4 6000MINVBatons.

.11)-093 594 is SE 016.909 TITLE EnviroimeOtal.tundOentals. Environmental Education. __Orrion140,'

INSTITUTION Topeha,Publio'Schoolif. Kans.; . .

ISMS AGENCY - Buthau of Elementary end' Secondary Education (15HEWy00, ilighington, p.c. POE#DATE Aug71 , NOTE - ' 273p. $. \ '_ : , A . ..,,, 4, ittIti pRICE , t1-$0,76 iC4121.60 Pt* POSTAGE_ , . DtsclapToRS CurricAllup Guides;;1004ilogia4144ors; *Ecology: , 4Environmentel EducMtitin: Alun4amentel Concepts; , , Imtetmodiate Grades ;` Learnigg- Activities; ,s1kfuxel.

Resgurcei$ iiEgitural'Ociencest'Onit Pleb . IDENTIFIERS 4 *Elementary Secondary Education ActvitiepaiESEA

. 'Title II/ . /..,: . ASTEACT _ .. This unit presents Materials ttideveLop some 4tbe. basic knowledge-necessary for grasping cosplexprocesses

associated-With 'enVirenmental,relaticnshipt.- tis divided: nto.-five_ ,. topicig- (Wfasidk VeedS for,Lif'' t *149AP9 041tocessitvvog plants 444 4014.4.10-1:12)Food=: *heYintoraCtiAnt,betieeCOrganiemel :(3) Observational Skills,Ways 4kopWta0,b0o6Wilere_00 4,theit surroodintgli--M.lield,TriP1--,first:haid obServ4iciii40 ,kt,,0,,' collectiOWmAA:i5) E4viroiimeSt01-0414003-)WOrAl-anct- W, 1_14000O404-0*th-OoffeCtS,man4ms_on natural-04000s,, tor51,04WAOliic there are -bohaifibra,l'objeCtiveso-studebt-actiVities, *04c,teacher, suggestions. Special .teaching aids are fitiOnd'in the app,4441J,(JP)

a Of HEALTH, S DEPARTMENT EDUCATION IL WELFAREof NATIONAL INSTITUTE EDUCATION HAS BEENREP90 TvU5 00CUMEN1AS TiECENEDFROM DUCED EXACTLYOTTGAN114110.4 ORIC THE PEON v.E.N c OSTINONS AT IT 'POINTS Of STATED DO NOTNECESSATelt,INSTOUTF OF OFF1CAl NATIONeq. EDuEAT ON Aos,1)ONOT4 POOCY 4

ENVIRONMENTAL EDUCATION PROJECT ESEA TITLE Illk SECTION06.

T6pska ritublf and Parochial Schools ' 1601 Van Buren, Topekai Kansas 66612 0,Phonet., 913432,4074, -$

, Aloft develoOad,by,the Environmental Education4roject Staff, AUgdst, 1972, revised &Oat, 197 for intermediate level eleAntary scAool'students.

Donild Preach, Project'Coordinator Glenn Clarkson, Program Specialist - Elementary Robert King, Program Specialist-- Secondary Thad Whiteake4 Prograi Specialist w Special Education

a

f.

'ENVIRONMENTAL

FUNDAMENTALS

a

The work -presented or reported herein ,was performed pursuant to a.grant'frow., he United States Office of Education. However,°the opinions and material ,'pressed,herein_do not necessarily reclett the position or policy of the iov S,Ofice of Iducation, and no official endorsement by the,U. S. Office f Education should inferred. 11

Environmental Fundamentals

Foreword

IS' A common problem-in today's society is the lack of understanding ofthe basic, ecological processes involved in the various environmental, pralems1 .418 the intent Of the material in this unit to,developsome of the basic knowledge' .necessary for grasping the complax,processes'associated with environmental relationships. Every attempt should be made to integrate theactivities into all curriculum areas. This'unit is not'intended , dictate a given set ,of, environmental beliefs, but to present basic information, which each student can establish his own environmental beliefs%

This unit is divided into five topics:

l) Basic needs for life the biological necessities, of plants and animals. 2), Fopd web - the interactions betven organisms. 3) Observational skills- ways peofte can becOme More aware of their'surroundings. . 4) Field trip - first hand observation and data collection. 5) Environmental ehangest Nature and jian Influenced « Ihe affects man has on the natural changes.

For each topic there are behavioral objectives, student activities end teacher suggestions. To facilitate use of the-material, the objectives are listed separately: The numbios in parentheses above the teacher -suggestions indicate which objectiVas the activity helps develop. Special teaching aids arelocated in the appendix. They can be removed for duplication and other use.

Teachers are not expected to use all the activities presented in the unit. The basic or minimum material that can be used to accomplish the unit objectives is (*) starred. The starred activities or comparable activity should be taught. Teachers.sheuld feel free to'Moolify or substitute activitiee, while preparing studento4o accomplish the unit's objectives. For those teachers desiring to emphasize certain areas, the hat includes several additional' activities.

09,V Glenn Clarkson Elementary, Program Specialist .

6:0 - ACKNOWLEDGMENT

.

TheEnVironii.ental Education ,Project for the Topeka Public and Porqchial Schools .* 6 , began operation' June, 1971. The following individuals deserve recognition fot thejnterest,-timei'and devotion, they gave during the difficult otagee,of plit6ing

'Andli4ting the project Proposals- i-, .-'

- . F 7

. .11*. John':Ganger, Coordinator of Curri4Ilun for Special EduCation;

Mt. W. I.-Green, Director of Spedial Education -- . Dry;. Grovad; pitp4tor Phydical Education, Safety and of health.!.. ,

, .. . ,Athietiai , , , , . f ., . . fit.. Clarence "Tufty" Kellogg, LelepantDirector of Health, PhYaidal Education

and Safety . , , , , / 6 Mr, StdnleyMartin, Science Supervisor .. Mr. Claude Ritchie, Principal,Aage Elementary School Mr. William Wagaman, Principal, Avondale East Elementiry SchOol Mr. Lawrence R. Gaston, Director of Federal' Programs Dr. Gilbert Wehmeier, Principal, Curtis Junior High School

-The needed support-given the project by Dr. Merle R. Bolton, superintendent of schools, other members ofthe'dentral'administrativestaff, the instruction*part tent, personnel office, business office, data proCessing-department,-Maintenance department and Lawrence Gastondirector of federal rograms; is,graiefully.- acknowledged.

Special recognition 6given to the Eoard'of Education for the TopekaiPublit Schools, who approved.and are supporting this creative, exemplary and innovative project..

.. . . . My dincere gratitude is extended to the program specialists forheir tirelesd - efforts in developing,theielementary unit. Curriculum development and revision has .extended the w kin days fOrtheie staff members. My personal thanks are given to Glenn Clarks 9 Bob Kingkand'Thid Whiteaker for an outstanding job. ?d The enclos4curriculum is the repult of input from the'ptojecL t's paraprOfessionals and ers, sixth-grade tedchers,'Community Council members, parents, students, and interp ted lay,citizens.

. , With the deepest apprediation, I acknowledgethe work of the secretarial team.The constant'revisions,Oreasures,)deadlinos, and demands for quality work were handled in a most outstanding manner by Dotothy:Boohet, Sandy Holmes, Rita Dreiling and Peggy Ratter. 'w.

Donald French ____Projedt Coordinator

iii

O TABLE OF CONTESTS

. : Foreword . ii

: .. . ,Apknawledgment. .iii

-Tableof.Cen4to. .

, Unit 9of!le and-Behavioral_ Objettives ,.

Behavior*/ Objective SummarySheet , ! , 0 Activitiei SumMary Sheet . . . i03 'fa, oo ` XV 4 . ,

.. Suggested Time Line for Unit Activities \ xviii

Topic -.I: Basic Needs For Life ,I,

Topic ItC Food Web . .. 8 0-- ************** C 0

Topic flit , Observational Skills 5 a ******* . a 18

IV: Topic Fleld Trip * * * * * * . **** 4; 4 4 0 4 0.4 ,31

Topic V: Environmental Changes: Natural and Man thflenuced i. 38.

Appendix A: Film Summaries 0, ii. A-1

AppendixiB: Diagram , , 4-1' r'

Append lx CsStudent Study OuideSand Handouts. . . . ******* C-1 .= Appeildii D: Short Stories ... Dz1 "I

, Appendix B: Teacher Resources E-1

i . Appendix F: Field Trip Y-1

A iv 1-

UNIT GOALS:ANplIERAVIORAL'ObJECTIVES

4 ,Pollowing the,ttudy ofthis unit, !tnvironMental Fundamentals;" each etudentArill: ;' .- . . , 1) Gainknowledge about the4814 :needs ofplants ,andanimals. 2) -Bettee,:undereleed VuLatipreeiate'thevalUeof, the iatetett one necessary

forlife.to,exiSti' ::'.!:':7's '.-:":':';ft: f '' l' -.-`t 3) Inc,qss6 his ability tolobserVe.Osing-thesenses' end etrrild.concepta. 4) , 1'80.his;aenseil and strand-eonteOttioin:absarVing:the environment. 5) CellOt'dati-from:vei0,00tFiikie Of,babititall .,,,:).-.: 6) .0evelop'en'appieciatioh fo OiliWenVirentient.- 7) Explore" the of nitu . . And.man-infltiended'Oe0BeirinJh0 .;.- environment.

i. Theageals,are-IurtherAefinedthrOugh the use of behayioralObjectives.:,The behavioral objectivesestablish a predetermined goal_toward whichiekrOng.isto be directed and by which attainmentmaybe measured. '1'his unit is intended to develop steddr.thanges inboth the cognitive (knoidedge).and the,sffeotive (aititude).domaibe.' The-behavioral Objective4for this unit,contaiA: (1) expert lances desivied,to;develop_conditions,for achieving the expeCted hahavior'(learn-, wing activity), (2) the,expected.criteriononumberofatudents who ehould.aChie6 the behavior in art average class op percent);.(3) the_audience.for which the behavior. 1s exoeCted1participating,itudents),.(4)' the Method by which .the evaluation Will occUr(multiOle-1.thoiCequestions),and 15) the expected behavior (Aelecting the correct, answer).

. . The presenetrend in education istoera more educetiOnal accountability.-

BehavierWobjectiVes help define some otthe'desired,outcoties fdr-w 11ich eduCatidti can Waccounteble. ,Student'learning'isnot all at the same-level., or example,, -. direct recall ',of a faCt,requifes fewer mental maniOlatiOns than appOng * - r ;',.. concept to,a"newsituation..0ne.system fo'r,indicating the level of difficulty of a' desired response-is.through the use' of Blood's, taxonomy:- Tholigh the Bloom's number assigned, the'higher-the level of the competence witha particular

concept. -.Following are descriptions Weach.of Bloom'sleveleassigned-te each; . objective.

..- Knowledge-Level " 1.12 Knowledge ofSpecific Facts 1.31°Knowledge of Ptinciples and .-1.21 Knowledge ofConvention,1 Generalizations' 1.22 _Knowledge ofTrends and 1.32 Knowledge of Theorfes and 4 'Sequencee Structures 1.23 Knowledge of Classifications Intellectual Level and pategories ' 2 itTranslation ' °, 1.24 Knowledge of. Criteria °2.20 Interpretation 1.25 Knowledge of Heillodology 2.30 Extrapolation' 1 -.3b Knowledge ofAiniveitale and 3.30'Application Abstractions-in a Field

.. . The following behavioral objectives are intendedAo give teachers%direction'during the teaching of this unit. The-behavidral objectivea define only key, concepts basic to 'the entire unit. They do not define ail the learning experiehees that will occur:: The- stated behavioral objectives-can be used by telassrOom'teaCher td measure student progress toward the overall unit goals. ...,

I ,C04NITIVIS

4 Blooite ,%' Level ,. ObigatIrt . 1 ' , -,< The study Of Topic <1, (BasiO Needs of Life)<0Wileriable,

students &Loa raultiplelthOice 4(testiok tO2Rfleit s ''' -' _`- ..- '!* .' - 1.12 1) ;,.,.:any two amitabers of:the ,set ,!,laun.tighti-carbon diOxidewater arid; minerals!'` as" materialdi've64/38,(teltY 1.0r plants to 'live . and 1:4rOcisteii food. .. ----<6,6.--, , , :' , 1.12 2).i..any Wo:mteymbeis 0

Or 'all. ,anialalo", to a specific 'animal: -- : i--.. ''. -4 '7,°- - , 1.12 5), .,,..releaae:energy froze' food" as the reason people use-foxygen. - , .. . , , -, -, ,,.-4,, ,, i - < . . 1.12 6) .,..any,two menibersrof :the ,sot2'"'redaoving.,wastai lubriciting,-bedyparta,_ ` and ,cooling,the-bpdy" as theway use waker,,within the .body.` - 1,12 7) ..."stwilight" as thesource of et ergy-fet greetillints. -,,.. - - ., '';' -6',::;<<-' . ..";,:.=:-, .,:::-, ,....,, .'...... f,...),:-.(4' 1:12 8) .6.'"green Plantre!, as the-group of "organio0capableof manufacturing

toed.- -'.: .1/4_ , ,, .- ,,, . , :\'

. 0 -1. ,,,, : ;- -1 The study.ofTopiO'-,./L .(TheFoOd Web),41'e1nable,partipipatIng students

on a multiplefthoice questionto-selectan-answer:; . - , .:t. A .

. . , . 1 , . 2.20 9) ...applying the concept -"greet), #lantetUpply energy needed for all

,, , . animals" toaset'of specific animals. . 7 I . , l.k 10) ...applying the concept'"all plants-and animal-sin-a. fp ,web16ffect each. lives", to explain the reiatIOnship between set of-. other's op specific'plants and.anim010.' . -6 .

.1.24 11) a list. containing diffeientresulte of'decay-i6 "to,release materiafor ues.by otilbr'organiime" as the most important renson,tor letting plantsand animals decay. .

, 12) ...correctly labeling producer,-coSumer, and decOmPosers ina food chain.

.23 13) ....correctly describing the relationship,betWeen to:rorganisms.

w1/4 , .(For example; hawk - mouse as a predstor prey.) .

2.20%, 14) desCribing:the relatiPnShip betWeen.e,series'of specific organism&

within the food4webas a food ,chain., ,

1.21 .15) .i.des'criang,S.Specific Common green:Plant as a roducer.

;=1 vi 1_, tt,

Cognitive, Domain Objectives (Continued) .

1..23..3.6)0.1 Ind teat tog: theY,,:i v90381140 the Meotb..,r804 1'consinsprs",, 4 s. t a t . 1:23 11) ..iindicating:they rpcognize the mimbers of the group,Ocfecomposerso, -', ,. , .2.10 3.8) indicating which PaOutat,loil" bljinOtbif;*:441118eated population within 'a given food web diag;am#',, - -7b;r1 r A !) .4"' .1.31 - 19),.*.';.applYakt*!."Pre411C-0.00,' te,e:,epe4f1:e`: eprefee OTOOttieeri'' 'P'" -- ' , indating the, givrne 'entrgy,, ,101.08 Organifts. ,.NO °--, ' ..r ,The study ofTopic /ft. (Obseriatiimi1,41114,414enabisparticipating stisdente on a oultiple:-choice question to'-seIleetI4'.' ''-" - 11 j . 1.2321) ...tn example illustrating intericeion.' / 1 ,?.1'. . , 1.23 22) ekassple -illustrating either ,. . 1.23 example ,illustrating adaptation. ,. 1023 24) sariexample-Illustrating either Chang Or. ; t - - , 2.10 I, ,25).,:.a, graphillustrating#A,iP070P4PORP ".? rz

2.20'2.6) ...a 'graph irrel_11-...0".°" 'POpi-.:1etioW in bilarice

Theield trip eleperlence wi11 epibie paitiOleti4tqt4,4te lin 4 'J multiple-choice question to select ,. : , 1.22,' 27) ..."the condition of plant life's as the best indicat9r of.-the season.,

0 . \ . 1.24 28) ..."greater space between plants" as a reliable differenee between a, woodland and grasslant,

11 . : Ng 1.25 29)..."animal,tracksand signs'] as a quick tool for determining Which

animals visit: an area. \ . . 1" . , . ,

:1.25 ; 30)` ..."leaVee, bark,' and twigs" as the structures one would,ebserve to

t . distinguish:one species' of 'tree from another. '

. , 1.22!, 31):..: "age" as the reason baik'of a large .tree looks dif ferentthan the

. -. bark of a -Edell free of the same- species: - . ,. . . iA >

The, study of the complete. unit will enable .oartieipatingstudents on i, Multiple-choiei AqestiOn ti5,select: ) 1; 2.30 '32) ...a ',pixilationtin-it given ;foqd.chain) that increases as a resultnf 4 _-- ,

, another population diereasing,within the .food chain.

T- , .. . ---, ,

i .

'5 1 Cognitive Dotain Objectives (Centi.nued) 2.30 eiiven"fedd chain) that,itculd cause a enVA.ronment. .,5)mgftt' e );-1 11,)

, at Phs- iTtiltpre, planps grow, the 11 willbe better covered and :leiti:er4'011on.w41 040.1 - l.22 living or, non-liv4 conditions thatchange: with the a seasons' trait alts including'lee stable'conditi400 7' \4 - .,, , .2.20, 1)''; i' ''.4i,choice'pigYing' the pr_dibkathat, plants'prevent soil erosion.. -, 'il proAde -food for, _',g'.30'.36).:-..fr6 a food_ chain the -.gsnism best ab/e to .,- '111TW46161r8 pit. aniMale:'-'-ic-''. I. **Lq , , . / ' 104- 11).,.green' as being the largest group of1,iving Organisms. ,0 , 41 , 1,,-. : : ,,,,- . ", -,, 14438)....."leaVinspeteriale where decomposers Can gettoit" asthe best . WaPto 'make,sure dead matter 6oi2tintieli toieciicle,:;,, , '" NN N. i i ) that'"all,liVig7orgen- 3.04 'A) ...toselectth choi6SpplYingthe 6511O-. . . v isia'd penAp9, II, sun as a source of energy" toa'practical,problem. t C,..-

0 .1.32, 40) 7. 4, ea a oi,e1Az),_ Cat,ing that man influences;the.re,te anddirection of . enviro entsii change's When 'iiiicietoselect aintOce whichtoest .fixPlal a, *W0 relationship td his environment.. I A', 0 ,41)!4?Aatkirgaltlow91%," as the faotOr Most influencing the location.of cities aUd'farMa.- , 1.12 42)...."the 444-414, 04-4ving:hinis around.us" as thedefinition-of environment.

041 ) 0 I.

f

IF i. ATOECtIVBG0A4

After studying the curriculummsterial includedin this unit,student*

P 4

. 1) Want .to' learn more about ,the envitonment. , . r ,. 4' r , , ' 2>,,Be4me involved itsrecycling Activities. 4 $

. . 3) Defend and obey environmental laWs designed to prdtectour environment.

. , 4), Ad4ocate reserving "open apace"areps.

0. 5) Not intentionally-destroy trees. . - . .6) Discuss .with others observation* they make 'about their enVironment..

. . , , .. 2 -Use inappropriate Amos 'when makingiCemparlsons,of -specific, things found

in the environment. , , . r 4-- I, 1,o; 8) Observe ioe living things in the 'environment.

1

. '9)' Relate ther increased interest in the envisoment to their. use of more senses. 4 10- Be concerned with our,present environmental codditiono ang the conditions

. that `would eault if 'ill our plants.were.tiestroyed.'',, ! ,,

- . , 7 , ' , . 4' /- ! .; . , ' , ,' - 1) Encourage'activitiesthet,suPc.thel"balance'ofnature4:000cepti

. _ .

2) Place.a high value okpreserving endangered species;0 .,' 4

/13),--Value organiaa like spiders, snakes, and insectat' . . \ , ,,. - . , r / .1 - . f , . , 14) 'ExPtese disagr ement.with those that ;advocate indiscriminate killing of ,

\ spiders, snakes, and insects. : i . . .- * . .. . . v i 15) Uot destroythe\homesOf-wildlife.

\ , .

, 16) Value pleas and\aniiaals that-are on y. indirectly related to 4 p ,food 4 supply, as well 47 those that manaeends Upon 'diretly., gV a c _ i° \ c In Believe that there\were human behaViors that Wt accepteble 100 y4rs 4- ago that Are not aCceptable tOday,belcause th help,Contribute'tOour.

pollutionprOblems.\ . .. N "-:

. , 18) Support the use -of an impact-statement before_man alters the environment.

19) Be willing to limit personal\ desires'in'favor of '4a better environment.

.

0) .Discuss their learning experiences with parents and friends.

-21) -Reduce individual beha ors that ConiribUte;to pollution priiblema.

4. . , . . -X 22):' Agree with the statementhat people cann t use the environment,- in-any way,

they wish. , r ix N BEHAVIORAL OBJECTIVE A . SUMMARY Sim.; - 4111.11WW.P.' a." o.* 1 ';.-f 0Ft . g t-E-4.et . 6, - i..i.acs''etcr ea0 z , , I g . et'* :ft ap.a ci / 4.a. ht.et0'0.0 -0_ P.' fa.a Pi).tt.... fa* tis<1.0.et - ..- - , g t - ...' Iimmm , ' ,e 1. - 'Sunlight, Carbonnecessary dioxid_ey-iiid Pik: plants water -to 'sr! live. - ''.. -- ' .7'1 t - ".*___'-' --Z 4' 10Z / /-,-.'a/ 1.3 - 1.7, 2.5, ,,,,..2.61. ", it.' 1'. 2. , .., ' F iblogicaliineids°of wan. , eter,- and ;oxygen are, -.1.12 /10Z!: 1.3; 1.8,,,1.13, -- 3..19 - -- -21' 4. "Food,,proVidesL'nergyandfrortvfood matter for:animals cones materiayor body growth , 1..24 10Z201Z ' 1.3. '2.19 ,; , . , animals to re-lea-se, 2.10 1OZ ;118;:.'1,15, 1.18, 1.19- Oxygenenergy is from used f waste, . ' . 1.17; 1.1,1 3 / 6. andRemovixtg -cooling the body are some .ways tik body ., 1.12,., ,,...... ______,...... _._ -25Z , __. 1;9 _ 1.12,'. 1.1.5.; 1.16... \ 1 : , . animals use water: - _ ' ' 25% .. 4 allSunlight greeno isklanis.:,/ "the source of energy for ., : ' 1.12 1 - -1.4\-2.18 1.6, 2.3, 2.5, 2.6, -.., 8. 'manufacturingOnly:green ft:sod. plants are-capable of - , 1.12 20% / ., - - 1.4- -, 1:6, .2:12.3.."!: 2.-9" - \'.., . .., . , - *Expected growth is based two year's test resUlts from, aver 5',000-Topeia sixth grade o A ,... , 14 . . , - . "; ' . ' if ... . ' - . - o c __...-2---' i'- -.J.` -104' . V.- ",_ -. ,.. , Behavioral Objective Summary Sheet (Continued) ,.. * at. 4*MPt60 ., V CA XvI ' , .=. DI.0 ID . . V- --= 0 aft1 M, ' 'Z44 Di0 1-4 M71I"0 A) 1-3nto. v 01 4") ,... w ;fr..0 V0' 0 1,..0- > I-6mri CD0- co-et atre et r.0 ,.. 4or?C. <(0 ea.f"r .-60 41) Green plants.supply;the energy needed` 11/1.1111IM2.20 10% =-= .' .4..31.5, 2.1, 2.3 - 2.9, 4.2, 0 5 for all animals. - 10./ Alleffect plants each and &thereari'mals-in-a lives. food web' 1.31 20% , 1.3,2.1 - 2:4, 2.22, 3.10 / , 28 Deadusedso materialplants-andaniials brother in organisms. their bodiesneed to.detay-can be 1.24 -10% . 2.16, 4.2, 4.3 6 .13. 12. CatagorizeIdentify a,correctly and label organismlabeled foodpairings: chain. rabbit - grass - consumer - ,- 1.23 1.23 15%25% 2.82.4, -= 2.22, 2.16 2.23,1-20, 4.32.22. 14. producer.Example: - 2.23 15- foodIdentify web. a commonfood chain producer. from within a 2.201.23 2510% %- 2.5,2.4, 2.6;2.22, 2,23, 2.23, 3.2, 4.2, 4.3 4.3 '8 16. Identify a common consumer. 1.23 25% .2.7 - 2.23L'3.2, 4.3 . 29 171 Identify a common,dicomposer- , xi 1.23 20% ,,//.16; 2.17, 3.2, 4.2, 4.3 9 Behavioral Objective Summary', Sheet (Continued) et CD 00 rt ZPt fAOaU oXrt C)3 1-3 O cr CI. cr. 0Ocr M0 CD6-3CP CD MI0 r. Pt C.3 -4-E. elk,'CDIDcr0 4 at IA. n Mt0 4"I4pl. 4Met1-4 M 00 I CB IALC 0 Mto . ID < .1".40 ta mahliMMINMEIMII 18. Select a population that is eaten by , 1--:- 2.10. 2.2,-2.9, 2.222.21, 4.3 'V 0 40 fto'living.laegamisma designated population is the Source in a:food'of web. , - --,,1.31 15% 2.1 - 2.3, 2.5 20. Thelivingfood-for sun is.theorganisms. producers. source of energy for all 20Z 1.5, 2.2, 2.5, 1.4: 10. interaction.Se1ect an cocample-illustrating 15Z - TopicsMost of III, the IV,activities and In 11 23.22. SelectsimilaritySelect.an an 4-xstrtile or variations' 111ustrati4g'either.-. . example illustrating 25Z10Z 'TopicsMostMost ofcthe,actiVities III,of the IV, activities and V. in in - 35 ' ' i adaritation.SelectAni,e(saniiile illustrating , r 1.23 j .20Z , ! Topics 7;1* v,,, r /0 , IV, and v, . 1 change or Patterns.:, , v 2.10. 15Z, . Topics3.20 - I`I,3.26 26. inSelectpopulation.SeIect:a balance. a graph i/lustratingillustrating aan population' increasing 2.20 - 10% 1.20 - 3.22" -37 38 BehaviCral Objective Summary Sheet (Continued) et1+c... . 0 V01 - 4. OPr. alx,1-3 Zfa. DI CX , ' "c - I 4 m e g: gPt , 1 o 0 x t, . Z.,.O (,) ft; _ m: C.4ok OCr, ,rig0Od _I ,I ...7.,-' ... 8=-- eCt if#.3 et Ce Pt n m - - or'0. 0 t-+ .0 , I .0 0rr 0'rr 41 <2 .35. tb Plants can pretrent soil erosion. (D4 CSI+ do f't 2.20 ' < 0 , rimfD -.. .4 I+ 20%0,m'fe et - 4.3, 3.26 18 36. Mire food :energy is available -from - 152- 219. ' 14 37. organisms.GreeninproduCers a plafood nts chatn..than re fromthe largestits Consumers group of 1.12 2.5, 2.6, 2.19 31 1 get:to-it-isLeaving material the bestwhere decoiposers way make sure can 1.24 - 30%* 2.16, 2.17, 4:3 22 39. 'matterApply continuesorganisms the.concept todepeneon recyCle: that the all-living sun: 3.00 2.5, 2.6,.2.19, 4.3., 33 ' t 40. Manof influencesenvironmental the rate and changes direction, 1.32 , 10%1 Topics3.11, IV3.23 and - V3.26; r - 41. influencedRatural environmental man's decisions in conditions 1.31 10%' . 4.1, 5.2 - 5.4 36 42.7 nom-livingThelocating environment things cities is:the aroundand farms. total.us. ' living and 1.12 1.1, Topics II V 42 Behavioral Objective Summary Sheet s, .(continued) o.re oI-1 co et to.1 i0Cr tt 0Da a. W.cr00. ph. r0 . AA. 4rt.po. eto 4Oet0oti sot0 et 04'0 4}.1 le 1.4 a 27. The condition of plant life'Varies with et 1:22 *.11 20%. 3.10,'3.23; 3.26; 4.3, 5.1 1* . 28. Thei'eathe 'woodland season. is greater area space'than' betweeifin a grassland plants area.in 1.24 . 10Z .0 ,2.21,.3.10, 4.2, 4.3, ' 4.8 29.- ----indicators- of life.Animal preseit tracks -in'au and-signe. area. are good quick, . .. 1.25- 20% 3.10, 4.3 30. - Observe leaves,-tark,, and twigs to dis- ---.------.=._ 1.25 - 10% 4.2, 4.3 ' 34 tinguish- one tree s7.e..cieiliozo another. . - 41.22 , 4.2, 4.3 - 31. . Theolder. bark of trees change as they get / 10r 32. t Aschain one populationdecreases.another increaaes.. in a food population-1n the food , 2.30 20% - 2.9, 3.22, 4. 33. -__ Population.changesthe non - living. environment. can cause changes in 2.30 e' -20% 2.23, 3,24, 3.26 4.3,' 34. .:Some_lang-'-and---non-living1;e.,hang'' e with the sea conditions ,zf. /1.22 / 10% 5.1;5.4 4.5;5.1 24 / r /,_...... r 4M.3.3. 4.1 t 1

ACTIVITIES SUMISARY SHEET

TOPIC I.

Activity Behavioral Objectives Number. . Topic 11-1(11209114P-s-Jtitk92

, 1.1 'Construct Montages 42 1.2'. Student EnvironMenttl Notebooks . .Allobjectives *1.3' List Plant and. Animal Needs 1, 2, 3, 10

1.4 ', View "Green'Plants and Sunlight" 1,-' 7, 8 .

*1.5 . .-01,ass Discussion About Food Manufac- 1, 4,.7,. 8, 9, 20,4 twang 1.6 Construct a Montager Bulletin Board 1, 7, 8 - . ., Illustrati4 Food Pr,action .. 1.7 Orpiafls Under Sl?' ral 1 E,xperimen allICOfiditiOns '1.8 ReviewAnimalNeeds . 2, 4.. *1.9 :Discuss the Ways Animals Use Water 6 1:10 IllvAtrations of Methods Animals Use 6. .Water to Cool Their todies Demonstration Illustrating the Lubrica- 6 ting Effects of Water 142 emonseration Illustrating the Cleaning, 6 Effectsof Water Within the'Body 1,13 Discuss tbe,Water Cycle ' 1,.2,. 21 1,14. Demonstrate the' Cleaning Effects.of 1, 2 Evaporating Water

1.15 View "Remo the Magnificent" . 2; 4, 6 1.16 Determine the Amount of Water a Person Uses 2;6 .17 Demonstrate the Amount of Oxygen in the air 2, 5 *1.18 Demonstrate atUse-for Oxygen by 2, 5 Burning a Sample of Food Like a-Peanut 1.19 : Work With the "NASA - Lbst on the Moon ,2, Exercise", .TOPICtr.

2.1 Research the NeedS, Habits, and. Life 8, 9, 10, 19, 21 . z Style of an Organisi *2.2 Food Web Exercise 10, 18, 19, 20 Defining andJilustrating the Food, Web 10,.19, 21 *2.4 Defining and Illustrating the Food Chain 0, 9, 10, 12, 14 *2.5; 'Discuss FrOducers 1, , 8, 9, 15, 19, 20,, / 21, 37, 39 2:6 'Discuss a Film IllustratingFood Production* 1, 7, 8, 15, 37, 39 *2.7 Dise4ss Consumers 8, 9, 16 2.8 Define and Discuss the RoleOf Herbivorea 8, 9, 13,'16 2.9 Define and Discuss the Roleof Carnivores 8, 9,.13, 16 , 18, 32 / and Omnivores *2.10 Define and Discuss Predator-Prey 13,21 Relationships

*The minimum or basic material,that will accompliSh.the unit goals. Activities Summary Sheet' (Continued),

TOP/0 (Contintied)

Activity Behaviors]. tectivea Number -; ' 1;ARIS the ,`Comic 2.11 VleW One of the Films Illustrating 13,'21, 23 Predator -Prey -Relationships, -2:12 Defite,andDitictias ParasiteHostRelation' sh,tpit i I 2.13 View Parasite Life 13, 24,23 2.14 HaveStUdents do,Research . on it 13, 21i-23 , Selected Paraiite *2.15 'Define and Discuss theRoles of Sext4dger# 13, 21, 23 *2.16 :,Define-and Discuss Decomposers '10,1 11,...13,' 17, 21, 23, 30 2.17 Observe Decomposing Material 1r. 311..:' *2.18, /Discuss energy' path , 7, 99,20 *2.19 Defining 'the flatter Cycle 314, 36, 37 4,9 *2.2q ,l' Discus's Competition _ . :... 13,21,-= *2.21 Discush Adaptation, 21, 20 . 2,22 Reading and Interpreting Food WebUsing, 10, 12 - 18. Pictures /2.23 Read Shott Articles Illus trating Various 12 - 18, 33, 40, 42 Food Web` Concepts -.

TOPIC III.

.

*3.1 , Briefly.PlecUss the StrandConcepts, 21, 24 23,d,14 *3.2 Observe the.School Yard Environment using., 15; 16, 171.24 22, 23, 24

the Student Observation Sheet , *3.3 Experiment With.the*.SenaAof,Touch 24-'22,.23,24 , 3.4 Use the Blind Walk to Increase OnesUse 21, 22, 23,24 of the sense ofltouch *3,5, Experimenting,With the Sense of Taste 4. 22; *3.6 Experimenting With the Sense of Smell 21, 22 *3.7 Observing With the Sense ofHearing 21, 22 3.8 'Write a Story About a Tree 10, 21, 23,24

, 3.9 AncreaseObservation And the Ude of .22, 23, 24 . AdjectiVes Through PropertyBingo *3,10 Student's Become Aware of the Amount of Life 10,:21, 22,23,24,27,' , That Can Exist in a Small Space by Doinga 28, 29

Quadrat Study . 3.11 . Vic* the film "What Ecologists Do' 21, 22, 23,24,40,42 *3.12' Observe the Detailed Structure of Plants 21, 220'21,24 . and- Animals: 3.13' 'Discuss Student Observations 21, 22, 23,24 3.14 Studying AdaPtation Through'the Useof 23 Toothpicks '. 3.15 Collect Data for Developing the Concepts 22 -- of Variatiop and Similarity Through the Use ofa Personal Data Sheet 3.16 Construct Histograms' (graphs) Illustrating 22,'23 Variation and Similarity:. Withinthe Data From the Personal Data Sheet 3.17 Observe Natural Patterns 22, 24 3.18 Establish and Observe Change Jars 21, 22, 24

xvi .4 Activities Mary Sheet (Continued):

TOPIC //. (Continued)

*3.19 Establish Plants and Animalsin tha.4 21, 22, 23, 24 Classroom', ',.*3.20 Discuss Changes as Illustratedby 10, 21, 23, 24, 25, 26, 42, Populations

3.21 , Conatruct Population Graphs Illustrating 10, 21, 23, 24, 25, 26, 42 `EnVieOeiliental Factors,Effecting Populi-

. tion SW). . 142-- '.Diecuas-tlie Snowshoe Hare Graphas an' 21, 24,26 32 Illustration ofa Population in Balance With Nature' . 3.2 .Discuss the'Ripg-Neck Pheasant Populatim0 21,-24, 25, 27, 40. Illustrating ii-Favbrable'Environment- % 1.24- iDieduss the U. S.'Populatioti'Graph as at(" 21; 24,-25,'33, 40

Example of. the Changing Rate of 'Increase r 3.2' Calculate the Densiofthe United Stales- 0, 3.26 Discuss the KansAs Popplation,Giaphas an, 21,'24, 25, 27, 33, 35, Example of How Environmental' Factors 40, 42 Affe6t-PpOlation-Size_____.1, TOPIC IV. \ '*4.1 River Road Sites 11, 22, 23, 24, 3405, 40, 41,.'42 I, *4.2 liorqing Observation Session 9; 11,.14 - 18, 21.J.22,- 23,-24; 27, 26,-30,,31, 34, 35; 40; *4:3 :Habitat Studies 24, 4 42 4.4 . Return Trip '- , O *4.5 Observing Moro-organisms in the Water 21, 2203,. 34, :421 Samples

4.6 Field Trip Discussion . 'All objectives _o \ / ActivitieS4.10.4.2, 4.3 40 Transfer the'Data'From Data' Sheets to 22, 23 Habitat Comparison Sheet 4.3 Discuss and CoMpare the Various Habitats' 15, 160 17, 18, 21, 22,

. 23, 24, 28, 39, 40, 42.

