands and face. plants. only whisper, if we must Wear quiet walking shoes. Do not remove any object talk; If you have a magnifying from the park. be sure to look, listen and glass at home, you may wish Do not leave any litter in smell very carefully. to bring it. the park. Let's Go On a Predator Suggested Extensions: While we are on our safari, Safari we can do the following things 1. Arrange for park staff to to increase our chances of We are about to go on a present the slide show, "We seeing animals and animal special mission. Our objective Care About Eagles," followed signs. A good detective does is to search the surrounding by a discussion using eagle not want to be noticed. Re- area thoroughly, missing noth- mounts. The differences member to: ing. Using our extraordinary between mature and immature Always stay near or under sleuthing skills, we are to eagles and predator adapta- cover. search for clues and to observe tions of the bald eagle will be Move very slowly, pausingand remember all of our physi- discussed. every few steps to look around.cal surroundingsplants, Avoid walking in the sameanimals, tracks, dens, etc. We 2. Ask the students to practice direction as the wind, so body will see many different animal looking for animal signs and scents will not be carried signs and will discover many habitats by looking around the ahead. of the predators that live here schoolyard or in their own Be very, very quiet. at Jordan Lake. yards for signs of animals. Before we embark on We must pay careful atten- our safari, we will see some tion to our safety on our safari. mounted predators here in the A good detective is not very picnic shelter. On our hike effective if he/she gets injured through the woods, we will on the job. Remember to: look for these predators Watch your step. You and signs of them. don't want to trip and hurt Your field guide has yourself. some pictures of preda- Avoid touching poison ivy.tors and some clues that If you do not know what it will help you to locate looks like, a park ranger will animal signs. It also has show you. a map of the area we will Avoid putting your hands be ,.arching. After the in or under places that you can-hike, you may keep the field not see. guide and color the pictures at school or home. Follow the leader and Recently there have been remain on the trail. A good signs of predator activity in detective also follows the rules.this area, so it is extremely It wouldn't be good to be ar- important that we remain quiet rested on the job, so a and go undetected. Rernm- detective remembers the fol- ber, if we are to be good detec- lowing: tives, we must: Do not pick any flowers or walk very quietly;

Jordan Lake State Recreation Area, NC 4.1.3 53 March 1993 Prxcvltcv-v-liccvvvIcs"csrv-v"v-ItcvlPREDATOR SAFARI fr Funding for this publication was generously provided by Department of Environment, Health, and Natural Resources N.C. Division of Parks and Recreation Grim Pow* Ullid COMMONCP&L 4 JORDAN LAKE STATE RECREATION AREA FIELD GUIDE ,, Printed on recycled paper. A' A sa kb..NALSVALalLalLAILA...albLalk.aL.SA 61 n-NV".ICcN""VW"V"cvN"c"V"V"Vs Jordan Lake State "V",z4 area.CongressRecreationL"o(lowing Subsequently, directed a disastrous a itstudy authorized hurricane of waterArea the whichresources U.Cape S. struck ArmyFear in theRiver the basin in 1945, the United States Picnic shelter #8 ConstructionprojectCorps of to Engineers control of the flooding reservoirto build on the began the New lower in Hope 1967. InCape 1973, Lake Fear. the name of the project was changed tiesconstructedwasformerto B. andflooded Everett U.S. the landaSenatorin Jordanvariety 1981, around Dam fromandof parkJordan the andNorth facilities.Corps Lake Lake Carolina. ofin are EngineershonorThese leased The of facili- laketheand operatedand13,500 Recreation. by acres. the North It is Carolina17 miles Divisionlong withAt of 150normal Parks miles water of level, Jordan Lake covers skiingationandvidesshoreline. wildlife opportunitieswater and Incamping. supply, conservation.addition includeswater to flood quality Its fishing, widecontrol, control, range boating, the andoflake recre- waterfish pro- t; 2 63 r"tc"`"W"WItcs-"W"V`WILK471LWI r '''LcrVvIIVVvItcyliVIIVvlics'IW7Lk"IVItcvl approximatelyTracksi" wide T BULLFROG thoroughly,Let's missing Go nothing. On Using our extraordinary e areobjective about tois togoPredator search on a special the surrounding mission. Our Safariarea a frontfoot 3 "Vip- . i fr observesleuthingpredatorsdifferent and skills, animal that remember welive signs are hereplants, toall and atsearch of animals,Jordan will our fordiscoverphysical Lake. cluestracks, manyandsurroundings dens, to of etc. the We will see many 2/11 AKE torshikemounted andthrough signs predators the of them.woods, here Your inwe the willfield picnic look guide Beforeshelter. for has these some weOn preda- embark our on our safari, we will see some hind topictures thewelocate willfield of animal be guidepredators searching. signs.and andcolor It After alsosome the hasthe picturesclues hike,a map that atyou of willschool themay help area keepor you home. vary intracks size foot RACCOONI 1,..4 quietin this and area, go so undetected. it is extremely Remember, important Recentlyif wethat are we thereto remain be have been signs of predator activity SNAPPINGTURTLE GREAT BLUE HERON 4 good detectives, we must: onlybewalk whisper,sure very to look,quietly; if we listen must and talk; smell very carefully. 1.7` A 8 65 'PY Let'she/she gets Be injured onSafe the job. Remember to: We mustsafari. pay Acareful good attentiondetective to is our not safety very effectiveon our if Tracks A whatAvoidyourself.Watch it touchingyourlooks step. like, poison You a park don't ivy. ranger Ifwant you will to do tripshow not and know you. hurt A A good detectiveFollowyouAvoid also cannot follows putting the leadersee. theyour rules.and hands remain It inwouldn't or on under the trail. places that 11 2" membersbe good to the be following: arrested on the job, so a detective re- Do not pick any flowers or plants. A %) I DoDo not not remove leave any litterobject in from the park. the park. fr FOX:d is I vary intracks site 2 fr BOBCAT .A " 7 67 LIZARD .7tcc"V'''V"V"'tc''Nc'"%k"ItkvVrgLc"t'cvll alitgThereof the are lake. often Can many you animalsidentify alongthe: the shoreline heron?snappingbald eagle? turtle? raccoon?osprey? A hollow log can provideRaccoon, atoads home can foxes, for live predators. snakes, in, under, lizards, or on spiders a hollow and log.

