Illinois Natural Heritage Conservation/Education Kit III

DOCUMENT RESUME

ED'247 121 SE-044.717

AUTHOR Stone, Sally F. TITLE Illinois Natural Heritage Conservation/Education Kit III. Special Theme: Prairie and Open Habitats Ecology and Management. INSTITUTION' Illinois State Board of Education, Springfield.; Illinois State Dept. of Conservation; Springfield. PUB DATE May 83 NOTE 63p.; For other titles in this series, see SE 044 715-718. AVAILABLE FROMDepartment of Conservation, Forest Resources and National Heritage, 605 Stratton Office Building, Springfield, IL 62706. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Animals; Biology; Conservation (Environment); *Conservation Education; *Ecology; Elementary Secondary Education; Endangered Species; *Learning Activities; Plant Identification; Science Education; *Wildlife; *Wildlife Management __IDENTIFIERS *Illinois;_*Prairies

ABSTRACT This instructional guide contains 15 activities and exercises designed to help teachers familiarize their students with' prairie and open habitat resources of Illinois. Each activity or exercise is ready to be copied and given to students. Activities include: (1) making a marsh hawk model; (2) building a prairie ecosystem; (3) investigating food chain links; (4) visiting aprairie (or an old field, pasture, grassy roadside, another open area if a prairie is not available); (4) working as a soil conservation specialist, wildlife manager, and conservation police officer; and (5) examining a fictional account taken from the journal of a young girl living and writing in modern day Illinois..The latter-is ,recommended for all students because it provides a broad overview of Illinois' prairie heritage. Although the materials are probably best suited for students in grades 4 -8, most of the activities can easily be adjusted to match the skill level of nearly every primary and secondary grade. A recommended list of appropriate exercises and portions of exercises/activitiep for grades K-12 and instructional strategies are included. (JN)

*********************************************************************** Reproductions supplied by EDRS Are the best that can be made * from the original document. *********************************************************************** s. U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as CELT COPY received (rove the person or organization originating it. itMinor changes have been made to improve reproduction quality. Illinois State Board of Education om! Illinois Department ofConservation Points of view or opinions stated in this docu- Springfield, Illinois 62706 ment do not necessarily represent official NIE r. 524 South Second Street, position or policy. r4r\J

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TO THE EDUCATIONAL RESOURCES 2 INFORMATION CENTER (ERIC)." Illinois Natural Heritage

Conserv_ationiEducation_KitAII_ ABOUT THIS EDUCATIONAL KIT: "STEP INTO THE WILD" Prairie and Open/Habitats Ecology and Manage- A special "STEP INTO THE WILD" achievement ment is the special theme of this Kit. The fifteen exer- coupon appeaes at theWiif 15 exercises in the in- cises and activities included in this instructional structional guide. Students who complete thoseexer- guide are designed to help teachers familiarize their cises are asked to cutout the coupons- and paste students with the prairie and open habitat resources them on the Prairie Challenge Page (3). Students who of Illinois. Although t ie materials are probably best send in at least one coupon on their Prairie Challenge suited for students in grades 4-8, most of the exer- Pages to the Illinois Department of Conservationat cises can easily be adjusted to match the skill level of the address shown below will receive a conservation nearly every primary and secondary grade. button entitled "STEP INTO THE WILD" and featuring the Franklin's ground squirrel. To speed mailing, NATURAL HERITAGE MONTH: teachers are asked to gather Challenge Pages and As NaturalHeritage MonthinIllinois,April send them in together as classroom sets. presents itself as a good time for teachers to use the contents of .this Kit. Natural Heritage Month includes LET US HEAR FROM YOU the observances of Earth Day (usually the third Tues- Teachers and resource interpreters who use this day), Arbor and Bird Day (the last-Friday) and Bird Ap- Kit are asked to please complete the Teacher Ques- preciation Week (the last week). Though the activities tionnaire included in this Kit. Since this Kit is only the and exercises in this Kit can certainly be used in rela- third in a five part series of conservation/education tion to these special days in April, the materials are Kits, the comments and suggestions we receive from always topical and can be used at any time of the the teacher questionnaires will be very helpfulas we, year. prepare the remaining two Kits. Please help us make these educational materials useful and interesting by GIANT PRAIRIE COLORING PAGE: completing the questionnaire and mailing it to the ad- A special feature of this Kit is the. inclusion of a dress below. Please use the flip sides of the teacher' prairie coloring sheet which features 63 native Illinois questionnaire to order more conservation /education plants and animals. The coloring page serves as an materials from the Department of Conservation. We important visual reference for students as they com- would like to call your attention to the fact that we plete exercises in the instructional guide. will send a classroom set of the GIANT PRAIRIE COL- ORING PAGE to any Illinois teacher or resource inter- preter. BUILDING A PRAIRIE ECOSYSTEM: . Students are given the opportunity in this Kit to build their own prairie ecosystem by cutting out and putting together the 76 different features of a prairie MIllinois ecosystem as presented on pages 13-34 of the in- Department of structional guide. Students begin by cutting out and Conservation placing elements of the prairie soil and continue by life and land facie"- ;-r doing the same with prairie grasses, forbs, insects, Communications Program amphibians andreptiles,birds and mammals. Division of Forest Resources and Natural Heritage Students can arrange the features of the ecosystem Lincoln Tower Plaza as they please or they can follow the arrangement 524 South Second Street shown in the GIANT PRAIRIE COLORING PAGE.- Springfield, Illinois 62706 Illinois Department of Conservation life and land together

This Illinois Natural Heritage Conservation Education es, Illinois Department ofAgric,ulture. Coordination of Kit is jointly sponsored by the Illinois Department of school publicity and distribution wasprovided by Don Conservation and the Illinois State Board of Educa- Roderick,EducationalConsultant;IllinoisState; --tion-and-is-approved-by-the.Illinois_Advisory_Board of Board of Education. Special appreciationis extended Conservation Education. Funding and technical sup- to Victoria Little for typing -andproofreading the port for. this Kit was provided by the Divisionsof manuscript. Forest Resources and Natural Heritage, Fish and This kit is endorsed the Illinois Department of Wildlife, and Law Enforcement of the Illinois Depart- Agriculture "as a sou d conservation education Kit meht of Conservation. Materials in the Kit were that will increase awareness of the value and need for prepared by Sally F. Stone, Communications Coor- protection of Illinois' rich\prairie soil." dinator, Division of Forest Resources and Natural Heritage,Illinois Department of Conservation.Il- This Kit is endorsed by the EnvironmentalEducation lustrations were provided by Robert F. Eschenfeldt, Association of Illinois "as\ a valuable asset tothe Squires Ad Agency and Art Studio. Technical editors classroom teacher to build awareness and under- for the project included the following Illinois Depart- standing of one of Illinois'. most valuableand cher- ment of Gonservation staff persons, Carl N:Becker, ished natural heritages the trairie." Natural Heritage Section Manager; -Carol J. Mahan, of Mammal Ecologist; William E. McClain, Natural Heri- The Illinois Environmental Council, a coalition tage. Biologist; Vernon M. Kleen, AvianEcologist; organizations and individuals who are concerned David Klinedinst, Wildlife Management Biologist; about the environment. inIllinois, "welcomes this Melissa Murphy, COnservation Resource Manager; third Illinois Natural Heritage ConservationEduca- Glenda H. Burke, Safety Education Administrator; tion Kit as a commendable step toward.meetingthe Sergeant Tom Wakolbinger, ConservationPolice Of- critical need for the youth of Illinois to be educated ficer and John Schwegman, Staff Botanist.Technical about the value of our natural areas and the impor- assistance was also provided by Jim Hartwig,'Soil tanceofpreservingourstate'iagricultural conservation Specialist, Division of Natural Resourc- resources."

Illinois State Environmental --Board of Education Education Association 100 First St., Springfield, IL 62777 / of Illinois Phone: (217) 782-2826

krs" Rt. 1 Chana, Illinois 61015

ILLINOIS department of Illinois I Council' 4071/2 East Adams St., Springfield, IL 62701 Illinois State.Fairgrounds, Springfield,Illinois 62706

Printed by the authority of the State of Illinois May, 1983, 5M No. 36271 TEACHER QUESTIONNAIRE A note to teachers and resource interprelNrs; This Natural Heritage Conserva- tion/Education Kit is the third in a series of conservation education kits being produced by the Illinois L" It of Conservation. You can help us continue to prepare quality materi e remainingtwo kits by filling out the following questionnaire. You cal, this-questionnaire to request additional environmental education .77 the Department of Conserva- tion. Please mail your completed questi o the address shown below. Communications Progra Division ofForest Resourt A NaturalHeritage Illinois Department of Conservation Lincoln Tower Plaza 524 South Second Street SP'ringfield, Illinois 62706

Teacher's Name Grade level

Name of School

Address

Did you use the Natural Heritage Conserva- space to the right of each exercise, ratethe tion/Education Kit-1 and/or II? If yes, did you usefulness of each exercise by placing a 1 if find the materials in Kit I to be useful? , you consider the exercise to be VERY in Kit II? USEFUL, a 2 for MODERATELY USEFUL, a 3 if you used the exercise and found it to be Please rate the exercises in this kit in terms of POORLY USEFUL and a'zi if you did not use how useful they are to you as a teacher. In the the exercise at all. Journal of Julia Prairie Mammals Building A Prairie Ecosystem (overal;) Prairie Sleuthwork The Great Food Chase Working As A Soil Conservation Prairie Soil Specialist Prairie Grasses Working As A Wildlife Manager Prairie Forbs Working As A Conservation Police Prairie Insects Officer Prairie Amphibians and Reptiles Marsh Hawk Model Prairie-Birds GIANT PRAIRIE COLORING SHEET Please use this space to express any comments or suggestions you have about the kit as a whole or about any of its individual exercises. (If additional space is needed, pleaseattach a separate sheet of paper)

TO ORDER MORE MATERIALS, USE THE BACK OF THIS FORM.