TOPIC V.

*5:1 View One of the Ft qp ,Illustrating ,11_ _24_24, 27, _31,:34 k 40_

. Natural. Seccesaion ! . - *5.2 VieW and Discuss Ex;mples of 8uccession- 21, 24, 40, 41, 42 p .

Where Han Has Alter d the Rate' of Change 0 . ' *5.3 Eximina and discuss kow Man Is Using and 21, 23, 24, 40, 4i 42 -Influencing the 1bcal Environment 5.4 Students Examine Their Local EnvironMent 21, 22, 23, 24, 33, 40, 41, 42 5.5 Discuss Pollution Causid bY.Each FanilY' 40

5.6 ,Paper Collecting . 40 5.7 Aluninum Collection 40.

\

xvii / ENVIRONMENTAL VUUDAMENtALS.

Suggested Time Line for Unit Activities-

I ,12111

Before `the field trip: t

X- Airafigi, ihe fieldtrip ,date ;witi theiweleq:stifese'esrly in the school year as possible. Obtain approval of the field trip date_frOm the building priticipal. , Contact the project.` concerning studentpretestsbefore

teaching any of .the 464t. / n . 'X to 0 Teach the starred actlytties,of Topics X, II, and, III of khA _unit before ,goAtg field Time. required will Vary' with eath,class..

i) 10 Prepare copies.of the parent ; or field trip permission slips,. asdirected,bY theprincipal.;

Send parent letters, or perMiSSIon slip's hone with students,. Invite mints and yout principal to go alOng'onthe field trip.

Make copies of the data sheet for use on he field trip (two copies per each, student)

Discuss with theAtudents the field trip day's activities.This information is in Topic, IV of the unit..

Become familiar with fhil Activities immediately following the field triP..

Locate and become familiar with the microprojector for use folloyfing -, the field trip. .

' Have signed parent permission slips,for each student, if required by

.yotir principal. ' ! Remind the studentsto dress forthe outdoors and to bring a sack lunch.

Fle14 Trip

0 . Place, a name tag on each studeni. See that eachstudent has a sack lunch, ballpoint pen or, penal, and water sample,bottle (optional). 7-Give'fherdate sheets to Staff before leaving the school. _Collect cider slush, money, if your group is going to get a cider slush.-_ Have the students use the restroom before leaving the school. Bove the students readjvto leave by 8 :50

Following the,Field Trip:

View the Microorganisms in the water samples using the microprojector.

. -2 Transfer data from data sheets to/habitat comparison sheets. Discuss theariations and'similarities(in the habitats.

.3 to -X Teach the starred activities:of Topic V. 1 -X Administer the posttest soon as you have 'completed teaching the unit (call the project office when you are ready to test.)., ;',.:,j3^,-: , :',.,',,'.:',','.- ,i,-,,'-,', , - - =.t: . , 'f. j ',, r,'' ''''1 '.' i + *j- ---'1 -' VV ,., ... :: ,, I. v,''7 ^ :-7 ' _ . j*.'s '-' ''''' I _v

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P-f 1.0TOPIC I-: 'BASIC NEEDS FOR LIFE if Introduction -Thisbiological1.0 topic is necessities intended to for develop student -awarenesSE and- understandin4,,of the basic and -animal. life as they the earth-. - 1.1 (42) - plant - , . . eXist.on Construct montages ,help gatherHave students impressions, individual feelings,. you to. interpret e s or LA smaLl groups construct' ants',montages. m d .vi dents have cone,for the word eusaronmeut, as 'well as the environment. ThiS activity will N...-- writeenvironment:OrownFor "eachwords; wrapping montage draw paper-pictures,, to bewill constructe do), or in-anyon to.which- other4ay`express students cantheir glue thoughts pictutes -about and -theObjects, Eave available available a foot by 3 foot .- etc. ,, from whickpiciures sheet of-paper -.7 ', t, cludedAsand you certainare discussing iteritS, the but, students' Do Not judge montages,words, their' canencourage selection be cut. them in termsto _explain, of being why nurieroueragazi4es, newspapers, Accept their feelings nd inter- t or wromg:----__ During'-Liter.pretationHelptheir each montages.. 'studentof theirSections: decideForenvironment. ofexample, whythe he incl.udedwhen discussing °each item. the sun as unit,, you Encourage students to -express their views. can refer back 'to ideas . Source' of energy;-consider- students-expressed- in _whit they, included as an energys'eonice; if any. , If they ,inclucad the at ;why did montagesIf-the.Students student and may compare wish_enjoyed to them take compiling; with, their one he-,montage, constructed it . 'montage home to- could Prove worthwhile to save- these- .the unit ,material. suns . - 1.2 (afl'objectiie-W ' 4 - _ Toil the wall of their room.' , Start studentbooksenvironmental note- 1.2fromStudentsideas various andshould expressions, start .an- ertvironme:atal notebook. Unit activitiok,' and ,varions-erawings.. The notebO,k liewshould NS, be rcle;-eiavirotintentai loosely strnettired related news` clippings; "student; ' The notebook -Could- contain"'coucluisions so students can add materials. , . needsDiscuss:plant13 andand animal`list 1.3lifeTheemphasi4;,shouldce purposeor_ its 'surroundings. directed toward the' (1, 2, 3, 10). of- this activityfreely is-to determine' the fact that 'needsno of life plants' 'exists and-animals, independent but much of'athei -o needsDiscuss and- list and .animal t> minerals,water,Asandcourage1.3 the -what 0., food,,students comPanions, 2;She do love,3,- theystudents, staten) carbon- (shelter,. various to dioxide.think friends, of (air),their energy,own -bathirig, c pay for. .The-list could, inclusle such _ -needsoliat them in one Clothine, warmth,=needs'or:disizes: rest, words, as` What /,'do the space, oxygen81tril4eht,-itt (sir), fun,' clialkbOardTn- get -"freers: _(Continued) seatingOnce a list "plant is compile,d,-needs and 'have.thean (A) in stilt:Teaks...placefront. of a (P) in-front of those words repre7 0 .repretien animal ,neesis.' Some 7 are food,naythoseplants. 'be bothneeds are' withoutsunlight, ,,which 'carbon plants-and,aimals dioxi4e, water mould soon die.- The oxygen and water., Ifplant the students''and animal-needs. list has:not` Now haveincluded the studentsall;the"Siologi,cal-. 'circle the :'those- wordsarid minerals: The blOyggical: needs of animals -biological biologi of .e :needs,living.different-from bring Oen to socialtheir attention.or 'personal needs.. You can divide the,word bioldgical Students: shouid,:reaLize;b101.Ogical,°,needi-Explain "bio",-;! `me+eniagthat life biological refers to life"or ."logical" _ 'are mennIngput.broken`,'bid= the-, study.; down, asterm- part or "biological"'of- decompOsed, the voicd in. by Have".the' students look on cans and Most new, the section for new,.bacteria words detergenti 4cre'bio -degradable'and other micro -= organisms. Suggest studentsinto containers" in their -fo notebook:B. mords.Onttrinixe.:meaning they. , Havein,individual:some other other countries: type. incidents, have them decide if it was'4'biolegicalstudents `;discriss .times.when thee needs were not-Ask fulfilled if '-kstheyhave as muchdeticribe trouble their meetingHave ourthe bioiogicarneeas*.ati-students collect pictures Must* people :not:get need,,or people",' - Havearesufficientaffect met the people's-in studentsfood-"--a the environment:liieri,but, recordbiologicalL-, the weresult:S.:of need...are now.goingto Explain- this social activitytalk andabout'biologic11-nee.ds in- their notebook. persori4: need' are rem and do and how .ansf.SualightnView.*1.4 `Green or: Plants a' 7 The1.4 film "Green Plants arid-Sinlight" TALI 'Serve as -ass(1,, 7, 8) 7,, excelleirt'intiodnoddri mad' source' ". comparable 'film (Sel'Appendix A), . -TheMakeof infilm information AppendixFood" uses will some :A, aleo-serveabout beforeterms plant ,shaMingyou,wili:want- as:' needs. an the; introariaiiiii to explain to or plant- diacuss. Read the film' summary , . Have your Media specialist request the film for you.The films "Learning About needsland,food-produetion.; .weal` and "Plants *The basic .or 12.1.11.i=1' material that can be presented to- achieve the unit' objectives. .- .. , . . i 0 - ° at.i511,dii3C13881.012`about ,'food': plant1.5'In ..(1,.,the used 4,-, (rdnerals,:carben, 7,' 8, ,9,'201 diO3d.;:water:7',siiclight)" XV' class' discussion' following the _viewing "of L., , , ' ' the illini; ,,,., Iiiiib.iiiiiie_...r.--0,-y-'WhatWhit . hipPenecrin-i-the'lilant ° i ...,:v ., ;._:,,, v?-!1-- ,,,,,--...,z-F-- (daterial and inergyr.ye, zji cOSA.Xed,'',U,.iiiate' f ' r ';:'°:( 4Y, iiihatqfrasViheend--Truduct -f(foot;- 4 manufaCturing ' . . ' . ' ._in the torn of angel le used tor ' ,plant-'t,i6irth)r;' and 4. . .. . ' :CO 16.1 i'.` Aletite'lgant;"rettease ' 1. 1.. \. . (oxygen)? . '''' --'' - ' ..:''' ...- 101,0, . ,,,,, - i f t , et - ' Bring out the point -oily:plan* (Ian&., Cr fizzier) containing: chlor . . ' 1.1.,a1LC', able': to food and, xelease oxygen. "Dettnefiicxr:iiika*Otabinatiiiii`Cf ,`InaterisrAzd' iffergr=`' 7' -. . =kg 132itit,o. ; you. , .. ,. referpbut ::ft^l' to a_H put wit ,iieceitiiiryr will ,b_ together.. -Photosynthesis ,1 7.t Iv Ifiti. dO,- iiii,ai,,a."' ter.. - ,..,..,,iiisliei:3&,i.i,iis1Fe*** "tliairphOtOs'2ieferii4o;,42igheniik'syntlaesie. "'put -together-- by usingc T ..... ' - ' . Toand summarize- Gr4eeii,,Blant the needs; _activitrea, ,and _products. af green plants; a use_ 4 - .4,zr ind:'Apiencti.3(1-; 4.,:`,z-.. - - as a gtudent ' '" -' **, - ,...r** .1" the,-"Starliglit or , AsktraWa,FerFf.- re-,.401 :13SIch #8: , What 'Will_.. "if..._..., -AlinCg', gets so thick thatisucalOt,',Cannot, -,-.-: eflt . ."'" , , 1'" hriour (1) * ''- '' ,_, reach the '.7plan,tst,,, "(2) the, r". ' - , ,, ..- j-lefriat .iirr.14&=- -'' h. rf ,, (3) Isis teinalitY. of air , iurionidi*i:i -. 16 , to water plants, -; if 'the .water cEatai1a ,k luirufulalit i .. , . . _ . a $ . - , 1.6. . 1..6 : - - orConstruct :bulletin, ,:a montage boar . . Theis happnnguontage,,or.'hulletin n jlnts:_a board -chance ,t .(1., 7,, S) : lsPai,fll:giVeC_thii 'Tie*,, the, process We*-a,"Iiiiif.o-k,ore.V.,*,:::bavingl:trou ble. grasping` -..,..all' ,---.- ... *7, that- . productionillustrating; foo& - want .to-_zattietch, ".the'ioiitaget,'-a`-bil' letiri , .. ", ', ' ' 4. , ----- .,,- : ,,,,---x:,1.--.01,, d diagrazi_in'theit nOtebooks-* , - ', , i- -''''' . 1 , .,-, " . .. . li. - 1.7 . '7--*iiliiiilitb' le' ''', (2)1 moon- t. ?' Grow ,plants under - These topiCa could b(used,,,,firil'exjpeprimentaz - , , 1 ' ,. . - (1) ',' . - ' Xo .... - ' 'C. " NT ,....1:4, *.. t,.,"' '.il';.td''' . - , , t of ' li e Re .0,6!,t ' Th,.. ..''''' . . ` ' ' AG .. sever:al experimental of watar available. ,(3):' typea"-,,of..'"so4,, 0,) colofa:,,',,Of: T , ' ',' .., :t.,: ,(5); Tfit.ndie,;#t . ' "' ' - . . 0' - .., ' .. ,...... , .11. . - ''' - .. ,-1, 7 ' conditions Tomatoes,.(6) anofint'of radisb.es,,. corn; beani.;-and_sunflower,seeds. work. .77 AIM: - -. . , .. c L'. .., , - ' iocir 'iiii' P4,4;..,` Z(aVe.4.1ze,': g. , "%, . well .34;C'elas*P911,:eiFilie347. ' ,-'- men*. in 1:41-":- and.; e-st #1i'-'Ifetai',,P.f ' .,.. , Milk_ . ., ''.x.ertorii ;.tilled,271/Ali',.iiOil' -' ' '4--:4*`: ;kaiciaileplanief';.neecis:' 'Diliei- the need' tO-:- 'expeninientmental(1) defineplant,. is over. whit_ it,is; '.(3) c.s.re, for 'are;'..ili-e, teiting;.,,,(2Y1-",haven,a,;,ctibr.;-*riiaS-wen:aa'an*p.CFI.--..., experi.lieiii;:::(4):4eciiiilt;'-zait=4$)'-'exitaii!up,, wherC-the ..., 0 Review*1.8 'animal Briefly review' those taiga; the studenticonstdered to,;.be--.bidlOskal-nee_ds'of--azthotds;(2, 4), needs dependant:ails diredtly, or , are not able to; produce their own ,f6o'datt4..8yrtr-079. 'tad green pleats.'Attrectl:y and or therefore, .indnectly lariat by''destrOylni,p24aplor ift6R,74 012.:geep. plants ,far'their ;food: 7 waterFeWthey -sindenta ,other'.depend realizeuponthln forfOr ,hOw fbOd;=''eating; the!;b0d9 breathie, .#1.1iegov'aMi other .snimars) uses, food,- cixyged,'. and " *dif=*nS::*Students- liuderstana ,whyerwe ° ' hotoare concerned our body `aboutuses water,the''qnality oxygen, 'of and the' food. envir600ent if* they b.aVe" " ' - animals-Discuss*1.9 theuse wayswater , partstheWater1.9 body. ismoist theuses. .andmost, clexible -astly explained-are among (6) . the'.and; understood need- of iziportant. reioirini*agte, and: "keeping :the tli*anYva713 1.10 , - . 'use waterthetionConduct to ways illustratingcool a-demonStra-animals- liquidcause,the-back.,.Of1.10The regulation eViporates, '.the of band.body . it and -tekperatnieremoves`' blowing :4)n, heat` can it. frombe illustrated thd*bod?and by:placing makes the-iren'teil*door:s_(6) water- .orane' 'alcohol on misreading., ideas0. Record . the results ,.in', the -Student ""zittebooks*::' Tiftrthe - (Alcohol works_ faster-thmater, 'bit liaghi Yrhe: ' ,, -1 their bodies :sameAf ''process,excess body' heat. bappeis when the ,body gweats.2rhis. ig the' natural "way ,the body' gets Dogs-will.,:oftti. be,-,seen during the sumgeryith their tongues , - ' -- - ' . rids hangingevaporation ,out jakold. .of liquid on thin-tongues. ,an,;Opport _:,for their bOdies to, lose - .-. 'excess7-..- ,, heatLthr Conduct1.11tion illustrating A.demonstra- -1.11 .All parts of the bogy 'axe, ;constantly were not'($5)-. - ' . Vatei,..gervesk, tiOv,-ink against- 'e,30): 'the' .!' for":bAdyf-Pitris.:'- Onb . effect of waterthe-lubricating, waterthey;fingeri have?. .together'- '1`ecOrd-tesultai while. dry'aid. thin- *pent after *being-, then:" 'Whit 'effeitl.'-' lubricated. ' f, - Conduct1./2 ademonstra- 1.12Set. up- a tube possible, d'i.ear; .. iiire or - thelcleaninregecpstioi illustrating,. can be aothrpii,L'rt.e,,eii4;_iii-..*-ti_ai,V.iy,,th,stt,',nit",eiitidelv cutting (6) diameter) with` * bOttle""nnell'-iii:soitie--' *icet-3":j' within the colledt the-, 'wax:di:meg in. :,:',"Fil..1.'7'thePtiiberitis..dirty4: the bottori:. Compares:tile sand. to :*the . and the dirt to" the 1.aszte body. floor water at'' , _ Conductoftion1.12 water -3.11.ustrating a_ aeton.stra-- within the cleaning effect:I. materialft found in the body. out of the body. continues to produce waste that "must be. removed. Record the results Mite how the water picks the student votebonic: up thi,Waste:material and- carries' ' Explain that the 5 .- rtie body . S. body(Continued') ° . Discuss*1.13: the water c' can-be1.13 reused. (1, 2, 21) This , ,' . the natural- water Oycle.." A -- --.... -. , cycle -ExamineThinkWaterInto ways, ofvaporcycle thethe diagramwhichsun'swaste energyinteracts(dirt) is includedin ininteracting activity with cool 1:12 with can the be liquidremoved water from iscausing 'water. -it to,evaporate could. lead ..-into a discussion of Appendix -B. for y,our use. in--the atmosphere .. forms' clouda;:' Vapor so the-_water within the clouds cqllects tagether, and air, rain. Only the water evaporates, and A 1.14, thus leaving waste in,the water. behind. ' , falls as . re, . S. :_. .0 - , .. "cleaningDemonstrate- of the - -Evaporate1.14 some-(1, 2)dirty waterillustrates. andondense a simplethe vapors setup that cin be used to demonstrate evaporation and conden7, . A- sketch in Appendix watersof. evaporating ' -cycleErPlain1 inserious the 'notebooks.that -this-is-natures How -does the recondensed water compare tb the original water?-.Sketch a water way' of -purifying -water. - into a liquid. Discuss how the city.clean's ;View '',"'Ea;to1.15 The. -stirring1.15upIf'the our Magnificent" drinkingit to.a classwater. from, as- your it'contains localyou Bell-wish many toTelephone. ideasexpand that -upon Office. merit classdisc' ;ntsion. 4,. 6) '. the role of water- -(1,16"od) in the body ,order the film Be sure to view' it before - `'Hero . Determinellagnificent'.1.16 the amount 1.16 (2,-6) ' usesof-water a person ' ofrequiresHave time. the per students day. search reference books to.determine the amount of meter their body Can .theY find: the smock industry uses- per -per,,senper,day? , Propr this _they can oillate _the amount, needed for longer, periods How could they w. month?waterfind.the bill) amount of, water a i.ersort-\in-ATopelga:uses per'd17-?, JHave--them look How much water is wasted eanh tkae-. turn on a-faucet. waitingHow -for belay water gallons of water does, our' family . r 4 week* perat their# 1.16Determineof: (Continued)water the-amount a person uses . tae 1.16,amountcool (2,.6)for of dwater wasted. rinking or warm up for washing? Have students suggest ways they Redord any data they collect in their noteboo ould reduce Demonstrate1.17inamoun? air of oxygenthe realize.theirA)odyusesandMost1.17 thestudents-h- oxygen they ave troublethink only of thecanes oxygen.portion,of from:air. the air; (2, 5)- . distinguiSbing,oxygen from air becausehOth,are colorless . Try toreach"a-point where students If the-atudents" realize burning requires oxygen, you can illustrate. the A relative portion, of air, that is oxygen Water. . havingaPlaceby pop.burning bottleasome burning objecta or.candle gallon.jarcandle Under in in thean a"shallow over invertedjar thelip., panjar When over,a4an the "candle of goes out, assume candle making. sure water can move into theconiellIng jar by about'two inches of water. the oxygen is Invert experimentneededgone.that ismust andincluded have the been results1,12,4ppendix oxygen. in their E. notebooks!, Water will move into the jar., A sketch illustrating the Students could-sketch the settgRof equipment used Bark.40.water line and estimate the portion,of air equipment arrangement in the' Demonstrateoxygen*1.18 by burninga use for a To1.18it,with help students a. match. realize foods will-release energy, rlace a peanut(2, 4, 5) Hold itHover,a,pan in case-it is dropped. Have the students feel on a wire and light a samplepeanut of food like solidinsidethe heat part'oftheof released the body'canbe peanut,as 4.result-of.oxigen usedor any for food; is'used_for.bodybuildingand food interacting. moningdoingyork,.almuilding body parts. of7,Caloried, and,different types of food The energy when releasedand. repair. The The releaSeheat released various ran.be amounts measured ,of energy in terms or calories.- Some.stndOts can do . a_special_project Usedeveloping the "food-oxygen charts illustrating interaction'' the diagram; number of Appendix B;, to help.caldriee"in deVelop an variousunderstanding, types of foOd. 2 Studentsof the role should of food realize and oxygen-withinthat animals combineanimal bodies.oxygen with food ii.order to"release 1 -- 1 energy. This concept should be inclwiedla.their notebooks. Mboe"NASA-1.19, Exercise Lost On The: - variousThe1.19 -Lost needs. on the Moon" exercise can be used to,reiiieef the relative(2, 4). importance It can be used to re-emphasize the importance of oxygen, water, and This can be either atgroup or-individual of -Appendix E.worthwhilebeactivity.food:as developed. man'sexperfellce. biological necessities. If it is used as a group activity, This may be a new Way,of making decisions_ for the students and a The direc.tions, activity sheet, and answers are-found in the&cision,by consensus concept can TOPIC II: FOOD WEB Introduction2.0 . livingTheto foodhow environment. organismsweb activities depend fre on intendedand interact to deVelop with other withtn.each organisms student as well anUnderstandihg: as with the non--- The organism (mlyjiviag plant or animal) relationship diagram nesearCh the needs, ," 'in,this topic.Either2.1(Appendix ' assign E) orwill. haVe'each:student help the teachers select understand_the one organigm (3,various, froM9, 10, theorganism 19,21) list belowgroups to discussed research. styIe.Ofhibits,,,organism andan life 'The.informationwhilewebpatternof disiussion..referenci'material. searching and serVesthe for Thestudent informationsomeorganism purposecolleCts study aboutwithin aboUt sheet, the nature.the organism.Appendix organism C, providewill will be help theused guideStudPmts during'thefood the withstudent avariety. Emphasize that every Organism is part. of the natural life .CoyoteRabbitHouseSnake OakAlgaeVulture-Cattails. Tree MoldMan'.BacteriaFly 17i:ipecac=CowDog':Spider OwrlGrassSnail GrasshopperDuckEawk . FishEarthwormSparrow - FleaBeaverCorn theBy Chhosingcommon relatio!=hips. organisms from the suggested list, youwiil'be.RaccoonDeer able to illustrate most of LouseBeetle If you have fewer students than .organisms sUggested be Fox,Toadstool WildcatCat theirIfsure the to liststUdenta select of thosieare not that familiar will illustrate:thewith.: the various relationships to be _discussed. new Wards. A simple deflation would be "any living plant or- , word "organism ", they may want to animaladd, ". it to Food*2.2 Web Exercise Allow'atdevelop,Thecan24. food be integratedtermsleastweb exercise and30 minutesdeflations:into,a willsive discussionfor thisactivitY. tothe illuitrafe during the variousNearly food allwayibrianismsweb'exercise.(10, the 18, activities 19, 20) are interrelated. of Topic II studen*a_conerete experience from which they-can Food*2.2 Web Exercise Students2.2 (10, 18, 19, 20) leaving . 9 (Continued) Startbeforeteachereach. by starting student's-can asking walk the one ondesk- -exercise.thestudent whereoutside. representingall' others 'cana consumer see: -Have (for a example,skein-of yarnthe coyote)rolled into to select should arrange their desks in a circle, Tape -a sign with the organism's name on the front of enough room behind so that the a ball volveaContinueproducer.(seefrom thein connecting atother least' activity-2.5)., organisms seating'one path.; one organisms .Afterhe,would discussingto eat "eaten in. " order what-.organisms someto obtain food. conuect the yarn -between the 'eater" and the "eaten''. until eat, select aall green. organisms are in-Oo mot start -with eatorproduce.foodplant.isms,'revrew indirectly'on-- the gants. dud briefly- releasethe producers.. how oxygen.. plants -UseEmphasize sunlight, that a11-the other If students do not realize green plants Connect the yarn from the plants to organisms that water;- rake carbonfood,' dioxide, rather than and eat.z metals.other. and organ- animals organisms depend directly moreofContinue onestrings. type),, and. thereby can be eaten by several 'Others. connecting yarti between organisms until several of the studentsBe sure have each, student realize:4 he represents a porilationl (all organisms The food,web diagram, two or OnceAppendixStudentsand youconcepts E,have may'illustrates youconnectedwant wish to sketch-to thesufficient illustrate,'way the your strings,depending -food have weball might- students appear. on tape the strings to their desks. the number of relationships . Thethe .following studentsinterest conceptsareof thein astudent andcircle relationships with others can be...presented in any- sequence .depending on You food web may wiih'itide.ie.lOp.only.a few of the- concepts, while they forced before 'leaving the circle. a later tim-. Stude4ts roWhenmay yob!, finish your-food---web_you couldwish hang to theadd signs new terms-toand strings their from zhts.notebook* the ceiling as theyor are introduced. This will allow studentsto-view_the food web aver -a period being developed at of time. FoodIllustrating`-theDefiningand*2.3 Web - .. -. AfterAskwebto2-3 theshow theycan students who be.suggest definedeats what Alo. a asweb,name the-Many explain interactions,that we will that'refer exist(7, to between8,this 96, as10, aorganisms, 19,food 21) web. orA fooda pattern Hake sure that students realize that eachthey" string represents. an would use _,to-describe the ,.. 0,...4 - - pattern forMed by the yarn. *2 . 3 2.3 (7, 8, 9, 10, 19, 21) 10 FoodDefiningIllustrating(Continued) Web and the Youexistinteraction could than illustrate are of illUstratedone organisma simple by withfood the another,webfew onstrings: the and chalkboard that within using nature grass, many mouse,more intexactitins cow, deer, animals?coyote, ,WouldhLak,-man, a-food and web bacteria. for a lake be the same as that for a grassland? Could this food web exist in nature without other . 'Define'and*2.4 Whileorganisms,2,4---(8, the food 9, the 10, web food 12, illustrates 14)chain illustrates-a a more total path picture by which of thefood interaction (matter and. bemieen energy) moves ' ChaintIllustrate Food example_of.a,foodwithchainsfrom a oneproducer can, organism be andthought chain to'theendc'with couldof'as next. beasubsets decompoier.;Many offood the chains set food are web. formed within a food web. grass (producer) eaten 1:7 a mouse (consumer) which Several consumers can be in between. An A complete food chain starts Food indicatewhichfoodin the turn willaeandchainthe-directionopposiireetion. is.eaten would be be:by decomposed ina snakewhichYou may (consumer)-food bywish bacteriatravels. to whichlale (decomposer). onlyin turn lines is eatennot arrows by a hawktn join(consumer) organ- te d grass...-->mouse7-4 snake-41=4k ---->bacterias Some references have the arrows pointing A similar way to write the The arrows in- *2.5 2.5isms. -(1, 7, 3, 9, 15, 19, 20, 21; 37, 39) Lave the students, find food chains within the food web foimed by the class. ' 'Discuss Producers- , producerssmd.carbonOfproducerschlorophyll the set have ofdioxiderelease theandall ability,use.organisms, fromoxygen sunlight the to.combinefor ;airproducers animalsto toproduce producelood.:-Inthe to'nse.(green energyfood.., plants) from lakez the additiamare do-not sun,, the eat'subsettomatter makingother fromthat organisms. food, thecontain soil.the Only world'sTheWhatto world'sthe were foodextent the Rostand algaeproducers oxygen.important will in notproducer the grow? food is web algae- formed It byproduces the class? around 80 percent of the 1 What will happen if our Oceans are allowed to become polluted - Other producers are trees, grass, and cattails. makingplants_needcapturetoIf makestudents paper. chlorophyllof therawask suesmaterialwhere whenenergy. chlorophyll exposedlike sunlight, to comes sunlight. carbon-dioxide,frau, point out andgreen water. plants -The have factory the ability has The factory needs raw material like wood fiber, water, etc. Food productanwin a leaf can be compared to a factory The chlorophyll in turn aids in the The green Discuss_producersX2.5(Continued) whichwasteprocessing2.5 itmaterial, releases machinei whichcan into while the causethe..Plants air. air' orhave water.pollution, -cells and (1,chlorophyll.. 7,and 8, the 9,.15i plant The 19, factory.produces 20, 21, producesoxygen 37, 39) 11 Viewillustratingone2.6 andof thediscuss films food mationLeayes,"If2.6 you about have or each"Plantsnot shownfilm Make willone FoOd," ofbe thefound one films, inwould Appendix,A-- "Green be appropriate Plants(1, and 7, to 8,$unlight,","LearningAbout Show 15; At37, this 39) time. Infor- Discussproductionconsumers*2.7 organisms.supply.Consumers2.7 are the large group of all organisms that (8,must 9, obtain 16) food Develop with the students a definitionAll consumers of consumers. depend directly or indirectly on, producers for their food from other herbivoresDefinethe2.8 role and ofdiscuss rabbits.food.Herbivores2.8 ,(8, 9, are13, thosevonsumers16) that eat only producers (green plants)Land to obtaiherbivores normallyhave wellSnails developed would beincisors an example like ofcows, an aquaticdeer, andherbivore that ,bats algae'and other their Definethe2:9 roles and diScusiof TheWhich2.9plant carnivores matter.is man? eat;any only of theseother consumersanimals,.wbile are specialized the omnivores(8, as 9, predators,eat 13, both 16, 18,plants parasites, 32) and animals. etc.. carnivoresomnivores and -c- - . . Definepredator-prey,*2.10 and discuss WhatwithBegin2.10 happensby asking to questions.like'thethe hawk or-Snake population?"following: Werethere other relations:hipsmouse?(13, 21) What happens of this to the mouse.popUlationas a result of this interaction? now does a hawk or a snake... interact . relationships prey.ismsandtype. prey,-. havein the of killed.' foodobtaining web:developed Explain food.-.The that by this., predatorythe.class? is a: process part of alsonature controls and the the only population, way many organ of the Introduce the.. term predator-- killer, View2.11 one of the Showing2.11' one vof the films, "Food Getting Among Animals," "Nature's(13, Half21, 23)Acre," or "The ,filmsrelationships predator-preyi/lustrating Woodrelationshipabout Duck's these World" films one would,helpdemonstrateorganismcan be found benefits in-Appendix while predator-prey A.another organiareloses...completayould relationships. the Emphasize that in a predator-prey Information - '*2.12 ) 2.12interaction help both populations? (13, 21, 23) Definehostdiscuss relationshipsand parasite canhostAskinternalthe be questions (dog).relationship internal parasite such .(tapeworms) betweenasdies? how doesthe or snaketheexternal relationShip and (ticks).mouse? between_the flea and dog differ from Can the students think.of other parasite-host relationships? Do all parasites stay with the same host? Introduce the terms parasite(flea)What happens and when the hostfor an (Only- he internal Parasites , host,parasite) an internal parasite or an external parasite? How does a parasite differ from a predator? Which is more dependent on the- Viewlife2.13 parasite cycles ,QuestionsMany are2.13 parasitesincluded tohave aidAiscussion complex life ofcycles; the life some cycles. examples are diagrammed(13, 21,in-Appendix.E-. 23) _ Discuss how we control.,. parasites like mosquitoes, wheat' rust, etc. , (In most cases we deprive ihem,of one 'their_needs.) . ..-- . . Can the students thini:of:parsites that haves affected . of people? .(Malaria," . hOokworm in southern7United-Siates, and etc.) Parasites usually help control popU- .,' -, At onetimelations tapewormindirectly,by eggs wereweakening 'sold'ss individuals diet pills. so predators can kill them. . . selected,researchHave2.14 studentsdo onparasite a' Havethehow2.14 students parsite,hssit. (13,affects 21,select 23)thecaused ahbst, parasite or whereis causingfrom it is.found;the man. following: how itpage is and'controlled, determine and the problems what its host is, Have2.14 *students do 2.14 -(13, 21, aphids 23) tuberculosis :powdery-mildew researchselected-(Continued) on parasite a malariamitesleech,ticks tibitewheatbracketcodling grubsrui! \fungi tmoth blisteramebicdowny mildewdysentery beetle (potato blight) lousemattslugslamprey ringwormcankerscrewwormtrichina worms 7:Syttebee-,red 'spidertrypanosomatent. Mite caterpillar (sleeping sickness) brooll - nematodethrips leafchinch miners bug athiete'itriChinella foot spiralis (round worm) _ webwormmosquito mistletoelace bags" -.strangler-fig"rickettsias. ±1, Definethe*2.15 role and ciiscuss-of scavengers . 'were Introduce2.15. -(13, the term scavenger. killed. by .something other than themselves. 21, 23) ..- -.--,-.. Scavengers.are those. Asik questions 'such as' how is the .., . .arditals... that eat organisms that - 'relationship, between:the vulture and-a dead cow -different--from the. coyote and: , .. . nt! rabbit; Manyofor flea.scavengers ancrdog? affect the size of ripulations? Are animalsthe activities, are predators of scavengers as well. as scavengers, for example, hawks. ,. -: .- ..-,.-,.., .,, ..- . -,.: -- --.. .' Do:- the activities . -. nature'.portant -along our highways? Row? Scavengers are often called the Clean-up crew for *2.16 2.16- (10,' 11, 13, 17,, 21, 23, 38). ' Definedecomposers and discuss 'happens.AO:cdays?da.not questions such as, what,happens to foad Ls:ft-out of, the-refrigerator for(Decays,- several tospoils'," a- tree rots)"when it ," =that Theydies? causes.. break--What ,them? their food-happens, to.Aecay?. ',Introducefood 63 down animals :Iliad,- sothe completelywhen term bacteria) they:- decomposer. nodie,if-.scavesiers useful energy remains and the Decomposers can be either plants. or What,- makingverybacteria;matter -important moreis othersreturned. food.. as-like, they to return-soil. 'Most matter .decomposers (minerals) toare the- microscopic soil so';-plants like satvarious -can use types it inof fungi;:' mold, and earthworms are---easy6, -to see, -Decomposers are 2.17 2.17 (17, 33) a 14 'Observematerial decomposing .posingposers?needFave-the anoxygen, important water,. process? students(Consider observe the andbiological smell some needs decaying of fruit or vegetables. and 'food as What wouldwell the as world a Suitable look like habitat. if there were no decom- decomposers) Erxphasize that decomposers Does burying ismaterial slower inbecause - less- Why is decom7 - _ cheese?posersaoxygen landfillto ,k17.1 isin speedavailable) or slow up or .down slow decomposers? down decomposing? -(Preservatives) . What gives various flavors to (rrold).canned food? Many sprays used to stop odors work Why Look it some' food packagedo we put food in refrigerators? (This process labels, can you find anything Bari do the kill the Aecom,-; decomposers thitt included Discuss*2.13 Energy -Path Energy2.13produce plants the, odor.and -animals -use comes -from the .sun.the ability to(7, capture 9, 20) this - energy-sO it can be passed on..to'constmters.. Only plants by killing the coat:01011g chlorophyll This haveenergythey }use Is-stored -only- a in the form of food, When a, person or any other animal lost as body. heat. .The small percentage of the energy contained in the food. ,useful- part of energy is used for moving eats food, Most .,4:11f:, muscles, thinking, eirculating.blood, etc. , the _.used, Anitthe energy,.pathis. energy lost into- is is die- similar- atmosphere to a.food as ,hea. chain:except It starts-with the 'sun and ,-JEnergy .cannotl:pe .Once ener;p is -Allots --an grasshopperusableenergy loss voe-.4.snake ...).4.*hawk ----,2-..), bacteria -if inenergy Appendix:B.. .(--A-A-11-...;:tcates. energy loss) each :time -food.is Consumed.'--remains. After. decomposers -finish with their. food/no An;ezariple.of an energy nth,..could be: . sun,--4.grass- . Another energy path Is- illus7 , *2.19 -trate&2.19 (3, 4, 36, 37., 39) -" - , Defining the Matter continues to cyCle within the environment. A simple aid release oxygen while animals" example is the oxygen- utter Cycle usecarbon inrygen'and dioxide cycle;release carbon dioxide. plants use carbon dioxide _ Illustrate this with a. simple. diagram ,on the FoodchalkasAn4m/41 isboard- a- bodies combination-of.Matter or is heat and when food is eaten. it contains is teleased into2the'surroundings ancjp..beccmes useless The mat er, .or" solid part -of*. the fOod, is used. to buildthe bOdyergy. as-waste. Th- energy is ..lost -into the atmosphere-- theas plantsenergy"soil andin suchanimals- a formthat.plants are 'concerned, are but'the able tomatter use it(minerals, in making, more food. What passed out of When. any material decomposes, 'etc.) is returned to - , t's s. *2.19 ,2:19. 36, 37, 39) o IS MatterDefining'(Continued)' Cycle. the wouldcomposedBring happen out of the towhat factour.toil was that tart: if part thingsof ofthe the did.bodies material not of decay?_, plants: in preSent-day and animals plants of prehistoridtiMes. and animals is 'tave TEACEERWhenon,.the they NOTE:matter .diedtimrdecomposed.and_the cycle? material was returned to saiLfor What effectdoe6 placing:human bodies. in vaults, tailltrivent decomposing, use by plants. Astheconsumer,illustration food matter is passedthe cycle.-,Much ofremainder_ thealong matter a ofisfood cycle:asthe.90percentreturned chain, relatedtoonly the thatabout soilto is the.food 10as waste, percentwaste-and fbr:.exaMple-roots; is is actually decomposed, used byis the,never to re-enter . leesimportant:eaten considerby the consumer. a siMple food chain and how this ain'affect,the amount, of food available to:consider when talking about,the world'food supply..-For_example,.. This materialls,,immediately decomposed. This is an extremely to man., Algaesnails: fish---,larger fish---mmx.:-. This could be: . eat.L000:poundseatinga typical only food-Chain'in one of-type large of food.an fish. bdear, In order to produce-.aduly 100-pound-,man, 10 percent of he the would-reid-lbaFor,simplicity,lees'assumemmi-doula,11.$7.:by 1,000-pound's of large -'fish can . :be used.poundsTo toproduce produceof small our-1,000 100 :fish; pbunds pounds of man.- of large fish, the large fish would need.to eat 10,000 again, only 10 percent of the food is used. ', To produce the ,100,000Algae10,000 poundsincluded pounds of snails,in'the of small studentslVe.would fish, weneednotebbok: would 1,000,000 need. 100,0000° pounds of pounds algae. of snails, and-to produce snails email fish...--.-large fish man. This shbuld be Matter1,000,00.0 cycle * and increased population: *poun ds 1473,0oo 10,000 1,000 1, 100 - 10In theory,times as if many man people.would change his_diit to'amall fiSh.in this food dhain,-.we could,ifeed If man would eat snails, wi:dould geed 100 times as many - *2.19 peoPIe2.19 (3, 36, 37, 39)same amount. of algae. In snamsary; If, man would. eat the algae directly, this illustrates is that we- could -feed 16-- : MatterDefining-the(Continued) Cycle _ population1,000the times. can as manyipeople._be supported. -Think'abont,prOcScer some a country,consumer on the .1.4, the ,greater the what Mass of that coiiiiimier-.,--Hencea.large-: the closer to ,bas a high canrice-man.they,population only ate support- beef?: Could a-limited The total-amount number. of of food produced what is their primary China.feed as many people if they fed the rice to food plants.. source Maw?. Their food chain hasis not increised, since the world might cows;,.,andbe silaply, then Morestarving?Ascontrols the -corn population the Whatand type lessplant of of-thebeef plants.groWn,- is andman United pork?eating states Bow --more.ofand hewouldincreases, can _today this.allawpl-fminste wouthan - 'hecompetition,-from did 10 years ago? other -animals. , more food available you.because expect he -Americans; to, eat- ple .to exist-without. : (Soybeans)- \\_,-would. the farmer need to raiseFarmers 1,000 sell pigs pigs ,during when 'they:weigh the.year? ,(3,000,000)around 200 pOunds. . 1 liotemany.ponnds,of .producers Two 'illustrations, "A Matter Cycle" and 1-lhe.Pyrami d of Ilatter,and Numbers,' Appendix B. , . ,. ' - area - -Diseuss*1.20' Competition ,Coiipetition2.20inoiudedinfood chain*:(13421Y is -when two Or more organisms require the sane food supply, space, ' ._ TheSeihelp illustrate, the. movement of matter through the - -- ..,.. ; e ThetoeconomicSpecies. competitioncontrol impbrtance. the Both man and insects - eat_ wheat. can be:- between plants:orThink. about the-probleme,brought about by the use of insecticides the student read .stories and watch an_final This - example ofcompetition s--of% the same species-or different, . is one ':,have. them. of ,greatetc. - I, watchfOOd forweb examplesformed by ofthe.class. compeition: Can they As examples of films - - Discuss*2.21. Adaptation Adaptation2.21 refers to the special features plants or animals have that help 'them live (Two organisms eating the same organism?) fine competition within-the.' . in their environments. (23, 28) , ,What kind of teeth do grass eating animals. have? shad.e---ftdiffer What sPecial Appendixnumbersstudentsfromfeatures those-' of decideBdooffspring contains animals that how live? - illustrationseachthat in full livefoot sunlight? in;or a.showing beak, tree have?Dois birdadapted. animals feet andto, that function beak tend adaptations. to in.a be particulareaten have environment. large ' Do..plants that . Rave the - - 17 -- DiSCUSS*2.21(C.Ontinued) Adaptation Theplantsin2.21 the:warmer have.adapted climates? to live in certain climates.files, (23, 28) ''Why Plants- Grow Where. They Do," see Appendix A, gives What spetial adaptations .do -animals and _plants Why do more plants and animals live good examples of bow in a .desert-areCollect area,adapted several or toother live pictures special in their of-plantsclimatic. special andarea, environment,. -animals need In and order have to thesursvive? students descr'ibe Match the pictures with the "climate living :bow they - , ' duced,Literin which thestudents theyvarious can will conceptslive. need more. and relationshipscontact with eachexisting_ -idea,,,before within. a it, will be.meiaingfili .to - faiod. web "have begs,- intro- plum.tors; etc.) with To assist teachers in relating ithe various, terms (producers, consumers, prida- &Leh other, an organism, organization phart. , provided, Appendix E. Reading,2.22 and inter-, After reading,2.21 the short stories, (see Appeadix D), the students. can (10, 12 - 18) , arrange the pictures in usingpreting pic'tures -food webs ' - other pictures,foundEach.'studentto show they food can chainssketchwill 'need ortheir Looda Qwn webs. or crit pictures from magazines.in Appendix C. Cut the sheets- so, each picture isset separated. of the plant and-animal pictures:and-food.wekotories - As, students need If they _. 141:1the work pictures, on a table they top,can beor usedtheir many desk times top, and not glue or otherwise - students find down. . Somestories teachers to illustrate have- fixind. using thethe picturespictures. can-be used to make up card games, like &nosy. . for other stories. 'Have - the- ,. fasten variousThe'etc.. piatures Haveconcepts. ,the can studentsbe placed, ._ deVelop-sone in groups like- games predators, using the producers, pictures thatscavengers, illustrate decomposers, the. - 2.23 , - Read short articles orSeveral2.23 More -(12 conceptsarticles - 18, 33, relatingare 40, include 42) to foodin the Appendix D. set of suggested questions iccompaiay each each of the iirticles.illustrates one - variousconceptsillustrating food web outClassroomarticles basis. - quantitiesThese can beof.eaCh used asiof .these,articleseither- classroom, will small. be avAlleb2.e group, or'indiyidual exercises. websk. 4 . for use on a check- TOPIC III: oBsrmATioNAL SKILLS Introduction3.0 Onlyment3.Q, after will ahe student develop interacts any realistic or becomes, understand5g-of involved with nature's various complex facets structure.of his environ- For - -volvement.utilization.of.thegroup.ofexample,-after interacting' students senses systems ininteract the rather only with-a:woodland:the47*.ii.tee waythan we just .can a haVegroup successful of treeS.'..DeVeloPment:And.- interactiona-forest,-4s?acomplex or .10- Activities deiigned to increase the.effeciive'use of all the senses will Theconsiststhe_Nitionalassist strands in of inaderstanaing-ourare: five Park strands, service or-broadhas environment. developed _guidelines:one the strand canapproach. use to direct-observation. As an aid.forOgvelo2ing observation skills, Strand approach 4.3.2.1. VarietyPatternsChangeInteraction. and Similatities . A ,.. yard.ableone,Introduce:the_, fou-maytohaving find thdexampleswish students-find to coverin,-the only classroom, illustrations one "strand" have, of.each the students5.. in the locate classroom.-,After examples,. in thethey *chool. are- . students to the strandyterms (seeActivit 3.1). ,Briefly discas each- during a session-'' . HaveThethesuggestions strand,coucepts thestrands students willof ways includeimprove-observational are each usable thestrand strand in canall definitions besubject abilityapplied'to areas. and variousactivitiesinterest. areas in'their of education. notebooki;.. In Appendix E-you Using varDiscill tY rationss and-view of 'from theexample:Through3.1 south?_. variety Vast-variation we can view; can bethe fcrand variations, in two orleaves differences, (21,from 22,the 23,..24)existingsame tree? in nature. tow is a tree different from grass?- How is the north'side of -"a pond.different For Dismissvarietyillustiations*3.1' and view of ondoSimilarities3.1 both.trees -(21; the and 22,.23,north. grass:have.in direct and 24) oursouth--sid:es observation common? of to a thosepond? Whatcommonalties do all of t ' How are, -soil and t rater t exist in natuie.'2What leaves fromthe sameWhat - plants exist .(Continued) tree have in,nommoa? . inEsatternsallovius:Ao:observe the branches.of.a tree?-,,Whatisrepeated'isra"blade'of,gritss?.. nature's:organization. . What repeated Frangemeit is found 1 - reachaffectsInteracifon,directsOr the form shore? :the of a surrounding:thathappena our organising,attention when a tree tt):11cMr.one simply shades by.its-existence-.., the organismi grOUnd? Ov.part-oftheLararizorsm. WhattspOttenwaves . wave? >....- _ What viZetatiVe arrangement exists trader trees? , What happens"when-a Whatia,theishape -. .. organismseed sprouts?: exist .Whatalone? happens when a tree dies? -..- Whamiumpens.when it rains? -Can one_ .time..Chanke-iiihemost-eatilly(chemical,:physical, orrecOgnized,-for biological). everything:1s in some state ofThe'reaulte chanae of the change are observable. Tet'change is bard to observe because,it takes What happens When a iree:sgeS? . How. ..are you_differentAdaptation todayis nature's than way of selecting the most fittedorganism for a,particular yesterday? Do all things ch, ange'at....-, the saMe tate? reproduceenvironment. Only those organismSsPecies. that.are able to adapt totheir environment live:to. Uhyldo trees When'surrounded with water? "Why don't .. from:fiih liveland on land? Can you find moss in bright sunlight?. How areleater plants different. die . _ , F011oWing are observationaraCtivities depigned to. increase the use. of the senaesitaA Platfs? - . , '. , . . . ,,- the strand.concepts. ,...... *3.2yardObserve environment the school Most onlypeople the lalle or obvious: .(153 16, 17, 26, 22, /3,24) uige;the sense of sight' We dan,allbecOne better observers by looking. - .. ,...... 'as a zuide-ObservatiOnusing the sheetitudent: .-Tskea short tripdetail around and bythe.achool block or a nearby bloCk. taking advatage-of all our Jensen.almosi'exclUsively."- . : Wi'alio haire,a-,tendenci to view 0 . -, ...... Stop several ,times and c,-.... -°-, -...:- '''. -for more , .. . -0 have theatudents.sit.: down and,carefullyobstrve plents,°activities', etc: , 'Although-I. 'the main,emphasistunities' can be_onmaing the senile-Of sight, take ed4antage of the oppor-- to use all the senses.. Closing your eyes may help. :,--! , -lt .. *3.2:yardObserve environment the school. ketudent3.2 observation sheet, located:in Appendix C, will-help(15, 16, 17, 26, 22,. 234 24) guide-student Vbservation'' 20 observationusinguealmide(Continued) the student sheet smells,during theetd. trip; Put specialemihasis on observing the little or minor sights, dainds, senseSxperiment*3.3 of touch with the ofBy3.3 eliminatingobservations :(21,'22, the 23,using use24) the'of senseofthe sense touch. of sight, a' student will-becoiemuch,iOreaware' - menter:menterlikementer.The rocks,closesstudents Pave leaves, hisavailable, Will eyes needtwigs, while ato wide the:recorder-selects_anwork'in aseortmentof---objects,_includingmany pairsi'One as-a-recorder, the natural The exTerimenter should haVe,his hands'behind his worms, etc., as well as man -made objects. object and:hands it to thepexperi-, other as the experi-' The experi- things, thatdescribenee4 effeet'did for thea'blindfOld. object: using-only - the sense of_ feel have' Reverse theThe'recOtder7lists roles- and repeat.: all'the words used by the - experimenter to on your ability to describe an baCk, thui e/iminating the object? Could a stranger tell what object . , was_be1 ing described? use.toourRepeat fingers? describe:the the feeling - wayexercise objects after feel. the claas has discussed various adjectives one Can we feel with any'part: of our body besides can - CanwordsListinsfamiliar they theanto objectdescribeadjectives words cause? to anythe the-studentused patterns- in the notebooks.various deicriptions Ilse on%the way objects feel. on its surface? What type of student reaction does feel-- Does the object vary in' its surface texture? a Thesaurus 'dictiapary to'find new chalkboard. Add the less increaseofpee:a3.4 the: blind one'ssense walk' use to- °3.4 A guide is to teach the observer, through- thedense of(21, 22, 23, 24): touch, about areas and objects. oftouch guideobserver.Rave studentscannot speak work toin thepairs observer, where one but serves must give directions by touching or leading The observer will either keep his eyesas a closedguide andor wearthe othera blindfold. student is the o The increaseUse3.4 a blind one's walk use to touchingthe3.4 person. his shoulder. (21, 22;23, 24) For example, guide the person, through a ditch by holding his arm or The observer must trust the guide-and the guide must be 21 .of the senseof(Continued) touch world.bycarefultheir.experience. guiding notIto his handslet the to observerthe various fall. parts. Think about the blind man and the elephant. The vide coUldteadh the observer about a bush The observer will get a new view of his, Allow the students time tOdisduss theExperimenting*3.5 sense of" tastewith Veyou.or3.5 can learn someone much with by usingknowledge" 7our tense-Ofabout the taste, material but knowsnever(21,' ittaste 22) is safe.anything-unless either Did the students develop a specil closeness? paperorange,closed.Use the or lemon, samein a procedure smallflour, cup, salt, as hand for sugar, itworking to etc. the with experimenter the sense andof touch,have him in place-itpairs and in with his eyesmouth.Have available several edible items like small piecet of darrot,,lettute,, Place'thematerial to be tasted on a sheet of whichIfThe students follow-upthey can would find'outdiscussion like whatto should know type more beof'taste similar about bUdstaste,to that are help usedon the themfor, tongue locatethe senseand'where reference of touch. they books are from 3.6taste.located. .(21,122) References are available concerning "safe" things in nature to eat and/or smellthe*3.6Experimenting sense of with UsesmeIltrthey'like-and-dislikecan.holdspices,available the same fragrant theseveral procedure material flowers, containers andjust follow-upcommon below givingwith foodtl.ridh thevarious astheir experimenter's with reasonssmells; the soil, sense for etc. nose. oftheir couldtouch ilaVe'students.discuss-the judgment. beand used. taste. for example, clay, a variety of The recorder EaVe- . f . . *3.7 3.'7' (21,,22, 21i'.4) . , , senseObserving oChearing with the. 'obserVationforhear.-,;fieschool about hear sheet; Haveyard 10sounds minutes.'eachAppendixwith constantly,student at C, least'Follow will take.his IO bUtSeldomhelp thisfeet 'students pencil, withbetween dd a-discussion We'rand itudenii.describe observationfsheetandit,describe'ani some centered_Listen of the andrecOrd'observatiOns'Onone soUndshow. SOUnd..;spread to they describ&soinds. out over the The sound: Write3.8 a story about- By3.8 combining imagination with observations, students(10, can kl,develop 23, 24)greater insight into 22 . a tree Haveeachschool,the eachnatural student instudent theenvironment. can park, selectassume or asomethey tree otherare they the place.especially tree and theylike. can write the tree's autobiography. After they carefully observe their treef It could be near their home, at Theyinlive,ofit damagehasitscan (7), beenbarkconsider, fromthe aliVe,with changesstorms, time,(1) (3) how thatpeople,whatad the(9) haveanimalt treeitsand occurredlarOund insects',gotchanges live to inits with itSibranches(5)tits,neighbors,'(6) present theit duringseasons. location, orits use lifetime,: (2)the howlimbs, many (8) yearschanges hoW long it will (4) signs adjectivestionIncrease3.9 and theobserva-through use of Thethrough3.9 intent the of usethis of activity adjectives. is to increase students' awareness(22, 23, 24) of their-surroundings , property bingo Each student will need a sheet divided into 25 squares as illtistrated in Appendix C. , mustwithinaretheir be(propertysuitable careful thebingo space bingo) for sheets.aboUt ityour . illustrates.destroying ,Instructarea and students.thethem school to write ground the ifname they of collectan article items. below the If the sample words are not appropriate, choose adjectives that Students may also bring articles into the room. Senethe students onto. the school. yard with adjective You_ winner.Youusedcontaining can for makeis moreto upfive determine 'appropriatethan items. one who:has:completed_tbe. adjective rules for and playing Whether property Mostthey squarescan bingo. use that only: formnatural a-straight or You will need to set rules, such as-wheehei,auy item can One vay to select a both natural line be 0 Discusewhereandanitems man-madeitem were that items..'man-made?students illustrated found Eow two manytheir or were'trashT-IMere moreitems:.,::Were of the adjectives? more any items items dead nI'1 or s? alive? How many Did anyone find *3.10 Students3.10 will carefully observe a small area to determine the(10, 21, 22, 23, 24, 27, 28,'29) 23 awarespaceexist'ofStudents life of by in the that doingbecamea smallamount can a greatlyThispresent: activity increased can bybe repeating'itdone in either in thea contrasting school yar areaor a or-innearby a park.different season in the t and animal life Its value is quadrat study studentstheyquadratbasedsame area.will on study carefullyshape,be hlepful.recording size, dig etc. among4heet.in the Appendix,plant roots, C as etc.'' a gUide. Do not be concerned with plant or animal name After viewing the plants and animals on the surface,Eave have the'students the work in two;'s'Zir---threels'-'and---use-the------If hand lens are available, Students can make up names attentiongotogether,Each out. group to it awill willsmall need form area. apiece a two offoot'by string two' about foot eight squate.-NThe feet long. string helps confine their Suggest they record plants and, animals similar to theixamples-on the sheet. Co over the recording sheerWith the students before they When the ends.are tied ViewDo"3.11 the'Chat film, Ecologists Thearea.data3.11 film, collecting "What Ecologists experience Lo," to thatlisted used in byAppendix research A willscientists help the(21, when students 22, stnayingUse 23, the relate'their24, questionsa 40,natural 42) provided in the film' summary sheet to help direciNdiscussion. \ ... detailedObserve*3.12, thestruc- Thissome3.12 activity plants andwill animals give students an opportunity to observe closely(21, the 22, structure 23, 24) of--, ., and'ture animals of plants_ Collectshowing,beetle,The following a number crixthworm,hamster, oforganisms plants fern, duckweed, and moss,could animAls- algae,fly,be used: lizard,equal-, mold, oronionspider, greater- set,' grass, than- frog. tomato,,- =the.--number grass with of rootsstudents. plants without roots, grasshopper, geranium,- The organisms used will wayArrangeDecidevary that with theifthe the.season,you organismsstudents want the canaround but students easily try the to moveroom tohave observe inor a ainvariety. line smallonly from with-theirgroups one organismwith eyes names oror attachedtogroup also to smell inthe such next.and a organism,be:totouch describe the leave organisms. each ,-..hat characteristic.,-Try space blank. to use singleround, words. rough, square, fuzzy, or shiny. 'Go over theObservation charts with the students and explain ways Start by assigning each student, or pair, to an If a characteristic does not fit the For example, the stem could detailedObserve*3.12ture of the struc-plants ,studentsnext organism.3.12can organism.work in groups. ,They can recordtheir observations-on the(21, plant-or 22,23, 24) Have then observe it for two minutes, then have all Ifstudents you prefer, rotate organisMs to the can'-be in groups -on'desks or tablesand DiscUssingand3.13 (Continued)animals student Following3.13animal observation the observations, charts. spend time diicussing careful observation(21, 22, of 23, each 24) organism. (Charfs are shown in ,Appendix C.) observations AnothercharacteristicsdifferenceDuringthe good-way observation,by showing they to demonstratewere a manyplant inferring students from the which about.differene,between will you "infer" have removedas well.asobserving the observe.roots and.inferring or some other is to Bring out the ,Commission).areonhold sand). slowly up a smallbeing toystopped car onthrough a pan regulations-ofof light brown thesugar, F.C,C. and Point out that T.V. commercials used to use this teChnique often.but they askfor'a description(Federal-Communications (car seecouldandSuggested foursimilarity live legs questions:in? on between the hamster?Wasthe organisms? flower stem round or square? Can they construct a food chain using the organisms? Can they infer what type of habitat each organism Can they find variation Did you. really tionsStudying3.14 through Adapta- the, This3.14set activityof colored will toothpicks illustrate (5 each...red,one type of orange,adaptationo,protective white';.greem, and,(23) coloration. blue) for each StudentsHave a fmmr use of:toothpicks whichstartScatterinstudents. groups they collecting one findof setfour the ofthe shouldtoothpicks. toothpicki toothpicks.- stand ininside Eachan eight eachArcle.person' foot should circle keep (outdoors) a record facing of the outward. These, can be made by dyeing wooden toothpicks with food coloring. Have the students turn-arocnd and order in "worm,wereyouWhich coloration'inwhich_colot most incolors a'different likely were would animals.find picked.up area? youfirst?. rather first? Would be? theif.youvere toothpicks a bird,which-colorbe of worm,would Why? 'Have-the,studentS-find picturesillustraring Which color, was the hardest to find? found,in.the-same order if. you If, you were's protective -Collecting fordata3.15 developing activityStudents3.15 willseldom enable-the have an opportunitystudtnts to tocollect collect raw and data, work combine with original the(22) data, data. and draw , This 25 variationthroughsimilaritythe concept theand useof notmeasuring,nature.poliulationconclusions only variation graphing, canregarding be and usedand similarity, similarity analyzingto illustrate butandinformation alsovariationthe variationmore will aboutwithin beand themselves.. developed thesimilarity human orspecies. thatreinforced: exist within- By using data derived from the. student's bodies, they will better understand Skill's in Any dataof a sheetpersonal Youcollectingfeature, may wish such for:to as Modifythat very trait. thissmall'or.very activity iflarge you feet.have a student with.at eibarrassing physical You could easily leave out data Youfor-measuringlengthheight,C) willper, 161 needatudent,scale hand the onpace, span, bathroam'scalesfollowingthe scale wallscale' foronmaterial on wallmeasuring wallfor for ormeasuring' for equipment:measuringreadh, eyemeasuring level, weight, totalfoot scale.and'a rulersarm's onmirror.. length, for-measuringwall for scale measuring onfinger floor . . one personal data sheet (Appendix -Have a few selectedMeasuringspan. studenti to the makenearest the inchvarious will scales be sufficient, on stiff paperexcept or for cardboard. finger length and hand . ments,.TheoutEither thedata or haveroom. collectedassign the astudents student will be workingto used be reSponsible,,fin in constructing. pairs, helping or aliistogrameach each of, other the instationstake the andnext locatedrecord activity.. measui&-,through- Number the stations to correspond to the personal data sheet. Construct3.16 histo-, ... 'A-histogram'is316 a_graph: showing the frequency of any one Oharacteristic(22; in 23) a population. , , _,. , ..-, . , grams (graphs) For example, a histogram illustrating the number of seeds per 'pea pod, in 20 pods, . . fromwithdataillustratingtion the sheets anddatapersonal similarity varia7 might look like this: 3.16 3.16 (22, 23) 26 gramsConstruct (graphs) hiSto-- . t5 6 x 'illustratingtion and vatia:-, similarity .g4 -xxxga41) x x X datafromwithin(Continued) sheetsthe the personal data 44I. 4 l,2X.XX 3.4;5X XX X X,p X.X X X 7 Youpod.Baited will on need the scissorshistogram, and we graph can seepaper, there for is each avariation,between student. gost ofone, the and pods six have peas two-to- per four peas. per pod; this shows. 7 Rave each Student cut his , measurementsdata'sheetseparate strip,-fromtogether.. thelirevious-activity Croup all data for one (3.15) ,Measurement. La-strips so each measurement, is on a . For example, collect all'height- AssignsetgroupIf using your eachshould studentsatype graph have of drawnonemeasurementhave page noton theof,graphworked toboard. student with paper graphing groups(Appendix ofof twothisC) onor type, whichthree. you he maycan wishcoipile to dothe one data. Eadh stndenr-in.the appropriateThe, thethe. students firstnumberbase. space numbers ofofshould their-graph,withthex's (not aboveforfirst line) the eachplace basebeing_ characteristic frequencyof characteristic*number the hiStOgram one,nxitbers shoWii&theand ami-label-the,apices. suchcontinueup-the as-height, frequency'of-itsleft-ft/de counting.to_the etc,. of ;Determine..their occurrence.top. graph with Next, place Label variationAftergrahinWhat would and you thesimilaritY.'Vhaeshape calf data the average (the doesmost-common moit-OO:be!graph measurement) follow? for each graph? the owing.questionsIshould help'the-understanding If I say, differentfrombeIfof T:say,\rMosttrue?similarity--all-things 'This.isThe each=erase sixth an other-. examplegraderssixth of grader ofone,are variation=-all kind betweenis have-tuch'in people,.on4m8ls, common, although--there and plants areis. a6-variation. Little These values can be discussed in terms of range and mean. inches-tall," would it be true?' This is an example indhes:ftnd inches tall," would it .3.16 Construct histo- After3.16 each group explains to the remainder of the class the variations(22,- 23)and 27. withinfromtionillustratinggrams theandthe(graphs) personalsimilaritydata varia- valuessketchesillustrated:by on theirof each sketChes. theirgraph graph,.is their display notebooks. the".graphi for - viewing by others. They can record Be sure to indicate the range and mean data(Continued) sheets. -At thisfinger-length7wouid:beselecting.acertainselecting point, typei one-can aperson of.basketbim environmentalvconditione bringto runbest-for:typing? player, out a mile,howNariation.alloTs which-height-Wouldlmmwe what type -better-than of pace some would others.organisms you wantlam to adapt to-have? to What Why'do-aiiiiUesf-limit.weight:ardteight of be_chdgen?For-instance, if one is_ If one is rabbits.,Conditions.certainbecause For,'.countries?-they Can-escapeexample: Discuss mOre how predatOrs. plants.and'animals'adapt to-;differentstewardesses? climatic The 'idea of adaptation can thenrabbits,that be-extended are -to: wildlifesuch as, Why do-some species-of.inimals live only in run'-faster areaore'likelyr'to survive patternsObserve3.17 natural Alltopatternor3.17 thethe world naturalciassroot,formed has byorganization some. thebe sure veinstype the ofinthat,exists, studentsorganization,leaves is reA1l7e easilythey 'Once,studentebecome will-,be,muCh-better'observers:. thatobserved. they should(22, not swarekof-patterns, 24) pick very many-The If you have leaves brought 3.18 and:similarities.couldfrom3.18 anymake'a one collectiontreecebush. of 'Pencil their printsor crayon and.then prints compare can'te"easilymade-.,j-The the patterns,(21, 22,-24) for variations students' jarsobserveEstablish change and whilejar,.thewillrealMany others.-requireneedchangesto thegreater something studentsare theoccurring long like'avariety,is forperiods_ baby,foodjar,in them thenature (ocean toWitter.,-Plice establishall formations). 1They,the tine;`somearevery-fast and canthe obierve-a-eAnge put...Onejars anything whereway changes they. they jar. (earthiquakes). canchooseca .becomeb easily in'the more Each student anyobservedalivethe occur. rock in for notthe severalweeks. change?one that What had caused-theAnne141;_in,only water ift.itt bid theanyrh1ng'grgw one with bread that andwas water?not planted? What is Nany excellent things, for .discussion will develop. Each student,shotild record the changes.he notices, if why-does the one with , 28 andEstablish*3.19the animals classroom plants in Few studentshabitstowardBy3.19 having andthe have plants-and.animals characteristics.organisms' carefully needs, observed ininteractions the a singleclassroom, planiwith you theiror canan4mal environment,direct over "students'. (21,-22,any changes,length 23, attention of 24)various ttme. In Appendix E you will find simple directions'for es- specialbroughtclassroomtablishing foodin forenvironment. and only caring-forhabitat short requirements periods, several iftypes thatat all,_before ofare-hare, organisms. orbeing impostiotlealst released. wild'animals to meet should1n-the be They have byasDiscuss*3.20 populationsillustrated changes factorslqaturalthecycle3.20 controlling graphcausing populations and them the toare factors fluctuate affected controlling duringby many a bioticpopulationdiagram,'Appendixperiod. (living) of time. and abiotic(10, 21, (non-living) B, 23, to 24,illustrate. 25, 26;-42) on a:population. Long lasting population.changet result , You can use the - population' ofarewhenetc.) a changedbadly'disturbed.balance.,:the or .decreasing increasing from' the