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Who lives in a tree?AAAn raccoon! fox! owl! AreWhat they do theypredators? eat'? A woodpecker! treeWhat do part they of live the in? youtoPredators look find for at know prey.a pond? this, What so kind theyMany ofcome animals to the comepond to a pond to get water. predator would 70 4 5 '7 1 Curriculum Objectives: Grade 3 Major Concepts: Kindergarten Communication Skills: Predator/prey interactions Communication Skills: effective listening, effec- Habitat effective listening, effective tive speech Carrying capacity speech, role of reading Guidance: cooperation, Guidance: cooperation, group participation, listen- group participation, listening :ing skills Objectives: skills Science: interdependence, List four components of Physical education: defense mechanisms a habitat. locomotive skills, integration Social Studies: effective Explain one benefit of Science: plants and animals problem solving, unlimited predators. Social Studies: effective wants vs. limited resources problem solving, concept of Explain two ways scarcity Location: humans can affect wild Outdoors is preferable, but animal populations. Grade 1 can be done in a large indoor Communication Skills: area effective listening, effective speech, role of reading Group Size: Educator's Information: Guidance: cooperation, Minimum of 15, maximum group participation; listening of 40 In this activity, students skills. will become part of a com- Physical education: Estimated Time: 30 minutes munity of animals that live locomotion, safety, and cooperation skills Mateiials: in and around'Jordan Lake. Science: needs of animals, Provided by the Park: 200 food These animals need to eat, Social Studies: effective tokens, 4 eagle dies cards, and just like in nature, there is problem solving, importance 4 eagle misses cards, 4 eagle only a limited supply of food of the environment cards, 40 fish cards in this community. Students Grade 2 will see what happens when Communication Skills: there are no predators to effective listening, effective control animal populations. speech Students will also see Guidance: cooperation, group participation, listening what could happen if skills there are too many Science: animals around us, predators. animal environments Social Studies: effective problem solving, importance

.of the environment, unlimited wants vs. limited resources

72 Jordan Lake State Recreation Area, NC 4.2.1 March 1993 Instructions: community. It includes our do not talk, push, scream, or school, our home, the stores shove, and that any student 1. Begin by reviewing the where we shop, etc. The spacewho cannot act like a fish will terms predator and prey with wild animals live in is the for- be removed from the game. the students. Discuss the est and water around Jordan elements of a habitat. Using Lake where they are undis- 3. Give each of the students the students' homes and Jordanturbed. This is their commu- a "fish" card. Discuss what a Lake as examples, compare nity. You can see that wild fish eats. the elements of these habitats. animals share many of the Important elements of a habitatsame needs that we have. 4. Have the students turn to are FOOD, WATER, SHEL- their right and slowly walk TER, and SPACE. When 2. Arrange the students in a around the circle, picking up humans want food, they may circle and tell. them that they one food token each time they 20 to the kitchen or cafeteria, will represent a population pass the educator. but wild animals need to find of fish living at Jordan Lake. their food. If we want water, Explain to them that they have ROUND 1 we get it from the nearest waterplenty of water, and lots of Give the educator only fountain or sink. The wild ani- shelter and space. There is enough food tokens to allow mals that live around Jordan only one other element that each student to get 1 or 2 Lake have a lot of water avail- they need in their habitat and before all the food is gone. able to them. For shelter, that is food. Explain to the When the food runs out, stop most of us live in a house or students that you will have the game and ask the students apartment. The wild animals them walk around a circle and what they think would happen around Jordan Lake live in dif- collect "food tokens" as they if they were a fish in the lake ferent kinds of shelters. Birds pass by the educator (see dia- and the food ran out in their live in nests, spiders live in gram #1). It is important to area. (They might starve to webs, andfishlive in the water.explain to the students that fish death, they might move to The space that we live in is our another area, or they might eat each other.) Collect all the SOW food tokens from the students. *40 )111,0

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Diagram #1 '73 Jordan Lake State Recreation Area. NC 4.2.2 March 1993 iolvionootc- ***0 )401, )4110 )14110 )4100 040 witip *4110 *10 )41110 11400-4mk-Atia *40 *00 4112witow01410 *410"11* Diagram

Collect all the food tokens Give all the food tokens to ROUND 2 from the students. the educator and begin the Pick four students to be game as in Round 2. When eagles, number them, and give ROUND 3 there are only 2 "eagles" re- them "eagle" cards to hold. Explain to the students that maining and ihe educator still Have the "eagles" stand out- some speCial cards will be has some food, stop the game. side the circle (see diagram given to some of the "fish". Have the students re-assemble #2). Explain that when you The special cards say "eagle and collect all the tokens and call the eagle's number, they dies" or "eagle misses". If an cards. Discuss the following: are to remove a "fish" from "eagle" picks a "fish" that has the circle. Tell the fish not to an "eagle dies" card, that 5. Ask the students what hap- run or dodge, but to stand be- "eagle" and the "fish" are out pened during.each round of the hind the eagle when they are of the game. If an "eagle" game. See if they can figure caught. picks a "fish" that has an out why, and then explain the "eagle misses" card, the reasons for each outcome to Give the educator all the "eagle" misses a meal and the the students. food tokens and have the "fish" stays in the game. Have "fish" begin walking around the "eagles" turn their backs In the first round, there the circle. Have each "eagle" and pass out 3 "eagle dies" were no predators. The popu- remove "fish" until there are cards and 4 "eagle misses" lation of fish remained large no "fish" remaining. Stop the cards. Have the students with and food soon ran out. Would game and discuss what may these cards keep them hidden this happen in real life? (It happen to the eagles now that so the "eagles" can't tell whichcould if all the predators were there are no more fish. (They "fish" have them. Tell the killed.) may starve to death, they may "fish" to call out if an "eagle" In the second round, there move to a new area, they may catches them and. they have were four eagles and nothing begin to eat different animals.) one of the special cards. to control their population.

Jordan Lake State Recreation Area, NC 4.2.3 March 1993 Ask the students if they can think of any ways they can help. (They can write letters to elected officials, start their own recycling program to ,-7-1/ reduce demand for raw materials, build and install bird houses and They soon ate bird feeders, etc.) all the tish. What would the eagles eat after all the fish.were gone? (Rabbits, small mammals, 17--- road kills. Many would starve or have to fly away to-:. find more food.)

In the third round, there was more of a balance between the numbers of predators and prey. Could this would have to either find condition last for a while'? something else to eat, or go Suggested Extension: Why or why not? (Yes, that somewhere else to find fish.) is how things work in undis- Ask the students if there are North Carolina Wild turbed ecosystems.) any other ways humans could Notebook's "Crime at the affect the habitat. Suggest Bird Feeder" tells an important Ask the students what they some positive ways: (don't story about the relationship of think would happen to the pollute, clean up litter, recycle, predators and prey. This read- eagles if somebody or some- protect wildlife habitats) and ing activity will provide the thing drained Jordan Lake and some negative ways: (kill ani- students with examples and all the fish died. (The eagles mals, destroy dens, bother explanations of how the preda- nests, pollute water, litter). tor-prey relationship applies in other communities.

Jordan Lake State Recreation Area, NC 4.2.4 March 1993 T 1 FOOD FOOD FOOD

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Crime At The Bird Feeder?