Submittal of the above information is VOLUNTARY. This form has been approved by the State Forms Management Center. Conservation 'Educatio'n Materials -Available from the Illinois Department of Conservation, The Natural Heritage Conservation Education Kit Series. Pig' / fteelfg.ctuseiF"'' Kits I,II, and III. PEW. (Limit one per classroom. No charge.)

GIANT FOREST AND PRAIRIE COLORING SHEETS (classroom sets are available; pleese limit to 25 per set if possible. No charge)

The Woodland Birds,,Mammals and Trees of Illinois Color Posters THESE (one of each poster available PR,ciola* per classroom. No charge)

These Precious Few Illinois Endangered and Threatened Species Poster and Booklet Color booklet examines natural history of 58 Illinois endangered and threatened species. Color poster depicts same species. (Classroom sets of 25 of booklet are available. Limit one poster per classroom)

. FIELD GUIDES TO ILLINOIS PLANTS 331 272 These easy to use field guides contain pages. pages. 248 identification keys, illustrations, photographs k,Black Black 226 and natural history information about a wide & pages. pages. variety of Illinois plants. White White Color Color $2.00 $2.00 $5.00 $5.00

What Fish Is This? Illinois Mandatory Safety Education Digest This black and white booklet includes identification chartsand, This brochure covers important safety laws relating to boating, snowmobiling and hunting and informs teachers natural history information about about safety courses offered by the Department of . many of Illinois fishes. (Limit one per classroom. Nocharge.) Conservation. (Limit one per classroom. No charge.) ORDER FORM Please send me the following: TITLE QUANTITY Natural Heritage Conservation/Education Kit'l What Fish is This? Natural Heritage Conservation/Education Kit II Illinois Mandatory Safety Education Digest Natural Heritage Conservation /Education Kit III Field Guides (Please enclose check or -, GIANT PRAIRIE COLORING SHEET money order payable to Illinois Department GIANT FOREST COLORING SHEET of Conservation for correct amount) Illinois Trees (-_;olor poster) Forest Trees of Illinois Illinois Woodland Mammals (color poster) Prairie Plants of Illinois Illinois Woodland Birds (color poster) Wildflowers of Fields, Roadsides, and Booklet Open Habitats of Illinois These PreciousF;:.;.q Poster Spring Woodland Wildflowers of Illinois 'j B7':11Pry rl "". . Illinois Department of Areas in Illinois Conservation Note to teachers and resource interpreters: Please ask permission. of th% landowner before Listed below by county are prairie areas and restora- visiting-any of the prairie areas included in this list. To tions inIllinois. Many of the prairies are Illinois find out about more prairie areas, contact your county Nature Preserves. Please use care when visiting conservation, park or forest preserve district. Many of these Preserves and remember it is unlawful to litter these agencies have prairie areas/restorations on or disturb the Preserves in:any way. It is also illegal to their properties as .well as trained interpreters to collect any plant or animal residing in the Preserves. assist you and yourstudents. ADAMS COUNTY GRUNDY COUNTY MCHENRY COUNTY Siloam Springs Prairie Goose Lake Prairie Nature Preserve Cary Prairie Nature Preserve Location: check with the site superintendent for the best Location: Southeast of Morris. north of Lorenzo Road. on Location: Just south of Caiy Junior High School bounded by areas. Most of the prairie is along the park roads at Siloam Jugtown Road. athletic fields and utility right-of-we,. in Cary, Illinois 'Springs State Park. 1.513 acres including dry.mesic. wet-mesic and wet prairie 5 acres of gravel prairie with developed trail system. Owned by About 70 acres of successional drymesic upland prairie and prairie potholes; owned by the Department of Conser Cary Elementary School District. Access by permissioe of Junior occurs here. Owned by the Department of Conservation. vation; interpretive center and trails. High Principal. 'Parking and trail; HENDERSON COUNTY Queen Ann PrairieEckert Cemetery BOONECOIPITY Big River State Forest DOC owned Location: °Untie, mile north of Charles Road on Oueen Ann Flora Prairie About 4 miles south of the Big River Headquarters. Take Road. Location. Southwest canner of county, east of Illinois Cen- the first road south of Bald Bluff road and turn east go acre managed by McHenry County Conservation District. tral railroad tracks cn north side of Poole Road, V., mile about t4 mile to parking area. (05/678.44311. Trail around border of prairie developed. west of VP-reefer Road. About 40 acres of dry sand prairie. Indian Ridge Conservation Site A ten acre dry dolomite prairie owned by Brione County Location: Approximately 2 rules south of McHenry on State Conservation District; parking and trails. IROQUOIS COUNTY Park Road, west of Fox River. BUREAU COUNTY Iroquois County,Conservation Area Small tract of dry gravel waif ieowned by McHenry County Wyanet PrairieHennepin Canal Location: Northeast of Beaverielle in southern and eastern Conservation District 1815(678-4431i mile east of the county road bridgb lust south of parts of conservation area Veterans Acres Prairie Wyanet on the north side of the canal. 1,240 acres of wet to dry prairie and marsh. Parking provid- Location: Northeast of the northern end of Main Street including ed, no trails. 5 acres of dry and dry-mesic gravel prairie overlooking the the eastern third of Veterans Acres Park in Crystal Lake. . Hennepin Canal. Parkin() and trail. Owned by the DOC. 30 acres of prairie restoration piotect managed by CryStal Lake JERSEY COUNTY Park District. Excellent trail system Parking lot at end of Main McCune Sand Prairie Pere Marquette State Park Street. Located about 41a miles north of Mineral on the east side Location: Within Pere Marquette State Park, on the south of the road. Parking available for buses. Owned by the an( southwest facing bluffs. Approximately six acres of MONROE COUNTY Bureau County Soil & Water Conservation District. Call meihum to high quality loess-hill prairie. Contact the Site Don Pretasch (815)879'5251. Su erintendent. Pere Marquette State Park, Box 158. Gr,rf Fults Hill Prairie Nature Preserve ton' Illinois 62037(618) 786-3323. Location: One mile east of Fults. on Mississippi River Mu, Is. CARROLL COUNTY north side of Bruit Road. Ayers Sand Prairie Nature Preserve JO DAVIESS COUNTY 532 acres including IrieSs hill prailit!,,N11.41 by Plot (Y)partrrient of Location 3.miles. southeast of Savanna. and1/4mile.east Apple-River -Canyon DOC.owned Conservation: parking and trails provided. of Highway 84. Just west of campground above the bluff, ask site A dry sand prairie of 115 acres owned by the Department superintendent for exact location and trail to the praiiie. MOULTRIE COUNTY of Conservation; parking, no trails. About 1/2 acre of dry-mesic tall grass prairie .. Coneflower Hill Prairie Location: Immediately south of the Illinois Natural History Survey Building in the Shelbyville Fish and Wildlife Area. The CARROLL & WHITESIDE COUNTIES LAKE COUNTY site includes approximately four acres of glacial drift hill prairie. ThomsonFulton Sand Prairie Nature Pre Berkeley Prairie Contact the Site Superintendent, Shelbyville Fish and Wildlife serve Location: Highland Park, south side of Berkeley Avenue. Area, A.R. 1, Box 42A. Bethany, Illinois 61914 (21716653112. Location: Between Thomson and Fulton. west of Burling west of Ridge Road. ionNorthern railroad rightol-way. Eighteen acres of mesic prame owned by Lake County OGLE COUNTY Dry sand prairie owned by the Department of Conserva- Forest Preserve District. Bicentennial Prairie Nature Preserve private tion U.S. Fish & Wildlife Service. and Corps of Engineers; Location. a -out 2 miles east of Byron. Check with Douglas study area; parking. no trails. Gavin Bog and Prairie Nature Preserve In northwestern Lake County. southeast of Fox Lake. Wade in Oregon for exact location arid permission to viii CASS COUNTY south of Illinois Route 59. north of Long Lake and Rollins Eleven acres of drynesic gravel prairie. r..ication. Within the area east of Route 78. Wood. Pine Rock Nature Preserve NIU'owned north of Virginia. Approximately four 105 acres including wet prairie, sedge meadow, marsh and location'llaee and a half miles east of Oregon on the south side acres of loess hie prairie. Contact the Site Superintendent. bog communities. Owned by Lake County Forest Preserve of R1.64. About 35 acres of wetmesic prone. Parking along the Sanganois Conservation Area, P.O. Box 177, Browning. Illi District. No trails developed. highway. nois 62624 (309) 546.2628. IllinOis Beach Nature Preserve Location: Southern part of Illinois Beach State Park. Zion. PEORIA COUNTY COOK COUNTY 829 acres of wet to dry sand prairie; interpretive center and Jubilee College State Park IDOC Gensburg-Markham Prairie Nature Preserve trails. Location: Several tall grass prairie remnants and a restora Location: In Markham. east of Kedzie Avenue, west of In. hoe along the main park road across Jubilee Creek. Check terstate 294 and between 155th and 157th Streets. Wadsworth Prairie Nature Preserve with Site Superintendent for best areas. Parking, no trails. Six miles west of Zion. 7.5 miles northwest of Waukegan. Ninety.f we acres of dry-mesic, mesic. and wet -mesic sand Lies between Chicago and Northwestern and St. Paul and Blackhawk State Park prairie; owned by Northeastern Illinois University; access Pacific Railroad tracks and east of the Des Plaines River.. Prairie restoration will tie planted this spring. by permission only 1312158340501 Near Village of Wadsworth access via US 41and James Woodworth Prairie Wadsworth Road. .. STEPHENSON COUNTY Location: Glenview, on east side of Milwaukee Avenue, 1/2 176 acres wet and mesic praiiie owner( by Lake County Freeport Prairie Nature Preserve mile north of Golf Road. Forest PreServe District. A trail is being developed. Location: South edge of Freeport. on Walnut Road. Five acres of mesic prairie owned by University of Illinois Five acres of dry dolomite prairie; owned by Jane Ad at Chicago Circle; interpretation center building open and LEE COUNTY damsland Park Foundation of Freeport; parking and trails. trail guides available daily 10.3 June through September. Green River Conservation Area Morton Grove Prairie Nature Preserve Location: Twelve miles south of Dixon on Co. 12. TAZEWELL COUNTY East of Waukegan Road and north of Dempster Street in Wet to dry sand prairie scattered throughout 2,330 acre Ft. Creve Coeur Nature Preserve the northeast' portion of Prairie View Park within the conservation area owned by the Department of Conserva Location: South end of Ft. Greve Coeur Park in Greve Village of Morton Grove. lion. Coeur. . 1.3 acres of mesic and wernesic prairie owned by Mortor. Two acres of glacial till hill prairie; owned by the. Village of Grove Park District. (312/965-1200). LIVINGSTON COUNTY Creve Coeur; a trail is provided. Somme Prairie Sunbury Prairie WILL COUNTY -Location: Northbrook, 1/2 mile west of Waukegan Road, Location: 8.5 miles west of Dwight along the abandoned Central Gulf Railroad. i Braidwood Dunes and Savanna north of Dundee Road in Somme Woods Forest Preserve. Location: One mile southWest of Braidwood and 1/2 mile Eighteen acres of welmesic prairie; owned by Cook Coun- Twenty acres of mesic prairie within the abandoned right- of .way of a railroad; owned by The Nature Conservancy. south of Route 119. ty Forest Preserve District; no parking or trails. 145 acres of sand prairie and savanna; owned by the Will ThortonLansing Road Zanders Woods MASON COUNTY County Forest Preserve District. . Nature Preserve: Henry Allan Gleason Nature Preserve Grant Creek Prairie Nature Preserve North of 183rd Street and Thorn Creek .Road. south of Location: Three miles north of Topeka within Sand Ridge State Locatiop: In Deg Plaines River Conservation Area, east of Thorton.Lansing Road and west of Calumet Expressway. Forest. The preserve contains 110 acres of dry sand prairie and Interstate 55, 1/2 mile south of Blodgett Road 440 acres including wet to dry sand (-raid° along with dunes. Contact the Site Superintendent, Sand Ridge Slate Forest. Seventyeight acres of mesic and wet prairie owned by the several forested communities. Owned by Cook County P.O. Box 111, Forest City, Illinois 61532 (309) 597.2212. Department of Conservation; no trails. Sorest Preserve District. (312/3699420). Revis Nature Preserve Location: Five miles south of Easton on county road 660N. Fifty. WINNEBAGO COUNTY DUPAGE COUNTY three acres of high quality loess hill orairie. Contact the Site Bell Bowl Prairie Belmont Prairie Nature Preserve Superintendent, Lincoln's New Salem, R.R. 1, Box 244A, Location. Southwest edge of Greater Rockford Airport, Location: Downers Grove, south of Ogden Avenue (Rt. 34), Petersburg, Illinois 62675 I217/ 632-3846. North of Belt Line Road. west of Belmont Road at end of Prairie Avenue, on Cross Fifteen acres of dry gravel prairie; owned by Greater Street. Sand PrairieScrub Oak Nature Preserve Location: Three miles east of Bath. The preserve contains 1,460 Rockford Airport Authority; managed by Natural Land in Ten acres of wet to mesic prairie owned by The Nature acres of dry sand prairie and rcrub oak forest owned by DOC; stitute; access by permission only 1815196466661. Conservancy (le. Chapter); .parRing area to be developed. parking and trails. Contact the Site Superintendent, Sand Ridge trails exist. State Forest, P.O. Box 111. Forest City, Illinois 61532 (3091 597-2212. Oir,VT LOI