4 TOPIC IV: FIELD TRIP 3). 4.0 . 4.0 f- Introduction tunitycussedallThe hisfield to insenses collect tripthe pre-tripin.theexperience data study aboutportion should: ofnatural theof 4he environment,areaLi,, unit, 2) give:the .3) provide student each 1).bring realism to the ideas and concepts dis- an opportunity, to use - Toethic.about get maximumenvironmental problems,,and.5) help each studentfrom formulate- the field his trip- own experience; students need to be properly - 4). stimulate_inferest for further .study, - student- with an oppor- environmental aPsychologically,of preparedcally,portion Plants they ofand academically their shouldAnimals; they environment: have need as exPerienced-the towell understand l,The as psychologically the starred pu.tpose activities for the field trip is to study benefit Topic II; The Food Web; _and Topic ILL, Observational 'Skills," for the day's activities. - of-Topic I, The the woods. ilowever,_ Basis-,Academi Needs needIninvolved addition.toit to: will inalso during the be aboirefun: the day.preparation for -the field trip, the classroom teacher will - - They: also need to understand what activities they will be trip: is'not just a in 2)1) RaveprojectSelect the astaff. datefield trip date approvedby the building- administrator. for the field trip that_ is mutually acceptable. to the teacher 3) Send a letter to the - paren,te notifying them abort the trip. (Sample 4) Makeonlyletters ifeach theare student principal two requestscopies of parent the data signatures. sheet'fOr use on the field trip. included. in Appendix F) .Select thi one, tequiring parent signathre "indents'- 6)5) Bethe preparedfamilial field totrip.with either the_Study' assistfield the tripor leader lead follow-up a" directions small activities. group in (aboutAppendix :ten F. ) of- students TOPIC(Continued) IV: FIELD TRIP 7) Divide the students into six groups (if .your'clase will be going with .another 32 ) Haveclass,containing each otherwise-diikde student micro-organisms, either bring or a bringpill,bottlefoi a larger container collecting for.a a water classroom sample, sample.. into three groups).- Have a list of names for each' group. 10) 9) ConveyblushesCollect the tenon following theWay'hack.cents from information_ each student to if-your-the.:studentsv- class will be stopping - This is up to the teacher. : for cider A) DressEaCh student should "layer" dress so as:the day_warms.he carc.remoire,:a;: s, -from being-too \ sweateror'light j acket. This , . warmpuncturing or too cold.his feet. ji,a should year liard-soled -shO4.toDo not prevent wear shorts,thOrns fromeven on hot days-. . Equipment Students should bring a pencil or ballpoint pen, for theirAunth-sacks'as it is not needed until. . use during field 2. afteridonf..students:duringClipboards,trip.-,Place thermometers, it theinside field bandtrip.- lens, and a 'compass will be furniS6k for Students-are to remain.seated:anytime the'bds is,poving. f. 0 2.1.3. NOProbably, heads Ora.rms there arewill to be be three-students-to extended out the windows.'a seat. 5.4. LoudNothingis talking to be'thrownis not acceptable out. the whilebus window. on the bus.' -TQPIC IV:(Continued) FIELD TRIP 33 D) Lunch' Singing is encouraged 1.2. KayeEach students,student is put .to their bring -names on their lunch sacks. a sack lunch - do-riot .bring any glass containers. ,3. 4. DisposalDrinking water,containers will, willbe provided. be aviilable in the site E) Restroona1. Restroom licilities -are available in the site area. a area. NameEach2. Tags *tudent is to write his name on'a pieceHave studentsof masking tape. use the re:i3trooM before getting on the bus. Print this wearinglarge enoughapparel. so it can be easily. read. -Attach on the upper _left side Of . . .studentNormally,The handouts,following. two clissrooms field is.a 'tripbrief will- .schedule,,overview' be combined of and the .forAfield.rrips.other field material trip activities. referred to are Copies of the Li:elided *4.1 Traveling4.1in Appendix to PerryF, Reservoir will be by (21, 22, '23, 24,,34,35, 40, 41;42) Aof. the Road (South of the River Road Sites' . StudentsPerry.Kansasstops" River). to discuss the locations As a result willof the be 'given copies of the River Road Sites Sheets for use on Students will remain on the bus, but there will be 'several brief.- various sitq discussions, listed on. the River Roadway River- the students will gain a'betSites r Sheets side Appendix F. the way to nlUver Toad*4.1(Continued) Sites followingpicture4.1 of thehow peOple,fitrip orindustry, as preparation farming, and.for thenature trip.(21, interact 22, 23, with_each 24, 34,`35, other. 40, 41, 42) lAcompton Eistory," ApPendix Z, can be used in a-classroom discussion The Mornins,Observa-*4.2tion Session animaldirectingTheUpon4.2 remainder arrival needs student and atof theobservations, thelearning site,morning studentsthrough will and beenvironmentalusewill spent of be the inprovided senses,small conditions groups,drinking the(9 -strand 11,inwith water the14 concepts,the -siteand 18,'21group,leaders usearea. plantof- 24,restrooms. and27, 28, 30, 31, 34, 35, 40) t. eachinGuide Appendixstudent briefly willF. outlining have a handsample lens activities for his useto beduring performed this session.during the A dayField is Tripincluded More detailed suggestions.are found in'the,aids,for Group :Leaders. 4.3observationsfound in Appendix and manyF. observations will be possible (9other than those listed. 19, 21, 22, 23,:24, 27 -.357,38, 39,'4o, 42) No one group will be:able to experience all the-suggested Rabitat*4.3 Studies ballpointwillDuringclassroom be theprovided pen afternoonteacher or pencil,a-thermometer, (two session, forthe eachwater students clipboard, student). -sample-bottle, will and Work.in compass. and the the same data groups. sheets provided by the They will also reed their Each student and-studyDepending lake at-least shore.on time three available of the followingand the part areas: of the site baing, used, the students will woodland, grassland, pond, stream, 1 TrailsbeofEacitisms areas.completed., group availablewill willbe Theddeloped,and andfollowa_different area to preventfor theirmodified paths completion trail fromby thedesigned being willgroup developed.be toleaders-to determined. lead the-group best by theutil4ze to.various group the leader.:- organ-types A sample trail gUide is found in Appendix F. Only two data sheetsThe will trail direCtions will 'roupslakebeThe given shore,method will verbally want'toandused stream forto use thecompleting for checksstudents. use in the the data blanks,'whileclassroom: sheets will others vary withwill studentuse words groups. like some, Water samples can be collected at either the poud,, Some , 35,, '*4.3Eabitat(Continued) Studies As-athey`willfew,4.3 many,final be -etc.activity, available each for groupclassroom leader discussions. should quickly (9review - 18, the 21, day's 22, 23,activities 24, 27 - 35, 38 39, 40, 42) The data sheets should be collected at the end, of the session so Return4.4 Trip hostwithenjoyable4.4 the students experience using if the they Final have Field prepareesongs. Trip Activity Guide (Appendixclasses enjoyF). singing during the ride back to Topeka. This can be a very ,Be sureclassroom,Groups to wholoosen collectedotherwise the-caps 'moneymany on theof for the:organismswater cider samples slushes willas will soon die. stop as youat Reesarrive Apple bad: Orchard. in the ManFollowingtheir studyInfluenced. reactions theodatathe Meld to collected,trip, the experience,students and study should view Topic thabe providedV;microorganisms with an opportunity to discuss Environmental Changes: in their water samples, Natural and waterorganismsObserving*4.5 samples 1!..icro- in the of.howUsing4.5 thethey the microprojector are microprojector, different, and and observeslides how they tothe bemove. microorganisms: used. (21, 22;723, 24, 42) Be sure to clean dustMostalicroorsanisms fropethelens tend .to settle Discuss how they are similar, . use a could-makepostersTheto the students bottom often,enjoyof an.undisturbedshowing sketchingwhat, theycontainer. several see'in ofthe the water microorganisms drops.drop fromthey theobserve. bottom They of the bottle. To obtain the richest drop of water, . -", . , Oncee-thedaystheyean if theusestpdentslearnsto;oPeratethe lids'areit befOre not:iight and after on `school. the micrOprojector,'Containers. lea Organisms will remain, alive several : Ve itAzi!alAicaiion where 4.6 (all objectives of activities 4.1, 4.2, and 4.3) 36 DiscusaionField*4.6 'Trip ofhavewhileOne the way them onword. tothe name stimulate ,Forfield something example: trip, discusSion isthey to observeduse about word the orgames. experiencedvarious observations that starts the with students each lettermade Take a word like ENVIRONMENT and INE =- insectsenjoymentnature - vegetation: NEOR - eggsrain man'snymphomnivores trash'of insect Other words that could be used:: ecology; nature, bus,.N T-'nuto -etc. thorns fromTransfer*4.7too datahabitat thesheets data possibleobservation,Completing4.7 they will,thebut dataunless not sheetsdevelop.i they whilecompare good in, the pictUreof-howthe data field collected greatly the(22, areasfromincreases 23) variousdiffer. the areas,'Havestudents' theit is comparison sheets .between AnothertheS'-,etstudents areas goodsimilar sketchis wayto to transferto pictures1:1:1e.one,included guide theirtheof each-areasrudents'-attention-to information in Appendixbased onto on F. thea Habitat informationthe similarities Studies they Comparison obtained. and variations A Do not suggest the data collected by a student be changed to conform to other's peoplementsdatatransfer. or andview preconceived observations their surroundings. ideas. of the collector. This will cause the student to analyze his, data in order to put it -into Data is good only as long as it representsStpdeats the measure- can'use single, words or phrases during the Remember, there is'variation in the way Afterstudentsfewerleadtime wordsafor discussion compiling and have will to transferred thefacilitate direct information. the the,camparisonthe analysis information of the between ontodata. onethe sheet,askareas. questions and Allow plenty of 4.8Suggested Questions (15 - 13, 21 1 2/ 28, 39, 40, 42) 37 2)1) Which-Which appearswater has to thehave higher the greatest temperature--pond amount of plantor lake? lifeLpond or lake? Why? 4)3) 'Is,What the Will:thistype temperature of plants always -difference are be.true?. found-in greatest the water? between soil'and air or water and air? 6)5) Whatftype,oftheIs therelake shoreline?any plants difference were growingin the plantsin the found-inshaded areas? the pond and those found along 08 -) 7) :What type of Whatplants plants are foundare associated in a. grassland? with the hillside? 10) 9) DoesIn whichthe direction area'did ofyoU the feel slope most influence comfortable? the type of organisms found? Why? 12).11) WhichWhich habitat area showed had the the greates greatest amount of erosion? amount of decaying material covering the soil? 13)14) HowmineralsWhat does area thefrom has total the soilgreatestarea washaffect influenceinto the the lake? pondon the causing pond? greater algae growth.) (Probably the hi?lsides, as producers,plantSummarize15) and animalthisconsumers, material community and with decomposers with an muchunderstanding interaction'between_the-areas.for each thatarea eachand developarea'hasWhat appropriatehabitat& slightly contained fooddifferent webs. the most observed animals? RevieW the TOPIC5.0 V: ELIVIRONirlENTAL CHANGES: The5.0 material in topic five Will help studentsNATURAL understandAND MAN INFLUENCED man's role in the 38 *5.1Introduction 5.1theenvironment environment,without and how he affects fully understandingit. the long(21, range 24, effects.of-the 27, 33,,34, 40) changes. 0 Emphasis should be placed on how man changes ' Viewsuccessioningfilms onenatural illustrat- of the DunesToillustratedfilms illustratethe to rate,are Forest,' summarized orwouldhow modifies ornatural occur "Plant in theevenAppendixchanges and. direction, if Animal man occur,A. was Communities:of viewnot the present. onechange. of the.filrs, "Succession: Emphasize that the changes or succession Ecological Man'sSuccession". presence only changes TheseSand View*5.2successionexamples and discuss of where , ThisanyWhen5.2 areaconstantdiscussing of the change worldwhat is affectis called constantly man succession. has undergoingon the environment, changes(21, even we 24, firstwithout 40, must41, 42)realize that (Include as a new word in the student man's presence. 'ran haschance thealtered rate of Changenotebooks)changeenvironment or and succession man's changes influence isthe a ratenatural on andthat directionpartof change, the youof environment. thatcan dl.sdusschange. the life,cycle of a Pollution of various types alters the "natural rate of change. ToMan's illustrate use of thenatural, onsuccessionduction,lake.(Appendix these andchanges. diagram D)shows which man(Appendix emphasize caused' B) changes.the and natural the article, changes "The and Lifethe influenceand Death Themanof afilm,has had "Lakes: Aging and Pollution," will provide an excellent intro- This can be supplemented with the pond Lake,'' Additionalin the follOwi examples of how man alters the direction Filmsand rate - Appendix-A of-change are found 1.2. TheSurvival Life Story of the of Kit.the FoxGrasshopper View*5.2 and discuss 5.2 Diagrams(21, 24,- Appendix 40, 41, 42)B 39 manexamplesthesuccession has rate" alteredof of where Short1. Stories - Appendix D U. S. Virgin Forest Change Over 100 Years change(Continued) 2.1. NewWhen Central Animals American Turn Invaders Canal - Threat to Life Emphasize the reason man caused the change..- Did man4.3. intentionally cause most of WolvesSticking of IsleOur /reeks_Royale Out Manyenvironment?tothe_changes? beAmericans more consideration believed strongly given todayin a frontierto how man's or pioneer behavior philosophy might-influence that nature's_ the What type of relationships have been distukbed? Does there appear thissupplies changed? were endless and they were here for man to exploit as he wanted. 1 Has howExamine,and*5.13and man influencing is using discuss . modifyingwaysThe5.3 folloving-stiscussionmants'act his ons are influenced questions by will-helpthe environment students(21 and understand ways man issome using of theand 23, 2(4, 40, 41, 42) vironment. theenvironment local 1. ment?Dowtypeto manyschool? Doesof differenttransportation the .Which distance means,of these (numberhe of uses? waystransportation ofcause blocks) the _greatestdoone:lives the students influencefrom schooluse onin theaffectgetting environ- the.. 2. -block a pavement,Howpartfoodthe muCh of numberchains yourof. etc.? your offoodgrow? producersWhat'affect communitychain? present? is does covered this Are withtypeany ofnon-liiiingof thenon-liVing producers material material found:in like have houses,your' on Where do most of--thproducers of your>- Examine*5.3 and discuss 3.5.3 -What type of material(21, 21, was24, used40, 41,in the42), construction of the older buildings in 40 -and influencinghow -man, is using Canyour you community?'Are name some natural the same materials materials used being in constructiont used in the newCan buildings?you name - the environmentlocal(Continued) 4. wasDousedsome_construmUmesateria/s environmental Topekain the-eider located conditionsbuildings? on the Kansas thataffect arelman:-lpuktr-MbereRiver? the locationsDoes the availableof cities did manwaterand gettowns? supply the Whymaterial What building materials should man use? Why? Topekawhataffect type todaythe of type arejobs ofinvolved did industry most in of thatproducing the locatespeople food? have?in Topeka? How has the location ofRow Topeka many people living in Uhen Topeka.vas founded , .5. runWhat,-type---of-fuelaffectedthe-power the motorsthewater source,cote around inis theused yourfrom? Ransasto home? River? Where does the fuel_come from? Where does Eew does the type of fuel and power being used home? What power- source is used to, 5. 'Ilhatwas-thelandbuilt'likeaffect electricity? the on4hichenvironment?. your house-Stands Could large usedcities for operate before without the houses power were sources Were there trees growing in the area before it was developed? Was . Whatit used type for of food waste production?, or garbage-is produced at your home? Does most of it 5.4 wasteSome-ofresult material. fromthis,material? man-made or natural material? Are there any ways we can reuse What happens to the garbage after it leaves your home? Destribe some ways we could reduce the amount of environmenttheirStudents local ermine` modifiedaBy5.4 thechild's using environment the the-followinghome local area. hasenvironment. been questions, changed As studentsto meet man'swillanswer betterneeds. the(21 questions, understand- 24, 33, 40,discusshow'man 41, 42)howhas Be careful not to criticize 2..1. WhereHow many is theblockals grocery it storefrom locatedhome to fromschool? your .home? (Could make a-histogram) 3. . Are the various types of stores cloSe.together or scattered? `Studentstheir5.4 examine local 4.5.4 Are (21most - of24, the 33, buildings 40, 41, 42) old or new? 41 environment(Continued) 6..5. Are Howthe farstreets to the -all nearest paved? hospital? 9.7." ,Dit mitt families hari'dogs,or cats? HowDo. themany streets-have churches are holes? in the area? 11.10. , AreAre there there children apartment living buildings in most in homes the area??, 13.12. DoAre peoplm business tend buildingSmixed.in to move in and out with of houses?the area? If so, why? 15.14. HowDo youfar knoware youa policeman? from a fir6 station? 17.16'. 'How big isHow the far park? are you from ,a park? 19.18. WhichDo you developedever use thefirst, park? the houses-or shopping center? 21.20. 'rWhere is Whetethelood, does you the,rain eat prodUcedt that falls in your area drain to? Do,"nost of the houses 'have garages?. %. 5.4 (21 - 24, 33, 40 41, 42) 42 environmentStudentstheir local examine ' 24.23. AreAre there: the houses mostly one or two stories? 1) young, 2) old or 3) dead trees in your area ?`' (Continued)- 25. Are there,..alleys?there light poles in front or'behind the houses? 28.27.- WhereAre any does yards the fenced?garbage go and how does it leave-your area 29.30.E HowEow many peopleempty houseslive in in your. your block? area? (Possible-histogram) -31. 32. `questionsDoesHow 30 maay,houses-in yourand 31.)area have your problems block? with garbage,junk, or old junk cars? (Calculate the people per house using , 33.'- What population changes have occurredin the last seven years? 35.34. DoWhere you dosee most many of birds the adultsand squirrels in your inirea your work/ area? 37.36. DoWhere you'have does your a garden? power (electricity and gas)' come from? 39.38. WhatDo you'th colors are the houses in your block? our neighborhood is noisy? If so, wharkind of noise? 41.40. IsHow there-a many street sidewalk lights between are inhome your and area? school? 43 5.4environmenttheirStudents local examine 43.42.5.4 (21 - 24,AreEow 33, theremany 40, cars any41, industrialpass42). your homeodors in common one evening? in your area? (Continued) 44. a youIf locateyou were it? going to locate a business in yoUr area, what kind and where would Discusspollutioncaused5,5 by each. When5.5*45. we talk about'enviionmental problems,' sometimes (40)we do notEow realizewouldyou that like each to see your block changed? EaVe each'student look at the family week?pollutionelectricity)discard-one of'us perrelated contributes wee1'? do 'activitiesthey-use"per tO the of totalweek? his family. problem.How many zdiesoldas the fanny carEach driven of theseper. activities contribute to the total pollution problem. Eow much-water do they use per week? How' inanyyoundstof trash do they How-much power (gemeand Discuss bewalk,howourslightly reduced each city'sor-ride one byseveral most'important contributesreducingbicycles' percent. their short and environmental*Is polluting howdistances,instead air eachIsmily pollutiona activities. problem? could problemof reducedriving,,air in theour total-city? pollution problem What couldis For example,*if everyone would raper5.6 collecting otherFor5.6 each uses. ton -of,iaaper that is recycled, approximately(40), seventeen trees are saved for Have the class sponsor a paper collection within the school building. . ( Assignuses.tothe a. studentsend recycling,center. of each to arrangeday. with each classroom to collect their waste paperDon't at overlook the paper towels in the restrooms. Neer,* a record Of how Severalmuch paper P-TA (by groups weight) are tliat willing each toroom help transport the The paper can'be*taken plantpaper andto deterpine;will help the sponsor types communityof paper they-widd can paper recyt.U. drives.° Comtact the recycling - 5.7 5.7 (40) . . . kluminumcollection Aluminumofproblem.neededthrough aluminum tocansthe produce makeCoorsand otherit Distributingelectricity so typesuseful. of and Plant.aluminum alumidim,'but metal can also be helpscolleeted.and solve our recycled solid waste Eave a student do research on how aluminum is prodnced and what properties Not only does this save the natural resources AppEBBTX°4 tr