ile eating breakfast, Atny liked What could have caused such eating bacon from an innocent hog to look out the kitchen window panic? What was that she saw flash someone else killed for you yet and watch birds on her feeder. Since past the window? Amy ran out to see you're thinking how mean and nasty she had to catch the school bus at 7:15 about the junco. As she reached down the hawk is. Actually, both you and she was up plenty early to see the to pick it up she saw something on the hawk are predators." morning scramble. The feeder was one of the low limbs of a pine near the Amy is not alone in her attitude always crowded this time of morning, feeder. A hawk was perched there towardspredators.The hawk Amy and today was no exception. clutching one of the five cardinals in its saw was most likely a Cooper's A blue jay tried to hog the feeder talons. It looked straight at Amy but hawk, known as a blue darter by but was fighting a losing battle. He refused to give up its breakfast and fly Amy's grandfather and other farmers was simply outnumbered. While away. Amy was furious. She reached of his time. This and other hawks the jay had his back turned scolding for a stick and drew back to throw. The have been shot, trapped and poisoned a cardinal, two chickadees and a hawk never moved, but stared straight for generations. Other predators such titmouse flew down, picked up at her with its head lowered and red as the fox, bobcat, weasel, and mink sunflower seeds and flew back to a eyes unblinking. Amy, knowing there are among North Carolina's many safe perch. A house sparrow flew in was nothing she could do for either the predators, and these species have and started scratching in the middle of junco or the cardinal, quietly backed commonly been shot on sight for their the pile. Seeds flew everywhere much away and went inside the house. "evil ways" Other predators such as. to the delight of the 20 or so juncos Amy couldn't wait to tell her father the wolf and cougar maybe even on the ground. The first cardinal was that evening when he came home from the jaguar were eliminated from joined by four more, and they took work. As she told him the story, his North Carolina even before any good turns playing tag with the blue jay. reaction was not as she had expected. records of their presence in the state As Amy reached for a bite of Instead of being angry with the hawk, could be documented. bacon, a streak of blue suddenly flew he smiled and said "Fantastic, a hawk Amy watched closely in the weeks past the window. Two juncos fleeing right here in the suburbs, and you were that followed, but she didn't see the for cover flew straight into the kitchen able to see it make a kill!" hawk again. "I guess they belong window, striking the glass. One "Gross, daddy!" said Amy. "What's here as much as we do," she finally recovered its senses and flew weakly so fantastic about seeing a mean old admitted to her dad. She began to to the nearest cedar bush. The other hawk kill a beautiful innocent cardinal look forward to moments when she lay dying on the ground a couple of that never hurts anything?" would see the hawk again. feet from the window. "Iloney, the hawk was only doing what it is supposed to do. It has to kill to eat. You sit at the breakfast table

Jordan Lake State Recreation Area, NC 4.2.9 March 1993 Predators Are Important

surface with rabbits in less than 15 : T f Amy had understood how Other adaptations we can't see I predators and prey depend on are just as important.Take temto- years. That usually leaves plenty each other. she might have seen riality. for example. This is an of rabbits for a few bobcats and the incident at the bird feeder 'example of a behavioral adapta- other predators. including human differently. When you really stop tion. Behavioral adaptations are predators like hunters. to think about wild animals and ones that help the animal survive Predators have many adapta- how they live. you quickly realtie by doing something or acting in tions that make their lives easier. that eating and keeping from a particular way. Ananimal that and prey have just as many. The being eaten are two pretty impor- shows territoriality is one that result is that both populations of tant things in the everyday lives keeps other animals of its kind off animals survive and reproduce of wild animals. its property like the blue jay even though many individual A bobcat, for example. has to defending its food on the feeder. animals of both types will die. A catch a rabbit. squirrel. or several Bobcats do this. especially when population is a group of animals mice almost every day of its life they have young. This ensures that of the same species. When we in order to survive. grow and take the supply of rabbits, squirrels and think about how predators and care of its young. If it gets sick or mice in their area doesn't run out. prey live together. it is more accu- injured and is unable to hunt, it This adaptation helps both the rate to think about what is best for doesn't eat. Also. if there are too bobcat and the rabbits. squirrels the populations. many bobcats in the neighbor- and mice to survive. This is what Amy's father hood. there may not be enough Now let's look at some adapta- meant when he said: "Fantastic!" rabbits. squirrels or mice to go tions of a prey species like the He understood that what Amy around. The bobcat then starves. rabbit. Rabbits have large ears so had seen was actually best for the lets weak and can't hunt. Life can they can hear a bobcat approaching populations of both animals. The be pretty rough for a predator. and eyes on the sides of their heads cardinal had given its life so that What about the preythe crea- so they can see in alldirections at the hawk could eat and so other tures eaten by a predator? That's once, not just ahead.Rabbits also cardinals could live and have also a rough life! Out of 100 rab- have large strong hind legs that enough food and cover. Amy's bits alive in early fall, only about allow them to go from zero to 40 father also appreciated the won-' 20 will be around the following mph faster than a sports car. Their drous ways in which nature spring. Hawks, owls, foxes, skin and fur also work like a tear- produced adaptations for their mink, bobcats, house cats, and away football jersey in casethat's survival. It's hard for us to learn the German Shepherd down the not fast enough. Most important, not to view animals as individuals street are all looking for a meal, the rabbit has a reproductive rate the way we view people, but it is and the rabbit is trying to avoid so rapid that, if unchecked,would necessary if we really want to being the main course. But if there fill every square foot of the earth's understand how wild animals live.. were not enough predators eating rabbits, the rabbit population Nature providesadaptations to both would increase so rapidly that soon there wouldn't be enough predators and prey. food and cover for all of them. Fortunately. nature has a way A red fox listers carefidly for a mouse in The erratic hunting pattern used by a of keeping populations of both thick groundcover. weasel helps it find any possible prey predators and prey in balance so er that enough of them can survive. Nature provides what we call 4 1 I' adaptations to both predators and , "." prey that allow them to survive. Let's look at a bobcat's adaptations- good hearing, excellent eyesight. claws that retract so they stay sharp and clean, front teeth to catch and hold prey, and back teeth that work like scissors to cut A quick pounce may catch the hidden This also helps the weasel avoid meat. These are all called physical being preyed upon by hawks or owls. adaptations. mouse.

81 March 1993 Jordan Lake State Recreation Area, NC 4.2.10 Black-sponed brown coat blends well with rocks, brash and dense vegetation. Facial markings help in :nteractions for territory defense. Tear-away coat.

Large canine teeth catch and hold prey.

Retractable claws stay sharp to Strong hind legs for grab and hold prey. quick take-off. Large ears for hearing well.

Eyes on the side of the head. Behavioral Adaptation A rabbit's behavioral adaptations include dashing and dodging to avoid capture. It might freeze, holding very still to avoid initial detection by a predator. For a bobcat, solitary hunting makes catching a meal more likely. The play behavior of bob kittens is practice for adult hunting behavior. Nature provides adaptations to both predators andprey.

A newborn fawn's spots help it blend Juncos and other birds feed in flocks. Many animals are countercolored like with its surroundings. thisdeermouse:dark above and light

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It lies absolutely still for many hours Seen from above, the mouse blends each day to avoid detection by A warning movement of a single bird with the dark ground. Seen from' predators. alerts all the others of danger. below, it blends with the light sky.