PEORIA COUNTY Caterpillar Tractor Prairie Restoration Prairie Restorations prhiate Location: Call the Cativpillar Tractor Company office in COOK COUNTY JEFFERSON COUNTY Mossville for permission to visit, Restoration is on the of- ' Crabtree Nature Center Interstate 57 fice grounds and can be seen from Rt. 29. Location. Barrington Hills. entrance on Palatine Road. 1 Location: Within the interchange at the !unction of In- SANGAMON COUNTY mile west otBarrington Road. terstate 55 and Interstate 64 south of Mt. Vernon. Sangchris State Park Prairie restoration included in 1,100 acres 01 'preserved Plantings of prairie grasses by Department of Transporta- Localgan: Within Sangchris State Park along the entrance land. owned by Cook County Forest Preserve D^strich ex tion. road to the east boat clock. Eight acres of mesic prairie Nonbonding and several miles of educatiorot has been restored. Contact the Site Superintendent, KNOX COUNTY Sangchris Slate Park. R.R.1, Rochester, Illinois 62563 Edens Expressway Knox College Field Station (217) 498-9208. Location: Along Edens Expressway at Niles Center Road, Location:On County 15, 41/2 miles south of Victoria: Plantings on road right-of-way by Department of Transpor. Several areas of restoration within the field station. SHELBY COUNTY tation. - Wolf Creek State Park North Branch Prairie Project LAWRENCE COUNTY Location; Within Wolf Creek State Park along the entrance Location: Along bicycle path in Cook County Forest U.S. Route 50 road near the office: four acres of mesic prairie. Contact Preserve on north branch of Chicago River in Chicago and Location: Along north side of Route 50 at Bridgeport. the Site Superintendent, Wolf Creek State Park, Rt. 1, Box Morton Grove* Little bluestem grass planted along roadside by Depart- 198A. Findley, Illinois 62534 (217) 756-8260. Volunteer restoration project of wet-mesic prairie. rpent of Transportation. TAZEWELL COUNTY DEWITT COUNTY Interstate 474 -MACON COUNTY Location: Junction of Interstate 474 and Interstate 74, and Weldon Springs State Park Rock Springs Prairie for several miles west along Interstate 474. Location: In Weldon Springs State Park: four acres of Location: In Rock Springs Environmental Center off Rock mesic prairie. Contact the Site Superintendent. Weldon Springs Road in southwest Decatur. Grass plantings throughout the interchange and along the right-of-way by the Department of Transportation. Springs State Park, R.R. 2, Clinton, Illinois 61727 (217) A 10 acre restored Prairie. established and owned by 935-2644. Macon County Conservation District. WHITESIDE COUNTY DUPAGE COUNTY MADISON COUNTY Rock Falls Jr. High School Nature Center Morton Arboretum Prairie Restoration Gordon F. Moore Park. Location: Nature center with a acre prairie restoration Project Location: In Moore Park off of the north side of Route 140. located on the school grounds. Please contact the prin Location: Lisle, '/1 mile north of Highway 5 on Highway 53. on the east side of Alton. clears oil ice at the school to set up visits (8151626-2626). Restored prairie areas on grounds of Morton Arboretum; A 23 acre restoration project; owned by the Alton Park The restoration features both tall and short grass prairie admission lee; self-guided trail. District: developed by the Nature Institute. types. Trails. . EFFINGHAM COUNTY MCLEAN COUNTY` WILL COUNTY, Interstate 57 Funk's Grove Interstate 57 .Location: Highway median of Interstate 57 just south of Location: On DOC property at Funk's Grove. Six acres of Location: Behind Interstate 57 rest area south of Monee. Little Watrash-Rtverbtidge mesic Prairle--hasbeenrestoreeCoataettheSrt Grass plantings by the Crertartmenrot Tr3711p01rattotrorr--- Superintendent, Moraine View State Park, R.R. 2. LeRoy. highway right-of-way. Illinois 61752 (3091724-8032. A Prairie Challenge

Dear Student: We invite you to a PRAIRIE CHALLENGE. The-reare save soil on an Illinois farm. Next you will wear the 15 exercises in this Kit that beara special PRAIRIE cap of a Wildlife Manager and you will be responsible ACHIEVEMENT COUPON. We challenge you tocom- for preparing a plan to provide habitat for wildlifeon plete as many of these exercisesas you can. For 250 acres of land. As a final challenge,you will have every exercise you complete, cut out the ACHIEVE- to be calm, cool and collected as you step into the MENT COUPON and paste it ontoone of the circles patrol car of a Conservation Police Officer, andac- .shown at the bottom of this page. Then mail this tually spend a day enforCind the conservation laws PRAIRIE CHALLENGE PAGE to the Department-of that piotect our land and-wildlife. Conservation. If you have at least onepouponon your We firmly believe you can meet this PRAIRIE PAGE, we will send you the special conservationbut- CHALLENGE but you will have to use your skill, ton "STEP INTO THE WILD". reasoning, and even your imagination to succeed. We hope this PRAIRIE CHALLENGE will be both Good luck with your PRAIRIE CHALLENGE. fun and exciting, but you should keep in mind that it will not be easy. You will be Sincerely, challenged to build your own prairie ecosystem complete with over 60 plants and animals. And you will be assigned 0--rot 'to spy on the prairie world as a prairie Journal David Kenney sleuth. As a Soil Conservation Special- of Director --istryou-will-have- to-desi gn-a-prograrrrto-- Julia Ittinots-Departn rentot Consarvattorr

Marsh hawk Model 1

Prairie Prairie Soil Grasses

Prairie Prairie Prairie Prairie Forbs Ampl:bians/ Insects Reptiles Birds

Working Working Prairie Prairie As A As A Mammals Sleuthwork Wildlife Conservation Manager Police Officer

3 F000 enAn4 LINK No. I FOOD CRAW 1.04K Na Above ground,downy gentian takes in sunlight through i leaies. Using the sunlight as The red-legged 9riiss- energy, it condu0s photv- hopper eats the leaves of synthesis to make food energy the downy gentian. The in its tissues. This is how food. food molecules in the first produced in the ecosysten I, 114.0 Form emOarl LINK Mo. Below ground,downy gentian takeiln nutrient elements florai The American toad the soil.The gentian uses the preys upon the red- nutrient elements in the legged grasshopper, process of photosynthesisto make food energy. Food energy in grasshopper is transferred to

F000 CH AN UNK NO the toad.