Film ;fah

,.,'- ''-'- The Ellie foundin this unit arelonaied.lit;the TogekS1'414'80001S14044braf -Hive yOut Recite apecialiet obtain thenCliWyou'L..,.eieliOe'04W01.044L,,,,\10, thOY were readily available.and,illuetraniWthedesire -con :g the*:il0p,. he used with equal or better reault0Before'utlitti' lisf- N.401 j440'1$4 the eteieloem-or tee* the 00=0*a*.-0004ec ThOicti ice' 01'4 t*Ip- liet*.)fou,select those: thet are ,_h_est,'-eui.ted , got your ,lee your etudente.The words- fqr dieitlitien Mt 40-010t6n# . dkri,*it intended to 'be** comPlete,tuidehean 04-for' 04--(00#,-- student. during viewing and discussion -,f 'ai'-',:' _ _, Before-the students view the film, 4#04--t it ett*It40,4%tOvOil.th0a, coti4epts or ideas you vent, them to getiV oftifs.&-thoyi *IVO:40W4 "movie."By stopping the film during-the y eying, emihaiii040044ki,S44 special concepts or example*,, Another out i too)/ 4,3 '.0hOrlrf show the complete film, have a discussion,- 044 4401V-0,0: 41i1:4!1'. _ . everyone looking for those specific eacimplest: concesiti *Sae,:tpist_,ystre -...., Jo s.if',..1j,i:, kip 1,11-" sl ,...)14,_.n#,%11.. . , . ., _cuesed., -.2-f w ,,v..t '-, , ...

The eupp]y of filmstrips aysiteblethat could useful 'Otiiitil 4-1','ffit, material ,are too numarout,to lift.Your media apepialietas ,..,,,,'104.444,4.1 filestripS located, in each building--44iiiisiptii:Cau,tie4415,40.4(i lugs gór your Uee."The Ecological triseelf-tillettiP kit-'t$40 400:1,SAr the project and is availeble to all tleasrOixes. - Ths tjlierta lititt ,_=,,,.. ulation St, tiatices ,2) Population Trends, 3)- Ecological itlett$00,4" 4) Evolution and Extinctions, S) Peeticide*, end' b)PolitutiOn.- , ','..' . . -4 .14,11.4- . 7 4,- vi..-..441

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What .Ecologists Do OOOOOO 4 i-/S

e. A-3

GREEN PLANTS AND SUNLICHT.

11.min. - color - EBB Corp.

Thislipm7does'en excellent job of int:Strafing the process by which food is nanidactured within'gieen-'01ants.::. A Beries'ol experiments are illustrated,' some of which could .be performed in at jolassroom. ''As with Most films, you will need to emphasize thil point that. only gteen plants, not animals, have the ability te menu-

facture food. .

New words and words for discussiOni

photosynthesis Chlorophyll stomates Sugar ? starch oxygen sr- I. Suggested questions for discussion:

1) What type, or group, of plants produce most of the food within the oceans,

2) How deep does, sunlight penetrate the ocean Surface?

'3) Where does the. energy stored in food cor4 from?

4) Ohachaterial is made,by green leaves When 'exposed to sunlight?

5) WI-19 was starch found only in green lemies? 410 6), Mat does a green plant need to make food?

7) Mich is "ade first, sugar or starch?

8) Where does the oxygen go that is produced?

Can green plants grow without sunlight?

10) Where does the carbon dioxide used by the plants come from?

11) Where does moat of the food production occut, to the ocean or on land?

12) Why were the leaves plated,in hot water ?,

13) Thatoffeetdid the alcohol have on the leaves?

14) When iodine turns material dark, what. does this indicate is present?

w ARIlItIG ABOUT LEAVES

16 min.- color - EBE Corp.

- . This film shows Reve'elexperiments related ,to food production within the leaVeS. Some of these'experants, could be performed in .014 elassrdom'. The does fairly gciodjobef plaining the materials needed foi food maritifacidritg and how- these meterlaltvere±used bythe plants..

1 You will, need to emphasize thaottygreen plants are capable of capturing the sun's energy and making food. If you repeat the experiment using alcohol; do not , net alcohol"tiear an open flame.

Hew words and words for discussion:

chlorophyll food, time lapse photography leaf scars starch energy

Suggeated questlons for discussion:

4-1 1) in 'what port or the plant pissugar formod?

2) What materials are used by plant's in taking food?

3). do they takthe Chlorophyll out before testing fof starch?'

4) Finding,starch'in a leaf proveswhat?

-5), Why do plants' th live, more than one year store food in-their roots?

6) Why is food stored in seeds?

'7) Do all plants make food?,

8) Does the shape of a leaf affect its ability to make food?,

1) Will plants gro,w in the*rk?

/0) Can all-colors ofjight be used 'by plants to make food? :How could this be tested?

11) Could Mama life exist withoUt green plants?

12) What should we dd'with leaves whin they fall from trees? ° Suggesteefollow-up actIvities:

I 1) !!ake a classroom leaf col lection. Caution. the students about collecting too many leaVeS from One tree!

2) Compare several leaves'from one tree. Are they'all the same shape and size?

3) Use iodine to test various fo;y16 for starch.

° 4) ,List some plant roots we eat.

5) Grow one plant in the light while a like plant is grotm in the dark.` it6) collect-some twigs and view, them for leaf scars. A-5

PLANTS HAKE FOOD

11 min. -.color- Churchill

Alm; animation -in portions of the film to help illustrate how plants.make food. Very basic,Ut well explained for an introduction. You will need to emphasize only green plants are capable of producing food and that all animals depend on the green plants for food.,. Contains some experiments that,can'be performed in the classroom.

`Neu words and words for discussion:

Carbon dioxide, root hairs .chlorophyll starch minerals weeds

Suggested questions for discussion:

1) How do minerals_ get into the plants?

,2) hat function do the root hairs perform?

3) Inlet function does the stem perform for a plant?

:,4) Do all leaves have the same vein patterns?

5) In what form is food stored by plants?

6) Are'imeds important food producers?

7) Diagram a plant and label what each part does in the production of food.

8) Can leaves make food at night?

9) '!hat are some of the consumers shown in the film? A-6 14moy FROM THE SUN

11 min. - Black and White ,(older EBE.Corp.

A good film showing how everything'depende on the sun for ,energy. Delves into the different ways energy; is Ciptured.and:useden the' eirth; 'green tilentii'-watet cycle, winds, coal and oil. It gives's quick tevieWOf'the food PrOduction,withiti a.00;11 plant, but is no substitute for the other fill* dealing with, phetooynthesiA. This film will be.wery useful for those teachers; wishing to expand on'the.conCtptif energy and its uses. The teacher will need to give simple definitiOneof such words as chemical energy, molecules and radiant energy. -Do at. We the students look at the sun even with dark glass as suggested in the film. :When the 'film: dismisses thermo-nuclear reactions, just explain that it is a tesettomthat releases a.lot.of energy mostly in the form of heat and light.,

Suggested questions for discussion;

1) What would theearth look like without the sun?'

2) What do We get from. the heat and light. sent out by the sun?_

3) Is the:sun burning itself up?

4) What happens when meter molecules are heated?

5).Does it take energy to evaporate water ?.

6) Does falling water contain energy?

7) What is the only way food can,be manufactured?

8) What is,the source of all energy. on the earth?

.9) Now is coal formed?

10) that patterns would you expect to finilAo coal?

11) Do plants decay when they form coal?

12) How is oil formed?

13) What would be true about the decomposing process if coal and oil are formed?._ Was the material completely decomposed?

14)Can man create energy?

15) List some'ways energy is stored on the earth.

16) apes the fuel used by 'the family car depend on the sun?

Additional Activity:

Find mateeial telling about new ways man is using the sun's energy. For example -

to distill water.. FOOD GETTING AMONG ANIMALS A-7

13 Min. Color . Moody

"Fooddetting Among Animals" illustrates five different predatorprey relation- ships. It does an eXtellent job of illustrating hpw;the organisMs are adapted to-locate and eapture their food. It also briefly explains how Some of the animals are:adapted for-protection and locomotion within their environMent.You may wish to view this:111m, discups some of-the questions,directittention toward certain portions, and view it a second time. The infra-mat on about the rattlesnake will need considerable explanation if,students.are to .nderstand it.

New words and words for discussion:

predator prehensive' prey refrattiqn ;,,Oretective coloration infra-red rays

Suggested luestions'fordiscussion:

1) What is,the-predator and theprey in each of theillustrated relationships?

2) Who benefits and. who loses as a result of each relationship?

3) What special adaptations does the anteater, possess toaid his fOod gathering?,

4) What organ does_therattlesnake use to locatefood?

5) Does the barnacle chase its food?

6) How long is the chameleon's tongue compared toitObdy'length?

7) What is unusual about the chameleon's eyes,. feet and skin?

8) How are these unusual structures helpful to thechameleon?'

9) Would you/expect to find an anteater in a grassland?.

10) Do yoU think rattlesnakes will eat dead `animals? A-8 THE WOOD DUCK'S WORLD

.30 Min. - Color- Ducks Unlimited

The struggle for survival' during a,yearj.n the life of a wood 'ducklamili-is illustrated. A realistic presentation illustrating everything from competition for nesting sites, to death of the wea, and onto predation.-. Emphasis 10 plaCed on the fact that more young are,produced than will survive and hot/ a balanced environment ie maintained withoUt man's influence.

New words anctworde for discussion':

Carnivores Competition Population Scavengers Ttedator Adaptation ,.Balanced Environment Prey

.Suggested questions for discussion:

1) If all the young produced by animals lived, what effect,would it have on the'balance of nature?

e 2) Why do you think the male is often more colorful than thefemale among wildlife?

3) Why are moat young of Wildlife hatched in'the spring/

4) Where is the only place wood ducks will nest?

5) What are some competitors for the duck's nest sites?

.6) What happens to each of the ducklings?

7) What do the ducklings eat?

8) What do the adult ducks eat?

9) What.predator-prey relationships are illustrated?

10) Is man a predator?

11) What-adaptation helped-the-hawk capture the duck?

12) Should man kill the predators to protect,the ducks?

13) 'Diagram a food. chain illustrated,in the film, 30 min. - color Disney

Excellent color photography of natural situation.Most Of the film is showipg spring and oummer conditions. Eiftphasis is placed on various predator-prey relationships that could be found in most "naturar /troop: The concept "some

must die so that others maYli-e,"i is well illUstrated. The filet does agoocVi job of illustrating the variety of life that can exist in,esmall area. Some bird sounda are recorded on the sound track.A quick view of the plant and ;'f animal changes through:the.teasons is given.

Suggested qbestions for discussion:

1) List some predator-prey relationships/that were illustrated.

2) Diagram some food chains and food webs that were illustrated.

3) Mat example of a parasite-host relationshiP was illustrated?

4) Vhat were some examples of competition between organisms?

5) Describe some structural adaptations that, helpsd,predstors capture their prey.

6) Can a plant be.e.predator?

7) Oh), do some species produce a large number of offspring

8) 'Mattype of materlals 4o birds use for nest building?

9) In what season are most new offspring hatched or born ?

10). 'That are some examples cff.how plante:anctanimals were affected by changing.

seasons?

11) ,That are some patterns, that exist within'nature

12) Vhat' would he the result if all offspring lived to adulthood? e.

A-la LIFE STORY OF THE GRASSHOPPER

11 Hin. - Color - EBE Corp.

The grasshopper-life cycle and its role within food chains are illustrated.Good for showinginteraction between organisms.

Suggested questions for discussion:

Ware can grasshoppers be foUnd?

2) Does thegraaahopper compete with man for a food: supply?

3) What Are'the majoi:bOdy'parts of the insects?

4) How many eyes does a grasshOpper

5). How many legs does -a grasshopper have? '

6) Does a grasshopper go away'or toward light and sound! -.

7) For. whai'does the 'grasshopper 06 its tympanum?'

6) Would a gratiehopper drown if its head was under watii.r?

9) Describe some o'f'the grasiihoppor!s adaptations thathelp it survive.

10) Diagram a food web as illustrated in the film.

11) What are,sOme animalsthat prey. on the grasshopper?

12) 'Why does'nature have the grasshopper lay so many eggs?

13) Where do grasshoppers lay their eggs ?:

14) How many years do grasehoppers live?

15) Why, do grasshoppers'molt?

16) too'the young appear the same as adults?

17),Is the use of chemicals the beat way to control the grasshopper population?

18) What are some problems resulting from the use of chemicals?

19) If all grasshopper's were destroyed what animals would be affected?

jAdditional Activity:

Do some research to find out if grasshopper populations have ever been an important

problem for man. A-11 LIFE IN A POND

Nino -'Color- Coronet

Easy to understand. Shovsthe organisms and their interactiongwith n a tYP4014Ondc Illustrates the life tyclea of some insectsassoCiat with,- ...thelibie,r"'COeCe**le,,,the-foO8-0181.0( 14ithin the pond. Would h 1p student on the field trip. Cou1d-be followed by studem reports about several of'the orgaMisms

Suggestedqueltionsfor diecussion:

1) What is :S pond?

, k

2) That type of life is most Common .in S' pc itd? ,

,3) Could animals:live. in a pond Without plans?

4) Whit are, some ways to study the life in aivnd?

5) Why are the microscopic plants and anima 'g important?

. " .

6) Diagram some food chains that are found a pond.

capturing food? '7) , What special adaptation doei the dfagonflyVnymph have for

8) IS ehe.dragonfly fiymph a. predator?

9) Name some animals you would.expect,tojind'41 a pond.

10) Is it bad that one animal eats another?

.11) Does man fit into any food chains involvingthe pond?

12) Wow 'does man's actions affect the life in ?a- pond?, A-12

POND ANIMALS

11 Min. - Color - Coronet

A good filieto show before the field: trip as'it shows method:310r studying the organism found in the water samples `they will collect. ',In addition tothe microsCoPic life of -a pOndo the "film also views' same ot44he larger-organisms. StudentiOday.wish to do further studyabout.some of the orgenilms illustrated. Sevetal micro-Organisms' names are given, but this does not create much of a.. problem.

Suggested questions for discussion:

. 1) What doyou think lives in 'a pond?:(Use before.' howifig the film)

2) Why are some of the larger pond 4mi:24s-hard to. see?

3) Describe' the areas withi4s pond where most,of.the-animals Why are they in these locations?

4) Diagram some food chains that can be found in a pond. r ' 5) What are some examples of predator-- prey,relationships?

6) Can microscopic organisms contain chlorophyll?

7)-,rf microscopic organisms contain chlorophyll are they plath:or animals? - 8),1:11hy do you want to keep carnivorous animals in a separate jar from other anipalsic

9). Describe some,of the food gathering structures of pond animals.

5 A-13 SgCRETS'Or THE ANTS AND INSECT WORLD le: .13 Min.:- Color Disney

± I A very, liitereeting4ilm,toview. -Tt illustrates theVerieWbriroles WitW:an ant dolOdy-shd:the interactiodwef,ants'with other organisle: ` Suggested questions for diecUesiont

1) Does each abtperform all duties within an ant colony?

2) How do the honey ants store their honey?

3) Why are ante called subterranean organisms?,

4) Describe some of the various roles the individual 'ants perform:

5) Diagram some fobd chains of which ants are ev.part:

6) ,What are some examplei-of.preaators that upedents for_, ney?

7) What are some examples,Of prey for ants?

8) How many legs does an ant have?-,

9) What structure is most important tothe ant for use inself-defense?

10) What do the black ants want from the red'anrs when they attack?

11) -Why did the honey ants gather portiOlia of green. leaves?

'12)-,Describe thelifecycle.of an

413) Row many different kinds of ants Are there?

14) Are ants beneficial to man?.,How?, A-14 SURVIVAi'. OF KIT1OX 15 Min. 'Color- Journal

This filth shoiiwtite'sttuggte'th'e kit foxgoes through in order to survive, 'with emphasit*t.ite obtaintdg loath, -The,film,bringsouthow,man:unkitavinglYtesircle,' the balance of natureand.,:as a reoult,- is destroying, the.food soOrce.ofAh6.kit fox. The film will need careful discussion tO.bring out many of its worthwhile points. Good for showing the interaction between animals.

Suggeited quesriOnifordiscussion:

1) Why do people change the land where:theY live?

2) What animals are prey for the kit foxl!s6:C.-

'3) When are ki,t foxes born?

4) Hot./ does the kit fox help'losn?

5Y Diagram some food'chaine-in!which the'kit.fax;is a part?

b) What do the field mice eat?

7) What adaptation helps the kit fox obtain food?!

8) Row dO animals adepttO:surVive-thewinter?7..

9) How does thekit fox store food?

10) Why were the kit foXes'aciatching themselvest-.

11) What are ame of the natural enemies of the it 'fold:,

12) What is the greateit enemy of the kit lox?

13) How can man's use of insecticides harm the kit fox?

IA) What additional problems will man have if all kit foxes disappear?

15) What are two other names, given to the kit fox? A-15 WORLD III A HARSH'

30 min. -color

This films is 'very colorful, and generally:easiIo follow.. Teacherguidancd be needed tcireviaw the large number of concepts illustrated. Moat .ot:thenatural. relationships,'except decomposer*, that would he found inany habitat, are included in this illustration of marsh life.

Suggested questions for..cfass discussion:.

1) Is the dragonfly a predator?

2) Can the dragonfly be prey ?." ,For whatind of animal?

3) What are some examples of competition? (for mactea,_for_fo'od4,for apace)

A e. 4) :There is the bullfrog's ear?

5) Why does the big sack forit below the jaw of a frog when it croaks?

6) If there are 200 frogs.in'the pond one year, how many do you expaCt the next year?

7) Where does the dragOnfly lay its eggs? (7 8) Why do people destroyareas like the marsh?

9) How does, a marsh help the area surrounding it?

10) Do all frogs. make the same type Of 'sound?

11) What animal eats dragonfly eggs?

12) In what part of the country was this film photographed?

13) What tYpe of plants are most common in a marsh?

14) 'What are some predator-prey relationships illustrated in the film?

; 15) Are any decomposers illustrated in the film?

16) Name some producers found in, a marsh.

17) How is a frog and duck similar?

18) Vow does a baby duck and baby blackbird differ?

1,9) What eats frogs?

20) Describe thd life cycle of a dragonfly.

21),Nalpe some'special adaptations of' animals that live in a marsh.I 40 22) What kind of food does a duCk find in a marsh?

23) Whai kind of life can be found on the bottom of a marsh?: A-16

24)'' What is larva? .

2) Why do male bullfrogs fightwith each other ?,

16) :W;ttype ' nest dossthe grebe build?

27)'Do,alleggs hatch and survive?

28) What ia necessary in order to have a.marshl'

29) 'Why do the birds` chirp at night?

30) Describe four food chains illuetrated,in'the

31) Diagram alood;weblor alisrsh'similer to.the.orie illUstrated., SUCCESSION FROM SAND DUNES TO 6REST

4 7 A-17 16 H4ne- color :ESE Corp.

A This. film was produced on the south side of Lake MiChigap.wherevaricAlsstages in the change:frbm'eandy beaches to forest areas can be riqwed,,'Factoes bringing about change&lromiOne stage to the next, and the life associated. with each stage,' or type of habitat is: illustrated.

New words and words for disCussion:,

S ecological succession blowouts climax forest pioneer community humus drift'

Suggested questions for discussion:

Why are more complex food webs associated' with a climax coimunity than with a pioneer community?

(4. 2) Does succession ever stop?

3) What is an example of an early pioneer plant?

4) Dees the animallife in the area remain the same when the plant life 'changes?

5) Are decomposersimportant,in determining the rate of change from one stage to

the next? .