Jordan Lake State Recreation Area, NC March 1993 Resources and. References

Definitions Activities References

PredatorAn animal that hunts There are many Project WILD Barry Lopez, Of Wolves and Men, and catches another animal for activities that demonstrate the con- Scribner. 1979. food. cept of adaptations and the importance of predator-prey relationships Wildlife in North Carolina maga- PreyAn animal that is hunted to wildlife populations. Check the zine. or caught for food. topic indexes in the elementary, "The Nigh Hunters" (owls), by secondary and aquatic guides to Jane Rohling. Feb. 1983. Adaptations Special character- Project WILD. "Life in a Trout Stream, by istics an animal has for surviving "Quick Frozen Critters," in the Lawrence S. Earley. March 1983. and living. elementary guide. is an especially "Survival in the Pond" (preda- useful exercise on predator-prey re- tor-prey), by Lawrence S. Earley. Physical Adaptations Special lationships. Other activities for both August 1983. characteristics an animal's body elementary and secondary school "How Long Do They Live?" has for surviving and living. Some students are: "Musk Ox Maneu- (wildlife longevity), by Lawrence examples are speed, sharp hearing vers." "Owl Pellets" and "Who S. Earley. Sept. 1983. and eyesight, and a camouflaged Lives Here?" On adaptations. see "Ghost of the Woods" (bobcat), coat. "Adaptation Artistry" ( elementary by William S. Lea. March 198. and secondary). "Kinds of Eyes" (adaptations), Behavioral Adaptations Spe- The aquatic guide also contains by Lawrence S. Earley. Feb. 1986. cial characteristics in the way an several activities illustrating pred2 "The Web of Life," by animal acts that help it survive and tor-prey relationships. Especially Lawrence S. Earley. August 1986. live. Some examples are freezing useful is "Marsh Munchers" and in position to escape detection, and "Turtle Hurdles." On adaptations, "playing" dead like an opossum. check "Fashion a Fish." Contributors TerritorialityThe behavioral adaptation in which animals defend Articles in this issue of the space within their habitat and try to North Carolina, WILD Notebook keep other animals out. were written by Carl Betsill of the Division of Wildfire Management. Reproductive rate- A measure Illustrations were by Consie of how fast an animal can repro- Powell. The WILD Notebook duce. was designed by Nancy Gorgas of the Division of Conservation Population- A group of plants Education. or animals of the same species in an area N.C. WILD Notebook

North Carolina WILD Notebook is produced seven times each school year, and is intended to help educate young people about the need to con- serve our natural resources. Free subscriptions are available by writing the Division of Conservation Educa- tion, N.C. Wildfire Resources Commission, 512 N. Salisbury St., Raleigh, N.C. 27611.

8 3 Jordan Lake State Recreation Area, NC 4.2.1_ March 1993 Major Concepts: Curriculum Objectives: Grade 3 Food chain. Kindergarten Communication Skills: Communication Skills: effective listening, effective Food web effective listening, effective speech Interdependence speech Guidance: group participa- Producer (plant) Guidance: group participa-. tion, cooperation Herbivore (prey) tion, cooperation Science: interdependence, Science: plants and animals human-use effects Primary carnivore (prey Social Studies: effective Social Studies: effective or predator) problem solving, concept of problem solving, unlimited Secondary carnivore scarcity wants vs. limited resources (predator) Grade 1 Location: Communication Skills: Outside, if possible, but a large .Objectives: effective listening, effective indoor area will work Create .a simple food speech chain. . Guidance: group participa- Group Sin: 20 to 50 Connect several food tion, cooperation chains to form a food Science: needs of plants Estimated Time: 40 minutes and animals web. Social Studies: effective Materials: - Explain what happens problem solving, impor- Provided by the Palk: when a food web is tance ofthe environment Animal and plant cards, disrupted. spindles of yarn or string Grade 2 List three ways we can Communication Skills: help to preserve and effective listening, effective protect natural food webs. speech Guidance: group participation, cooperation Science: animals around us, animal environments, human-use effects Social Studies: effective, problem solving, unlimited wants vs. limited resources, importance of the environ. ment

Jordan Lake State Recreation Area, NC 4.3.1 Match 1993 The energy that each living linked into a food web. The the first animal, some of the plant or animal needs to sur- students will see that anything energy is again passed along vive is supplied by the sun. which interrupts this flow of the food chain. To better understand this idea. energy can have an effect on the students will follow the other levels of the food web. 2. Draw and explain a simple tlovv of energy from the sun food chain (see diagram #1). all the way to the secondary Instructions: The energy begins with the carnivore. Producers are sun. The plant converts the 1. Discuss with the students plants which can manufacture sun's energy into a food energy that individuals in a habitat food directly from sunlight. that the plant can use. As an depend on others for their Herbivores are animals which animal eats the plant, that energy. The source of all en- eat plants. Primary carnivores animal carries away some of ergy on earth is the sun. The are animals which eat herbi- the plant's energy, and converts sun provides the energy for vores. Secondary carnivores it into a form of energy that plants (producers) to produce are animals which can eat the animal can use. If another the food animals need to live. either herbivores or carnivores. animal (a primary or secondary When an animal (herbivore) After the students have a basic carnivore) eats the first animal, eats a plant, the animal carries understanding of a food chain. energy is again passed along some of the plant's energy the activity is expanded to the food chain: away. When a predator eats include additional food chains Diagram 1 sun sun

plant plant

herbivore (prey) herbivore (prey) primary carnivore (predator) primary carnivore (predator) secondary carnivore C,,Jwre(predator)

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Jordan Lake State Recreation Area. NC 4.3.2 March 1993 Diagram 2

3. Now have the eat more than one students stand in plant. lines to demonstrate 6. Have the students form the food chain system. ;,.. jris4. a circle and select one stu- Let one student stand in -*: ..',;,. II; front of the class to represent ..,., dent to be the sun. Give this the sun. Let the first strident Explain again that all the student the sun card and have in each line represent a plant, energy originally comes from him or her stand in the center the next, an herbivore, etc. the sun. of the circle. Distribute the Explain that the plant absorbs plant, herbivore, and carnivore energy from the sun and con- 4. Have the students create cards to the rest of the'studnts. verts it into food energy. The their own food chains and About half of the students herbivore eats the plant and share their chains with the rest should be "plants" and the rest produces food energy, etc., on of the class. Explain again thatof the students should be given up the food chain. Make sev- all the energy originally comes animal cards in the ratio of eral food chains with the stu- from the sun. about three "herbivore" for each dents using examples they are "primary carnivore." Select already familiar with such as: 5. Explain that all of the food one student as the "secondary sun - algae - minnow - chains are only part of a larger carnivore." bass; puzzle interconnected to form sun - water plant - a food web. Explain that the 7. Start one of the spindles of minnow - bass - eagle; predators eat more than one string at the "sun" and travel sun - plant - rabbit - fox. prey and that the herbivores through the food chain, ending

Jordan L.:'.ke State Recreation Area, NC 4.3.3 86 March 1993 the string at either a primary or carnivore, but a carnivore can Discuss what would happen secondary carnivore. (See dia- eat more than one herbivore, if small amounts of poison gram #2.) Continue creating hence only one string per her- (like DDT) got into the plants. strinf.,z-1 inked food chains with bivore goes to a carnivore, but ( It would accumulate in the the other spindles of string untilmost carnivores will have moreconsumers until it got so con- all the students are linked to thethan one string. centrated it would injure the other parts of the food web by animals.) one or more strings. Explain as8. Ask the students what they you go that these animals are think would happen if some- 9. Ask the students how they now receiving energy through thing interrupted the flow of think humans could affect the. the string from the level closer energy anywhere in the food web. Talk about pollution, to the sun. Tell them that they web. Ask half the plants to let land clearing activities, trash now represent a well-balanced go of their strings and sit down.disposal and any other negative food web.(The more the stringsTell them that somebody just activities you are familiar with. cross each other, the better the built a new shopping center Then talk about the positive demonstration will be!) and they were all dug up. How ways humans can work to help would this affect the two levels maintain many of the food Note: A plant can be eaten of carnivores? (Since many webs we damage with our by more than one herbivore, of the producers would die, activities. Discussion could in- hence there may be two or many of the herbivores and clude setting aside and helping more strings from each plant carnivores would also die or set aside protected areas like going to herbivores. An have to leave the area.) Jordan Lake, putting out bird herbivore is only eaten by one food, and learning more about the needs of the plants and Diagram 3 animals so we will not uninten- tionally damage or hurt them.