The Franklin's ground squirrel captuies an American toad. Food FOOD .CHAIN LINK energy is transferred from the toad to the ground squirrel. The short- eared owl' prep upon the Franklin's " ground squirrel. Food energy is transferral a" Ktrifele-I' to the owl. 1111L\11 FOOD CRAIN LINK NO. This farkey vulture is feeding on the body of short: -eared Owl. Food row aim &MK energy is transferred. from the owl to the vulture. Nft ti &010.!' 40E \\\ ..reel24.0.45NWIENOWIto Bacteria and fungi in soil Oreak down twice! wIture,tnto nutrient elements:this food energy is stored in soil until taken into the roots of a dant. Backgrouncl Information foi Teachers. Each exercise in this instructional guide is ready to #1). PRAIRIE FORBS (Work Step #1). PRAIRIE IN- be copied and given to students. In addition, the in- SECTS (Work Step #1). PRAIRIE AMPHIBIANS AND structions for each exercise speak directly to the stu- REPTILES (Work Step #1). PRAIRIE BIRDS (Work Step dent. The following inclUdes support information #1). PRAIRIE MAMMALS (Work Step #1). PRAIRIE teachers may find helpful when working with the exer- SLEUTHWORK (Teachers may choose to use only cises. portions of SLEUTHWORK and/or adapt strategies.) WORKING AS A LAW ENFORCEMENT OFFICER (Do you Have a Strong Conservation Ethic?) Gradelevel Appropriateness GRADES 4-6. -GIANT PRAIRIE COLORING PAGE. PRAIRIE CHALLENGE PAGE. JOURNAL OF JULIA. Each exercise in this instructional guide is de- MARSH HAWK MODEL. BUILDING A PRAIRIE ECO- signed for multi-level use. For instance, students in SYSTEM. THE GREAT FOOD CHASE. PRAIRIE SOIL. lower elementary grades may be able to complete PRAIRIE GRASSES. PRAIRIE FORBS. PRAIRIE IN- Work Step 1 of PRAIRIE BIRDS while students in SECTS. PRAIRIE AMPHIBIANS AND REPTILES. higher grades may be abla to complete. Work Steps PRAIRIE BIRDS. PRAIRIE MAMMALS. PRAIRIE 1-4. The followingis a recommended list of ap- SLEUTHWORK. WORKING AS A SOIL CONSERVA- propriate exercises and portions of exercises for TION SPECIALIST (Steps1-2). WORKING AS A grades K-12. It is only a suggested list. We realize WILDLIFE MANAGER (Steps 1-2). WORKING AS A teachers will best be able to excess the suitability of LAW ENFORCEMENT OFFICER (Steps 1-2, Do You exercises for their sudents. Have A,Strong Conservation Ethic?) KINDERGARTEN - 3RD GRADE -- PRAIRIE CHAL- , LENGE PAGE. JOURNAL OF JULIA. BUILDING AN GRADES 7-9:Allexercises. ECOSYSTEM., THE GREAT FOOD CHASE. PRAIRIE GRADES 9-12. All exercises except GIANT PRAIRIE SOIL (Work Step #1). PRAIRIE GRASSES (Work Step COLORING PAGE.

4 1 r.. 1 0 BEET copyAT r. Special Instructions for Exercises

GIANT PRAIRIE COLORING PAGE: Students can refer oring Page as a model'for the ecosystem they build. to pages 17-34 of the instructional guide for clues Also, if teachers prefer to not have their students about the coloration of plants and animals included build their own ecosystems, the studentscan use the on the Page. One Coloring Page is enclosed in this Coloring Page just as well. Kit. Classroom sets of the Page can be. ordered by completing the Teacher questionnaire included in THE GREAT FOOD CHASE. Shownon page 4 are the this Kit. food chaih links in the proper order. The study offood PRAIRIE CHALLENGE PAGE: (Page 3) Teachersare energy in the prairie ecosystem can be expanded by asked to please send Challenge Pages as classroom having students draw an arrow from eachanimal in sets to the Department of Conservation at the ad- the prairie ecosystem (either theecosystem they dress shown on Page 1 of the instructional guide. build or the one on the Coloring Page)to the plants and animals it eats. The result will be JOURNAL OF JULIA: (pages 6-10) This exercise is a a food web. The diet of each animal is described in the individualexer- fictional account taken from the journal of a young cises on pagei 22-33. - girl living and writing in modern day Illinois. Thisexer- cise is recommended for every student using the Kit PRAIRIE SLEUTHWORK: (pages 35-40) This is the because it provides a broad overview of Illinois' primary outdoor activity of the Kit. For bet results, prairie heritage. The Journal also introduces students the exercise should be conducted in a prairie. through the eyes, spirit and enthusiasm of someone Teachers can consult the List of Prairie Areas includ- their own age to the ecology of a prairie ecosystem. A ed in this Kit to see if a prairie is located within good follow-up activity would be to have students reasonable distance of their schools. If a prairie is not prepare their own journals by writing about a prairie accessible, an old field, pasture, grassy roadside, or other open habitat they are familiar with. railroad right-of-way, or any other open area will be MARSH HAWK MODEL: (pages 11-12) This model is workable with the exercise. **Teachers are asked to .._ea_s_y_to_p_uLtogether_and the result is a remarkably ac- please use extreme caution when conducting this ex- curate model of the marsh hawk that students will en- rcise in a prairie. Also, please be sure to obtain the joy. The entire pattern page (12) should be glued to permission of the landowner before entering a prairie. construction paper before cutout All coloring should The Forb Study and Leaf Study (page 37)as well as be done before cutting and gluing. Use white glue in- the Big Bluestem Drawing (page 38) depict the impor stead of paste. We recommend hanging the model by 4ant structural parts of-prairie-plants andtarieerveas a string. Students can then raise and lower the model a reference for students working with Prairie Grasses gently in the air and the wings will flap as if inactual and Forbs (pages 17-21). flight. WORKING AS A SOIL CONSERVATION SPECIALIST, BUILDING A PRAIRIE ECOSYSTEM: (pages 13-34) WILDLIFE MANAGER, AND CONSERVATION POLICE Through the individual exercises in this:section, OFFICER. (pages 41-56). The objective of these exer- students learn the interrelationship and function of cises is to familiarize students with the management the soil, grasses, forbs, insects, amphibians/reptiles, of Illinois: prairie and open habitats. Each exercise birds and mammals in the prairie ecosystem. A word gives the student a chance to actually work asa picture introduces each of these exercises and is prairie/openhabitat manager. This "hands on especiallyhelpfulforlower elementarylevel strategy is used to stimulate the student's interest ,students. Upon completion of the exercises, students and serves as a vehicle to present critically important are given the option to cut out each of the plants and conservation issues as they relate to managers, land- animals, as well as the elements of the soil, and place owners and the public: Students can best complete them together as a prairie ecosystem. Each of. the Step 3 of Soil Conservation and Wildlife Management plants, animals and elements of the soil are exactly if they use pages 45 and 50, respectively,as personal the same as those shown in the Giant Prairie Coloring handbooks tobest management practices and Page. This was done so that students can use the Col- wildlife management practices. ,angiedidW _41)&grogsr-