6) Would, you expect the same,pattern of succession for all parts:of-the world?

7) What is needed to change from a pioneer to climax community? 1 8) What were the steps in.changingNirom sand t,i orest?:

9) What is *drift?

10) What were some food chains' associated with each stage?

10 What can destroy a climax community?. '

12) From the film,, can you give ei4imples of: prediiors prey,.producera, decomposers, coipetitiontand parasites? 1 1, A -1% PLANT AND ANIMAL COMMUNITIES:ECOLOGICAL SUCCESSION

13 1/2 mink- color- Coronet

Amood'filmhfot-iliuitratiag the natural processes' "involved in, the changing of,-. berren_atea_into a complex community of pianttand.apiiinOls:. post of the .; Aegis is. on land communittes, bUt,ebrief discussion of watit succession is included., Thie film could be used in preparing forthelield trip.Somedis - cussion.of a food' web could also be deVeloped following the viewing.

Neu words and tiorde.for discussion:

biome die-climax organic matter 'succession, climax community' ..humue balanced community

,Suggested questiOns for discussion: / - 1) What determines the types of plants that will liYe in .an area?,

. .2) Whichdevelope- first ln'a.new area - qants or animals?

3) What type, of'plant.movvi into a'barren area first?

4) In whatwavdOes/the burrowing animals help develop an area?

5) .What happens to the bodies of the first.plants andani411thatjive in ari,/

area?. , 4

6) What must there be a,lot of before a compleecommun can develop?. ,

. . 7) Arrange the following in the normal sequence'they wuld,follos$ if noAtup- 1)&163 occurred:- mosses; weede,,conifera,lichens, ast gkoWingtrees, deci- duouetteea.

8) Whax type of things altersethe natural changes OCCUT ing in a coMmunity?

9) Does man's actions ever conflidt with' natures processes? Givasome examples.

10)' UhatAcind of life first sppears.in a new body "of water?

.111 Mat type of community was' Kaneas fore ii was settled:by ,pioaeirelv . 12) HoW much'raintell, is ,needed per year in order for plants larger, than grass, to' grow? /

13) What .determinee't e type of Liu community for any area? A-19 LAKiS: AGING AID POLLUTION

4'7, 15 min. - color - Centron

. A pood film forAealing with the structure of a lake, the organisms within a. lake, the interactions bWeen organisms, and howjaan is changing the rate of aging oL lakes.:Jt very interesting film that keeps the vocabulary leVel sim- ple; There is:,adiagram on pond succOssion (Appendix B) and an article on Aging of Lakes (Appendix D)' that t:very hell' with this film.

deli words and words for discussions

minerals habitats communities organisms algae

__Suggested_Auestions for-discussion:

1) What is a lake and how are they formed?

2) Does the life in different lakes differ? 0 tl 3)How large are most of the organisms.that, are found in water?

. 4) What part of a lake contains plants with roots?

5) What plant nrovides most of the food for lake animals?

6) Why do some kinds of animals live only in certain parts of a lake?.

7) Name two basic needs of the animals living in a lake.-

8) Describe some adaptations that allow animals and plants to live in a'certain depth or.habitat.

9) Diagram some. food chains that are Illustrated in the film.

10) How does an old lake differ from a young lake?

e 11) Where do the minerals' 'cone from that are found in an old lake

12) What happens to lake plants and animals when they die?

13) What causes some water to appear green?

14) What uses. the oxygen in an old lake?

15) What is formed whena'lake Meet

16) How has.Man influenced the rate of aging?

17) 1km, does man use water?"

18) Why is our need for water increasing?

19) Why is the water from a young lake better for man's lanes?

;0 ,Sketch the stages a lake goes through during its life cycle.,

= 21) Liet0:to the fishing repent' for theKansas lakes.and see if same kinds '. of fish are'being caught in all the lakea?Which are old lakes and which are neWilakes? PU11GI

15 Min. - color EBE Corp.'

A good film to illustrate the variety of plants thatare included in the fungi , group. The film uses several specific plant names and is somewhatTtechnical in Plates, but this doed dot interfere with the students gaining a good general understanding of the fungi grod0. 'Jell Oorth viewing either before or follow- 'Ing the field trip, Some experiments are included that could be-performed in the classroom. You will need to emphasize the decomposing role of the fUnEi.,

New words and words for discussion:

spores parasites saprophytes organic enzymes antibiotics penicillin hyphae

Suggested questions for discussion:

1) What are some ways fungi differs fro/ green plantS?

2) Why is the fungi group called simple plants?

3) What are some examples of fungi plants?

4) How are fungi plants helpful -zo man?

5) Why are fungi called dependent plants?

6) What are some problems fungi causes man?

7) Does fungi need sunlight in order to live?

8) What kind of conditions do spores need before they will grow?

9) What do bakers put in bread to stop mold from growing?

.10) Is'the decay caused by fungi always bad?

11) Give some examples of how fungi interact with other organisms.

12) Give some examples of how fungi are adapted to protect themselves.

13) Do all fungi have a definite pattern and shape?,

14) Can the fungi group be called decomposers? Uhy? A-21 LIFE IN THE OCEAN

17 min. - color is red tone Film Assoc.

The filmsurveys. some types of ocean plants and several types of ocean animals illustrating -how they.-are adapted to survive in that portion of theocean they are found. Emphasii is placed:on-Mobtlitfi.OkotehtiOn, and food gathering struc- ture. FairlVegood'for showing the:vitribty. of animals that exist in the ()keen.'

Suggested questions for discussion:

1) What are diatoms? This would be a good topic-for some research.

2) Where will plants.needing sunlight be found within the ocean?

.3) What is an oceanatiuM?

4) Do all animals move or are some attached to rocks and other things?

5) How do some ocean animate protectthemselves?

6) *What special. protection does the crab'have?

7) Do all fish have a backbone?

8)"Whatis different aboutthe bray a fish and.a,tuktle getair?

9) Can animals with lungs stay under water:ae.long as those with gills?

4110 10) Are all ocean animals fish?

11) Describe sore ways ocean animals vary.

12) Row is a sea horse and monkey alike? A-22

ANMAL TRACKS AND SIGNS

11 min. - color- ESE Corp.

The story is portrayed by two elementaryage children,,c0ood for showing how by careful observing of antmals,signs,one can determine which animals hay.: been in'` an area without ever seeing them. Illustrates the the use of.mud for duplicating 'animal tracks.

new words and words for discussion:

nocturnal prey predator

Suggested questions for discussion:

1) uhy are some animals called nocturnal naimale'

2) name several signs that can be used to tell animals have been in an area.

3) Diagram the food chains that are illustrated in the film.

4) What are some examples of animals depending on plants?

5) Where can animalsigns and tracks be found?

6) Are there any animals with special ldaptations shown?

Follow -up activities:

Have some students collect some mud tracks.Cast plaster of Paris tracks from the mud tracks.. Write stories based on the tracks they find.

f A-23 WHY PLAHTS.GumWHERE THEYix)

11 min. - color - Coronet

A very good filt*deeling with plants that have adapted to live in a woodedarea, a grassland' area; a desert area, and water,: A good discussion of how plants have adjusted to the climatic conditions in each habitat. Gives illustrations on establishing a terrarium for eacharea. This would be a 'good film to show before Or just after the field trip.

Suggeited questions for disCussion:

1) Mane some of,the things plants need in order to live.

2) What,adaptation do grassland plants have that help them withstand wind?

3) Do plants.affect the climate where they are growing? If 136, how?

4) How do grassland plants differ from woodland plants?

5) Do all plants grow in thesoil?

6) Do all plants need sunlight?

7) Describe two adaptations of desert plants that help them conserve water. .

8) Uhy do desert plants not grow close together?

9) .Mere do water plants.obtain air?

10) Briefly describe the conditions (climate and plants) for each of the following:

Woddland, grassland, pond, and desert, .

11) Do'all plants need the same amount of each of L-he basic materials (carbon dioxide, sunlight, and-water)?

`12) .bAindividual plants adapt in order to live in an area or do they live in the area because through many thousands of years their species has developed the needed traits to survive in that type of environment. A-24 HOU NATURE PROTECTS ANIMALS

'11 min.- color EBE Corp. ,

Shows ways animals are adapted to survive in their habitat, Gives some good illustrations of protection through hiding, fleeing, and diecouragAng attacks. A,few words are used that.Ykli need teacher explanation:

Suggested questions for discussions'

. 1) That adaptations do those species likesowbugs have that allow them to sUr vive the longest?;-

'2) Describe some adaptations that help other animals survive.

3) Phat are the.three major ways animals have to escape thel,r enemies? ;

4) What are some examples of camouflage?

ti 5) How do most larger grassland animals escape?..

6) t!hat are some examples of.khow insects escape their enemies?

, . 7) Mat could be the effeCt if all animals lived a complete life?.

8) If there were no predators, could therebe any animals, other than herbivores? ,

9) Ia it the weaker or stronget animals that tend to be captured?.,

10) tlhat are some of the oldest living species?

11) How does man protect himself? A-25 U1 AT ECOLOGISTS DO

15 min. - co1ar-Ceptron Ed. Films J Illustrates metgodbused by ecologists in studying wildlife populations and the type of information they collect. Very simply explained and well illustrated.

Suggested questions for dfsdussion:

1) Ilhy are theie very few bald eagles present today? 4

. 2), Mat organisms are involVed in the bald eagle chain?

3) uhyis the poison Stronger in the baldeagle than in the fie)?

4) Uhat is ecology all about?

5) Illat is an ecologist?

6) :That type of informatton do ecologists need to know?

7) uhy is it that ecologists cannot collect all the organisms in a given area for studying?:

8) Now do ecologists determine the number of organisms in an area?

9),. Describe some of the ways used,to sample populations.

10' How can one determine how old a tree is?

11) Do ecologists kill all the animals they study?

12) Illy do ecologists raise aniMals and plants in laboratiortes?

13) !Mat' type of information do ecologists gain by reading books?'

14) Are the ecologists concerned with the non-living things in the environment? 'my?

15) 'that organism has the greatest influence on ,the'environment?

16) 17hOt is pollution?

17) Do the Same organisms liveinipolluted water as live in non-polluted water?

. t ,(40#it HAietiali)

;iii,b41,410i0d%t4:00140i transparencies_ fei:4t4dent'hsndeuti

boar4:40#1.04.:3-,:--, _ . ,.

4 Otiti light and,Greea,Pieatoliiterti4ititki 4 I

fop4 gei Interigtion'U1010*.41040 ,

tilint,. and Animal keletioaei40../°, :. . 0 .. .0 . , , 4 a.0- 4_-,

; ,

,poF Uflp ,Witb,,,,Q0d ',W

. . ,

Iced:Chain in Watei,. . . .- . So I 4 . . i 14 1 . .B.1.i'.

MAtter:CyCie /11t4trati4s P," 7

Water. Cycle ) a .B!8

An'Enorgy Chain . ... . 4 0 , 4 B.9

a n d O r e o i d ofcjiatter era ...... 8 46 4deptaiiea Diaitratie

remelt(' Life CiOjead 9.4 B.45,

tHe ,./110A414:414itil , 7 r-

; topulation,Cycle. . 8.48 _ 4 Factors controlling a Population 0-19 IA - -_ . Cariiing Capapity.-of flabitas,...... , * il 0 B-20 7-

1 Pond Succession' B-21

fi ,, ALAI Virgin Porest.Change.tiver--100-Tsars- 4 0-22

6

qtr R f_

,

L B4 SUNLIGHT and GREEN PLANT INTERACTION, rr

What does a plant need to grow?

What does a plant produce?

Nommen. ~Mak/.&4.0111. FOOD.OXYGEN INTERACTION WITHIN ANIMALS

^r.

Where does the animal get tie oxygen?

Whet makes the animal's food?

How do an use energy?

Note:This occurs within the an coils. -',MIENNI101,1rMermia FOOD -CHAIN IN WATER BACTERIA 41:::) MOLDS . GAMEYOUNGF 1SH LAKE WEEDS 01/ .0" PHYTO PLANKTON . ZOO. PLANKTON 8.6 FOCO CHAIN ON -LAND `1 isT ORD CARN i'VORtS SECOND ORDER CARSiVORES 4. CARNIVORE SCAVEN'ERS SOIL NUTRIENTS MATTER CYCLE ILLUSTRATION N_ B-7. 9000\ ,tbs.Waste Returns 1,000 Pounds- 900 lbs.-waste so; I to -Mouse 100 Pounds 1 4 I. Snake ' gb waste Hawk` 10 Pounds waste9 lbs. 1 Pound woosmsonameNSINImo Flak, dies Note:. The waste from each step includes mater *Usti as the parts, not 6 .eaten,but and passed the material through: consumed the consumer. WATER CYCLE andgroundwaterevoporetion plant surfaces,surfaces, leaves. from ' a. a s y 1r 'It) it 45.41100111031101111011a1MVia~.10100111166111mr"be 140011111111MIIMASPEISOMOP --f. -7.64!-'100.. Awatil '.4./.0AP*04WWIftrimme6111~1641014~gffps84*~,111ftena1110,- -rAIMPilkamrK AN ,ENERGYCHNiN

';PRODUPER

HERBIVORE

FIRST ORDERCARNIVORE.

'''SECOND ORDER CARNIVORE

TOP CARNIVORE

= ENERGYLOST AT EACH LEVEL, PRIMARILY AS HEAT PYRAMID OF MATTER AND NUMBERS NUMEROUS LEAST, B-J Consume Top ;4 //1\ // /T\ CONSUMERS CA RN 1 VORES 0 .44.\ \ 0 o 0c- 0 * o 0 0 00 00 ci0 oo poft,0 0 000000 0 0, o OOCC7°O.c,0 \t,2 0\\.\\Xtt op do poo 0 0 c)000 00000 0 00 0 0 0 1.St Consumer '0 o0002 uo 0 0 00 00,017 oid OA -%%40 00 -00v\0. 0 0 0° o HERBIVORES NUMEROUS MOST PRODUCERS t 1 N N. \ \ % . " '4. $4 lk 1. t t N. 4: ' ' \ t%% Green 11, %\\ I ants N.% VII %N.4.%1 Note: 1)- In any food chainithere are fewer top .level consumers3)2) TheThisthan matter illustrationproduceft.. removed fromis not the proportional one-tenth'Food chain the isat sizereturnedeach of Pevel the .to oneshould soi below I be it..about 0.`44 , N,%, NI. \l1 %1. by decomposers. 'in AD:APTATION

Rh teacher reference whe using theAbird feet diagram.

. , . . 1 Leg and foot of ,a wale !gird that fedds.by wading in shallow water and shoreline oreas. Poonot adaptea for swimming. 0 . V 2. Leg and foot of grassland bird. liany forest birds' have eimilar feet. Toe' nails tend.to be developed for digging among ground.litter. Some of the, perching birds have-twa toes'forward and two backward fat grasping tree limbs or bark- -the woodpecker forexample. .

-3. Foot of a predatory bird.'The foot is very muscular-and has well-developed 'claws for holding prey. The claws are also very sharp and adapted for 0 tearing material apart.

A. Foot of a, bird living in anon covered .region. Note, ,the feathers are used to help support the weight as well as keep the foot warm.

5. Foot of a water bi,rd. Note the web between thetoes. When toes are spread, the foot acts as a paddle or oar. 1 ADAPTATION . 8112

WHAT TYPE Or ;AREA ORIZABATAT,WOULD ,YOU EXPECT TO 'FIND .A 8 VD

WITH EACH OF THE FOLLOW I NG :TYPE OF 'FEET? AuAPTATION g -13`

Foreteacher-reference when using thebird beak diagrams.

1: Beak ,of d ,predatory bird. Notethe hooked.end'used for grasping, and the apparent strength of the beak.

2. Beak of insect andgrain eater. llota highly specialized beak. This bird beak is used for eatingonly those foods requiring little or no bredking before swallowing.

3.= . Beak of a grain eating bird. Note the short, stout structure. Well adapted for (cracking o various` grains.

4. Beak of a nectareating bird. Uote the long, tubelike structure. Adapted for reaching into'large flowers. Nectar is sucked.Up through the beak. / . 5. Beak used nearly thesame as number three.

.

6: . Beak used for drilling into wood. The beak is sharp,pointeCetout, and 3, reasona6ly long for reachinginsects and larva under tree bark.

7. Large fishing bird beak. Adapted for capturing and colleeting:larger fish. Beak opens wide and fish can be collected inthe PouCh under the beak.. * Beak of feeding water-bird. Beak is wide and used as a shovel. When the m uth closes, excesswater squirts'out the sides, then food can- .be swallowed.

6

S :4 ADAPTATION: 8..14

WHAT KING OF FOOD DO THINK A BIRO WITH EACH OF THESTYPES OF

BILL WOULD EAT?

4.

C ons .forParasite L (See B-16 and 8-17)

The Beef Tapeworm-

. 1) Aim many hosts doeS the, beefrapeworM dep a on? (man and beef) 2)').1OW'ean we control the.beelf.frapef4orm? ( roperly'disposing oil human

waste; properly cooking the beefwe eat) ri What-harmdoes the beef tapeworm cause? ices part of man's food' supply; can, in extreme cases, block the int ine; can-weilken the cattle if highly-infected)

The Sheep Llve'r Fluke-

, ,, St 1) How many hosts does'the f.heep liver.fluke dependon? (sheep, snail,

and waore plants) . 0 2). How can we control the sheep liver flake? (do not let sheep excrete body waste into the wAter.supplyremove the snails from the water. supply, remove the plants from the water supply)

The Dog Tapeworm

1) How many hosts does the dog tapeworm depend on? (dog and flea's) 2) How can we control the dog tapeworm? (keep thefleas away frOm the

dog he he will not be nipping at and eating thefleas) '', 3) How can man keep from getting the clog tapeworma (eliminate 'fleas around the cats and doge) 4) Is the flea a host orta parasite? (O, flea isahost the tapeWorm and a parasite to the dog)

How many hoste-ddes the ,hookworm depend on? (span' and vegetation) -2) How can we control thehookworth? ,(propar disposal of body waste, wear clothes and shoes to prevent the young hoodwerm.frcSattaphing) 3)° Would you' expect hookworm in northern,UnitedStatas?' (no, the-eggs would freeze durIne the winter) P'ar e L c. I es. 8-16

THE 6EEF.TAPSWORM

flan eat'S)begf .- The eggs hatch and travel from containing the. tapeworm 4,the intestine to.dowla-muscles

.# '

The tapeworm hooks Cattle eat'grass on which Ito the intestine the eggs are located A

The young talleuPrm Eggs pass out of'the body starts produCing eggs > with waste

THE SHECV L I VER FLUKE 4

_The adult,fluke lives t

-in heev.s, ,all bladder. .

t 1 Fluke eggs pass from the After being eaten .by the sheep, gall bladder to the the flukes bore through the intestine, and out of intestine and travel to the liver the body with waste and then into the gall bladder

7 If the eggssirelocated in Sheep eat water plants water they hatch Containing the flukes

The young, fluke entgra a After'inoreasin in number, snail's body and increases the flukes leave the-snail in'number and attached r

4

e. . d ' 4 arasi te L Gyc Ps B -17

i

THE. DOG TAPEWORM 4

The adult tapeworm ti lives"' in, the dog's intestine a*I producedogga If min is licked by a dog that has just nipped at a flea,man can become Tapeworm egg pass infected by the tapeworm out of the dOg.' with waste'

0 4 Fleas eat-the eggs. and, Dogs eat the fleas the eggs hatch /7 -containing the young inside the,fleas tapeworms

4 e

THE HOOKWORM

Adult hook worms liVe The young' hookworm As., .in the intestines coubhed up and swaXlowed I.

V Eggs paps out of ehe The younghookwbrm twims in body with waste the'blood to the lungs, then burrows tilt() the airspace. ti \v/ -Eggshatch on the The young hookworm aitacbes ground ,to the skin and burrowa'into a blood vessel HIGH POPULATION-CYCLE- B 18 EMMIGRATT04------PREDATORS "DENS ' t FEW DISEASES GOOCr+IAB I TAT 'DISEASE; STORMS ITY\ IMMIGRATION .111.11111,1111 41? Obi:ICI-JrPA RAS, I TES - .0. : -' ,. - COMPTJ.T ION ' FEW \O '%.-,:- ..--., iRIJSES PREDATORS - r r FactorsNote-v----: on...-the-fpjling-porTtl'orls!76-f-on the, curve cause' a decrease poklon-of theTIME curve cause an increase in a popuIatIon.:in'apopulation- _- FACTORS CONTROLLING A POPULATIO14

,MOrtatity aEmigrationissigratiori birth deatha:soving.. moving out Into of the Area- the area , 'B-20t' 0- MANY CARRYING CAPACITY OF HABI(TAT NUMBER -! AN1IMALS /- OF FEW SIDR:NG WINTER Note: Thoseulationgame arrivalsbag and limits the that winterare normally based carrying ondie the withincapacity difference a year. of theln thehabitat. summer pop- SUMMER FALL The wildlife EARLY POND SUCCESSION 3-2,1 ;:f11-` 111.111rIptif" All.110110104114014.41111Pill. ,r 42.?1,t14v4 4 "14 y It% ..A

Xitir AA" LATE ETA PARENT SOIL SEDGE MAT %ow ORGANIC MAT -arla VIRGIN FOREST Change over 100 years C11.

APPEIfl)IX C

Student Study Guides and Handouts

The following guide sheets and handoutsare provided sisamplee for directing students':attention during various activities: Teachers should feel free, to modify the material included inany way they feel would be helpful. Student copies can be made from the sheets by using ThermAl Spirit Masters. °r

1 Organism Study Sheet, `(for use before doing the food web exercise) C- 2

Food Web Stories and Pictures (for use following the food web exercise) C- 3

Bound Observation sheet

(for use on the schoolground or local park): . . oo o , .C- 8

Student Observation Sheet

(for use on the schoolground or local park) 9 .0"16

Property Bingo (for use on,the schooltropnd) C-11

Quadrat Study Recording Sheet 6 '. (for use on the school grOund or local park). . -.---._ Cz12

Plant Observation Chart . ,

(for use in the classroom) , ,C,-131

Animal ObbervaZIteChart (for use in _the classroom) . .. C-14

.. Personal Data Sheet -,, 0,.,,.4,,- ,,,,. , (for use in theclassr6m). . ))', ,J. r ) .i Graph Paper t a i , .(for use .With personalAata Oleg_ '-' '

. . . -. . and popula'tion graphing). ..A ., 0000000 o . 0; 6 , , , 1 C-2

olIGNIsaSTDDY SHEET

DATE

Name of plant or animal (organism)

1) Where does the plantor animal live? (grassland, forest, ocean, lake, rivers, desert, etc.)

In what,countries or parts of the world.can it be found?

3),' What kinds of food does iteat, or how does it produce food? a -

% 4) .Where does it find its food (on trees, underground, in the water),or what ,does neetin.order to make food?

How does it protect itself?

Hoer does itLove,if it doeO

7) Does it affect other organisms?, If so, .how?

3) Does man use this organism? If ao, hoW?

^-

Does man's activities or use of the envirOnment.affect this organism?- /

10) What are some unique.things About this organism?

11) , Pow many new organisms can!ime adult produce? C-3

FOOD WEB STORIES.

1 Some evening you Will hear the lovely wArd call of thegereech\owl in that tree by t,he garden wall. Encourage him and his mate to stay about.'. They will sometimes makeli home in a bird box. Screech owls (Waometintesseat-birds,-but

for the mostart, their dietls insects, miceind other pesky animals. Many . O pepple think'the screech owl is especially.worthy of our protection.

2) Mostepraying mantis species .lame'to us from Europe or the Orient, but they thrive here and ahould.haVe many gerdener.friends. A savagely carnivorous insect, the praying mantis lives on grasehoppers and other insect. So val- uable as an insect control is,the mantis that its eggs are collected and sold

to establish colonies in'garden plots. '

3) Another commercially prominent insect lathe lady-bug or,lady-beetle. On the Pacific COast, lady- -bugs are collected in vast numbers anddistributed to crop areas at the gate of 30,000 lady-bugs 'tor each ten acre tract. This is about. one'and one.fourth pouuds of beetles, Which does not seem like much. However, most kinds Of lady-bugs live exclusinely on such pests as' plant lice', aspara- - pus and potato beetles, grape-robt worms, bean thrips, alfalfa weevils and chinch bugs. There are about 100 Species or lady-bUg in the United States, Most of which are b'eneficial.,)lowever, a cousin acress the Mexican border is a serious leafeatOg-pest.

4) Higher up the ladder 'is the salamander - a good friend to.youe garden for his food is largely slugs,, snails, worms,.and other' destructive creatures'. Have no patience with those who claim that the salamander is'poisonaus in this country and should be. exterminated..

5) -Encourage the toads too. The gardener has no better friend! They live on such things as cut worms, potato beetles, chinch bugs, ants and slugs - unfortun- ately, sometimes on the helpful earthworM butother virtues outweigh this. .

6) And don't misunderstand the skunk. Unless you disturb him he will keep out of your way, and .he is "extremelyuseful.in-the garden.More than 40 percent of skunk's food consists of insects (potato beetles, hop miners; and grubs). Re is also fondof nice,'turtle eggs,carricin, and other waste. When deodorized, skunks make intelligent and playful pets. But don't leave the hen hense door open at night, ,e vr Many people shudder at the name of snakes. But-from the landoi r s standpoint, there are a great many highly valuable speciea that are harmless and like to live in places such as 'your garden wall and prey on.insectvand rodents. .Areerni

' and Black snakes are both helpful and harmless.Milk snakes.are particularly useful in rodent control, and although hariless, are sometimes mistaken for a Copperhead. They do not seek cow-barns for the purpose of filching milk, but becausethey can usually find rats and mice around the feedins.

Red-wing-blackbirds will be here'by'..Tute'and as mucb:as one-fourth of their diet may be weevils.- Red-wings are "valuable birds in spite of their reputation." While 74 percent of their food vonsists of vegetable matter,fflost of this is ragweed, emartweed, and other weed seeds. Only. an eighth of the red-wing's total food consumption is valuable grain, the balance,being noxious seeds and insects. C -4

) In the barberry hedge or the forsythia planting nests the shy brown thrasher. This lovely cousin of.the catbird and the flecking bird is sometimes called the 1 nocking-fiirdof the Worth, and his been said on occasion to sing all dby in spite of the rain. Pe still finds time though to cut down ruthlessly on caters pillars, BrseehoPPera; bugs,and beetles. While the thrasher has an unfortun- ate taste for berries> grapes, and currants, most folks think his goOdpoints outweigh the bud. A 10) All diy on seeninglytireless wings> swallows and martins patrol the air for flying insects. Flies of varioue kinds formsome °40. percent of the barn

, swallows' diet, but in one instance around "1,000 leaf hoppers were found in a single swallow's crop. What a bird he wast twallows and martin gregar- vi.ous, and nothing in your garden can bemorecharming nor usefulrhan.a martin ouse. >

, ...... 11) here on the fence post sits the nea4owlark- n?body with quite that same Pharn. Besides his lovelyeong> hehas.an endearing wa'Y'With crickets. and graashoppers. They form 25 percent of his foOd. One bird's stomach contained parts of 37 grasshoppers. Ileadoplarks also have a weakness for your cutworms and white grubs. '''''

. . .\> 12). Sone animals, such as fodentao deerocattle, andcNita, rtain insects, arestrictly: plant eaters. Others, such as the raccoon, that fe ais on wild berried and alsocatches c*ayfish in the creek,: feedupon both plant and anillaltmatter.

Other anlnals,, the ones we call "predatore,'- feed'alMost entirely on' other anithals.4, The' . eats tie. rabbit that eats the clover. Theowldines on.the rouse, that eats,the grain. This food relationship idcallea a "food chain."

.(/ PICTURES FOR USE, WITHFOOD WEB STORIES C$ 'PICTURES FOR USE 11111-1 FLOOD WEB QNIESEI.Cor4;01; C.6

. 40.. /)., . .. , e , rev. eaVsen° le t *AP 0*eV , tvtr , al 4kr ,=ik

,, .., ALGAE Y,,,,, F ISH . TAWNA (PLANTS) c TURTLE

IS '''.:

,

PRAYING MANTIS KING FISHER FROG WATER SNAKE

.

'1011111P

,aium:0010"

, c ,HERON DRAGONFLY MUSKRAT POND WEEDS

\ 1111 t 1 4 _ .

w

CRAWFISH BALD EAGLE DUCK , PEOPLE

WATER , - .., . LILIES, .

a....

t. s . -Ntir ., . , .,

MOSQUITO ,, WILLOW ARROW HEADS CATTA._ ILS PlaTURESFOR USE WIT:I-FF60D WEBST RIE cont.o4

.

, . .

P ,it . ,--, .

CK RAtiB Ii' 8 I _ N HAWK-, = GRA,i :.:,10PPER = ' ,

;401144111101* . 0,i' lb .. 16. .006. AI 'At'.

l ' PRONGtO , HORNED TOAD ,. SNAKE . HORNEDANTELOPE COLLARED LIZA 1 LIZARD:

, 7

dm: , , r

.. / . , , .,

'PRA IR le DOG titiNG BEETLE,. °, pAppeR..; FOX . ..

' .. 1, ".4..Oir *. kNit*.p 'e .4, , *I, VT a

. ... ,BUTTERFLY .. SUNFLOWER CLOVER BUFFALO GRASS

. , .. , 1 e I ..fr::4i,f IA fy . . I ' : i A, 3 tf4?

Aidirl.. 46

...... , ., 1 1 "., 4 - ..-j. , . , LITTLE-- 7 8MERFLY- WEED 'OA/SY 'OWE 'STEM- sop!) OBSERVATION SpEET C-8

DATE

1. Vow many diffetipt man-made sounds ,doyou hear?. ft- What do you tlhfnk is peOaucing the MaP-made sounds?

3. Pow many different sounds doyou hear that ate made by nature? (not man-made)

, 4: Are any of the natural sounds made by living organitms?What are the organists producing the sound? 4,

. 5. Are any of the natural sounds mde by,non - living things ?' That are the pon- living,things producing, the sounds? , :

. Mere were the loud sounds comingffrom?

IThere were the soft sounds toting from?

3. Did any of the sounds-have rhythm or produce 'sound patterns?

. 9. Did,you see anything that you could not hear a sound coming'from?

10. Sketch the pattern of several sounds,. using a line :dots or dashes. Below are

three examples of sound patterns. ..

. # -Example l'.' A.constant sound that varies from soft to loud to a medium volume.

z. o

o .0 ,,, ,soft li5;14-: medium

timc.

'The line represNits the sound. A

Example 2. A'soundlike hammering, all sound the same loudness.

Ap2

ro 'e.. I 'ae 0 r-I

pie . Sounds that last short perpds, but then repeat, sate loudness:

0\

-time' ti 4,

, U se the followinp, spaces, tp sketb iound16,ou.hear. Vse'dotss dashes, and linesin, any combinations You need to illu trateth'e sounds yc4. hear. Bsswre.to!go higher or lower .on your sketch to Must ate loudneSs. How.Mity different patterns can yOu illustrate? A%

Sample 1. I plint do. you think made thiS sound ?. Ne A,.

O rt tag >

<( Sample 2. That do you think made this sound?

11

ro

ime

Sample 3. What do you thtnk made this sound? A

A

1+

, .Sample 4. What do you think made -this sound?

va

Mat do you think made this sound? STUUENT PESERVATION SIIErT C-1,0

Use for short trips around school ground

11. 0 DATE >.

Conditions That Chew ,Fa ctors -That Are Always Present With The Seasons Regardless Of The Season.

sA EX le Seed Germination 'Example;' Air

.

*j

,....1.111,.

Retord one observational example for each

9 Smell Adaptation ( Sound c' Interaction

s Rea `Chan 1e

TaSte Patterns

Predator P604 :Chain

Prey Producer

Scavenger Consumers

Competition

4 Evidencelof DecompOsing,

0 o. t

ti ti

, PROPERTY BIZIGO CARD

**v..-.-. , . , 7

4 / . ., Smooth' Yellow Fuzzy Uard TransP:ZWt .

. , .-..-.. ., . , . , . . . Flat. .tiet- . Rough Sharp . o , . ,. ,,,, ._,i. ' .. 4 , A I .: y 1 la nPlaCi e Green Rectangular :Sticky' OpSque, , ',;--

. . . m.. c .

t.K. 'Smelly Dry Bendabie Soft ...Juicy

F : _. , ; . . .

, . I .

1. C,

'Porous Red Oval , Stiff Metallic 4.

.

; A

_ e4 QUADRAT, STUDY RECORDING SHEET C-12

HAKE DATE

Location: Under a tree Open area . Next to a hush Next to building (u) (S) (E) (W) Side of building School Ground "1 Park roadside Stream bank . Other description

Weather: Sunny Cloudy Partly cloudy Rainy Sultry Pot Cool Warm Cold Windy Sli0t breeze

Shad; Part of day Host of day All of day None What causes the shade?

-Slope: Steep Slight Plat Direction of Slope

.

Soil. ,Nard : Soft Dry Moist Wet Soil warmer

, than. air :- Soil cooler than air Same temperature

.Groutd toyer: Type of decaying matter Rocky Sandy decaying ground cover: Thtclk Thin

Plania: Description -,...-----

Example: 20 soft` heaves 12' tallround stem 1i ht Keen color

Animals: , Number DescriptIlm

Example: 3 hard shell . six lei , hicp _legs lgng and wf th claws

.\

Signs of animals not seen: &tan le; A bi: saw .Pint with five toes. Animal

Waste,: rn ,.. (Usethe back of this sheet if more space is needed) PLANT OBSERVATION CFAZT ANIHAL OBSERVATION CHART EINE11111111111111111111111N Color LegsNo. ToesNo. BodyCovering ProtectiveStructureS' atheringoodtructures- Tail Other Characteristics .111111111.11111111 rrc:. C -15

'PERSONAL DATA SHEET

1. Height (to nearest inch)

'2, eight (to nearest pound)

3. Firmer length, index firmer (nearest 1/4 inch)

4. Vandspan (nearest 1/2 inch)

5. Eye level (to nearest inch)

6. Long walking pace (to nearest inch)

7. Arm length, finders to shoulder (to nearest Inch) '

8. Foot length, with shoes (to nearest inch)

'9. Fingers to fingers distance, arms outstretched (to nearest

10. Reach (height of fingers frOm floor when on tip toes) (to nearest inch)

X11, Eye color (circle the answer) blue, greenhazel, brown, ray

12. 'Pair color (circle the answer) black, brown red, blonde/

13. Circuferance of wafst (to'nesrest inch) 7 . C-16 .11....

G

k D-1

APPENDIX D

Short Stories

The following short articles,canbe'Usd either as'resding for individual students, or for the entire class.

Claparoom sets can be borrmed fromthe projtt office.

All the articles describe waysman has changed various environmental conditions.

Th.e Life and Death of a.Lake

Mien Animalo Turn Invaders D57'

New Central American Caiial-, Threat to Life 1/: D-9

Sticking Out Our Necks :0-13

WolVes of Isle Royale D-16 THE LIFE AND DEATH OF A LAKE* D-2

t. By James Silvan

. s , // Our growing population And increasingly technological society produce more anc more waste material. Most of it ends up in the air'or in water. Thisspollut on threatens us and most other living creatures, including lakes. Lakes? Yes! For in a.sense, lakes are living organisms. They have life cycles. They are created, they nature, and they die.