Suggested Extension:

Have the students trace the flow of energy from the sun to themselves with pencil and paper. They could show two food chains, one with themselves as an herbivore and one with themselves as a primary carnivore. Examples are shown in diagram #3.

herbivore in primary carnivore

Jordan Lake State Recreation Area, NC 4.3.4 8 7 March 1993 Plant and Sun Cutouts

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Jordan Lake State Recreation Area, NC 4.3.6 March 1993 AMP

Curriculum Objectives: Grade 3 Major Concepts: Kindergarten Visual Arts: art appreciation, Adaptation Visual Arts: art appreciation, perception and observation, Predator petreption and observation, art skills Prey art skills Communication Skills: Communication Skills: effective listening, effective Habitat effective listening, effective speech, writing/drawing, speech, writing/drawing, visual comprehension Objectives: visual comprehension Guidance: group participa- List two adaptations of a Guidance: group participation, cooperation predator. tion, cooperation Science: defense mecha- Science: plants and animals nisms, interdependence Create a predator from Social Studies: effective Social Studies: effective possible adaptations. problem solving, concept of problem solving List two things that affect scarcity the survival of predators. Location: Classroom List two things humans Grade 1 Visual Arts: art appreciation, Group Size: 15-30 can do to help predators perception and observation, survive. art skills Estimated Time: 45 minutes Communication Skills: effective listening, effective Materials.: speech, writing/drawing, Provided by the Educator: visual comprehension Produce a Predator Adaptation Guidance: group participa- cards, poster paper, crayon tion, cooperation or markers Science: animal differences and similarities, needs of animals Social-Studies effective problem solving, importance of the environment

Grade 2 Visual Arts: art appreciation, perception and observation, art skills Communication Skills: effective listening, effective, speech, writing/drawing,. visual comprehension Guidance: group participation, cooperation Science: animals around us, animal environments Social Studies: effective problem solving, importance of the environment

90. Jordan Lake State Recreation Area, NC 5.1.1 March 1993 Tn this activity, students will 3. Discuss a few of the adapta- c. What kinds of prey does ilwork in small groups to tions of the predators the your predator eat? Is create an imaginary predator students have listed. If neces- there a favorite prey? that is specially adapted to sary, give some examples such d. What adaptations does its habitat. Each group will as: hawks and eagles have your predator have that present and explain its predatorsharp. curved beaks for cutting help it live in its habitat? to the rest of the class. Give and tearing prey; bats use help it catch its prey? each group one "head" card, echolocation.for finding prey e. What are issues affect- one "body" card, and one "tail"insects in the dark; foxes and ing the survival of your card chosen randomly from cats have ion, sharp teeth for predator? What are its the deck. Have the students catching, and holding prey; chances of survival? create a "new" predator using owls have good night vision extinction? the adaptations shown on for finding prey in the dark. f. What can humans do to these cards as guides. help guarantee the sur- 4. If time permits, have the vival of your predator? Instructions: students bring pictures of predators to class and discuss 6. Finally, explain that each 1. Have the students define the adaptations of these preda- group will present their new what a predator is (an animal tor. predator to the rest of the class, which catches and eats other giving answers to all the above animals, a carnivore). 5. Break the students into questions. groups of four to six. Give 2. Ask them to name some each group one adaptation 7. Have the students draw their predators that they know and card from each Produce a new predator with crayons or list them on the board. Remind Predator category, poster markers on poster paper. Offer them that we tend to overlook paper and crayons or markers. suggestions if a group seems to many of the animals that are Tell the students to let their be having a problem creating predators. Some frequently imaginations run wild and their predator or answering the overlooked predators are com- create a new predator that uses questions. mon birds, spiders, fish, and each of their cards. Explain turtles. All of these predators to the students that since this 8. After 20 minutes or so, have some sort of special adap- is a new predator, they must have the students put the name tations which enable them to give answers to the following of their predator on the picture catch other animals for food. questions: and post the pictures for every- .These adaptations are a change one to see. Have each group in form or action which allow a. What is the name of present their new predator to an animal to make the best your predator? the rest of the class. use of its surroundings. b. What type of habitat does it live in (such as the bottom of a lake, the center of a cloud, or in the school yard)? What other plants and animals live in that habitat?

Jordan Lake State Recreation Area, NC 5.1.2 91 Much 1993 T

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L__ Curriculum Ob es: Grade 2 Location: Classiniim' CommUnicatit .311: W4; Ccsrs-Atilleitioti listening arid Vimaloompre- listening:and visual hensionaole of reading Several groups of 4ritS Frebensigi4 role OPtacliPg Guklatice: cooperation, . students each Guidance: cooperation, envinnincbt 041activi- CIMMI#11232; *alpacfivi tie,foIwmctiOs:.. Estimated TinteLlitutintites ties Science: inimaliiroinid us, Science: Omits and anintals animal etivircaunents Materials 4C Social Studies: rok of rules, Social -Stndies: role of rules, Provided by the **or conceptaf scar9ity, effective effective problem solving Food Chain Rinnaiy cards .. - . . problem solving (one "deck" per;grotp) Grade 3 Grade 1 Conmuniicarkin Skills:. Conummicat*Skills: AistTiosst.**conVre.- Major Concepts: listening imd visual compre- -:.,..PPAO.ifc.44 Food chain hension, role of reading. Guidanee: cooperation, Predator GuidanceAcnoperaticn, group environment, group activi- instructions Prey ties- Science: interdependence , sciare*id04131106 tad .4.,..,.,SocialStudiesatile Objective: Trace the flow of energy Social Studieskrole of rules, through two separate ... ca. food chains.

93 Jordan Laker State Recreation Area, NC 5.2.1 March 1993 11 living plants and MINNOWBASS. A land of the dealer, and continues nimals get their energy based food chain may he clockwise around the circle. from the sun. In order to help SUN LAND PLANT Players first draw a card from students follow this flow of RABBITFOX. All sets the deck or from the face-up energy, they will play a card must include four different pile and then check their hands game called Food Chain cards. All sets must start for any food chain sets. If the Rummy. Different land and with the SUN, then include a players have any sets, they water based food chain sets PLANT, an ANIMAL that is may lay them down in front of will need to be collected for appropriate for eating that them. If the player did not lay the students to get points. plant, and last, a PREDATORdown a food chain on this turn that would eat that animal as the player must then discard Instructions: prey. In order to make things one of the cards from their simpler for students, a list of hand to the top of the face up 1. Copy the Food Chain what cards can go together pile. The first player with no Rummy cards page four times will be on each of the cards. cards in their hand wins. to make one set of 48 cards. Cut them apart as indicated and3. Pass a deck of cards out to Note: A player should win in laminate them for durability. each of the groups. The dealer the third or fourth round. Play passes six cards to each person can stop then or continue until 2. Divide students into groups in their group, including them- all players are out. of four or five. Explain to selves. The dealer then places the students that they will be the deck face down in the Suggested Extensions: putting together groups of center of the group. The top 1. Invent your own sets with plants and animals in a food card is placed face up next to different animals and plants. chain. An example of a water the pile. Players check their 2. Have the students color based food chain may be hands for food chain sets. Playtheir cards when the game is SUNWATER PLANT starts with the player to the left over.