JtiM00-, STEP "'mow G ..t 41 WILD .410 -NtrA,

-41

7'74 .'"4'4% \'1,1;-%,41\d\''t ec -7 , ),`Yd;i-s 4 '1

ILLINOIS Irt \ PRAIRIE/OPEN HABITATS ARE A HOME ADDRESS FOR =_-.-= =-_

Journal of Julia

April 18, 1982 November. Soon the Dear Journal: every week on the prairie until the prairie would be a, warm world of lavender, green,in- I've been waiting all winter for one to come to Yet even prairie.During December, the snow covered the - digo, pink, gold, crimson, orange and yellow. prairie like a giant white blanket. Just the topsof the with all the excitement, I was still waiting to seethe tallest grasses like big bluestem and Ihdian grass big brown bird. poked up through the snow to brave thewinter wind. Finally, Journal, I saw one. It happened like this.I One bright sunny day, the white prairie floor was was out in the prairie early thismorning. The sun was glistening and I found the tracks of a red foxand a just beginning to break and the prairie grasses were cottontail rabbit. On Christmas Day, I discovered a covered with a silvery coating of frost. I had myusual small opening in the snow. The opening Wasthe equipment apair of binoculars, a field guide, a pen- beginning of a tiny tunnel that made a little bulgein cil and a notebook plus one granola bar for break- the surface of the Snow. I followed 'thebulge to the fast. I was ready for anything. and I waswalking like foot of a bur oak tree at the edge of theprairie. The an Indian through some needlegrass,when, all of a teeth marks on the trunk of the tree told methat a sudden, about 20 feet ahead, a big bird pickedoff the prairie vole had traveled through the tunneland had ground and took to the air.I could see that it had a been nibbling on the bark of the oak. As Itrudged brown back and a streake4 brown belly, but1\couldn't home from the prairiethatafternoon, I was happy to see if it had a white rump the one clue I was really fire in the looking-for. I was afraid I would scare the bird away so be heading toward a good ',inner and a waited and fireplace, butI was disappointed that another year I crouched down in the needlegrass and watched. had passed and I still had not gotten to see one. My Well, Journal, you know the snow melted fromthe The bird flew slow and low over the prairie. blanket, heart sank as it continued to fly away from mebut' prairie in February. Without its pretty white bit-, and the prairie looked dark and bare, just like a treethat then it dipped one of its slender wings a bird to made 2 graceful turn back toward me. My heartbegan has lost its leaves. But still, I waited for the big of this bird come. Instead, the month ofMarch 'came and the to race. I'm telling you, Journal, the flight was perfect. Every once in awhile, it took a few soft prairie began to stir awake. By the 15th dayof the of the month, the little pasque flower was in bloomand its strokes with its long slender wings but most time, it just cruised through the air. Prairiebirds have bluish-purple flowers brought the first splash of color tell to the prairie. One month later, on April 15th,the first vision eight times greater than people and I could this bird had its eyes glued to the ground lookingfor a petals of shooting star busted loose to formbeautiful the pink blossoms. I knew then that many new speciesof bird or mouse for breakfast. Then all of a sudden, wildflowers and grasses would come into bloom bird stopped in mid air and hovered about 10feet-over 12 4-bush. I heard a rustle coming from the bush and I razor-sharp-talons. The captor then rose in-the-air and figured it was probably a deer mouse hiding out for its flew across the prairie with its prey. I jumped up and life. The patient bird kept hovering and my heart was tried to catch Sight of the bird with my binoculars: Aw, beating 10 times for every beat of its wings. Then ina there it was, it had turned its wings down and was flash of a second, I saw a meadowlark shoot out of gliding to the ground. Before it disapp9ared into the the bush like a bullet. But before the meadowlark was grasses, I saw it the Ng clue the white rump. I barely airborn, the big bird had snagged it with its had finally seen a marsh hawk.

Completely out of breath, I sat dOwn gently in the When I got to school this_.morning, I told my grass and took out my granola bar. It.was a wonderful classmates about seeing the marsh hawk and I even spring morning. Nestled there in the needlegrass, I shoWed them some drawings I had done of the hawk. felt like I was a part of the prairie and its beauty. Just Ms. Wade, our teacher, asked me to tell more about two feet to the left of me, a prairie willow was in the prairie and gosh, you know Journal what a big bloom, while to my right, I could reach and touch the mouth I have when it comes to the prairie, I just tiny blue blossoms of narrow-leaved blue -eyed grass. couldn't stop talking once I started my story. With.the tips of my toes I could just barely nudge the I began by telling the class about Illinois, which is, green stalk of a prairie violet. Overhead, an upland called the prairie state. 400 years 'ago, what we now sandpiper was flying high in the sky. And the entire know as Illinois lay on the eastern border of a giant prairie was listening to the musical trill coming from grassland. This grassland covered over 400,000 the American toad, probably singing down by the square,miles of North America: From east to west, it prairie pond. As I took the last bite of my breakfast, I stretched from Indiana to the Rocky Mountains, and was happy knowing that the marsh hawk I had waited from north to south, it ran 2,000 miles from Canada all so long to see, was probably doing the exact same the way to the Gulf of Mexico. thing. Then, Journal, shared with the class a letter I had found in an old book about the prairie. The letter was written by a woman named Lucinda Rutherford, short- ly after she settled in eastern Illinois. She wrote the letter to her mother in Pennsylvania to tell her about the Illinois country. "The prairies here are delightful, they are from12 to 20 miles wide, and 150 long, instead Of the timber surrounding them-, they surround the timber, at this season they are most beautiful.The green grass has sprung up and covered thewhole bosom of these wastes; with that grass there springs upa-multitude of flowers of every hue, form, and scent.Itis delightful to ride over this level land and every,step, tramping those gems of nature underfoot.Their beautiful heads can be seen as far as the eye can In the Illinois country, the grassland_ covered 21 reach waving in the summer wind." million acres of land. Most of the Illinois grasses were of the tall variety, like big bluestem and switchgrass. These tall grasses grew on the flat level land and in the river bottoms along the Illinois and Mississippi Rivers. During summer and fall, the big grasses grew to be up to 10 feet tall and a person couldeasily get lost trying to walk through them. Not allof the grasses were so big. Mid-sized grassessuch as little bluestem and side-oats grama grew on the steep slopes of river bluffs and on flat sandy plains.Many beautiful wildflowers, such as purple prairie.clover and prairie white-fringed orchid grewalongside the grasses, making the Illinois country acolorful place where the sky was big and the sun bright. When European explorers came to the Illinois country in the 1600's, they were amazed atwhat they saw. They had seen oceans of water but they had never seen land that looked like an oceanof grass. Since they had no word to call this land, theyused the French word -"prairie" which means meadowto describe the great grassland ocean. But the Europeans were not the first people to see the prairie. Native Americans were alreadyliving on the prairie, and had been for hundreds of years.Life on the prairie was not easy forthese people. It was hot and dry on the prairie in summer andextremely cold in the winter. Severe storms of rain, snow,and sleet ravaged the land on a regular basis andthe great prairie wind blew strong the year round.The land itself, though, was good to the nativeAmericans. Then, Journal, Jimmy Little raised his hand and They plowed up small garden plots and raisedcrops told the class about a poerri his great-grandmother of maize (corn), beans and squash in the fertile prairie had written about the prairie. The poem, he said, told soil. Twice a year, once after springplanting and about how the prairie would catch on fire and burn for again in winter, the native Americans migrated tothe miles. He asked me if that was true. best hunting grounds where they took bison,deer and I answered yes, fire was very common onthe small game. Lacking horses and guns,they chased prairie. Sometimes, the prairie fires were set by native game on foot and used - spearsand arrows as Americans to chase up herds of bison. Other times,' weapons. Oftentimes, they setthe prairie on fire to lightning struck the grasses, and like a match, set the chase up big herds of bison. prairie ablaze. Records show that 50 to 60 square The native Americans took only what theyneeded miles of prairie would burn at one time. The flames of from the prairie. As a result, the prairieremained an fire would swell up to 40 feet high and the entire sky untamed place where people as well as wildlifethrived. as far as one could see would bebright red. The wind Great herds of bison, elk and anteloperoamed the drove the flames like giant- waves over theprairie. prairie freely. In spring, millions of prairiechickens Remember how the European explorers thoughtthe "boomed" and danced on tne groundwhile mighty prairie looked like. an ocean of grasses.Well, the birds of prey like the marsh hawk andshort-eared owl . prairie on fire looked-like an oceanof fire. patrolled its skies. raised her hand and When the first white settlers 'came to the Then, Journal, Susie Johnson impressed asked a good question. She asked, "iffire was so country in the early 1800's, they were very common; why didn't it destroy the prairie?" Itold her with the beauty of the prairie. They had comefrom the__ think and she eastern United States where the land ISrolling and it is just the oppositeof what she might covered with forests. Many of the settlershad' felt' was surprised when I Said that'fire is the best friend of hemmed in by the hills and trees of theEast, and as the rairie and faced You see,' journal, it works like 'this.Fire burns off they walked out onto the flat, sunny prairie any'young trees trying to grow on theprairie. If those the prairie wind, they felt a rush offreedoni. BEST COPYAMU, trees were allowed to grow, theywould soon overshadow the prairie grasses and the, cows on, it and the delicate prairie plants, soon prairie would became what was called "eat out". In tIrZaway, the become a forest. Fire helps the prairiein other ways hungry cows broke the prairie as surelyi* the sharp too. It burns off the dead layers ofgrasses; thereby blades of the steel plow. clearing the prairie floor so that the delicatesterns of new plants will have room to pushup through the soil. In the ashes left by the fireon the prairie floor there are important nutrient elements. Those-nutrientele- ments enter the soil and are stored there untilthey are used to help new plants grow. Soyou see, fire befriends the prairie by helping prairie plants togrow and by preventing the growth of trees. The really fascinating thing aboutthe prairie and fire is that the-prairie plants, unliketrees, can survive fire. I discovered how prairie plantssurvive fire by stu- \ r dying prairie dropseed and I showedthe class this . page from you, Journal. p 4;1/ ,\.1,1 10416. 0.4 0 August' IT 1 tqcr3