, Lakes may arise when water is trapped in,depressions formed in the shifting surface of the Earth. Such lakes are often long and narrow. Stratified rock can ofte seen rearing up at an angle along one shore.

But not' all, long, narrow lakes arise thisway., The,famed Finger Lakes of ew York State wexe created (along with.the Great Lakes and many others), by-the action of glaciers. As the huge ice masses moved across the continents, thu ice scooped out large hollows. When the hollows filled with water as the ice disappeared, glacial

lakes formed. .

A lake begins to mature when it is inVaded byplants growing'around it.The plants on the edge die, T;1177Ver, and decay. -They .becoMe part of the soil; which builds up higher and higher*. As this process continues, the'shoreline'gradually moveg out into what was'previously deep water. that had been a marshy boundary, of thelake 'becomes dry land.

In time, the entire lake is filled 'in. Often it becomes neadow. land. Then hushes and finally, trees become established where the water, once was. When that happens, only a skilled geological detective is likely to know that,a lake.wad ever there.

. Some lakes are short-lived. Others last for thousands of years.-:In general, deep clear-water lakes that contain little nutrient material remain long after other lakei have disappearedicamples of lakes poer in nutrients (oligotrophic lakes, , from the Greek words Meaning "little' and "nourishment") are the sparkling Lake Tahoe in California and Nevada, and the Finger Lakes in New York.

lakes rich in nutrients (eutrophic, or "Well-fed," lakes) are fairly common.. One example is Lake Mendota in Wisconsin. Such a "well-fed" condition sometimes repre- sents the "old age" of.a formerly=oligotrophic lake. The clear water May be,gradu- ally enriched by soil that erodes and washes into the lake..Tbessoil minerals then support a rich`growth of algae and other water plants,. just as well-fertilizeclaoil leads to the groWt4 of an abundance of plants in a field. The prowth-of aquatie, and semiaquatic planid eventually leads to the lake's drying.up,fts Soil builds up around its edges.

Under natural conditions, a lake is.likely to remain cleat and 'young" for many centuries. But what happens when the wastes of great cities are emptiedintoa lake (or into a river that flows into the lake)? ,If=human wastes are used SO. agriculturallertilizers in fields (a Common practice in, many parts, of the world), the'fields are often made highly productive: Similarly, if human wastes are

, emptied into a lake,the lake becomes highly productive. '

*Science' World,' Oetober 25, 1968, pages 12-14. D-3

ALGAE 'CROP"

In this Case, the 'crop" consists of algae. As a result of the bountiful growth of microscopic'single-celled algae, the water,usually turns green, yellow, or blue= preen. Pairlike strandsof filamentous algee'(such,es the familiar Spirogyra) may appear in such abundarice that the shallow water near shore turns into a mass of , blimy ,green.'

, The algae on the Surface of the water cut off the light from those plants only 'a few inchesbelOW them. Without light, plants die, and soon these shaded algae be- gin to rot andsink.The deCey process uses up much of the oxygen in the water.

Result; ,Fish, and many of the insects, crustaceans, and other creatures that thrive in clear-water lakes disappear. They are replaced by a few species,of Worms and other invertebrates that require little okygen..kbiologiat can often estimate a lake's degree of contamination (and resulting lack Ofoxygen) Merely from noting what animals he finds in the water.

Even large bodies of water can,beAged"by overwhelming pollution. For evidence, look at the Greattlakes. These huge lakes (which, together, make up the largest body'of fresh water on Earth) probably remainedimore or less unchanged for about 7,000,years. 'Yet during the past 40 years, greWing human poPulatiens have dumped so much Waste.material into thp lakeS that marked changes havebeeti,noted.fishing ¶?as declined in all of the Great takei during this periodand many kinds,of fish have virtually disappeared from lake waters.- .

About 1925, the.once'abundant'lakeherring decreased. .It wareplaced by the ,whitefish,'which in turn disappeared; to be replaced:about 1039-by the walleye and perch. 'About 1953, the walleye declined, leaving fish such as,perch, carp, and eelsspeciea that can survive low concentrations of oxygen;-at least' until they can reach,Oater.that contains more oxygen,

Thered blood'celli of these lew7Oxygen-tOlerant fish often'have a special kind of hemoglobin,. This Oxygen-capturing red'pigment picks up'okygerlAissolved in the'' Water that circulates through the gills of the fish. In fish that can tolerate water with little oxygeh, the hemoglobin picks up oxygen about hine.times'as readily at; does the hemoglobin: if other fish. 'Another, characteristic of these

fish is thatthey seem able t.cOpe'oxygen from the aiv' atered in their swim . bladders. (taot all fish hiveekygen-in-their swim. bladders. to some. species, the swim bladder, is filled with almost!pure.nitrogen.).

Lake Superior, northernmost of the Great takes* is the least polluted.Lake Erie is the most polluted. Erie id eshallowlake,aod several large citiee-and large industriesdurdp wastes into it. Once it was a great commercial fishing lake. ,Its catcheiswere equal to half the, total catch of all the Great Lakes. But no more. Bedauae it is shallow, and relatively small. as wail, it 1.0 especially sensitive to

contamination. .

Once-popular Lake Erie bathing ieaChes. are now covered with' Masses of emellyi decaying material.,* poputed..by bOomiog loduskries sweep bacteria, deter- gents, iosecticieds, oil, eMmenia,Cyanideiphenol and hydrogen sulfide (which smells like rotten eggs) into'the lake. In face, the rivers'iieem.to.bring almost everything but oxygen to the lake.

Although authorities claim that take Erie has ajonetim, tqlo,before.it dies, they are working feverishly to solve what has become known as ' "the take Erie problem. 0-4

There is more life in Lake Erie thanever before, According to one authority. But ' much'ot it is the life of putrid waters. Or fishermen,' swimmersboat owners', and lakefront propertyowners, Lake Erie seems a sadand dying lake.

, What can be One tosave Lake Erie--and the hundreds.of other lakes that ere threa- tened by civilization's ravages ?' Elaborate treatment of sewage and of industing .wastes have been proposed. BUt recently, the people who liveardund Lake Tahoe,. Ofiieh is still clearand sparkling, rejected this prOpeeal. They want to keep their lake as it is. -Treat wastewatec, they said- -and then export it, don't dump it in the lake. The water willbe usedto irrigate fields in Nevada. So Lake Tahoe may be ,paved; But not all waste water Can be,"exported."

ItSeemsthat if the human peOulationcontinues to grow, our lakes are doomed to rapid aging.' How many generations will. it take for grasslands and forestsand; then concrete and asphalt--to replace the sparkling waters we still enjoy today? 6 Questions for The Life and Death of a Lake"

1) What is the most important producer found in laked?

2) What does Algae-heed, order to grow?

3) What hapPens to., the ohcygen in the water as algae dies? ,

<, d P -

4) Describe the life cycle of'a. Use sketches to illustrate thiVarious ,/1 1 stages., (formation, plant development, filling in, plant growtht . ,.. . -,

L . ..5) Where does moStef our waste material end up after:we no longer need it?

6) How does the nutrients ,available influence the' length of life for a lake?

7) Pew does-emptying waste intoa lake pause en.increaged rateofaginge

. ''8) Why has Lake Erie become the mostpolluted of the GreatLak s?

9) What type of fish can sarvive In water 'containing low amounts of oxygen?

10) What' type of life is now found in Lake Erie?

11) Mow has pollution affected the .recreation activities around Lake Erie?

12) -Are.decoMposere:fOund in, the lakes?

13) What do the voids "aquatic".and "semi-aquatic" refer,to?

f 14) This article was written in 1968.. .Can you find any more recent inforiation about the.present conAitOn of tike Erie?

15) What affectihaSrecent state andlederal laws had on pollutiqft*itbin Lake Erie,

16) What stage '(life cycle) is Perry Reservoir-in compared to Lake Erie?

.1c , .. 17)' Will -Perry Reservoir, go through similar stage° to those thit Lake Erie has gone through? . .

. 18) .ere someo ways Perry_ Reservoir differs from Lake.Erie?What are some ways 1 . In which Perry.Reservoir id similar to Lake Erie? ; .I a4 1116 ANIMALS TURN INVADER*

By John Speicher

Three thousand deadly invaders have landed in the United States! What'a more, they reached our shores with the aid of scientists.Rounded up in Europe, the fierce' army zoomed,acrosa the Atlantic in roaring jets. Who were the members of this army?And why were scientistoill on the "plot"?

`soldiers"were tiny 'wasp's armed with potent stingers.And their mission was .notto destroy Our country, but to beautify it.

Under the watchful eye of U., S. Department .of Agriculture scientist Dr% R., I. Sailer, researchers are breeding thewasps imcaptivitk to multiply their numbers., Eventually, Dr. Sailer plans.to'turn loose millions of the winged "invaders" across the land.

- Why? Researcher Sailer is banking on the,imported wasp to rescue this country's sick and dying elm trees.These tall, graceful trees once.decoeated thousands of .U. S. communities. But, as you probably know, the beautiful trees are being wiped out et-a terrible rate.

,The cause: a devastatinglepidemici of Dutch elm disease. The disease is triggered 'by a fungus innocently carried by ,the elM bark bettle. Burrowing be:ieeth the'bark -to lay its eggs, the female beetle "injects" spores of fungus into the tree. -(The beetle picks up its cargo of spores as it flits from tree to tree in search of food.) Soon, the spores "sprout,"Vast colonies offungi spread like a cancer throughout the tree.,Eventually, the growing fungi block the flow of sap in the ereemuch as a blood clot might block the flow of blood in One of your arteries. The tree bagins'to wilt. Without flowing sap, the elm is a goner.

Enter the wasp. The European/Wasp (Dendroater) is a parasite in itelarval stage. It is this characteristicthat scientists hope to turn into a weapOn against Dutch elm disease. How? ,Here's how,a female Dendrdster raises a family.

When ready to lay its'eggs,Ythe wasp buzzes around the bark,of anelm,treei.hunting for bark beetle larvae. 'When it locates a beetle'larva the female wasp thrusts its ovipositor (a tube thrOugh which the wasp lays itceggs) into the bark Of the tree. Then the female wasp deposits an.egg on.br,next to the beetle larva. When the wasp larva hatches, it feasts'on the beetlearva,-andl kills it. -,By extermin«. ating bark beetle populations, the wasp gives threatened elms a new lease on life.,

Yet some scientiats,worry about the wasp. Suppose, they reason, that'it wipes out the bark beetle population-.'Hight it then switch over-to the alaughter of helpful insects, such as thOge that keep other pests in check or pollinate farmer/0 fields?

. Such worries are legitimate, say ecologists-. sltologiatsare scientists who inOesti- tgate the relationships among living` organisms in their environment. 4is theacolo-1 gists see it, all living things in a given environmentform an -inter - related commun-! ity. And the scientists warn that. introducing strangers into a natural community isn't alWays advidable-at least, not Without careful consideration - of- possible :- consequences. ,

Indeed, plenty of evidence'argues against bringing "intruders " - -or introduced

guise- --into--intonto the natural ecology ofa region. One of moat dramatic ioteMples 17

of such a miscalculctiO greeta the'eye of any visitor to the Auitralian range land.: 11guise-

*Selene World, September 20, 1900, pageg 4-1.7 0-6

Back in the middle of the 19th century, Australia's colonists longed for some of the sports they'd enjoyed back in England, such as hunting European forms of wild game. Separated for countless millions of,years'from other land masses by ocean barriers, Australia lacked almost 'a11 the familiar'gam6 animals relished by Euro- pean hunters. For inatance, therPwere no native rabbits.

RABBIT PLAGUE

So settlers "down under" decided tojimpott a few hundred rabbits, 'The rabbits' came to a land in which they, had no natUral'entOies:Hultiplying rapidly, they competed with sheep for range-land. 'They:drove away,tens of thousands of little ineect-eet- ing marsupials called bandicoots. The bandicoots evacuated their,homes--holes in the ground. And the rabbits claimed the predug lairs for themselves.

Within a decade or two, Australia was overrun by millions of European rabbits. Farming and the wool industry were endangered by the furry invaders who munched on every plant in sight.: In 1887, a government reward of 25,000 poundssterling-kipre than $100,000) was offered to anyone who devised'a method of exterminating the intruding rabbits, e

Almost.a century passed. The rabbits keptincreasing in number. By 1950, about half a billion of the 'inimals4infested Australia,

It was then that scientists elected to fight fire with fire. Since an introduced specieS Waa'the root of the crisis, another.kind Ofintruder might-rescue the. threatened land.

Biologists planned deliberately to introdpce a virus disease into the rabbit popula- tion. The viral disorder, myxomatosis, was discovered to be lethal to European rabbits but to no other rabbits. Researchers fOund that_American cottontails and raziliat wild rabbits normally live with myxomatosis, in.their.sYstems,auffering; nly mild symptoms such as benign (harmless) tumors.

inoculating Australia's European rabbits with disease."Orms" from Brazilian, and American rabbits, scientists hoped, to cause an epidemic among the 500 - million strong Australian rabbit population. In Hay, 1951, workers began trial tests.. They trapped rabbits, inoc4lating them with myxornatosis, then'shuttled themback to Join their fellow rabbits in the wild. At year'a end, rabbits were dropping dead all across the test area. I

The ptogram shifted into high gedr, More and more, abbitsmere trapped, inoculated,- and,keleased to spread the disease to other rabbits with whiehthey elate in contact. Finally, after three years of disease-spreading, the Australian. authorities conduc- ted a rabbit census.. Finding/0Only 'an estimated 10 to.20percent of the original: half a. billion rabbits had survived the'plague introduced/by, - man!

Since the mid 1950's, Australian authoritiei have continued this program,keeping, the rabbit population as low as possible. :But those of 48 outside Australia. shouldn't feel, smug about the 19th century rabbit blunder °down under."

Did you know, for instance, that in 1890 theie wasn't a single starling inNorth America?' Today, there are more atarlings than people! The pesky:bArds deplete man's grain fields and mar city.buildings with their droppings. They haveeven caused a tragic aircraft disaster by clogit08 up the en3ines of.a jetlinerin flight.' MOHCOOSE TROUBLE

Vow did the starling get here?' In the last decade of the 19th century,. a wealthy bird -lover named Eugene. Schiefflin imported 200.etarlings.from,Europe. Why? He wanted .to establish in Ne4 York Citysome of the birds aboUt 4110 he had recdits ShakesPeare's plays,Today, his 200 birds have multiplied a million-fold, inhabir ting almost the entire nation.,(Schiefflin also.intrOduCed the English house sparrow to'Amerida. There are now about 150 thillionjof these birds in the U. SO' . . -Let's shift the scene to ehellest Indies, wheremongooses were introduced from Africa, to control snakes.- Poultry farming is widespread-in the West Indied, To the disMay of West.Indians, the mongoose,once established intheirLiandawitChed_ its dietary tastes. Whileile turningtuing up its nose at snake's, it now makes many a hearty meal of chickens. . , In

African land snellsiintroduced into Pacific'islands-by theJapanese, have also become an ecological headaebe. ,The snails were high on themenu of the.Japanese. It turns out, though, that the snails are'makin.g.more meals166,man',s,garden-vege-

tables than man is from mind: .

Roaches in our, cities, Japanese beetles in our rose gardens- -the list of "animal' intruders" is long indeed. The intruders Often."go out of control" in new:localeb where they lack natural enemies, the "checks" of climate, and the competition of similar species.

Will `the imported,Furopean wasp do likewise? The insect's "PrOndeOolat'out that North America-already harbors several species of parasitic wasps, whose larvae feed on- everything from crickets-tocaterpillars. Should the newcomer change its pate-- sitib ;'preferences," they-reason, it would behaVe much as'do these native wasps', many of which now help control damaging insect.pests. What actUally'willhappen?

Probably, the verdict won't be in for many years. In the mOntime, DepartMent of Agriculture researchers hope to beautify our nation by restoring the oncd-glorlous elm.

Discussion Questions for Nhen Animal% Tern Invader"'

1) How is-the Dutch elm disease transmitted?

2) What organism actually causes the Dutch elm disiage?

'1) What is the suggested method for controlling the Mitch elnedisease?

. 4) How does the butch elm disease affect the tree?

-5) Why. are some scientists concerned about the use of parasitic wasps to control. the Dutch elm'disease?

6) Whet happened when rabbits were introdueed into Australia ?'

. 7)' What allowed the.rapid increase in rabbits ? ..aack. of natural controls)

3) How are the Australians controlling the rabbits?

9) How did starlings get into thell.. S.I 10). Uhat happened when the Mongoose was introduced into the Vest Indies to control snakes? .

11) ?Jame some other organisms ilayodu5ed into new locations by man.

12) 4Thy do animals often grow out of .control when introduced into a new area?

"13) Diagrak several food chains discussed in this article.

! 14) List some predator -prey relationships that were diecupsed.

15) Were therk.any parasitehost relationships discussed?

,16). #Did,any of t4e introduCed species compete with native..species? Give some exaMlres.

) , . ) * NEW, CENTRAL 'AMERICAN CANAL - THREAT TO ,LIFE?* 0-9 ° I . By Michael Cusack

Have you ever Sailed "uphill' and'then "downhill ?," Tikel by ship from Nen. York to California,-oreviCe versa, by way of.the Panaia Canal and you will to from sea levelto $5 feet at:Ova sea level and back down again.

.,ITouldntt it be easierto sail. straight. through at sea level? Of:Courie:it

Therefore, engineersare studying nethOds,Of building a sea-level CanaVacross . Centralkmerica. ,Suchka canalwould:greatly benefit trade and ,defensfnt,.Isay natUraliati, it nay. cost much more thanmoney. It might, cause the destruction of thousand's of species of mariae life.' 41

. Let's consider the limitations' of the present', the'need,for,a AA-level . .

'canal, and then we'can plunge into thecontr,oversy. .

. , . . . \ Ifyour the Panama Canal from:the Caribbecilside, "itwill take three.:, giant "steps" up to sail on Man-made Gatun Lake, .After;sailing across the lake arid.thrOUghnarrow Gaillard Cut, a man-made passageway between high hills, the Ship takes attester.; down.6 iraflores Lake. Later; it deScends two more-. steps to the sea level,of the Pacific Ocean. I .- i

The "steps" oUthe Panama Canal, are locks- huge concrete chambersin which the water levelcan be-adjusted to,lifeorlower Ships.Paisage through the locks

is Slow and difficult. , :

A. ship passing through the canal isrraised and lowered a total of aixtimes.- It takes over eight hours, not counting waiting time at the canal entrance, to Complete 0

the,50-mile trip. Since about' 35 ships a day pass through the canal, there are '

frequent trafficAams. ... . _;q But what,.alternative,does a ship's captaiiihave?The only other practiCal-pass,, age

from the -Atlantic to the Pacific is around' ttormyCape Horn `at the tip of South . .America,e., However, that would add 8,000 miles and several weekir,toathe trip. 11 Nt . . . . , , .. As it is', many ships haVeno choice but to make the long stormy paSsige around the 'tip of South 1Jr1mrica .-"they are, too big to squeeze thrOugh the present canal.'The, 1,000-loOtTlong, 110.1.foot-wide locks aren't big enough to take htige new aircraft carriers and supettankeie. This limits one of the canal's main. purposes to sere as a-vital link in the U. S. defenee system.Though.the'carial has great. corimercial value, the U: S. originally took over the project primarilyto provide ,. a means of rapid passage for our warships. :

DIGGING WITH ATOMIC BOMBS

because of the limitations of.the existing'Panama Canala new. Central AmeriCap.-,-,-

,. canal is-being considered. Several sites'are under study.Whatever site is Selec- ted, it iplplanned that the new cinal.WilI have no locks. It,will flow froM ocean to ocean a sea.level. Thus, it tan be(enlarged as ships grow largerHand traffic increases. Atsealevelallthe-Waypassage,throughthenew canal would beimuch faster tha through the existing one., 4 , . . ,. 4.', t The original Panama Canalvas planner as's sea-level canal. But the overwhelming .- amount of rock and earth that would haye had to have been dorup, and carted away

forced the.engineers-tOredesign it as a lock canal. : ,

*Science-World, January,10', 1969, pages 6-8. D -10

Now, however, digging is no longer a major problem. Ve possess super digging tools -- nuclear explosives, A huge long ditch canhe formed by exploding a string of atomic bombs slightly unier the ground. Such a ditch world be much wider sand deepdr than the present Panara Canals. Testi with nuclear explosives have shown that this .1p practical.

Carting away material wouldn't even be a problem, experiments with conventional- explosives show that material from the ditch would pile up along its sides to form embankments. Very little thrown-out material would settle at the end of the ditch.

Radioactive fallout useclto,he considered a major problem. however, Dr. Glenn, tSeaborg, Chairman of the:Atomic Energy Commission, has, assured Congress that the

use of relatively elean nuclear explosives (producing very little radioactive ' debris), and the.depth of the explosion, would keep radioactiVity'below the hazard- ops level.

Very many engineers, scientists, planners, and politicians contend that we can now bleat a sea-level canal across 'Central Americaiat.leas,cost and in much less time than'it took to dig the predent inadequatelock canal. And they are eager to start the,project. They point out that the needs of national defense and international trade demand a new sea-level canal nov.

Nowever, t clamor for a sea-level canal is not unanimous. Several scientists oppose the oject. They contend that such a canal might trigger an ecological disaster.

Dr. Ira RubinRff,\assistant director for marine biology at the Smithsonian Tropical Research Center, reently'warned that a sea-level canal across dentral'idderica could threaten many'forme of marine life. HoO?

For.one thing, the waters of the Pacific in that area are colder than thoseof.the Caribbean. Thus, the marine life of the two seas differssignificantly. Given the direct path of a sea-level, salt-water cana4 these different forms of marine life would migrate from sea to,sea an intermingle. (The locks, and especially the fresh-water lakes of the prefient Panama Canal, prevent such marine life migrations.)

These marine life migration's would force changes in feeding and spawning (see, Workshop). .!'any species would encounter new foes., New struggles for survival would-begin.

Since an estimated 10,000 species would be involved, perhaps thousands of species might become extinct. And these critical losses could throw the area's ecosystem (relationship 'of living organisms to each other and to their environment) off .balance.

tie have records of this happening. Sea laMpreys (a paraeitic type of eel) invaded our Great Lakes by way of man-made canals. Because they,found an abundance oflake trout and-whitefish to feed upon, the parasitic lampreys thrived in the lakes. In time, they virtually destroyed all native lake trout and whitefish.' 'This threw the lakes' ecosystems off balance. Trout and whitefish'Used to keep populations of emaller fishes. in check. Thus, whe the big fish disappeared, the lakes became choked with tiny fishes (which the la reys don't.eat).-

CoUld a direct linking of the"Ceribbean and Pacific cause,dimilar problems? In .Dr. Rubinoff's opinion, we should expect such problemsand'en a much larger Scale than anything previausly encountered. D-11

Despite his warnings and predictions,Dr. Rubinoff seems resigned to the coming, of a sea-level canal. In fact, he seems to look forward to it as alargo-scale biolo-' gical experiment. He recently stated, "The sealevel canal can provide a unique opportunity to adVanceour scientific understanding of evolutionary and ecological processes.''

GREATEST SPECIES EXTINCTION

Several naturalists strongly disagree withDr. Rubinoff's position. They liken it to the attitude of a physician who would allow his patient;to die because it would 'provide him with a grand opportpnityto ,bserve the process of dying., TheseAis7 senting naturalists don't consider the coming of a,sea-level canal as inevitable. They believe that itcan and shon10 be resisted by the. world'snaturalist's and conservationists.

Vriting to the magazine Science, Dr:. John C. Triggs, of the Departmentof Zoology of the. University of,-South illbrida, asked;-"ShbUld-tha-sealevel-canal-project-be-- undertaken at all? Are we prepared to assume the responsibility for the irreVO, cable destruction of several thousand unique species?Shall wevon the one hand, continue to expend public funds inan effort to save a few,endangered species. such as'the whooping crane and tule elk, and,on the other hand, expend otherpublic funds for a project that will result in the greatest extinction of species.the world has ever seen?"

Uow would you answer Dr. .ftipps' questions? Remember, a sea. - level, canal would unquestioriably'benefit international trade and bolster; national defense.But at what price?No one has challenged the scientific conciusiona of Dr. Rubinoff and

dr. Briggs that many narine life species will vani3h when. the warm waters of the , Caribbean intermingle with the cold waters of the Eastern Pacific.

If we choose not to build a sea-level canal,' what alternatives are available? The existing canal could be improved or another overland canal containing freshwater sections could be built. Either of these steps would save, the species but would slow ship traffic and raise the chances of future traffic jams.

There's another point to consider. A lotk.canal can be easily disabled,in Wartime.

A single bomb on a lock gate.could cripple'the entire canal. Yet, it would be very i difficult to knock out a sea -level canal. Therefore, from a defense viewpoint, a sea-level canal is most desirable.

questions for ''New Central American Canal - Threat to Life?"

1) Why do some peoke want to make a bigger canal across Central America?

2) That is differenbetween the present Panama Canal and the newpropoped canal?

3) What type of quest ons are stopping the building of the new canal?

4) Pow- is the new cana to be dug?

5). How will connecting the Pacific Ocean and Caribbean Sea affect life in either? D-12

6) What stops animals from moving throuph'the present Panama Canal?

7) Is the temperature of the Caribbean and the Pacific about the same?Why is this important?

) Would new patterns of predator -prey relationships develop is the new canal was duo?

9) Why are we concerned -if a species becomes extinct?

10) What aid we learn as a result of lamprey entering the Great Lakes?

4

111* ad. ... STTCKING OUT'OUh HEM* D-13

The Case, for U. S. Giraffes r, By. Joan Schuman

As the blazin / sum.strikes their long necka, the giiaffes lazily chomp on scraggy I; saltbushes an sagebrush. The members orthe giraffe herd stick close together. Too female "garils" trot around the hero, watching for intruders. On the nearby th first gentle slopes of, he mightly.Roeky Mountain range, herds of sheep and 'catle graze on blue and buffalo grals.

, Does this see e' sound mixed-up toyou? Can this be a western U. S. grassland? Yes--perhapsn the future. Combining the animals of an African plain with those on a U. S. gr ssland is what sore scientists suggestwe do. Let's find out why, and whether 10can agree with them or not.

. i . . , Certain weaiern portions of/the U. S. are.calledgrasslands because--you guessed it--they are mainly covered withgrass. And grasslOnds are one of four major ______world-_-_S Me_biomee_that.edologists,_environmentalista,_zoologists, and many other scient are now studying. (A biome is a vast living community composed of all the pl nts and animaltof thearea. The other three major biomes are tundra (tree ess plain), desert;and forest.) / , . Themost common sptcies of grass found on'ourgrasslands is blue Bramegrass. You can als6 see othtr kinds of grass dotting the prpiiies--bladea of buffalo grass and snakewood.: But most western U. S.,grasslandsire misnamed.. They should really be renames."adrublands," because of the rapidgrowth,of many bushes and shrubs that ,are crowding' out the grass. . , ' .

What has triggered this 'bruall invasion?" For one thing, intensive grazing by cattle and Sheep has'killed off much of thegrass over wide areas. These animals have eaten away much of their natural food sourced And where the land has been

,munched clean, saltbushes, sagebrush, and mesquite bushes have sprung up,Because . these desert shrubd contain bad-tasting oils and aport pointed- thorns, cattle and sheep won't eat them. This, in turn, has allowed these brushes to spread rapidly.

Droughts have also taken a toll of grass and have left the land open for the brush invasion. Grasses have very.shallow roots and, there,forar need frequent watering. But shrubs and.bushes sprout deeper roots and areti6its to obtain water frrm deep beneath the soil.

Drought and overgrazing have spurred the invasion of the brush--an invasion that worries cattlemen, coneervationists,'and agricultUral scientists. Why all the concern?Many scientists believe that the U. S. is rapidly losing its grazing land. Soon, they say, there will not be enough grass to feed the cattle, which- are needed to feed our ever-growing population.

Is there some way to make our grasslands Work for us? Dr. Paul Si Martin, of the University of Arizona, has come up with a possibltanswer to this question--turn the "useless" brush into food. But, you may say, these plants are not food for cattle and sheep. Dr. Martin has an answer for this problem, too. He has suggested that giraffes be imported to graze on our grasslan s. Why? Studies of giraffes

in their natural African habitats ("homes") have shown that they can eat bushes , arA'shrubs-7just what'our grasslands have too muchtd. Therefore,.the long-necked

browsers would be a natural control for the brush invasion. r

*Science World, September 21, 1970, pages 4, 5. D-14

Dr. Martin has also suggestedsome additional arguments in favor of importing giraffes. Giraffes, he states, would be a new source of hides and fertilizer. And, most important, they could supplyus with meat. (Vow about giraffe stenk, medium rare, for dinner?) Dr. Martin has also considered the problems that night arise if cattle and giraffes lived in thesame'area and competed for the same territory. Cattle, he points out, drink water frequently. They must live near' a source of water. Giraffes do not drink water frequently.' They can range far, from sources of water. Thus, they would not compete with the cattle for territory near 'water.

But there are other animals suchas birds and insects, vital to the balance of grassland life. Would a gir'affe "invasion" upset this balanceand create new and serious problems? Researchers working as part of the International Biological Program, which involves hundreds of scientistsfrom all over the world,, have inves- tigated the four main biomes. And they have turned up evidence that may put a roadblock in the path of Dr. ilartirtts giraffe idea. The roadblock is the lark bunting--the most common bird in the grasslands biome.

The lark bunting is a small bird whose pitch black color is broken by white wine patches. It eats ants and grasshoppers. And it builds its nest on the ground, next to or beneath bushes. The bushes hide the nests from predators. And the most common site for nest building is under the saltbrush.

What would happen if a large browser, suchas the giraffe, were to eat the salt- bushes? The lark buntings' nests would be clearly visible to predators. The birds' survival rate in the grasslande would decrease.And if the lark bating() disappeared, the main insect predator of the grasslands would vanish.There would be no anfmal to keep the insect population in check.

Why do scientists fear a larger insect population? Because insects such as the grasshopper, damage the grasslands more than do cattle. Pow? Grasshoppers eat the part of the blades closest to the ground. Cattle -chop off the top half of the plants, which still allows the plants to grow and their seeds to spread. Feeding from the bottom destroys the plants completely and prevents them from reseeding. With the plants gone, the soil is exposed to air and water. The result is eroded (washed away) soil, a more desolate terrain than scrubland.

How you have some of the arguments, pro and con, concerning the "U.S. giragges." Can you think of any we've left out?After you've thought over this problem, try to come up with your own answer to the question: Should we import giraffes to stop the 'brush invasion?'

Questions for "Sticking Out Our Necks, The Case for U. S. Giraffes"

1) What is happening to the U. S. grasslands? A 2) That animals have caused-the change in types of plants?

3) Why will cows and sheep not eat the brush?

4) HQW do grass and brush roots differ?

5) Why does Dr. Martin want to briOgA;iraffes into. the U. ,grassland?, D-15

6) What products could we get frost the giraffes?

7) Do cattle and giraffei require the same amount of water?

8) What roadblock.has turned up to-stop Dr. Martin's project?

9) What good does the lark bunting do?

10) Why do grasshoppers damage grass more than cattle when they eat it?

11) How could bringing giraffes into U. S. grasulAnds cause soil erosion?

12) Can you make the food web illustrated by this-article?

13) Would it help if the numberof cattle feeding on the grassland was reduced? THE WOLVES OF ISLE ROYALE D-16

PROTECTED PREDATORS*

By John Speicher'

Cruising above ice-jammed.Lake Superior near the Canadian border on a bright winter day, American zoologist Dave Mech threw forward; the controls of his reconnaissance' plane., The craft nosed into a slicing dive through the frigid air. BeloW, 210- square,miles ofsnowy, forested island nestled in the icy- water. It was Isle Roy-, ale, site of a national park,'one of the labt remaining hoMes in the U. S. for the vanishing timber wolf (Canis lupus).

All day long, the wolf packon Isle Royale had pursued moose across a gleaming winter slick of,ice and anew. And all the while, zoologist pilot Mtch had'tracked toe pack of timber wolvesfrom the sky--keeping the twang predators underconstant

_ _ _ ).!is observations had a special urgency..Time may be running out for the timber wolf in North America. 'Recently, the U. S. Wildlife Service put the creature on its official list tf endangered opecies.

Themenacing wolf; in danger itself?

Oddly, yes. True, wolves were once common enough in the. U. S. But as settlers , cleared the land, of forests, they rolled back'sthe wolf's,wilderntss home like a vast, unwanted carpet. And, fearing the predator as a .killer of domestic live-, stock, state governments'put a price.on'thP.Wolf's head--a bounty. Cut down in droves by bounty hunters at the tame time as its wilderness was'disappearing, the wolf found itself. attact'.ed on two fronts. Today, with a bounty still on its head S in most states, the wolf may be threhtened.with extinction.

WOLF ATTACK!

In Ible Royale Nation rk, timber wolves are protectedfrom hunters by law., .

i And there's another plus. The island is a place where zoologists can still Observe wolves in the wild. And, his yields clues to the ways in which animals'copewith the hazards of their tonment. (The island is also home to herds of. moose, upon Which the wolves prey for food.)

As Dr. !tech came in over'the,island, he spotted an old moose cow lumbrinuthrough thesnow. Strung out in, single file at her'heels loped.a.putsuing pack of fifteen wolves.

Dr. Mech citcled, and watched. 'Wolves leapt ferociously.at_the-old,cow's flanktil.° But the hulking animal 1pmbred On,,fliCking,off her tormentors with poWetful heaves of her muscular body.

Then'the cow blundered onto the ice.of a frozen stream. The lce cracked.': Now, she was trapped. One wolf jumped up and, ezed. her nose: The'cow swung her head, cracking the wolf in the air like a whip, The wolf lost its grip and sailed away.

The aged moose beat off the other wolves and plodded into a:thicket.,There she stood her ground, prepared to trample her enemies under l3er hooves if they dared to resume their attack:- But time was,againat:her..;Blood,stainad.the enqw'. And pilot Mech, banking lowin thesky, saw that the,rcow.is bleOdihg badly."The wolves,' he reports, "didn't'fioish her off until She had weakened

*Prom Science World, November 1, 1968, pages 4-7 r D-17

. Observations such as Dr. Hech's are revamping scientists' beliefs about the wolf,. Long'consildered an efficient killer of moose, dent,' elk, and.other big name, the. wolf - -under closer scrutiny--comes off as anything but a spectulai'aUccoss.

For instance, Dr. Mech saw the Isle Royale wolf pack attempt.131 different kills. One hundred and twenty-five times, the moose either outran the pack or fought off the wolves in a "head -to- head'' struggle. Only six times did the wolveit succeed in scoring a kill. .

Over the,course of his three years spent studying)he pack, Dr. Mech performed autopdieS on some 50 wolf- killed moose carcasses.,These, examinations disclosed that the overwhelming majority of the kills were either very, young -- under the age Of one year--or very old, over the age .of ten., any of'the remaining moosewere sick--the most common disease being a lung infection caused by parasitic worms. Obviously, any moose with'wOrm-riddled lungs wouldn'C-stand muclrof a chance out- running the pack or outlastingit in prolohged battle..

Such facts-led Dr. Hech to a startlingand,Controversial-conclusion. Though wolves kill some individuals of a herd, they improve a herd's chanCes for_surVival. Does this sound contradictory? It isn't.

By removing diseased animals from the herd, Wolveaplay a vreanitation" role. They help nip diseases.in the bud, before an dpideMit gets started.