Jordan Lake State Recreation Area, NC 5.2.2 Mar 1993 SUN SUN SUN

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Jordan Lake State Recreation Area, NC 5.2.3 95 March 1993 Currie ;dunk veal: Lacatian: Classroom Educator's Information:

Visual Arts: art skills and Group Size:, Any n this activity, students will comprehension 4 Ibe given copies of different Communication Skills: Estimatedllmer mazes, and are to help the listening and visual compre- 15 to 30 minutes hension, drawing skills predators find their way to Guidance: effective listen- Materials: the prey. The animals used ing slcills Provided by the Educator: in this activity were discussed Science: animals Predator mazes, pencils or during the on-site activities at Social Studies: effective colored inarkers (one each Jordan Lake. problem solving `per student)

Grade 1 Instructions: Visual Arts: art skills and comprehension Major Concepts: 1. Make copies of the Preda- Communication Skills tor Mazes. listening any visual compre- Predator hension, drawing skills Prey 2. Discuss the Predator/Prey

Guidance: effective listen- . Food chain relationship with the students. ing skills Habitat 3. Pass out the mazes. Let the Science: needs t)f animals . fun begin! Social Studies: effective problem solving Objective: List three different Suggested Extension:

Grade 2 . predators and their prey. Visual Arts: art skills and Allow the students to color comprehension the mazes and draw in back- Communication Skills: -' listening andvisusd compre- grounds they may hension, driviing skills have seen at Guidananlollowing, Jordan Lake. instructions, work indepen-- dently , Science: animals around us; animal environments Social Studio: effective: problem solving sto

Grade 3 . Visual Arts: art skills and comprehension Communication Skills: listening and visual comprehension, drawing skills Guidance: following iristrue- dons, woik independently, Science: interdependence A Social Studies: problem solving I ++. + '

9 6s-l- its; Cein Jordan Lake State Recreation Area, NC 5.3.1 March 1993 ....1fredato..r..:ViAz.

Some spiders weave webs to help them catch their prey. Help this spider to catch.its prey, but beware of the bird that loves to eat spiders!

fly

garden spider

Help the rat snake keep away from its predators and slither safely along to its prey, the mouse.

March 1993 Jordan Like State Recreation Area, NC 5.3.2 Small fish may hide from predators amongst the water plants. Help this largemouth bass find dinner.

Jordan Lake State Recreation Area, NC 5.3.3 98 March 1993 A

Adaptation - A change in a characteristic Food Chain - The transfer of food energy of a plant or animal that improves its chances from one organism to another. A series of for survival. organisms in any natural community in which each member feeds on the one before Animal - A living organism which is nor- and is, in turn, eaten by the one after. mally able to move. Animals must obtain food by consuming other animals or plants.

Carnivore - An animal that eats other animals for food. A predator.

Characteristic - .A distinctive feature or quality of an organism, such as an eagle's sharp talons. Food Web - The interconnected food chains Community - A naturally occurring group in a community. of different plant and animal species that live in a particular environment. A large commu- Habitat - The place in which an organism, nity, such as a forest, contains many smaller population, or community exists. This communities. includes all of the environmental conditions associated with this place, including food, Energy - The capacity for activity which is shelter, space, and water. derived from a food source; the ability to do work. Example: a plant has the ability to Herbivore - An animal that eats plants for grow because it absorbs energy from the sun; food. A prey. an eagle has the ability to grow and survive because it absorbs energy from the fish it eats. Mammal - A warm-blooded vertebrate which is covered with hair/fur and nurses Environment - The sum total of the condi-: its young from mammary glands (fox, mouse, tions in which an organism exists. May human). include water, temperature, light, other living .organisms, etc. Niche - The particular place where an indir vidual organism can live. Fish - A cold-blooded, limbless vertebrate which lives in water and obtains oxygen Omnivore - An animal that eats both plants through gills (bass, minnow, goldfish). and other animals. May be a predator or prey.

Organism - Any living plant or animal.

Photosynthesis - The process in green plants in which carbon dioxide (CO2) and water (1120) are converted to food energy in the presence of light. largemouth bass

Jordan Lake State Recreation Area, NC 6.199 March 1993 Plant - A living organism that is not able to Scat - Animal droppings. move from place to place. Most plants make their own food by photosynthesis. Secondary Consumer - An animal that eats other animals; carnivore; predator. Population - The number of plants or animals of the same type that live in a given Sign - The clues an animal leaves behind area. that help to identify it and explain what it was doing. Sign includes animal homes (dens, Predator - An animal that kills other animals nests), whitewash from birds, food clues, for food. rubs, scrapes, scratches, scat and tracks.

Prey - An animal that is eaten by another Shelter - The protected living space for an animal. animal, such as a den, nest, or burrow.

Primary Consumer - An animal that eats Space - The area in which an organism lives. plants; herbivore. These animals are typically Its community and niche. prey. Vertebrate - An animal with a backbone Primary Producer - Plants which manufac- (bird, fish, mammal, reptile, amphibian). ture food directly from sunlight.

Jordan Lake State Recreation Area, NC 6.2 March 1993 O a

Benyus, J.M. 1989. Field Guide to Wildlife North Carolina Wildlife Resources Com- Habitats of the Eastern United States. mission. March 1989. "Crime at the Simon and Schuster. New York. NY. Birdfeeder". North Carolina WILD Note- book. vol. 8, No. 3. For information and Dean, J. and L.S. Early, eds. 1987. Wildlife free subscriptions, contact the Division of in North Carolina. University of North Conservation Education, North Carolina Carolina Press. Chapel Hill, NC. Wildlife Resources Commission, 512 N. Salisbury St.. Raleigh, NC 27604-1188. Gerrard, J.M. and G.R. Bortolotti. 1988. The Bald Eagle. Smithsonian Institution Parker, S. 1988. Eyewitness Books: Pond Press. Washington, DC. and River. Alfred A. Knopf. New York, NY. Godfrey, M.A. 1980. A Sierra Club Naturalist's Guide to the Piedmont. Sierra Radford, A. E., H.E. Ahles, and C.R. Club Books. San Francisco, CA. 1968. Manual of the Vascular Flora of the Carolinai University of North Carolina Gutteridge, Anne. 1983. Barnes & Noble Press. Chapel Hill, NC. Thesaurus of Biology. Barnes & Noble Books, a Division of Harper & Row, Webster, W.D., J.E. Parnell, and W.C. Publishers. New York, NY. Biggs Jr. 1985. Mammals of the Carolinas, Virginia, and Maryland. University of Houston, David. 1979. Understanding the North Carolina Press. Chapel Hill, NC. Game of the Environment, Agriculture Information Bulletin No. 426. United Western Regional Environmental Educa- States Department of Agriculture- United tion Council. 1985: Elementary Project States Forest Service. Washington, DC WILD. For information on Elementary 20036. Project WILD, contact the North Carolina Wildlife Resources Commission, 512 N. Justice, W.S. and C.R. Bell. 1968. Wild- Salisbury St., Raleigh, NC 27604-1188. flowers of North Carolina. University of North Carolina Press. Chapel Hill, NC. Western Regional Environmental Educa: tion Council. 1986. Secondary Project Martof, B.S., W.M. Palmer, J.R. Bailey, WILD. For information on Secondary and J.R. Harrison III. 1980. Amphibians Project WILD, contact the North Carolina and Reptiles of the Carolinas and Virginia. Wildlife Resources Commission, 512 N. University of North Carolina Press. Chapel Salisbury St., Raleigh, NC 27604-1188. Hill, NC. Western Regional Environmental Educa- McCarthy, C. 1991. Eyewitness Books: tion Council. 1987. Aquatic Project WILD. Reptile. Alfred A. Knopf. New YOrk, NY. For information on Aquatic Project WILD, contact the North Carolina Wildlife Re- sources Commission, 512 N. Salisbury St., Raleigh, NC 27604-1188.