13y studying prairie. dropseed , I have As more and more settlers arrived in Illinois, the discovered how prairie prairie and its native people, were doomed. By 1835, plants survive fire. the mighty bison, who must have wild land to survive, had fled its Illinois home for the still untamed lands of Pritrie plants, like the West. About the same time, the last native Ameri- cans were being kicked out of their ancestral home in prairie dropseed,Keep 2/9 Illinois and herded to a reservation in Kansas. By of their growth (buds 1860, nearly all of Illinois' 21 million\ acres of prairie and roots) under- had been cleared and was being usedas farmland, towns, and roads. With the absence of fire, treeswere ground, A quo° fire will growing up on many of the patches of prairie that had burn off the aboveground escaped the plow. parts of a plant (leaves, Rebecca Smith raised her hand and said "but there .must be some prairie left, you saw the marsh hawk in -flowers and sterns), but a prairie." I answered yes, there is some prairie left in the tough prairie. soil Illinois, about two to three thousandacres. Fortunate- ly, (*ost of this prairie is within Illinois Nature Pre- keeps *e buds andro715 series. The prairie I visit is in a Nature Preserve and it cool and protected, .from is st.2rotected by law from being plowedor harmed in , "..damage,once .the fire any way. There are smaller tracts of. prairie along roadsides, railroad beds and in pioneer cemeteries. buds a nd (aa%es These little prairies are unprotected andcan be de- :roots send up a new stroyed at any time. The biggest prairie in Illinois is at Goose Lake Prairie State Park where there is 1,537 :-'4)001' *rough 'Ow acres of prairie. Altogether, though, precious little ground. prairie remains in Illinois. It is estimated that only IT 's A GMTSY5faM ! one-hundredth of one percent of the prairie is left in the prairie state. After I told the class how much prairie is left in Illi- Sharon Owens raised her hand and asked, "if nois, Mary Pat jumped out of her seat and said "one prairie plants are so good at surviving, why isn't there hundredth of one percent, that's not very much prairie more prairie in Illinois. I've never seen .a prairie." where do all of the prairie animals live"?I told Then, Journal, I hadlo tell the classa sad story, I had Mary Pat that some prairie animals, like dickcissel, to tell the class how the Illinois prairie met something- meadowlark and thirteen-lined ground squirrel have much more ferocious than fire the plow. been able to substitute other open grassy habitats for White settlers, like Lucinda Rutherford, brought the their old prairie homes. These animals have learned plow to the Illinois country in the early 1800's. These to live in open habitats such as pastures, old fields, settlers, who were oui ancestors, thought the prairie grassy roadsides, cemeteries, golfcourses; was magnificent but they needed croplands, not prair- fencerows, parks and lawns. ie, to feed their families. And the settlers were afraid Most prairie animals, however, have not beenso _of the wild prairie fires. Oftentimes, prairie 'fires lucky. These animals, like the bison and elk, must 'engulfe.d people, houses and barns; and liVestock. have a large prairie home to survive. These "prairieor The settlers had worked hard to come to Illinois and bust" animals have leftIllinoisfor good. Other they were determined to tame the land and make it animals, like the prairie chicken, upland sandpiper, work for them. So, just like a person. "breaks"a wild white-tailed jackrabbit and yes even the marsh horse, the settlers "broke" the prairie by plowingup hawk, are endangered inIllinois. These animals, the prairie grasses and wildflowers and planting the along with many prairie plants, are in danger ofex-, seeds of corn and wheat in the prairie soil. And, .1f. tinction because there is so little prairie habitat left they didn't plow up a piece of prairie, They grazed for them. 15 Then, Journal, Ms. Wade asked the last question. animals that' live in them, who is in charge of taking She asked "what is going to happen .to the last care of our prairies?" To answerMs. blade's ques- strongholds of prairie in Illinois, and all the plants and tion, 1. showed the class this page from you, Journal. ----

in, are mynatural animals, and theprairie they live children can the my childrenand their day on theprairie. I discovered heritage. I hope As I sneakedaway from What a special I didn't wantto frighten share thisnatural heritage. little birds4- nest of sixshort-eared owlets. watched.-It I knew I hadnot scared the I froze in thegrasses and the owlets, it is up topeople, just the little birds so those owlets with their felt_good aboutthat, bedause and its was such aneat sight As I stood protect and carefor the prairieis in our their downylittle bodies.- that like me, to natural heritage big eyes and wonder of nature plants andanimals. Our there, I realizedI was seeing a lived before generations ofpeoplethat, hands. many, many Those owlets,like all me, musthave also seen.

YOUR REPORT 1. Describe the prairie world Julia visited during 8. Describe how the native Americans made a the month of December, and during the living on the prairie. Did the native Americans months of February and March. live in harmony with the prairie? 2. Do new species of grasses and wildflowers 9. Why were the first white settlers impressed come into bloom each week on theprairie with the prairie? from March to November? List some of the 10. Describe the fires on the prairie and howthey colors a person can see in a prairie duringthe were started. Why is fire afriend to the warm months. prairie? How do prairie plants survive fire? 3. What was the brown bird Julia had been 11. How and why did the settlers "break" the waiting to see? Describe how this bird flies prairie? Did the settlers live in harmony with and catches its prey. the prairie? 4. After Julia saw the brown bird, she feltlike 12. -How much prairie is left in Illinois andwhere she was a part of the prairie and its beauty. can it be fourid? Can you explain why she felt this way. 13. Have some prairie animals learned to livein 5. How large was the grassland thatcovered other open grassy habitats? If so, name some much of North America 400 years ago? Where of these open habitats. did Illinois lay in this grassland? 14. Why have some "prairie or bust" animals left 6. How many acres of Illinois wasgrassland? Illinois for good? Why are some prairie plants Where did' tall grasses grow? Where did the and animals endangered? mid-sized grasses grow? 15. Who is responsible for protecting andcaring 7. What did the grassland look like to theEuro- for our prairie natural heritage? Why do you pean settlers'? What word didthe explorers think it ismportant to take care of bur natural use to describe the grassland? heritage?

10 16 BESTCrgi1,1!:,,Lc.:11 BEST MI ThMarsh Hawk, A prairie bird ofprey DIRECTIONS FOR ,ASSEMBLY- OF: MARSH HAWK StuE %A/miss To I50DY k# 5- -OWE PrgfriLy!

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copyw.or 01593 STEPHAWE J.Wirre. Itovipter By ILLtNollDENItYMEur oc coodeRvArrar SENT BUILDING A PRAIRIE

WHAT IS A PRAIRIE ECOSYSTEM ?.: ecosystem shown above are living together as a Pictured above is a prairie ecosystem. But what do cooperative community. we mean by the word eensystem and what are the Each part of tho ecosystem, whether it be the soll features of a prairie ecosystem?-10,s look carefully Water or a plant 6' animal; provides things that other at the ecosystem shown aboiie'andlind out. As .you'- .parts of the ecosystem needs: For example, the soil is can see, the ecosystem includes water, soil and air. It a shelter for anifnals and a base from which plants also includes a variety of plants and animals. Alto- can grow. Those plants provide, food and cover .for gether, there are 63 different species of plants and smaller animals. Those smaller animals are takenas animals shown in this ecosystem. Each of these prey by' larger. animals who also benefit from the - plants and animals_has its_own_special_ place to live cover provided. by plants. Animals also help plants. In- and role to play _in the-ecosystem: For example,- the -sects carry-pollemfrornrone planttolanotherand-birds- plains pocket gopher rarely sees the light of day that pick apart the fruits of plants help scatter seeds because it spends most of its life below ground. The that will. someday grow to be new plants. Natural marsh hawk, on the other hand, lives its life out in the . elements such as sunshine, rain and wind also have open air. While the plains pocket gopher digs out important roles to play in the ecosystem.. Sunshine underground tunnels in search of plant roots for food, supplies the energy plants need to grow, both plants the marsh hawk flies above the prairie until it spots a and animals need water from rainfall, and the wind small mammal as prey. carries the pollen and seeds of plants to new loca- 'Plants, too, have their own special places in the tions in the prairie. ecosystem. For example, pasque flower is a very Given all of this information, explain what you think short plant that cannot survive if it is shaded out by an ecosystem is taller plants. But there is no danger of that happening because the pasque flower blooms on the prairie in March, many weeks before the taller plants such as Indian grass and little bluestern bloom. This way the little' pasque flower has its own spot on the prairie BUILDING AN ECOSYSTEM: where there is plenty of sunshine. ,By the time the Over the next 21 pages, you will be learning about . taller plants are in bloom, the pasque flower has corn- and working with over 70 features of a prairie eco- pleted its life cycle for that year. The special place system. You will start by learning about the role of the and role a plant or animal species, such as pasque soil in the prairie and finish by studying the place and flower or plains, pocket gopher, has in an ecosystem function of mammals in the prairie ecosystem. After is called its niche. By' having its own niche, every you have investigated these features of the prairie specie6 is guaranteed its own space and share of ecosystem, you will have a chance to cut out each of food. This reduces competition between species and those features and place them together as an eco- prevents some species from being crowded out of the system. As a beginning, cut out the elements of the ecosystem. soil as well as the grasses and forbs and put them Just because different plants and animals in an together to form the base of the ecosystem. Then cut ecosystem have their own niche, it doesn't mean they out each of the insects, amphibian's, reptiles, birds don't have to live together. Think of the way you live and mammals and place them as you please in the together with your family in your home. You have your ecosystem: When yOu are finished, you will have built own niche because you have your own space to sleep your very own Prairie Ecosystem. If you wish, you can and food to eat but you also have to share the rest of use the prairie ecosystem shown at the top of this the space and food in your home. Plants and animals page as a guide. You can also use the GIANT PRAIRIE also live together and share the resources of the COLORING SHEET. which is a larger version of the .ecosystem. All of the plants and animals in the prairie same ecosystem. 1314 THE GREAT FOOD CHASE As you study anchbuild your prairie ecosystem, you willnotice that foodisfirstproducedinthe ecosystem by plants. Those plants are eaten by animals who in turn are eaten by other animals. The flow,of food energy from a plant to an animal to another animal is called a FOOD CHAIN. In the prairie ecosystem shown above, there are many food chains. Here is an exampleof one food chain.