Also, by winnowing out the Young animals, the' Welt pack helps keep the herd rela-, tively small. Zoologists know,that, in ranges where herds become too large, ani- mals tend to overgraze the land. Often, they completely wipe out grasses and other. food supplies. As a result, mass'starvation usually'follows.

Dr. Mech and other obseivers of Isle Royale's wolveswere puzzled by one finding. In the several' years since the wolves had been protected,by law, their pOpulation hadn't shown any significant increase--never more than 28 wolves on the whole island, with an average yearly census of 23 over an eight=year period.

How come the Protected wolves d.dn't increase in number?

DOMINANT 'MATCHMAKER"

One possible answer cones from American zoologist Jerome Woolpy, who studied- wolves in captivity at Brookfield Zoo, Chicago, Illinois. At Brookfield, captive wolves lived in a pack within a contained territory a large pen.

Dr. Woolpy noticed that the. wolf pack had a. definite hierarehysocial ranking'. system. It:was something like a pecking order among birds. In wolf-pack hierarchy; there are dominant (aggressive) and submissive (less aggressiVe) animals.

. Usually, when approached by a submissive wolf, a dominant wolf perks up its ears, bares its fangs., and snarls. The submissive' animal draws back its ears, slinking along the ground with its tail betweenJts:legs.! ifa fight should develop, the submissive wolf almost always exposes its'ihroat'to the'higher-ranking wolf as a sign of 'surrender"

At this point, the dominant wolf could easily rip out the submissive wolf's throat. But no one, including Dr.-Woolpy and Dr. Hecht has ever seen-thiS haPpen. Instead, the high-ranking wolf stops attacking. It lets its beaten:rival slink away. D-I8

What has this got to do with wolf-pack populations? Plenty. A,dominant wolf, gli whe,ther male or feMale, almost'never.accepts a wolf of lower rank as a mate. ler. . rioreover, if a dominant, high-ranking wolf gees two lower- ranking meMbers.of the pack engaged in courtehiP, it agtacks the pair and.prevents their mating.'

Ni , Thue, high-ranking wolves Prevent meting.amohg lower4ranking,,more submissive members of the pack. Re'sult: Those animal's less able to meet the challenges of

their environment simply aren't born. .

P , At the top of the wolf-pack social structure ist a strong, dominant male-71abelled by scientists, the "Alpha male." Perhaps you-think the,Alpha,male would be most

. likely to mate and produce young'for the pack? , *.

Not so, says Dr. Wdolpy. For some mysterious reason,, the Alpha male usually ' rJ appears totally uninterested in mating.

------Quite-e-complicato-picture,-so?,--Comments_Dr.Aloolpy: 'The_existence of .a firmly established social-hierarchy in both sexes places severe restrictions on the mating habits of the group. In five consecutive seasons, from 1960 through 1964, only one

litter was born in the-pack each year. . .The social system controls, the mating and population of the pack."

Thus the behavior of wolves.in a pack seems to serva'as a popualtion-cOntrol pro-. Celia. But suppoie that numerous members of the pack were shot by hunters' or killed

..off by disease--then what happens? Scientists believe that the wolf hierarchy .,. ?falls apart. This probably allows more ratings to take jlace, and more wolves to be born. The pack increases'in population. V.; 411 Teday,' timber wolf populations are shrinking toward extinction throughout North America. Many conservationists think that more wilderness sanctuaries should be established for' the wolf--similar to thit on Isle Royale. Some even suggest that, in some cases, wolves should be brought .into areas where none now live.For example, -imported' wolves might, be a-gqod control for Yellowstone National Park's his elk herds.

The population of Yellowstone's elk has'"exploded" to the point where 1,000 or so must be trapped and shot by rangers each year. Otherwise, Yellowstone's, overpopu- lous elk would overgraze their range -- bringing disaster to themselves and other animals.

But other voices caution against. importing the wolf to Yellowstone froi its Wilderness retreats. They pointout that wolves are gieat travelers-7covering as much as 39 miles a day in search of food. Suppose the wolves-strayed away from Yellowstone to prey on domestic livestock--much easier quarry than wild elk?

In 1968, Little Red Riding Hood's.old forestloe is himself in danger. Should more "Isle fVsyales" be staked out as. protected' arenas for the wolf? Should he be the objeCtIof elk-control experiments at Yellowstone? "e What do You think? Questions for "The Wolves of Isle Royale"

1) What interaction exists between the timber wolf and the Moose?'

2) What activities of:man caused the timber wolf to be placed on'th, endangered

species list? \.

3) Vbat,is a'bounty?'\\\

4) Are wolves efficient kiklers?

5) What type of moose did thwolves kill? c:

/ 6) Howdo wolves killing mooseelp the moose species?

. . J) Row does social ranging within the wolf pack influence population size?

'What happens when the wolf hiererchy is disturbed by man? .

9) How could wolves be used in Yelltone?

10)--Construct a food web illustrated by this article.

11) What type of environment does the timber wolf. need?

12) Is it impartant or worthwhile to save animals like wolves from extinction?

13) Vbat are some structural adaptations the moose cell use to protect himself? E-1

APPENDIX E

Teacher Special Aeso4ces

The fol1owing,material-is provided to assist teachefiin carrying out the various unit activities.

Sketch EvapOration-Condensation Cycle Demonstration Sketch of Oxygen Demonstration E-2

Organism RelationshipDiagram ,E-3

Food bleb Diagram %;,

(illustrates how the classroom food web might appear). . E-4

in-theClassroom

(simple ways to maintain plant and animal life in the classroom) . . E-=5

Uses of the Strand Terms in VarioUs Subjects.I. OOOOOO . 0"0' . E-9 .*

Unit Discussions TOpics ...... E-11

Data for Population Graphs (United States-, Kansati, *towshoe-hare, kivg-neck` pheasant). E-16 17

Sample graph of United .States'PoPulation t E-17 4.

Sample graph of Kansas Population. 'E-18

Sample graph of Ring-neck Pheaeant...... E-19

Sample graph of Snowligehare E-20

NASA- Lost on'the EXercise (ude to emphasize the basic needs for.life)' E-21

Nitural Problems. E-24

Scramblers (Can be used as individualfun activities

or as review guides) ...... B-25 Sketch, for demonstrating .condensation cycle the evaporation. ,Sketch for demonstrating the amount -of oxygen in the air E.2

Cold -glass plateor ice - cube tray . (a pop bottle will jar Condensed water '77\---Inverted tathanshow a straightgreater changecon- I ner Evaporating didh CollectingContainer -Candies waterpanShallow with --Tripod stand Dirty water openAnyhold object the edgeto' Burner ORGANISM= -RELdiTIONSHIP (Sets and Subsets) (DIAGRAM* - E -3 ,PRODUCERS HERBIVORES CA R N 1 VOR/ A ND .0MN I,VORES DECOMPOSERStn. PREDATORS PA RAS I TES SCAVENGERS .I Beaver Cattail Man Grasshopper Snake t141,11 Coyote Mouse , Bactei r A W Algae Tapiworm Fr. Tree Deer Corn At Rabbit Grass ' Cow. AIXla I I II I I 106-a- tio-1 d Ow 1 Fey Valarillin11111114"14.Pry DUG e A 4

O LIVING CONHUNITIES Iii THE CLASSROW E-5

Introduction -

There is no better way to understand life and its many forms, than through,daily contact. SeVeral suggestions for ways and forms of lifeyou can Maintaitrin the classroom are provided. All the suggestiOns given include simple procedures, None of the suggestions are completely trouble free, but will produce workable results most of the time. Various activities can be assigned as student projects with everyone'benefiting=by observing changes.

Use the live organisms as teaching tools by making daily or weekly observations and recording data Have students do research on various aspects of each organisrea, influence and relationship. Have the students-suggest ways to design experiments to find answers to their own questions.

Students, not'theteacher, should be responsible for caring and maintaining the various organisms. Do not always be cleaning and starting over.Sometimes the unexpected or a failure is the best teaching tool. Do not tell students what is going to happen, it probably will not occur anyway. Students are the best sour ,.!e for organisms like goldfish and animals that can be kept in a classroom.

1. Aquaria- Every three or four students can establish a gallon jar aquarium. Since this bottle is small, ie limits the amount of life that can be maintained: The surface area is the most important factor so don't fill a jar completely'to the top with water. Use goldfish, minnows, or guppies and about one gallon of water for each inch of fish. One fish is enough for an aquarium. Usually some student has an excess of fish to provide for everyone. Put in a water plant !,and a snail to start a more nearly balanced aquarium. Be sure not to use chlor.- 'mated water without letting, it sit for at leasta day. Have students research prober care of aquariums. It is important that the students get involved and 'feel ownership if they are to make careful observatiohs. A large classroom aquarium is a nice addition and excellent habitat for comparison, but not a :substitute for the individual ones.

2. Terra0a--Every three or four students can construct a simple terrarium' by getting a large mouth gallon jar, placing it on the side and filling the lower 1/3 with soil. Small plants and soil can be transferred in the winter.The plants or seeds will start to grow when warmed.Add a few insects and slightly moisten before closing the lid and laying the terrarium on its aide In a warm room. Many changes can be observed over a period of time. Don't throw out plants when they look dead. They often will start growing in a few weeks. This death and new growth is an excellent way to lead into discussions about succession. The wide mouth jars can be obtained from food service centers.

3. Bottle garden--Have each student bring any type of bottle, partially filled, with soil. Plant seeds in it. Noisten and start daily observations.

4.. Algae garden--A collection of algae can be easily started by setting up a gallon bottle for an aquarium (described above), butjeave out alt.itemp but

. the water plant. Use,a bottle of aquariuM plant fertiii?.er (purchasect at any pet shop), and lertilize at about three tines the recommended rate..Place a light (40 watt flourescent is nest) over the gaiden if possible, and leave it on '.24 hours a day. Make sure that the water temperature is not changed more than alew degrees. 11-6

5. Micro-organisms--MicrosdoPic organismsnever fail to catch a student's eye. Any natural water supply will contain severalkinds. To produce a rich cul- ture place dry grass andsome. soil in a jar partly filled with non-chlorinated' water. After 24 hours you should findmany microscopic beasts either on the surface, on the bottom,or on the grass blades. This will be even richer if you can add dry alfalfa and some manure to the culture. Keep the culture and view it over several.days.Try cultures using differedt plant and water types.

6. Hold- -Many natural molds canbe cultured and observed by leaving various food samples exposed to the air. The samples will need to be kept moist.. Bacteria will also be growingon the food and unless large colonies are formed,, the bacteria cannot be seenwithout magnification. Odors from decomposing can be observed. Spore cases or reproductive structures will be observed on, the mold and many colorscan be seen. Use,a hand lens and observe the mold fibevo growing into the food. Some mold gr9ups can be identified observing thespore case shape and patterns and using reference material.

7. Meal worms--Uot onlycan meal.worms be used as a food for several reptiles, but theycan be used for experiments themselves. What tgpperature do they prefer? they prefer-light'or dark areas? Do they prefer smooth or rough surfaces? Students can design many other interesting experiments.

./ Meal worms can bk; raised in almostany type of container to al depth, of several inches with wheat bran or aeimilar wheat product-. This, may be mixed with a chichen mash and hog meal. Place a moistened piece of burlep over the meal and then Place another inch of-the mealover the burlap,. 'Obtain several Peel worms from a'pet store or a grain elevator'. Cover the container wtth-screen to preient escape of adults that.develop. Add a slice of raw potato weekly. Adultsinormally deVelop in early spring. and lay eggs.from May to late'October.

Larvae will develop during the winter. .

B. Termites and Ants-Termites and ants are always interesting to watch and rela- tively easy to maintain. A Container can consist of a quart jar placed inside a gallon jar with the space betweed them. If erthick evil area is available, you will not see the ant trails. The outside should be covered except when viewing. Ants burrowaway from light.! The soil.should beslightly moist and firmly pached in the container, When collecting the ants or termites, gather some of the soil they are in and place it-in the container. Vbekly feeding of sugar .and a few drops of waterowilla sufficient for termites while ants need some protein like eggwhite. *An ant food of:one pfl*It eggwhite,,one part vegetable oil, one part syrup, and two parts water can be made up and stored in the refrigerator. Place a few drops of the mixture in the container weekly.

Cut open a termite and place its stomach.on a microscope slide and view the protozoan inside that digests the wood. The protozoan will remain alive if you place a drop of salt water on the'slide.

9. Crickets- -Any container will work for culturing crickets. If it is eight or more inches high, no cover will be needed. Place about an inch of moist sand in the bottom of the container.For adults, include a very shallow clithef water Crickets can, live on relied Oats, but a better food is ,a Oaste Codsis- ting of rolled oats, sugar, skim milk powder, and water. Dry the mixture and cut into about inch squares. Feed one every few days as needed. Anygieen plant material can also be used as food, but remove it if 'it molds. A charge- leon can be added to the cricket culture and observe, the Oredator7preyrdiation- ship.. E-7

10. Cockroaches--Cockroaches are excellent for illustrating incomplete metamor- phosis, and an interesting critter to watch. Alrost any container with a screen Over that can be darkened or kept in a dark place will do fine for their hone. Place several layers of glass in the container and separate them 1/4 inch. The roaches will live in the layers. Water is beat supplied from a bottle inverted in a shallow dish. Place a microscope slide under the edge of the bottle to allow water to enter the dish; Place cotton around in the dish to;prevent drowning. Food can be'dop'hiscuits supplemented by potato, apple, and lettuce on a weekly basis. The container will rarely need cleaning. Sawdust can be added to the container if desired.

11. Fruit Flies- -Fruit Flies can be collected by leavingsome overripe fruit, like banana6, in an open jar outside anytime except mid-winter. The flies, require a fermenting material, moisture and solidarea for an egg laying sur- 0 face. Many elaborate formulas exist, but a simple And inexpensive environment for use in the classromisa ripe banana, yeast, paper, towel and some water in.a jar. Cover the top so air can enter. Add moisture when needed. If you have problems with mold it is easier to start over than to control:the mold. The mold can prove to be interesting to observe.

The fruit flies can eomplete'a life cycle every seven days, thus areexcellent, for observing population. growth. The eggs are very small and require extreme care if they are to be observed. The larva, pupa and adult stages are easily viewed and are interesting to view. 'Males and females tan be identified. When raised in a jar in which no food is added, you can observe the effects of a limited food supply; the accumulation of,waste, and the growth and tecrease of,a.population within a few weeks.

12. Houseflies-Although most people are familiar with the adult housefly, few people have viewed the complete life cycle. Being larger.than'the fruit fly, it is easier to observe. It is sometimes harder to maintain in a confined area than the fruit fly. The stages of a housefly vary slightly from those of a fruit fly.

To establish a housefly culture, start.with a one gallon jar, cover the bottom about one inch deep with horse manure or a mixture of rolled oats, bran and alfalfi pellets. ,Add a pinct- of mold inhibitor', such as sodium propionate. Place ciry powdered milk or granulated sugar in a small jar lid fot food and place on the horse manure. Place a small bottle containing water beside the food-pan. Fix a wick using cotton or paper towel to draw the water from the, bottle. The lid on the gallon jar should have screen or other material that will allow free.passSge of air. Stock your jar with a few adults and you are in business.

Laboratory colonies are frequently lost bdeause the medium le not kept Moist, The amount of moisture needed for developing 'flies will vary during the diffe- rent stages of development, with, the larva thriVing in a wet to very moist environment and the pupa developing best under drier conditions. The amount of moisture available will affeet the rate of development. If the medium is kept wet at the bottom, the larva will utilize the area of optimum moisture and will migrate to the drier portion for. pupation:

The sexually mature housefly (10-14'days old) will lay about 120-150 eggs within 4-8 days after dopulatioh,,and the larva 'will hatch in 8-12 hours.The larva will go through three instar atages (24 hours - 24 hours'- 3 days) and into the pupa stage for 3 days. Temperature will affect the length of each stage. E-8

13. Gerbils-Gerbilsare a relative trouble free mammal to raise in the classroom. ghe odor that is common with most mammals like rate and mice is almost missing. -Any cage with abouta cubic foot space will hobse a pair of gerbils. Gerbils are an and land animal and can survive on very little water.If you do not wish to use a water bottle, just place an apple or potato in the cage and they will have sufficient water. Food can consist of aay grain and leafy green plents. Sometimes it is helpful to add a few dropa of vitamins to the food or

`water supply. Gerbils fed vitamins will not tend to eat their young. The , cage will only need infrequent cleanings'if you use sawdust in thn bottom.

The gerbils should be provided with something they can hide within, a used towel'roll.will do fine. The male will help care'fot the young if left with the female. Often, the young will be scattered throughout the cage when born, don't become concerned.

14. Earthworms--The common earthworm feeds mostly on decaying leaves.The worms may be kept in a box that is about twelve inches deep. Fill the box with a mixture of leaf loam and old leaves. The best samples can usually, be found in wooded areas WLth a good ground cover. Keep the material-moist but not wet. No additional food will be needed. Men stocking your box, do not add any injured worms. Keep the box at a temperature of about 609F. and cover with a glass plate. Put no more than 50 worms per cubic foot of soil.Once estab- lished, do not disturb for a few weeks other than to check for moisture. In two or three month's, examine the soil,for changes in texture. Have the worms mUltiplied or layed eggs?The eggs will be yellow, football shaped,,,,tough shinned, and about I/0 inch long. Have the worms grown? The earthworm is a very important decomposer and a soil mixer and aerator. E-9

USE OF TPE STRAND TERMS IN VARIOUS SUBJECT AREAS*

The strand concepts as developed by the Uational Park Service not only are useful while studying the environment, but also can be readily used in other educational areas. If students think in terms of the strand concepts, they will develop a, learning pattern and observational skills which they,can use in any subject.The following questions and suggestions are offered as guidelines for introducing the strands into various subjects.

Social Science -

1) When studying various countries view them in terms of how are they similar to the United States?how are they different? 2), That pattern or organization do they use for moving farm products? What pattern exists in the social structure?, 3) How does the country interact with other countries? Do they exchange trade?Using the same mechanics as used in the food web, the yarn and role playinc,,,' one can illustrate relationships between countries. Let each student be a country and each string could represent some exchange such as wheat between them. 4) How has the life style of the people changed? 5) How have the people adapted or adjusted to living in their physical environment and their social environment?

`lath 4

1) In'what ways are number systems the same? In what ways are they different? 2) What patterns can be found in number series? Develop number/series with patterns and see if students can find the paiterne and continue the series. 3) Can they develop number combinations that are equivalent? The use of Lrypto cards will illustrate the interaction of numbers. 4) Use graphs to illustratehanging values.' 5) What are some examples of how people, have adaptednumber_sytasto fit their social system?What about the metric systejmt/

----- Language Arts -

1) How are the expression of boys all aliRWICenthey see a new animal? HoW are their expressions different from thn girls? 2) What pattern can the students find in their own speech habits?What patterns are found in the library? 3) How'does changing the verb in a sentence change the action of the subject? 4) What are some ways to change the intent of an expression? 5) that are some words that Americans have adapted or modified for their use?

*See Activity 3.1.for anexplanation of the strand terms. E-10 Art-

1) When comparing art painting oftwo different periods or of different nen, look for their similartties and variations. 2) that gives the work of art its pattern? 3) Cana picture illustrate changeor can change only be illustrated hy a series'of pictures? 4) Does everyone interact the same with a work.of aft? 5) What are some'examples of how artists have adopted modern material and methods for use in artistic expressions? UNIT DISCUSSION TOPICS E-11

These questions, provided for.the classroom teacher's use, are designed for initiating class discussion and are open ended. These queStions will create' interaction between students and will act as an Additional teaching tool. During the student ',discussion, the concepts within the question can be developed. .-Many of the questi,on6 can be used as an informal pre-post evaluation instrument:-

Basic Needs For Life - Topic I

1. Can animals live on the earth Without green plants?

2. Where does th4 energy man uses come from?

3. List three things all green plants need if they are to grow.

4. What does man get. frog food?

5. Why in the sun important to man?

6. List three things all animals need:

7. Where does food production occur?

8. Name some important food producers.

9. What is combined to make food?

10. What is a waste material given off by green plants that is used by animals?

11. List two ways our body uses water.

12. .Wow does our body use oxygen it gets froth the air?

13. What mete material do we breathe out into the air?What organisms use this waste material?

14. ,Why do animals sweat?

1 15. What are some ofythe activities performed by blood within animalsbodie;?

16. During the burning of foods inside animals bodies, what is released?

17. If you were alone, without equipment, in a desert for three weeks,. -what would be your greatest need in,order to survive? A) food B) water C) air D) shade

13. Which of the following things supply the energy plants-need to grow ?,Circle only oue. 7

A) oxygen B) food , C) water D) light

19." Circle the four things which 'all green plants must have twgrow. A) water B) oxygen C) carbon dioxide.'D) *minerals E) drainage

F) sunlight G) fertilizer '' E-12

20. Circle the two beat reasons for eating food. A) to get energy B) to stop hunger piano C) to get materials for body Rrowth 1)) to give strength E) to keep nature in balance

21. Circle the three thicrs in the .following, list that are basic biological needs for you 'A) taking, a bath . B) eating A balanced diet C) smoking D) eating meat twice a day E) drinking water F) exercising G) breathing II) looking and listening for dangers ti Food Web - Topic II

1. Give somp'examplea of how plants dependon animals.

2. Give some examples of how animals depend op plants.

3. Is,there such a thing as a Single food chain existing by itself in the natural world?

4. Give some examples of how the non-living conditions influence where plants and animals areound..

5.. Where (10 producers get their food?

6.' How is a herbivore different from a carnivore?

7. Why do highly populated countries eat more plant food than meat foods?

3. What is the role of a decomposer?

9. All fOod chains start with "a

10. What' happens to the material in an animals body when it dies?

11. Give some example of predator-prey relationships.

12. Give some example of parasite-host relationships.

13. now le a scavenger different than a predator?

14. That would happen to the titbit population if there was no predators?

15. Give some examples of adaptations-predators have that aid them in capturing food.

16. Do parasites kill their host?

17. Compire the effect,parasites, predators, and Scavengers have on the population of their food sources.

18. flow will our food habits change if the people population continues to increase?

19. Give some illustrations of competition between animals.

20. Draw a food chain with four organfeme in it. E-13:

'21. Draw a food web with six organisms in it.

III22. George Allen had always had One of the most beautifulrose bushes in the 1. neighborhood. The roses were beside his house, and were alwaYs the,prettiest just before the annual Rose'GrOwingSociety's Fair noWever, for,6O years in a roe, heavy rains the week before the Fair had ruined the flowers by knocking, off petals. This year George had vowed. to win the:fair with his roses, so he built'the roof of his house way out over the rose bush, and watered the bush with his garden hose.

All his efforts failed--his bush lOokedvery bad and producedonly a.few tiny roses. Many of its leaves died and it looked as ifthewhole plant would.go soon.

'!hat 1;7as Wrong?

A) The lack of sunlight energy is killing the plant. B) Rose aphids are killing the plant-leaves."- C) Soillething in the water from the.garden hose is; killing the plants. D) Rose leaves heed to be.washed by rAln'An order to keep breathing

23. Circle the line,which best completes the sentence below. When, a man plans to build a highway, a lake, or a housing development:

0 A) he should carefully study the animals and plants in the area,, for all of these changes will change their populations. B) he should carefully study 'the animals and plants in the area, for some of these changes will change their populatio4s. C) he should carefully study the animals in the areap.for some of these changes will thane their population. D). he should carefully study the animals in'the area, for all of these changes will change their popu

24. ilhywould an ecologistsay that Chinese people eat mostly plants, while Americans eat quite a bit of meat?

A) Because Chinese people are mostly first order consumers,. BecauseChineseinese people are poorer, they don't raise cows and they can't afford to buy meat. C) Because much energy is wasted by being a second order consumer and Chinese people cannot afford the waste. D) Because Chiilese people eat fish and they don't !dant to eat other meat.

25. Why does a sanitary landfill, which buries garbage, slow down the carbon, dioxide - oxygen cycle? Choose the best answer.

A) Because decomposers cannot obtain enough oxygen to live and decay, the garbage B) BecaUse scavengers canna eat, the garbage and. release oxygen. C) because plants cannot grow on the garbage and.relesee minerals. D) Because plants cannot grog pp the garbage and use its carbon dioxide. E-14

26. Place the letter in-front of the best sentence in thespace below.,

] A. A) In a natural world, some animals and plants change the lives of some

other animalaand'plants. , B) In a natural 'world, some animals and plants ,change the liVes of all other animals and plants. . C) In a natural world, all animals and plants change the lives' of all other animals and plants. D) In a natural world, all animals and plants change the lives of some other animals and plants.,

ftx,turtles eat insects, wild strawberries, fruit, worms, and almost any soft food found within their reach.

The zoo is planning ,p natural exhibit for the turtles, where they would be

given only water'and allowed to eat any.hatural food growing in their large . enclosure.

Which of,the following changes willjhurt the turtle population the most?

A)_ Placing their water in a small pond. D) 'Putting ,chicken wire with.larwholes around the enclosure. C) Putting a roof'ovexthe exhibitto keep it cool. ro Applying artifi al heat in the 'winter. 44 Select the term that bes matches the definition.

28. .An organisH 'from which 'a parasite A) Scavenger

' receives its food. B) Parasite 25. When two or.moreoranisms need C)Host the same food or space. D) CoMpetition 30. An orp.aniam which gets food from E). Life Cycle another living organism. 31. Animals that serve as a clean -up crew by eating dead, organisms. 32. The changes an organism goes throwth in its lifetime.

SeleCt the term that best matches the definition.

33. Organisnis that return dead matter A) Producer . to soil. B) Predator 34. Green plants that use sunlight to C) Consumer 6anutacture food D) '.Decomposer I

35. The set of all organisms that must E) Prey , eat\tO live. 36. Organiams which are captured and eaten by larger organisms. 37. OrganisMs which catch and eat animals. E-15

Observational- Skills - Topic III

410 1. In one-Minute, listasmany different things as you'can remember observing between your home and school.

Tedcher note: Did.they list any plants; any,animals, did their list reflect use of any senses other than sight? Give this question a few days later to see if they are now observing any more.

2. List as many adjectives asyou can in one minute.

Teacher note; Examine their lists for how Many senses are being reflected. Examine for some pattern within' heir choices. Repedt this,question after

doing some of-the exercises using the senses and examine the list for / changes. r-\ '3. Give ways.you would decide what season it was if you were standing in the middle-of a forest.

4. List several things that can be found in the soil.

5. If you ware going to describe a tree go that someone else could -pick it out of a group of trees, list five different things. you would need to describe.

6. Give examples that will illustrate each of the strand terms: similarity, variations, adaptations, patterns, change, and interaction.

7. Give a student an object and ask theca to describe it..

,Teacher note: Keep a record of the number of senses used and the variation of adjectives the student uses.

8. If you were given a small animal, forexample a grasshopper, what parts of it . would -you use in describing it?

Environmental Changes and Influence Toll,: IV

1. 'Does.change occur naturally. without manss,influence?

2. That does the, word succession mean?

3. Mat are some examples of natui:al -changes that man was not involved with?

4. List, several Ways in which man has modified or chdnged the local environment.

What are some, examples where man's changes caused death or harts to other animals?

6.. Can man correct all of the Mistakes he has causd?

7. Mat are some ways we.can improve the way maim uses the environment?

- 8. Matt ype,of.planning.doea' man nee4,0,40beforcichangin8 an,aKeia such as building a new lake? E -16

DATA FOR POPULATION GRAPHS*

Grilphing Data U. S.Population** (Introduced in 1937) Ring-neck Pheasants Date 2.9291q1121Y1 on Protection Island 1630 4. Date Population 1650 50 r 1670 111 '1937 piino, 3 1690 -210 Fall '-40 1710 331 1933 Spring 30 1730 ' 629 Fa11 100 1750 1;170. ,1939 Spring 90 1770 2,148

gall. 425 1790 3,929 . 1940 Spring,: 30n '1810 7,224 Fall 825 1330 12;901 1941 -.Spring 600, 3,850 23,261 Fall 1520 1870 39,905 "Ie.! 1942 'Sprin!.! 1325 1390 63,056 Fall 1900 1910 92'9497 , 1930 1/3,188 1950 151,683 1970 209,000

Snowshoe-hare in, Canada Kansas PopUlation**

tc. /Date Population** Date Population

1845 1860 107 0 , 1850 40 1870. 364

1855 70 1880 , .996 1360 20 1890 '1,428 1865 140 1900 1,470 1070 10 1910 1,691 1375 90 1920 1,769 / 1880 10 1930 1,801 1885. 130 1940 1,801 1390 20 1950 1,905 1895 90 1960 ' 2,179' 1900 10. 970 2,300 Est. 1905 50. 1910 60 1915 30 1920 10 1926 60' 1930 5 1935 80

*Sei actilAtiefl 3.21 through 3:24'tor an explanation efick,840h, **Thousands U. S. POPULATION 190,000

180,000

170,00D

10,066

150,000

140,00

130,000

, ,120;000

'1 110,000

100,000

0 o, 90 ;000

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LOST ON THE MOON EXERCISE

4 The NASA Lost On The Moon Exercisecan he,used td help students reali4e which basic needs of life are most inportant duringa short period of time.. If it is ueed.as a group activity then the "Decision by Consensus" approach can be introduced.*

Decision by Consensus

This is an exercise in group decision...making.Your group is to employ the method of,Group Consensus in reaching its decision. This means that the prediction for each of the fifteen survival items must be agreedupon by each group member before it becomes a part of thegroup decision. Consensus is difficult to reach. There fore, not,every ranking willmeet with everyone's complete approval. Try, as a group, to make- each' ranking one with which all group members can at leaat.partially agree. Here are some guides to use in reaching consensus;._

1. Avoid arguing for your own individual judgments. Approach the task on the basis of logic.

2. Avoid changing your mind only in order io reach agreement and avoid conflict. Support only solution's with which ;yam are able to agree. somewhat, at least.

3. Avoid ''conflict-renching" techniques such as majority vote, aver- aging or trading in reaching decision.

4. View differences of opinion as helpful rather then as.a hindrance in decision-making.

*See instructions and answers on E 22 and E -23. E-22

LOST ON THE MOON EXE

flecision Form

By Jay Hall

INSTRUCTIOUS: You are in a space,-Crew originsy scheduled to rendezvous with a mother ship on the lighted surface:ofthe moon. Due to mechanical difficulties, however, your ship was forced to landat a spot some 200 miles fromithe rendez- vous point. During re-entry and landing, much of the equipment aboard vie damaged and, since survival dependson reaching the mot er ship, the most critical items available must be chosen for the after landing. Your task is to rank order them in terms of their importance in allowing yoUrcre .to reach the rendezvous point.

Place the number 1 by the Most important item, the number 2 by the second most . important and so on through number 15, the least i portant.

Box of matches

Food Concentrate

50 feet of nylon rope

Parachute silk

Portable heating unit

Two .45 Calibre pistols

One case of dehydrated Pet Milk

Two 100 lb. tanks of oxygen

Stellar map (of the poon's constellation)

Life raft:

Magnetic eompass

5 gallons of water

.Signal flares

First aid kit containing injection needles-

Solar - powered III receiver - transmitter E-23 NASA EXERCISE ANSUER SPEET

Rationale: Correct Answer.

No oxygen 15 Box of matches Can live Otte awhile without food 4 rood concentrate For travel over rough terrain 6 50 feet of nylon rope Carrying 8 Parachute silk-- Mghted side of moon is.hot 13 Portable-heating unit Some use for propulsion 11 Two.45 Calibre pistols '!eeds RIO to work 12 One case dehydrated Pet milk lo air 8n moon 1 Two 100 lb. tanks of oxygen needed for naVigation Stellar map. moon's constellation) Some value for shelteror carrying q''.Life raft Noon's magnetic field is different 14 Magnetic compass from earth's You can't live long with this 2 5 gallonsof water "To oxygen 10 Sifmtil flares First aid kit might be needed 7 First aid hit containing but needles ate useless injection needles Communication 5 Solar-powered N receiver-transmitter

NASA Exercise Direction Sheet ler Scoring

The group recorder will assume the responsibility for directing the.3coring. individuals will:

1. Scoie the net.differences between fheir answersandthe correct answers.for example, if the answer was 9, andthecorrect answer was 12, the net difference is 3.' Three becoMesthescore for that particular item.

2. -Total these scores for an individual score.

3. Next total all individual scores and divide by the number of participants to arrive at an average individual score.

4. Score the net difference between group worksheet answers and the correct answers.

5." Total these scores for a group score.

Compare the average individual score with the group score.

Ratingst

0-20Eicellent 20-30 GOod 30-40Average 40-50Fair Over 50Poor tr24

NATURAL PItonthsi

Natural problemsirethose brounht on by the elements, or by living factors within nature her elf.,

It is not uncommon for peopleto forget that withoUt man being present, wildlife will still die. The following examples will help illustrate the natural struggles that exist in the absence of man.

Without interference byman, most wild things still have the vast forces of nature working to whittle down their numbers.

An occasional freak storm will wipeout a flock of birds to remind us that struggle and death happen all the time in nature apart from man.

So we have starvation,. fire, flood, drought, storms, volcanoes, tidal waves, earthquakes, sleet, hail,snow, wind, tornadoes, hurricanes, heat, disease, and predation.

The deer faCes external predation from the wolf and internal parasitism by the liverfluke. nabbits face quick death to the coyote, slow Weakening to the body louse, and slow death to an organism that causes rabbit feVer.

Duette die by the tens of thousands to a disease commonly called "limber neck" or botulism--a sickness that is jot caused by the doitigs of man.

Any person;who hasdisas.4dthestomach of4bassor pike after catching it is welt aware of the relentless pursuit of food by:all predators.

, In fitting himself into natures scheme of things, man has to make many allowances, for the natural food chains to go'on as they have in. nature for eons of time.'

One is tenpted to get emotional about the cruelty of a screech owl taking a young robin, a snake taking a gopher, or a wolf pack killing a tired old moose. But it's all nature's way. Wolves don't have captive bolt pistols or death chamb-ers of CO2 that can be used'in the civilized slaughterhouse of modern man.

Death is a necessity so there can be new life. 0

Living things must struggle with'one another for survival because too many of every living thing le produced.

*Patterns For Preservation, David Tillotson,AGreat Northern Publishing Corporation, Hilwaukee, Wisconsin, l969, pp. 349-350. 7,!-25

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EIVIRONItEUTAL EDUCATION

adaptation disease light rainy age dominant living rocky air earth man sand algae ecology matter sandy animals egg micro organism scavenger ant.- emigration minerals season aquarium enemies misty seed balance energy moist senses biological environment mold shade birth erosion mortality shoreline bounty evaporation moss slope brush extinct native smell camouflage fall nature soil carbon dioxide feel nocturnal spaae. carnivores food nutrients species change food chain obseritation .apring characteristics fungi Ocean starch chlorophyll graph organism steep clinate grass oxygen succession clitax community ground parasite sugar cloudy. host pattern sultry cold humid photosynthesia sun communities. hUmus pioneer community sunlight,

competition Immigration plain . taste condensation insecticides plant terrarium consumer insects pollution ,touch cool invader pond tracks data lake population trees death land predater twig decay leaves prey waste decomposers lichens produc er `t,yater ,desert life protect weeds diagrams life cycle quadrat wind () APPENDIX F

Field Trip

The following material pertains to the field trip preparation, activities, and immediate follow-up in the classroom.