Jordan Lake State Recreation Area, NC 7. 1 101 SCHEDULING WORKSHEET

Date request received Request received by

1) Name of group (school)

2) Contact person name phone (work) (home)

address 3) Day /date/time of requested program

4) Program desired and program length

5)Meeting place

6)Time of arrival at park Time of departure from park

7) Number of students Age range (grade)

8)Number of chaperones

9) Areas of special emphasis

10) Special considerations of group (e.g. allergies, health concerns, physical limitations)

11) Have you or your group participated in park programs before? If yes, pleasedicate previous programs attended:

If no, mail the contact person an Educator's Guide.

12) Are parental permission forms required? If yes do you have these forms? If not, mail contact person a Parental Permission form.

,have read the entire Educator's Guide and understand and agree to all the conditions within it.

Return to:Jordan Lake State Recreation Area Route 2 Box 159 Apex, NC. 27502 102

Jordan Lake State Recreation Area, NC 8.1 March 1993 PARENTAL PERMISSION FORM

Dear Parent:

Your child will soon be involved in an exciting learning adventure - an environmental education experience at . Studies have shown that such "hands-on" learning programs improve children's attitudes and performance in a broad range of school subjects.

In order to make your child's visit to "nature's classroom" as safe as possible we ask that you provide the following information and sign at the bottom. Please note that insects, poison ivy and other potential risks are a natural part of any outdoor setting. We advise that children bring appropriate clothing (long pants, rain gear, sturdy shoes) for their planned activities.

Child's name

Does your child:

Have an allergy to bee stings or insect bites? If so, please have them bring their medication and stress that they, or the group leader, be able to administer it.

Have other allergies?

Have any other health problems we should be aware of?

In case of an emergency, I give permission for my child to be treated by the attending physician.I understand that I would be notified as soon as possible.

Parent's signature date

Parent's name Home phone (please print) Work phone

Family Physician's name phone

Alternate Emergency Contact

Name phone

103

Jordan Lake State Recreation Area, NC 8.2 March 1993 NORTH CAROLINA PARKS & RECREATION PROGRAM EVALUATION

Please take a few moments to evaluate the prograrn(s) you received. This will help us improve our service to you in the future.

1. Program title(s) Date Program leader(s)

2. What part of the program(s) did you find the most interesting and useful?

3. What part(s) did you find the least interesting and useful?

4. What can we do to improve the program(s)?

5. General comments

LEADERS OF SCHOOL GROUPS AND OTHER ORGANIZED YOUTH GROUPS PLEASE ANSWER THESE ADDITIONAL QUESTIONS: 6. Group (school) name

7. Did the program(s) meet the stated objectives or curriculum needs? If not, why?

Please return the completed form to park staff. Thank you.

Jordan Lake State Recreation Area Route 2 Box 159 Apex, NC. 27502 104 Jordan Lake State Recreation Area, NC 8.3 March 1993 i

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Jordan Lake State Recreation Area, NC 9.1 I'

Jordan Lake State Recreation Area, NC 9.2 I. -

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Jordan Lake State Recreation Area, NC 93 March 1993 O $

108

Jordan Lake State Recreation Area, NC 9.4 EDUCATOR'S GUIDE

Jordan Lake State Recreation Area

109 Funding for this publication was geirrously provided by

CateNMPower Ugh! Comearq

N.C. Division of Parks andRecreation Department of Environment, Health, and Natural Resources

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James B. Hunt, Jr. Jonathan B. Howe Governor Secretar 4-93 X10 Since its creation in 1916, the North Carolina State Parks System has provided its visitors with opportunities for educational experiences and programs. Through the years, we have continued to revise and update our programming to make it more informa- tive and more tailored to the needs of our state's school system. Our state park system provides a wonderful outdoor classroom for learning about our North Carolina heritage. Each of our unique state parks offers a variety of environmental education opportunities which highlight our state's natural and cultural resources. All of our environmental education programs are designed to meet the curriculum requirements of the North Carolina Department of Public Instruction. Subject areas covered include science, social studies, arts, guidance and communication skills. The goal of our environmental education program is to generate an awareness in all individuals which cultivates responsible stewardship of the earth.

1 11 Jo Lake State Recreation area is located on B. Everett Jordan e in Chatham County.It is between Apex and Pittsboro on. US 64, about 30 miles west of Raleigh and 20 miles south of Durham. B. Everett Jordan Dam and Lake can be traced to a disastrous hurricane that struck the Cape Fear River Basin in 1945. Follow- ing the hurricane, Congress directed the Corps of Engineers to undertakea comprehensive studyof water resource needs. In 1963, it authorized construction of the project, then known as New Hope Lake. Actual construction began in 1967. Thelake was formed by a dam onthe Haw River at its confluence with the New Hope River and encompasses two relatively large drainage basins. In 1973 the name of the project was changed to B. Everett Jordan Dam and Lake to honor the former Senator from North Carolina. The Jordan Lake project serves multiple purposes including flood control, water supply, water quality control,outdoor recreation, and fish and wildlife conservation. It encompasses 46,768 acres-13,900 of which are permanently flooded to form a reservoir at 216 feet above mean sea level. The land surrounding the reservoir is managed as open space for recreation and wildlife habitat. Numerous recreation facilities and a variety of education opportunities make a visit to Jordan Lake's eight separate facilities an enjoyable experience.The natural resources of this unique area open the door to aworld of learning and discovery. Combine easy access, acres of landand water, and diverse animal and plant life, and you have the recipe for a rewarding educational experience.

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Programs are geared to different grade levels and provide a fun and exciting .way to learn about different topics. Topics include: birds. mammals, pond life, predators and prey, animal tracks, astronomy. Native American artifacts. reptiles and amphibians. fishing, habitats for plants and animals, bald eagles, raptors, and colonial life. Many of our programs can be adapted to meet special needs. Our specially developed, curriculum-based Environmental Education Learning Experiences are available by reservation only (see section on how to schedule a program). These programs are supplemented by an activity packet which includes suggested activities for before and after your visit. Groups are welcome to visit the park for self-guided expedi- tions. Jordan Lake State Recreation Area's most valuable resource is Jordan Lake itself and the aquatic and bird life it supports. It provides habitat for one of the largest populations of bald eagles east of the Mississippi River. Thesemagnificent birds live here all year, with as many as 15 commonly seen on a summer day. During the winter months, sea gulls and many species of waterfowl, including loons, grebes and ducks, can be seen on the lake. The lake also provides habitat for some of the aquatic species that formerly lived in the New-Hope and Haw Rivers. It was initially stocked with bass, crappie and hybrid striped bass which continue to provide enjoyment to anglers.

The park provides important habitat for a large number of plant and animal species. The bald eagle is the most famous resident of the lake, but in 1992 a barking tree frog was found in the park. It was the first known specimen of a barking tree frog to be found in Chatham county. A wide variety of birds are found throughout the park, including wood thrush, pine warbler, white- throated sparrow, red-shouldered hawk and barred owl. There is an abundance of deerand rabbits. Gray foxes roam in good numbers, and beaver, bobcat and mink are occasionally seen. A variety of plant life is also found at Jordan Lake. Mountain laurel grows on some north-facing 41166.N. slopes and large stands of bamboo can be found in low areas. Relict )41,;; specimens of exotic species left from the days when this was farm land lend diversity to the flora of the park.