As you can see, our food chain is back where it started with prairie smoke as Its first link. Over the next pages, you will have to chase the flow of food through one food chain in the prairie ecosystem. You can do that by fitting together in proper_order the food chain links you will see as you study the different features of the ecosystem. There are seven food chain links. They look like this:

FOOD MAIN LINK NO.

In this foodrain, the marsh hawk is at the top of the The short- eared owl food chain. If an animal is at the top of its food chain it has no natural predators. But this doesn't mean that prep upon TheFranklin's the animals at the top of their food chains don't con- ground squirrel. Foal tribute to the food supply. They do when they die. energy is transferral Their bodies are fed upon by scavengers such as the turkey vulture and American carrion beetle. When from the squirrel these scavengers die, their bodies are attacked by to the owl. fungi and bacteria. These fungi and bacteria break down the body parts into important nutrient elements such as carbon, nitrogen and potassium. These Here are three clues: you should read carefully all of nutrient elements are then stored in the soil until they the information on the page where.the food chain link are taken into the roots of a plant and used to help the is drawn, the links arc. not necessarily in the proper plant grow. Considering this information, we can ex- order as they appear, ...id the first food chain link is a . pand the food chain we started. plant and the last involves a dead animal. 14 20 EN

':4/STEPiro. Prairie Soil vZ' WILD The story of the prairiebe5ins with its tich blaev soil

the topsoil (5 made rich by humus or decaying 'plant and animal materials The -top layer of soil is called topsoil.

Millions of dead and living rods form thick rough masses called sod

The soil contains many tunnels and burrows for antrnals. The Role of Soilin the PrairieEcosystem: The tough prairie sod is a greatconserver of water fire sweeps across the prairie, the roots and buds and soil.°When it rains on the prairie, the sodacts like of a,giant sponge catching and holding the rain plants are tucked away safely in the soil. Andwhen water. the aboveground parts of plants wither and die in late As a result, the amount of water runoff from the summer and fall, the roots or buds live on through the prairie is small compared to other lands wherethere winter, waiting to send new shoots up through the is no strong network of roots to absorb therain. Those soil in spring. same roots also bind the soil tightly to the earth, pro-, tecting it against erosion or the washingor blowing Animals, too, depend on the soilas a refuge. The deer away of soil from the forces of water and wind. The mouse builds its small nest underground and hoards rootsin the soil are not only strong, theyare seeds for winter use in burrowsnear its nest. The numerous. A square yard of soil four inches deep may badger uses its burrow in springas a nest chamber contain roots that would stretch for twenty miles ifall where it raises its young and sometimes in winteras were placed from end to end. a. place to sleep for several days, although it does not hibernate. The Franklin's ground Squirrel,on the other In or on the prairie soil, as manyas 641,000 fungi and hand, hibernates in its burrow throughout more than 20 million bacteria per acre are at work the winter months. Many birds, reptiles and amphibiansalso breaking_ down dead plant and animal materials into find refuge and/or food at the soil level. important nutrient elements suchas carbon and nitrbgen. Those nutrient elements are stored in the soil until they are taken in through the roots of plants. The-end result is that dead materialsare recycled into Working with the nutrient elements that can be used to help plants grow. This is what is meant by nutrient element cyclirig. Prairie Soil. -. Work Step #1. Using the word picture at the top of this FOOD CHAIN LINK NO page, explain the terms top soil, sod and humus. Work Step #2. Explain how the soilis protected against water runoff and erosion. Why is this protection important? Work Step /3. Explain what is meant by nutrient element cycling. 41 Work Step #4. On page 16, 13 elements of the prairie soil are drawn. Later you will use those elements to Bacteria and fungi in soilbreak down turkey build a prairie ecosystem. But for thepurpose of this vulture into nutrient elements:Thisfood energy exercise, it is necessary only to study and label them. is stored in soil until taken into the roots of You will notice that 9 elements have alreadybeen aplant. labeled. The only items not labeledare thpburrows of the least shrew, badger, Franklin's ground squirrel, The prairie soil is not only a storehouse ofnutrients and plains pocket gopher. To help you label those bur- for plants, it is also a shelter. When harshweather or Tows, consider these clues: 15 G ° and plains pocket gopher. To help you label thosp bur- CLUE #3:,The plains pocket gdpher is 9 1/2 12 3/4" rows, consider these clues: long. Its burrow system, which includes a main nest and several storage chambers for food, is several hun- CLUE #1: The badger is 28 to 30 long from head to tip dred feet long. of tail. CLUE #4: The Franklin's ground squirrel is 14-16" A CLUE #2: The least shrew is only 2 1/2 3 1/8" long. long. Its burrow is usually about 3 inches in diameter Its underground tunnels are about 2" in diameter. ----and leads to a larger nest chamber. openitig about 'd' wasp Bu in diamefer tunnel

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16 22 . Prairie Grose*

A Prairie lookslike an ocean ofgrass. r )1,f. figlirl/ ,/, Side-oats goatnagrows / /. to be 14' tau in dry soil. Svittoilgrass can Its *oatlike`seects lineup grow to be 34' 'tall on one sided ifs stew. Grass species vary in nioists04. in structure. Big bluestern Differentspeeies grows to be 8' grasses grow in' tailor more. different types of Gra% spouts soil according to vary in height moisture. fr,A livk''),LO 9*Str..,'3/40,14 '- The Role of Grasses in above ground,grasses , the Prairie Ecosystem: 4fdominate the prairie vegetation by taking up most of the space. As .you learned when you studied the soil ofthe prairie, the importance of grasses to the ecosystem fbelow ground, fungi and begins underground. The massive network ofgrass bacteria breaK clown the dead roots anchors the soil to the earth, thereby preventing erosion. The_roots,_combined_with_the_solt,_form-a-- roots of grasses into nutrient tough mass called sod which works likea sponge to elitnentS. These nutrient absorb rainwater. The nutrient elements in the dead ei elements make The prairie. roots of grasses are recycled and kept in the soiluntil they are used to provide energy for living plants. soil very fertile. Working with PrairieGrasses: Work Step #1. Using the drawing at the top of this monly in moist soil. page as a guide, name two differences amongst grass species. 2.Lithe bioestem: This grass grows to be 2 to 4' tall. Work Step #2. Read and study the descriptions below It grows from May until the first frost in fall. Dur- of eight grasses. On the blank lines following each ing spring and summer, the bottom shoots of little grass description, write first the type of soil, accord- bluestem are bluish but by fall, theyare a ing to moisture, that the grass grows in, and second, beautiful mixture of rust and gold. Its flowersare the height each grass grows to be. "feathery" and are covered with short, white hairs. Little bluestem grows in dry to moist soil in Work Step #3. On page 18 are drawings of the eight uplands grasses. Using the clues written beside each drawing, label each grass in the space provided. 3.- Needlegrass: This grass grows to be 2 to 4' tall in dry soil. It begins growth in April and flowers by Work Step #4. List three things grasses contributeto June. This grass is sometimes called "needle and the prairie ecosystem. thread" because of its pointed seed that isas sharp as a needle ,1. Big bluestem: This grass grows to a height of 8' or Side-oats grams: This 1 to 3' tallgrass flowers more. It begini growing in late April and flowers in during the summer. Its small (1/4") "oatlike" seeds late summer. The seed head of its flower branch- line up on one side of its stem. It is thatarrange-. es into three parts, looking something like a ment which gives this dry soil grass its "turkey's foot". Big bluestem grows most coih- name.

17 2 3 5.Switchgrass: This 3 to 6' tall grass is identified by 7. Nodding wild rye: This 31/2'tall grass begins a prominent nest of hair where the leaf blade at- growth in March or April and matures by July. Its taches to the stem. This grass grows well in moist dense flowers look like they are nodding as they soil in bottomlands. curve downward. Nodding wild rye grows in dry to moist soil 6.Indian grass: This 4 to 8' tall grass begins growing 8. Prairie dropseed: This 2 to 3' tall plant stands very in 'dry to moist soil about the first of May and straight and has very long, narrow leaf blades. flowers during late July and August. Indian grass Prairie dropseed grows throughout the summer can be identified by th-e-15T6-s-e-n-c-e-of-a---c'-qwlike and flowers- in the-fall-in-dry soil structure where the leaf blade attaches to the stern

"oath keg seeds line up on one clew -like side of .structure stem where leaf blade attatches ifto stem

nest- of hairs. where leaf blade attatches ID stem

2-3 feet tall, very straight bluish growing bottom shoots turn rust. anct gold color In the fall.

18 24 Prairie Forbs

Fortis are th& b4,autiful wildflowers of theprairie.

New England aster, like most forts, is a perennial, which means it. lives from year TO year even though the aboveground parts of the plant die each fait. (The underground parts, bulbs and roots, live ov) protected inn the soil.) False wild indigo isa forb that begins blooming in June in soil. Different forb species grow in different soil I Forbs like this pasque types according-to moisture. flower may have colorful and showy flowers. Pasque flower blooms in March. Different forb species come into bloom each week during The growing season.