Sample Request to Principal for Field Trip, F-2

FieleTrip Guidelines for Principals F-3

Sample Letter to the Student's Parents (Choose only one) 1. ReatiatakartIre (Use if the principal requests eignature) F-4

2. requiring F-5

Data Sheet (Make two copies for each student) 6 F-6

Field Trip Schedule' * F,7

General Directions for Group Leaders . . . . F-7

Information for Group Leaders to Give Students F-8

River Road TripSites F-9

Lecompton Area History F-11

Field Trip Guide F-15

Aids for Group Leaders IN.18 - Sample Trail Directions F-23

Field Trip Summary Guide F-24

Habitat.Studies Comparison Sheet F-25 c S F-2 TILE TOPEKA PUBLIC SCHOOLS REQUEST TO PRINCIPAL FOR FIELD TRIP Elementary Schools

Date Submitted

Any classroom teacher who plans to takea group of students'on a field trip should discuss the details-otthe trip with'the principal of the school invadvance of the :date for the trip.'In most tapes, this planning with the principal should be done two weeks in advance of the trip. This form should be properly completed in dupli- cate and signed by, the teacher and the principal. One copy is filed in the office of the principal and the duplicate is sent to the Offite of Instruction to be 'filed there.

School Grade Number of Pupils

Date of Trip Leave Return

Description of Trip: Leadership will be provided by the Environmental Education

Project Staff. The trip will include an environmental study of 1) points of

interest alon the south side tl'the 16nsas River and 2 the environmental

study site Perry

Objectives of grip: 1) To allow the students to view examples of how man is using his environment. 2) To relate the concepts developed during the pre-trip study to the lrnatural" Or-real environment. 3) To provide each-student an opportuniy to use the senses and strand con- cepts in observing a "natural'llrea4. 4) To collect data from various types of habitats for comparative studies.

quality environment.

Ilea s of Transportation: School buses will be provided by the Environmental

ducation Pro ect.

Reqpired Cost Per Student None other than bringing a sack lunch. ...041011

TealcherlsSignature

f T_Approve the above request and accept responsibilities for the field trip as stated in the guidelines on the reverse side.

, 4

Principal's SignattAW Date F-3

FIELD TRIP GUIDELINES FOR PRINCIPALS

1. Pave definite educational objectives and procedures for evaluation, been established? 2. Is the field trip appropriate for theage level and/or subject area? And can it-meet established objectives? 3. Arethe educational, outcomes commensurate with the time taken from the regular instructional program? 4. Pave the students been adequately preparedto make the field trip a worth- while experience? 5. Pas the teacher made adequate arrangements at the field trip site? (Dates, time schedule, guides, safetymeasures, proper dresh, etc.?) 6. Rave any of the students within the teacher's,group been denied the oppor- tunity to participate? If so, was good judgment used in making the decision? 7. Pave arrangements been made for those students who are not participating? 3. Are you aware of the length of time the students will be away from your bUilding? 9. Does the field trip conflict with other ,scheduled school activities? 10. Pave arrangements been made for studenite to be absent from other classes and to do madeup work? 11. Are substitute teachers needed? 12. Pave parents been notified of the field trip and been given an oppotrunity to notify the school and ask that their child be excused from the trip? 13. no you have. on file a parent-signed pupil infornation record fpr each child giving permission for field trips (Item 164)? (Principals may wish to require signed parental permission slips for specific individual trips.) 14. Are the transportaiton arrangements adequate and safe? Are the vehicles adequately insured? (Remember that student drivers are not permitted to transport other students.) 15. Is each student required to pay a fee? If so, do you know the total charge and what expenses it covers? 16. Pave you'made arrangements for those students who state they cannot "afford" the field trip fee? 17. Pave arrangements been made for'emergency situations? 13, Pas the field trip form been completed In detail and filed with the desig- nated offices? 19. Does thiS field trip conflict with Topeka Plan Policy No., 11220 (1) which prohibits "the giving or attending of paid performances during the school, day for which tickets will be sold or admission charged to students"? (This includes commercial movie and theatrical productions.) 2n. If you have doubts concerning this trip, have you discussed them with the departmental supervisor or office of instruction? 21. Are you, as principal, "ready and willing' to accept your official respon- sibility for this field trip? A F- The Topeka Public and Parochial Schogls

Unified School District Ho. 501 . Environmental Education Demonstration Project Phone.: 232-9374

Dear Parent:

Your child's class is studying about the environment. Thisispecial study.is possible partly because of theapproval of a federally funded Environmental Educa- tion Project. Materials and information developed by the project staff, teachers, and community resource persons are used to teach this program. This study includes classroom work, a field trip, and follow-up activities in the classroom.

Ste are planning; to take an all daifield trip to Perry Lake on . We will

leave the school at . 'o'clock' and return.by , so it will be necessary-for each student to bringa sack lunch. A school bus and a driver. will be furniahed by the environmental project. If weather permits, the route to the.lake will include 'traveling by the' Du Pont and gansas Power and light-planteiind-continuing along the river road to Lecompton and acreas-thi-iiverlo an ecology site On the east_ side of PerryLake.

At least one adult present on the trip for each ten students. If you. would. like te_go-illong as a visitor, volunteer, or teacher's helper, please contact4roOf school.

---flease makesure your child is dressed -for being out in the weather all day and for walking through rough areas.

Before child on you the form below and return it to the school.

ENVIRONMENTAL EDUCATION FIELD TRIP

I giVe my permission for to go on the environmental

education field trip to Lake Perry on. . and to take part in the activi- ties involved with the trip.

Emergency Information:

Home Phone Alternate Phone

Address

Doctor's Name Doctor'sPhi'

Please, list any physical limitati ne your child haa that No should be aware of on this trip:

Signature of Parent # t IFYOUWOULD BE INTERESTED IN SERVING AS A VOLUNTEER on some of Our future, field trips, please indicate below the grade level with which you would like to help: You would be trained for any trip before being put in charge of a small group students.

Level: . Elementary fir. High Sr. High 17-5 The Topeka Public and Parochial Schools Unified School District No. 501 Environmental Education Demonstration Project Phone: 2329374

Dear Parent:

Your child's class is involved ina special study .of the environment. This special'? study is possible partly because ofa federally funded Environmental Education Project presently working withthe public and parochial schools of ToPeka. Hater- isle and information used in this studyhave been deVeloped-by 'the project staff, teachers, and community resource'pereons. This study,includes classroom prepare- tion,-a field trip experience, and follow-up activities in the classroom.

We are planhing tb take'an all day field tripto Perry Lake on We will leave the school at o'clock and return by , so it will be necessary for: each student.to bring a sack lunch. A school,bus and a driver will be furnished by the environmental project.'If weather permits, the route'to the lake will include traveling by the Du Pont and.RAnsas Power and Light plants, and continuing along the river road to Lecompton andacross the river to an ecology site on the east side of Perry Lake. ladle at the Perry site, your child will study; 1) interrelationships between plants and animals, '2) similarities and difference's between a woodland areil grass- land area, a pond, and the lake shore, 3) the effects hon.zliving factors have on the life present in a given area; the effects manilas on the environment, and - 5) use of the senses to observe the environment.

At least one adult. will be'present for'every ten students present on the field trip. If you would like to go along as a visitor, please cbntact the school.

. Please make sure your Child is properly dressed to. be in the out-of-doors-. If possible, have your child 'layer dress" so;,they can remove a series of sweaters as the day warms, rather than removing one' coat. Due to the presence of rocks and thorns et,,the Perry Site, it would be beat if your child wore hard-soled shoes, In case of extreme weathei conditions, the field trip will be,rescheduled.You will be notified of the new field trip date.

The Environmental Education Project uses volunteers to assist with all field trip activities. If you would be interested in becoming a volunteer for future field, trips, please call the office, at 232-9374. We are working with' fourth-grade; sixth-grade, special education,Aunlor high and 'senior high students. Regardless of the'student level you might volunteer to work with, we will provide training for you before you will be given the responsibility of working with students.,

If you do notwishyour child to take part in this field trip, please contact the school prin ipal.

I P-6

DATA SHEET.

Station Type Name

WEATHER CONDITIONS( ,/' -sunny partly cloudy cloUdy r'alny, sult67717;id .hot .warm 6cobi calm windy slight bree' .Air Tem , OF oc'

PRODUCERS: yoUng trees old trees Flrubs or bushes:. vines moss0.. algae ,grass otherUnall plants PLANT DESCRIPTION: tall -medium,- short estimated height of tallest plants woody plants hot woody (herbaceous)

SHADE: part of day, most of day none of day all day What will cause,the shade?

SLOPE: -steeps light flat Indicate direction of slope

SOIL: (Use, only.for grassNtind Wood area) hakd soft drY moist wet erk)sion signs -S71-1--tremp.

GROUNDCOVER: type of decaying matter

kl the decaying matter thick thin or missing

Is the ground rocky? . Are the plants together or mldely spaced?

WATER: (Use only for pond and lakeshore area) small waves Jarge waves MedrummOze wavqs.!

clear Water , cloudy water , ruddy waterer shoreline bare' decayed matter arovi shoreline Water oc

On the back of this sh'44t; construct a food web for thls area., Be sure to include produCers consumor-s,and,decomposers,.

O F-7

LAKE PERRY FIELD TRIP SCHEDULE

8:45 - 8:55 Load Stu'dents at School 6:55 - 10:30TraVel bi way ofriver-road (south side of Kansas Rivet, see river road sites) 0 usingN 10:30 12:00Morning observation _the

. senses and strand concepts 12401 - 12:30 Eat and moveto starting points for station studies 12:30 - 2:15 Eabitat studies using data sheets ,2:30 'Load bus and leave sitd. Cider slush?

GENERAL DIRECTIONS FOR GROUP LEADERS

Eave a group roll call systen: students number off or a aiMilar-nethod whereby the group can be quickly checked.

2) Provide each student with a drinking cuprthermometer,'dlipboard and hand lens at appropriate:time.

3) C011ect any equipment used by the students at the'end.of the session.

4) ,Allow some time for students: to use the restrooms. Avoid congestion by having them go when no other group is present.

5) Collectsmall Water samples from either pond or lake or both durinl the afternoon. The leader, should gather the water 'samples immediately, after students have filled the container. _

6) Be sure your group stays together.

7) i.riphasize leaving the area as little disturbedss possible.

8) In. case of a studentInjury,Jave'the stUdent.remain cmiet until Other a

. project-staff person or claserciom teacher is-located. They will then decide appropriate ection. Severe bleedirig or,stopage of breathing requires Amediate and' appropriate action.

9) Avoid" talking' something while on the.tra,i1 the entire group,hai. caught up to you. If Oossible,,try to get the'grbuP.141 a half - circle. around you before you start talking,

10) Don't make a walking marathon, spend some time Sitting and discussing various (interrelationships.

11) Lecture as little as'poseible.Ask lea4eg grieatiOns to stimulate the'parti- ciPation. Answer a,question with a quaation which 411guide hit towa0 givingthe correct answer. (Do'n't Overdo'this tialnique)

12) Be enthusiastic In your approach to each topic on the trip. 1/hat is 'old stuff' to 'yOU is prbbably new to the group.

13) Don't bluffs' If'you cannot answer a question, say sofHake a note of it so you can -later follow it vp. F-8 '14) Involve the group actively during the trip. As much as possible, encourage the use of all senses.

15) /f,a student discovers something exciting, stop and discuss it. You cat get bacl'. 'to your topic later.

16)- Avoid overdoing detailed and, coniplicated explanations. iteep things simple and general.

17) Avoid a taxonomy (naMing) trip. Giving names first causes closure on'a *plc%

13) ,Guide student observation toward details of plants and animals, but also be sure they are aware of,overall relationships, interactions, and patterns.

19)' Use questions tab guide student observation.

20)' Divide the timeso students will be able to yieW various types of habitats.

InFORMATIO" FOR GROUP LEADERS TO GIVE STUDENTS

Explain that:

1) It will be a physically more demanding day than being in the classroom.. They will need to accept this and not spoil the day for others by complaining (cold, tired, etc.)

2) The students will need to stay close to the leader so they Can'hear and not

. get lost.

3) The students are not to disturb nearby groups by yelling or otherwise distracting them.

4) The students are'to disturb nature as little as possible, replace any rocks

or other objects they move. ,

5) The siudente'are responsible for the equipment they are using and,are to

return it to the group leader at the end of each Eiessioh, .

6) The students are to keep their drinking cup all,day..

1) Men walking downhill, they should step sideways.

8) They are to follow the leader's directions and instructions at all times.

4 F-9 RIVER ROAD TRIP SITES

(South Side of Kansas River

New Housing Developing- iiostly developed .since 1960. What type .of land was taken? Which type of housing requires the greatest amount of land per person, apartments or private houses? 0 v. Trailer Court -.Rote arrangement and epacing. .Why not build permanent housing? Why are most of the trailer houses set with long axis north-south?Is this a typical trailer court?

ICPL Kansas Power and Lightprovides electricity. What do they burn to make power? Who uses the electricity?...Do they have waste products? That are the big tanks out front?

Du Pont Hakes cellophane. Matra cellophane made from? Vow is it used? How many people work for Du Pont? Do they have pollOiion problems? How does cello- phane differ from plastic? ,

Farm Crops - Supplies liood for man and beast:.What plant and animal crops are raised in this area? Do you eat any of them?What food do we eatthat are raised in this' area?

Rock Fence - Why was the fence madeOf rocks and not Wood posts and wire? \.hat type of material is sed today in building fences?

River Flood Plain flood plaid is the flai area next to the river banks which III is flooded during hea rains: Is the river always in the center of .the flood plain? Pow was the flood plain formed?Does the flood plain make good farm land? DoeS the river change 'its location? HoW is the land above the flood plain used by farmers?'-i

Waterj)ump Station -,Supplies rural people with water. Why do they not e private wellei° Pow does this water system compare to a city water system? ,0- Trash Dumping".- Note. the various placeaTeoge have dumped trash on the roadside. Why do people dump trash this way?' How would you feel if you owned-the land where people throw theik trash? Is the dumpin&by cityloentarm'people?Whit is being done by the government people to'Curfi trash dumping along the roadsides? What:ia the greatest problem created by trash dumping ?:

CountLine - Note change in road. What two.counties meet?' When were the counties established .

, . Growth Patterns on Hillside - Beneath the treeson thd'hillside note that some places there,is,undergroWth, some places it As bare, and some Armes have thin undergroWth.Try to explain-this difference.-

Railroad - Note the railroad runs in the edge ofthe flood plain. Why? What, advantage is it to keep the railroad within the flood plain?

Sand Bars - Note the large masses of sand in the river. Where does it come from? Did the'river once carry more water than at present? pid the river influence the aettliAg of Kansas? Can you tell which direction the river is moving by the loca- tion of the sand bars? Is the water dirty? If so;, did the,aiit get intelthe water! F-10

Lecommil - Was once a pro-slave cen..er in Kansas. Read the article explaining the Lecompton History -that is Included in the unit material. Whywas Lecompton not made the capital of Kansas?

Constitution Pall - How many years old mustthe Constitution' Pall building be? 1.1hy was the first constitution that was written fot Kansas not used when Kansas became a state? 1

Lane University - Was tnilt on foundation intended f:r capital building. Presi- dent Eisen!;ower's parents attended Lane University and were married in Lecompton. F-11

LECOMPTON - BRIEF OVERALL ulsToni

Daniel Boone's nephew belonged toa company(working for the government) tofind good townsites. They camped on the bluff overlooking the towp and decided its 'location. They called it Bald Eagle because an ragle'flew out AS they were dies- cUssing names. They felt the site was good because there were seven hills, just like in Rome. The fitst citizens changed the name to.Lecompton for,Judge Lecompte. The town was founded in 1354.

Lecompton was chosen to be the pro-slave Kansas capital'in 1855 and the capitol building was begun. The town reached'italleight of'prosperity between 1857 and "1858: There were about 1,000 people and lots were sold for between $500 and$1,000. They could. ater be bought for $25. The town was filled with pro-slavepoliticians and land speculatora and was the site of several smallbattles between the free staters of Lawrence and Big Springa and the pre-slavers .df the area. The first territorial_governor built a beautiful, quite elegant home here, but it has since been dismantled. At one time, Leeompton was known as "The USA Street ,of theVest." However, when Kansas cane in as a free state, Lecompton was. reduced to a small town. The foundation of the pro-slave capitol building later became Lane University. For further information see the historic buildings and river history listings.

LECUIPT01 (Historical points as approached from 40 Nerth,on Lecompton Road)

1. Fort Titus Ruins of old Fort Titus (no longer visible) are in the area.of the propane tanks south.of Lecompton. This was a smallfort, built by.pro-slayers, of double log walls during'ero-slave and free state hostilities. It was used by 13 Lecorpton men to hold off a large number of Lawrence free staters. Lawrence, however! had a cannon and the rest.of the townsmen took off across' the river for safety. The men at the fort surrendered after the cannon was used, but escaped quickly.

2. Lane University --Cdpitol Foundations Construction began in 1855..

a.' Behind the old high school$is an 'old alone building.' This was, originally to have been the Kansas .capital but money-($50,000 from the. U.S.Govern ment) ran'out after,the foundation and first story walls were built. It was to have two large wings added but the foundation oftheie is now covered.

b. When Lawrence free staters massed on the bluff to the Fast to demand thei4r, governor (Robinson) be releaSed (he was jailed on charges of treason because' the free state party was not yet recognized aa'the government of Kansas and he was'touring as governor) the townsmen took refuge in thehalf-finished buildiztg.' The U.S. Calvary at Thacket heard the,shooting and came rushing to the rescue with banners waving and truffpets blaring. They pursuaded the LaWrenca men to leave.

c. Ifane!UniversitY bought the property and in 1882 townsmen finished a new 'university on the old capitol foundations.. F4senhower's parent's metat

.Laneattii were married in LecOmpton. .

2 es F-12

1 , . 3. Constitution Pall This building is inside'the'town,itself and ii still ip use as a lodge hell. It ,is 'unaltered in looks. This w46 the site of the signing Of the first pro-slave Kansa constitution. f 4. Old jail ruins The ruins_are just behind the Constitution Hall on private property. Students may ,stand ontheliall grounds to look but,are'not to go Onto the property with the jail ruins. This is the jail in which Governor Robinson was kept in 1856.

, RIVER AREA HISTORY 1 1. The river was originally deeper ana swifter.A sycamore log ferry was used' to cross the river in 1654 at the title the area was opened to white settlers.' A 20 foot log, 5 feet wide was hollowed out 2 feet deep and was called the 'Fairy Queen'. It rtanagpd to cross the rapid river using only one paddle. The charge was $2.50 a crossing.,

2. Later a ferry boat made of boards (16 feet long, 12 feet wide) was anchored by cables to stout trees on either bank and maneuvered by a' pulley. The ferry

could carrya stagecoach and six or eight.horses, but was usable. only during. , daylight. Occasionally the cable broke when the river was very rapid and the ferry, pfds passengers, were rescued from a sandbar downstream.

3. Pontbon Bridge Many small boats. werechained._ together and a plank build across them as a bridge.

4. Ruins of an old ferrylanding (built up of rocks and dire) is stiI slightly visible approxim*lyunder the,power lines running to the West of the new bridge. This is alsothe dite,g-the old.depot.0 A-coal or grain shdte' remains.

'5. Steamboats- - From Kansas City to Manhattan, steamboats carried freight and passengerd ,This was discontinued in 1865 due to data construction at Cawrenca. Many.of the 201 4olorfully paintecl,futeamboatta had to be rescued from the apy..sand- bar's. Indian canoes also carried goods and passengers.

6. Recreati4n 'During iery'cold winters, people could ice skate to Lawrence and hack for yecreat0h.Horseback' riding was also popularin Lecompton and largegrOUps foi and midnightrides'togetheL

t\ gL P-1. e

'BIG SPRINGS,

(South of Lecomelbn on H ghway 40).

1. This,wae the site of the first free atate.tonvention in SeptemBer 1355. The barn which may have .been.the originalsitof'iheCohvention is visible frOm the road. It is now a part-time museum run by! Hi. A. W. Schwanke.

2. Big Springs was a watering placeon th Oregon frail. It was known as the forks because here the traffic- from Independence, Hissouri spread out to cross the river at various poitIts.13 Bit Springs ilaavaluabfelJecause,,there were several large, dependable, springs'and;ponds in the area. Alap,.the grass was, v sufficient for feeding the large number.of cattle and horses waiting to_cross, the river.

In 1844, 10,000 people in covered wagons waited' at Big Springs for the spring floods to dissipate so they could/cross the Kansas River.,

.. The Oregon Trail was in heavy.use from the:early 1840's to 1869 when the

railroad came in4 ,. ..;' ,

, . : ' . Faint ruts are still visike froM the west side of Lecompton, Road, just past the jupEtion'of Lecompton Road and Highway 40.' This should help to point tiur° the lasting effect that man can bake in his environAnt. :The,originalvruts have probably, beenAierpetuated by erosion after the earth- was deeply rated- ,

by the heavy' traffic. ,

RESOURCES* .. I.Th Collections°of the kanaas S ate Historical Societ .19091910. 'The Story of, Lecompton,'', ad address by Fly l!oore, 1907

! ./ This is ti'interesting, folksy of early Lecorvion by one of the first settlers. It would be good reading Or some!older ,students in that itgives a view of events frOM theLedompton:side rather than the usual free state,, interpretation.,

Early History, of Lecompton, Kansas and ita Vicinity. "Lecompton Rural Nigh School,. L934.'

This is history of,early,Lecohp on.and hai a description of the historic Mldigs:and their funCtions.there are pictures.of,somibuild*ngs AiCh have Since been torn down.

History of the State of Kansas. A.'T., Andreae, Chicago, 189.3. .p. 352,"Lecompton History," p. .353 "Big Springs," p. 84 "Tecumseh," p. 308 "Douglas County." j5 r Douglas County Clippings, Vol: 3,.Z.aneeeSity...loprnal,.September 1962, 'In Days of Lecompton."

A short history.

- ( *Thepe items are available from the ToakaHietorical Uuseum Library P-14

LOCAL REM:FITE PEOPLE

Lecompton

Itrs. Frank lAtiters--sixth p,rade teacher and resident of Lecompton. She has made a study of the history and uses it with her own classes.

Bic! Springs

Mr. A. U. Schwanke owns the old barn, elating from Oregon Trail da' 'td has a small museum of articles he has collected. The museum is not gen ,y open but could be by appointment i. interested in further history of 0 n Trail and first free state party. F-15

FIELD TRIP GUIDE

This guide is intended foruse by the leaders during the field trip.

For furtMr examples and suggestions of ideas for use during either the morning or afternoon read the following appendix material 'Aids For Group Leaders."

7!orning Session at Lake Perry 10.30 - 12:00

Give each student a hand lens and show how it is used. Don't forget to collect them at the end of the s,..1ssionr

During this Session, help the studentsuse each of the five senses, use the strand concepts to observe local examples of food chains, determine the basic needs of plants and animals and discuss how the organisms meet these needs, and discuss the matter cycle. The following concepts should be covered using a similar example. These concepts can be combined.

Concept Example

Senses

Feel Touch surface of leaves, bark, worn rocks and freshly broken rock.

Smell Smell soil, crushed leaves, and flowers.

Sight Have each student select one thing he sees and describe it the best he can.

Taste Taste only things you are sure are safe, such as grass, moss, and algae.

Nearing Towards the end of the session, sit quietly and listen for sounds produced by living and non-living things.

Strands

Similarity Lead discussion describing how two trees (hickory and elm) are alike.

Variation Discuss and compare differences. Use tree leaves (oak and walnut)! plants on top of the hill and those on the bottom; bark patterns on trees.

Adaptation Examine the thorns on a gooseberry plant or loci's tree. Some plants grow better in sunny areas, other in the shade.

Change Discuss how the Lake Perry area will change with different seasons. That did it look like one million years ago? F-16

Concept Example

411 Strands

Interaction Find evidence of animals eating--holes in leaves and nutshells. Finr+ tall trees shading undergrowth, wind blowing leaves; rocks weathering7 logs decaying.

Patterns Look for patterns in leaf veins, leaf margins, tree limbs, tree bark, plant growth, bird nests, waves, and rocks.

Basic Teeds

Animals Animals need food for energy from green plants or other animals that have eaten green plants; oxygen from the air and water from a lake, pond, or stream.

Plants Discuss what the green plants need in order to live: carbon dioxide from the air, water and minerals from the soil, a,,d energy from the sun.

Natter Cycle

Plant Waste Green plants release excess oxygen into the air.

Animal !Taste Animals release carbon dioxide and undigested matter.

'tatter Cycle Discuss the movements of matter from the soil, through the food chain, and back into the soil.Discuss the exchange of oxygen and carbon dioxide between plants and animals.

Food Chain

Producer Have the students point out examples of producers (green plants) in the area: trees, shrubs, algae, moss, weeds, grass.

Consumer Find examples based on observation and evidence: teeth marks, tracks, and animals.

Decomposers Find examples: fungi, mold, worms.

Food Chain Based on the evidence observed, develop food chains for the area. Start each food chain with a producer, include at least one consumer and end with a decomposer. Example: (shrubdeer-- coyote--bacteris), (algae--minnow--crayfish--catfish--bacteria).

Afternoon Session (Habitat Studies) 12:30 - 2:15

Each student will be provided with a clip board, thermometer, compass, and two copies of the data sheets (see unit page F-6). Students should have pencils, but each leader will need extras.

Observations will be made of plants and animals in a woodland, grassland, pond, and lakeshore. A data sheet will be completed in two of the areas selected by the leader. See page 29 in the unit for more details. F-17

Directions for Using the Data Sheet

Station Type Indicate the type of area being observed- woods, grassland, pond.

Producers: Discuss the role of producers (making food), then check the groups of producers found in the area beino studied. What are the basic needs of the producers and where do the producers obtain these materials?

Plant Description. Discuss relative value of words like tall and short. Let the students complete their sheet. Do not try to have all students agree on one specific answer.

Ground Cover: Emphasize variation in types of decaying matter with types of plants present. Relate site of plants to space between plants.

Shade: Relate angle of sun, presence of trees, and slope of hills to the length of exposure.

Weather Conditions Check the terms that best describe the specific area you are in.

Air Temperature- De sure students hold the thermometer away from their body at least six inches for one minute before reading.

Soil - Feel with fingers.

Erosion Signs - Compare erosion in the area with that viewed near Lecompton.

Soil Temperature - pl; a small hole one-inch deep with a stick or pencil, then place the thermometer in it. Do not push the thermometev into the !"round as it will break.

Clear, Cloudy, Muddy Water- Place a small sample of water into a clear bottle and observe. Compare the sample to the larger body of water.

Water Temperature - Be sure to measure air temperature first--a wet thermometer will not measure air temperature accurately on a windy day.

Food Web: Draw a six-inch circle on the back of the page and'make dots every inch around the circle. Now start naming plants and animals that live in the area. Place their names outside the circle by the dots. Be sure your food web includes producers, consumers, and deocmposers. Draw lines indicating what eats what. F -1.8

AIDS FOR COUP LEADERS

As each group will encounter different environmentalsituations, no set guidelines can be formulated. The following are suggested guide questions, each set based on the group stopping ata given type of location.

A) Woodland

1) What is the overall pattern of tree growth? (loose, tight, many branches, feo branches, leaning one direction, big branches, small branches, large tall trunk, branched trunk, distribution of branches around the trunk)

2) What are some patterns produced by tree parts? (leaf veins, leaf margins, lea;: arrangements, bark of older parts, bark of young twigs, bud arrange- ment bud cover, growth of lichens on trees, angle of branches, insect damage to tree leaves) (Use sense of touch, smell, and taste as well as sight where possible)

3) What organisms depend on the tree? (Insect damage, bird nest, insect homes in hark, mammal homes, evidence of squirrels eating)

4) What are some signs of interaction of the tree with other environmental factors? (birds lighting on branches, wind moving leaves, roots in soil, effect on other vegetation around, role in carbon dioxide-oxygen cycle, weather affects)

5) (producer for many 1111 What role does the tree play in the food web? organisms)

6) How is a specific tree different and similar to surrounding trees? (size, age, patterns of parts)

7) Pow is the tree similar to surrounding vegetation? (attached to soil, act as producers)

3) How nary, and what, colors can be found on the tree? (several by close observation)

9) Are there any signs indicating the tree is reproducing its kind? (seed, fruit)

10) Does a crushed leaf produce a definite smell?

11) Has man influenced the tree?

12) That grows directly under the tree?

13) What type of shadow is produced by the tree?

14) What adaptations does the tree have for protection? (thorns, thick bark, sticky sap)

15) Does the tree produce any sound? F-19

16) List adjectives that can describi she tree.

17) How has the tree adapted to the season?

13) How has the tree's location affected its growth?

19) How many types of trees can be found ina 30 foot circle?

20) What plants can be found growing on the trees?

21) Which type of tree is most common?

22) How do plants travel, or do they?

23) What types of organisms are associated with dead trees?

24) Can you tell where last year's leaves were attached?

25) Where are wooded areas located?

26) Are all buds. the same shape and arranged in the same pattern?

8) Grassland

1) Is there only one type of plant?

2) Is all grass alike? (margins of blade, base shapes, vein pattern, feel, texture, color, smell)

3) Where does grass grow?Do different grasses grow in different habitats?

4) Are all plants the same height in grassland areas?

5) What animals are found in grassland areas? (Look not only at the top of the grass, but also near and in the soil surface)

6) In what way has grass adaptee to allow animal traffic and wind movement? (very flexible blades)

7) What is the root pattern of grass plants?

8) What is the role of grass in the food chain?

9) What type of consumers are found in the grassland?

10) Is there any evidence of large animals being in the grassland? (grazing, tracks, waste material)

11) What type or variety of insects are present?

12) Pow has man influenced the area?

13) What sound can one hear from the grassland area?

14) What evidence can be found to show nature reusca matter? (decaying matter) F-20

15) Are there any indications of reproduction?

16) Are there any indications that the area is changing?

17) How are organisms usinc the area? (homes, food, protection)

18) How is the season reflected in the grassland?

19) What smells are present in grasslands?

20) Can you detect any communications occurring between organisms?

21) Is there any evidence of organizational patterns present? (insects)

22) What do some plant seeds taste like?

C) _pocky Area

1) Is the area rocky, due to natural or manmade factors?

2) What patterns can be observed in the rocks?

3) Feel the rock, is it smooth or rough? Sharp or rounded edges?

4) Are all rocks the sane size? -What causes differences?

5) What affect does weather appear to have on the rocks?

6) What animals associate with the rocks?

7) What plants associate with the rocks?

a) Is the soil different around rocks?

9) row do you communicate with a rock--or do you?

10) Of what value are rocks to animals?

11) What about the rock tells how long it has been exposed? (The sharp and rounded edges)

12) Are the size and weight of rocks always proportioned?

13) Do rocks move? flow?

14) Any evidence of former life?

15) Any forms of erosion present?

U) Water Area

1) What are some adaptations of animals that'allow then to survive, either partially or completely in water? F-21

2) What vegetation is found in the water?

3) What is different about the soil around water?

4) What evidence is there of other organisms using the water?

5) flow do the various organisms interact?

6) Are there any smells associated with water? If so, describe.

7) How do the water organisms depend on the surrounding area?

8) What is found where the water and soil meet?

9) What color was the water?

10) Are there any indications of seasonal influence?

11) Where are the plants located within the water?

12) What is different about the plants at the water's edge as compared to those a few feet out?

13) Do all sides of the pond appear to support sone vegetation?

14) What interaction has occurred between the water and the surrounding soil?

E) Summary Questions

1) What type of vegetation is found where grassland meets woodland?

2) flow has man changed the wildlife in the area?

3) What are some ways the grassland influences the water? (controls the washing of minerals into water)

4) Does the position of the sun during the day influence the locatiOn of vegetation?

5) What indications are there that the area is changing? (pond filling, young trees expanding into grassland)

6) flow has man modified the area?. (?'ost of the grassland was planted, burned the underbrush, construction of pond and lake, established recrea- tion area, mowed some of the grass)

7) What happens to the vegetation as one goes from the hilltop to the lake shore?

8) What information should man collect before further modifying the area? (What organism will be destroyed? What erosion will be introduced? Will the value resulting from the change be greater than the value lost?) F-22

9), What will be the natural changes for the area?

10) Eow would you change this area?

11) Can you find evidence indicating how the area was used before it became part of Cie Perry Reservoir?

12) What natural resources are present on the site?

13) Where does the water in the pond come from?

14) Where does the water in the lake cone from?

15) Vow many different ways can one pick up environmental communication? (use of all the senses)

16) What danger signals can you read from the environment which tell you the land has been misused?

17) What type of material is decomposing in each area? F-23

SMPLE TRIAL "A" DIRECTIONS

During the afternoon habitat study eachgroup will follow a compass trail and complete data sheets comparingvarious habitats. Following is a sample set of trail directions used byone group. Leaders modify and change the trails to pre- vent wearing paths and to best utilize thearea throughout the season.

1. Start at outhouse SC8. Note the plants man has introduced into the area.

2. Go 180 degrees south 100paces. Do a grassland study plot at this location. Take a special note of the surrounding area. !That appears to be happening?

3. Go 270 degrees west 70 paces. Examine the old dead tree, note animal homes, mans influence, and the natural process the area is undergoing.

4. Go 210 degrees south by southwest SOpaces. At this point note the invading of the grassland by trees. What type of trees are most common?

5. Co 270 degrees west 70 paces. What is happening in this area? Are the trees nearly the same size? Can you find any hickory trees? If so, do they appear to be the same age? Hoy can you tell?

c. Go 340 degrees north by northwest 50 paces. Be careful not to slip on the rock while going downhill. Stop and do a woodland plot study at this point. This area has been burned over.

7. Co 240 degrees west by southwest 150 paces. From this point do a study of the pond.

3. Co 180 degrees south 100 paces. You are now in a woodland area that has not been burned. Compare it with the previously studied woodland area.

9. Go 224 degrees southwest 53 paces. Notice the dead log and the natural community involved.

10. Go 270 degrees west 74 paces. What happens to the wooded area? What type of trees are most dominant? Do you see a sycamore tree? What is different about it?

11. Continue 270 de6rees west 150 paces to the lake shore line. that is unusual about the oak trees you passed on the way?How has man influenced this area? What plants are found around the shoreline on the soil? That are the waves doing to the bank? What color is the water? Fill out a study sheet for the lake shore area. F-24

FIELD TRIP MillARY GUIDE S Use the last five to ten minutes of the tine with your group to review the items listed on this sheet. This is intended to: 1) summarize concepts and ideas for students, and 2) give the group leader information from which he can modify future trips.

Each student should be able to recall at least one example for each of the strand concepts and provide one instance in which each sense was used in observing.

What did they consider the most worthwhile during the field trip?

What did they dislike about the field trip?

What do they have questions about?

Give an example for each of the following, as experienced during the field trip.

Similarity -

Variation --

Patterns -

Interaction -

Change -

Adaptation -

Touching -

Listening -

Seeing

Smellin"

Oote: This can also be used by the classroom teacher as a guide in a follow-up discussion. HABITAT STUDIES .COMPARISON SE7ET shore)land,Type(woodland, ofpond, Habitat lake- grass- Weatherity,Temperature shade, (humid- etc.)and cover)slope,conditionsSoil or ground water (temp., Animals Vegetation Comments