4 1 1 4 Old Oak Trail: This easy trail is 0.9 miles in length. It can be reached from the parking lot in picnic loop A in Ebenezer Church Recreation Area. The trail winds along the lake shore, goes through old growth hardwoods, passes an old farm pond and returns to the parking lot through a large stand of young loblolly pine. Water-loving species are found near the lake and the pond. Many water birds may be seen in this area in the winter and during migration. The trail is marked with red diamonds.

Ebenezer Church Trail: Also easy, this 1-mile trail begins at the southwest end of the beach parking lot at Ebenezer Church Recreation Area. It passes through bottornland forest before reaching the site of the old Ebenezer Church. Mixed hardwoods and some old-growth pines surround a picturesque pond midway on the trail. Fishing for bass and panfish is good in the pond. The trail returns to its Starting point through beautiful hardwoods hanging with vines. The trail is marked with red diamonds.

Pond Trail: This 1.4 mile, easy trail begins across the parking lot from the bathhouse at Seaforth Recreation Area. The trail passes through mixed hardWoods and boasts three ponds, with a beaver lodge at the second pond. Scenic views of the lake and at least 5 species of fern are just a few of the rewards of a hike along Pond Trail. The trail returns to the opposite side of the parking lot near the large picnic shelter. This trail is marked with white rectangles.

Vista Point Trails: A 1-mile children's trail begins behind the picnic shelter at Vista Point RecreatiOn Area. It winds near the lake shore, passes through pine woods and ends at the group campground. A 3 mile trail is presently under construction and should be open by late summer of 1993.

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.0.4 1- 14/ . ' 115 / 1. 4 5 Groups are encouraged to visit the park during all seasons of the year for hikes, exploration, environmental education programs and activities. Leaders may choose to conduct their own activities or enlist the help of the parkstaff. To Make a Reservation Because our Environmental Education Learning Experiences involve additional park staff, it is necessary to contact the park at least one month in advance. For other types of programs, including special requests, please contact the park at least three weeks in advance.

I. I

116 Please provide the following information: Name of group (school). Name, address, work and home telephone numbers of the group contact person. Date and time of arrival and meeting place at the park. Departure time from the park. Number of participants and adult leaders. (A maximum of 30 participants is recommended. Please have one adult leader per 10 students. Adult leaders are responsible for maintaining control of the group). Age range and/or special needs of the participants. Desired activities; assistance from park staff. Bad Weather Policy and Cancellations Our Environmental Education Learning Experiences are held outside. If weather conditions preclude us from conducting the program outside, we will provide a modified program at the park office. If you make a reservation for an Environmental Education Learning Experience (or another program) you may, come regard- less of the weather or we can reschedule if you desire. If you wish to cancel or reschedule, please notify the park office as soon as possible.

e; 1'13144 tit 11? 1 r. - .....elltV5etr,E1Orr- , 1 Ii 1. Complete appropriate Fe-visit activities. 2. Visit the park without the participants prior to the sched- uled group trip. This will give you a chance to become familiar with the park facilities and staff, and provide you with an opportunity to identify potential problems. 3. Discuss behavior expectations with adult leaders and participants when planning the trip. Discuss the park rules listed and emphasize safety. 4. Inform the group about poison ivy, ticks and snakes. Discuss the need to use insect repellent and sunscreen. 5. Inform the group of the need to dress appropriately for the season. Shoes suitable for walking should be worn. 6. Have everyone wear a name tag. For safety, please color code them by groups. A buddy system for younger students is encouraged. 7. Group leaders are responsible for obtaining a consent form from each participant, including a list of any health considerations and special medical needs. These forms are available at the park office and in the Environmental Education Learning Experience packet. 8. If your group plans to collect any plant, animal or mineral within the park, a Research Activity permit is required. Contact the park office to obtain a permit application at least 30 days in advance of your visit. 9. Assigning jobs to students and/or leaders is recommended. Leaders could be responsible for lunches, moving groups from one area to another and enforcing rules.

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Please obey the following rules: 1. To help you get the most out of this experience and increase the chance of observing wildlife, be as quiet as possible while in the park. 2. On hikes, walk behind the leader at all times. Stay on the trails. Running is not permitted. 3. All plants and animals within the park are protected. Breaking plants and harming animals are strictly prohib- ited in all state parks. This allows all visitors the same opportunity to enjoy our natural resources. 4. Picnic only in designated areas. Help keep the park clean and natural. Do not litter. 5. In case of accident or emergency, contact park staff immediately.

1. Complete post-visit activities provided in the Environmen- tal Education Learning Experience packet. 2. Build upon the field experience and encourage participants to seek answers to questions and problemsencountered at the park. 3. Relate the experience to classroom activities and curriculum through reports. projects, demonstrations, displays and presentations. 4. Give tests or evaluations, if appropriate, to determine if students have gained the desired information from the experience. 5. File a written evaluation of the experience with the park. Evaluation forms are available from the park office and from the Environmental Education Learning Experience packet. 112 Most programs will be conducted at Ebenezer Church Recre- ation Area and Seaforth Day-Use Area. These two areas have the following facilities:

Restrooms

Picnic Areas with shelters, grills and tables.

Other facilities at Jordan Lake State Recreation Area:

Family camping, with electricity and water, is available at Parker's Creek, Poplar Point and Crosswinds campgrounds.

Group camping is available at Vista Point and Parker's Creek. Contact the park office for reservations.

Hike-in camping is available at New Hope Overlook.

Boat ramps are available at all campgrounds and at all day-use areas.

. A canoe access area and a boat ramp are available at Robeson Creek.

Designated swimming areas are available at all areas except New Hope Overlook, Robeson Creek and Crosswinds boat ramp.

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.4:14 .'40:::f1 10 Location: The park is located in ChathamCounty between Pittsboro and Apex. The park office is located onUS 64, one mile west of the crossroads of Wilsonville. Address: Jordan Lake State Recreation Area Route 2 Box 159 Apex, North Carolina 27502 Telephone: (919) 362-0586 Office Hours: Monday -Friday 8:00 a.m. to 5:00 p.m. Park Hours: November-February 8:00 a.m.-6:00 p.m. March and October 8:00 a.m.-7:00 p.m. April, and September 8:00 a.m.-8:00 p.m. May-August 8:00 a.m.-9:00 p.m. Park Fees: Daily entrance fees are charged for cars andbuses on weekends and holidays during the months ofApril, May and Sep- tember and daily from June through August.Additional fees are charged for camping and facility reservations.For specific fee schedules contact the park office.

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11 55 e9ka&Jt114/1- E324 hour Boat Ramp /4?-90,90(11Pt-14 490 AN Ebenezer Poplar Point HeadquartersNCPay ParkPhone and Recreation Eli 111 NavigationalHospital Buoy NCRex Memorial Hospital (Raleigh)Hospital (Chapel 783-3036 Hill) 966-4721 8 Everett Jordan Dam To Raleigh 4.0.1.013 661611 6 I 12 122 123 500 copies of this public document were printed at a cost of $415.00 or $.83 per copy. .34

11.4 IL*Printed on recycled paper.