1. The Role of Forbs in the PrairieEcosystem: Since forbs must occupy the samespace on the Using sunlight as energy, forbs combine water and prairie as the grasses, they have adopted certain carbon dioxide in the presence of chlorophyll to make ways to guarantee their share of water. and sunlight. glucose or food molecules. That process of making Most forbs send their roots deeper into the soil than food molecules _is ,called photosynthesis. Grasses the grass roots. This allows them to tap water the and all other green plants also make food-through- grasses cannot reach. To make sure they receive photosynthesis. Since animals cannot use the energy enough sunlight to grow by, the shortest forbs bloom of the sun to make food in the same way green plants early in the spring before the grasses have had time can, animals depend upon plants as the producers of to grow and overshadow them. During summer and food in the prairie ecosystem. fall, forbs that can stand as tall or taller than the grasses come into flower. Food is not the only thing forbs contribute to the prairie. Oxygen is also produced as a by-product dur- Reaching tall enough to capture sunlight is not only ing the process of photosynthesis. In fact, forbs, important for the survival of forbs, itis absolutely along with grasses, manufacture most of the oxygen necessary for the well-being of the prairie ecosystem. in the prairie ecosystem. 19 25 partridge pea: 24" or more. This forb blooms in sandy FOOD CHAIN LINK NO. soil in August. Unlike most legume forbs, its flower is not pea-shaped, but is very showy and yellow in color.. Above groundiddvny gentian New England aster: 18 to 40". This forb blooms in Oc- takes in sunlight through its tober in moist soil.Its large, violet to red-purple leaves. Using the sunlight as flowers have yellow centers energy, it Conducts photosynthesis to make food energy pasque flower: 4"-10". This forb begins blooming in in its tissues. This is how food its March in dry soil. Its leaves are deeply cut into narrow t. first produced in the ecosystem.' lobesandarecovered- withlong,silkyhairs.

Below groundgdowny gentian wild false indigo: 3'/2'. (See word picture for blooming takesin nutrient elements fnorn time and soil type). The delicate flowers of this legume forb are -white and pea-shaped the soil.The gentian uses the nutrient elements in-the process ofphotosynthesis fo prairie smoke: 6" to 16". This' forb blooms in May in dry to moist soil. The long, feathery hairs in its seed- make food energy. -headgiveitthe lookofa"puffof smoke". Also, like the grasses, forbs contribute to the rich- ness of the prairie soil. The legume forbs, which are forbs that produce a bean-like 'fruit, add nitrogen to the soil. When the deep roots of forbs die and decay, they leave channels in the soil that provide for the passage of air and moisture. Working with Prairie Forbs: Work Step #1. Using the word picture at the top' of page 19 as a guide, explain four important featuresof forbs. Work Step #2. Below are descriptions of eight prairie, forbs. Two blank lines follow the description of each\ forb. On the first line, write down the month wherein the forb first blooms. On the second line, write down the type of soil according to moisture the forbs grow in. Work Step #3. To the right and on page 21, are drawings of all eight forbs. Using the clues written beside each drawing, label each forb in the space provided. Work Step #4. Explain how forbs obtain their share of water and sunlight even though they have to share the same space in the prairie as grasses. Work Step #5. List three things forbs contribute to the prairie ecosystem.

downy gentian: 8-16". This dry soil forb blooms in September and has deep blue, tubular-shaped flowers which have five petals rattlesnake master: 3-4'. This forb begins blooming in July in dry to moist soil. Its balls of flowers are white, hard, and prickly. _ shooting star: 8" to 2'. This forb begins blooming in April in dry-wet soil. The petals of its white to pink flowers are curved sharply upward

20 dear) blue tubular some more shaped flowers Prairie -rots

21 Prairie Insects #1.wwirommor

The prairie is home for millions ofinsects

Insects exist on the prairie iii many forms, first as immature forms and later as adults. Immature insects arenow as

nymphs or larva. Nyrnphsisuch as - this immatiare graSshopper, look Most -common prairie rather like tnecr parents.anct insects are dragonflies, grow by a series of molts until wasps, ants, bees, theyteach +he size of the adult grasshoppers, termites lheCtevelopment of a ny mph info beetles, aphids, butterflies; an adult is called an incomplete moths,and flies. meta morphosis.

Lervae,such as This least skipper caterpillar,fook nothing like their parents. Larvae also grow by s series of molts but then they. rest as a complt. imetamorphosis changeS therri into adults.This resting 'period is known as the pupal stage of growth. For its pupal stage, the least skipper caterpillar spins a protective cocoon in which changes inter a least skipper butterfly.

The Role of Insectsin the PrairieEcosystem: The prairie ecosystem could not exist withoutthem- portant work performed by insects: Thefour most important jobs performed by insects are 1)pollination, 2) food processing, 3) decomposition of deadplant and animal materials-and-4) soil tillage. Tounderstand how insects carry out these four jobs onthe prairie, study the four case examples below.' Case Example 1: The gold and blackbumble bee demonstrates how insects help carry outpollination. Pollination is the process whereby eitherwind or insects carry pollen from the male partof flowers to the female part of other flowers. The pollenfertilizes the seeds inside the ovary of the femaleflowers and they 22 0 0 begin to ripen and mature. Wind carries the pollenof Case Example #4: The mound ant, a tiny blackant, grasses but most forbsdepend upon insects tomove demonstrates how insects till or plow the soil. Mound their pollen about the prairie. In thecase of the bum- ants burrow out elaborate tunnels in the soil which ble bee, individual bees are attracted to the showy lead to galleries. In these galleries, the ants live ina and fragrant flowers of forbs. Whena bee settles into the flower, it begins feeding colony which includes a queen ant, and worker ants on the nectar and/or who attend. to the larvae. The mound ants andall pollen put out by the flower. Some of. the pollenrubs other insects that burrow into the soil, help keep the off onto the hairy body of the bee. When thatsame soil loose enough to absorb water and air. bee visits another flower, some of the pollenfrom the first flower, rubs off onto the second. Thisis how the bumble bee carries pollen fromone plant to another. Without the help of the bumble bee andother insects that feed on pollen and nectar, pollinationwould not be possible and plants wouldnot be able to WQrking'With reproduce. The miracle is that both plants andinsects benefit. Prairie Insects: FOOD CHAINLiNk..NO Work_Stepit_t_U_sing_the_w_ord pi cture at the top of page 21 as a guide, name the mostcommoninsects of the prairie. Explain how nymphs mature into adults and how larva mature into adults. The red-legged grass- Work Step #2: Written below are descriptions of hopper eats the leaves of ten insects. FolloWing the description of each insectare the downy .gentiah. The the numbers 1, 2, 3, 4. Those numbers refer to the four food molecules In the most important tasks insects perform in the prairie ecosystem: .1-pollination (as demonstrated by the plant are transferred bumble bee in Case Example #1), 2-food processing to the grasshopper. (as demonstrated by the red-legged grasshopperin Case Exarriple #2), 3-decomposition of dead plant and animal materials (as demonstrated by the carrion beetle -in Casa Example #3). and 4-soiltillage(as Case Example2:The red-leggedgrasshopper demonstrated by the mound ant' in Case Example #4). demonstrates how insects process foodon the Judging from what the description says about each prairie. You learned on page 14 that the forbs and insect, circle the number of each task you believe that grasses are the primary producerd of foodenergy. The insect carries out. If both the larva and the adultare red-legged grasshopper makes direct use of that described, make your judgement based upon theac- energy by eating grasses and the leaves of forbs. With tivities of .both. To help you get started, consider this the plant food it eats, this reddish-green grasshopper clue..All of the insects are eventually eaten bysome builds the tissuesinitsbody.Eventually, the other animal; Thus, it is correct to say that all the in- grasshopper will be eaten by another animal, maybe sects perform task 2. an amphibian, like the American toad. When that happens, the food energy that was once in the plant parts Work Step #3: On page 24are illustrations of 14 in- the grasshopper ate, is transferred to the toad. This is sects, the ten described and the four used in thecase how the grasshopper turns the tissues of plants into examples. Using the clues provided beside each il- an animal food supply that can be used by other lustration, label each insect. members of the ecosystem. You could say that the grasshopper's work is to be eaten by other animals. flesh fly: This black fly has gray markings. Its larva .Because the grasshopper and many other insects pro- feeds on decaying vegetation and dead animal parts: cess plant food into animal food, they are said to be The adult feeds on the nectar of plant flowers. the primary consumers in the ecosystem. It is impor- 1. 2. a. 4. tant to note, however, that some insectsprey upon other insects. The praying mantis, for example, isa robber fly: This brown fly is a fierce predator. Itcan fierce predator of other insects. Thus, some insects capture another insect on the wing, drop to the are not primary consumers, but rather secondary con- ground, and suck the prey dry in a matter of seconds. sumers. The larva of the robber fly is also a predator, feeding on tiny insects in the soil. 1. 2. 3. 4. Case Example #3: The American carrionbeetle, a least skipper butterfly: This golden brown butterfly small black beetle, demonstrates how insects help sips nectar from flowers and also eats decaying plant With the decompbsition of dead plant and animal materials lying in the prairie soil. 1.2. 3. 4. material. The adult beetle flies about the prairie and located a dead animal by scent. The adult lands .painted lady butterfly: This beautiful butterfly has beside the body and crawls into the soil beneath it orange to gray wings' that are marked by splashes of and. lays eggs. The eggs hatch in a few days and the pink, black markings and white spots. In search of larvae feed on the carcass until nothing is left but im- nectar, this butterfly visits theflowers of prairie forbs. portant nutrient elements. These nutrient elements 1. 2. 3.. 4. are then stored in the soil until they aretaken into the roots of plants. In this way the carrion beetle and all spotted cucumber beetle: This greenish-yellovii beetle other scavenger insects help with the decompoSition is covered with eleven black spots. Its larva feedson of dead material: In addition to cleaningup rotting the dead roots of grasses and forbs. The adult feeds debris, these insects help recycle nutrient elements. on th2ISaves and flowers of forbs. 1. 2. 3. 4. - 23 grasshop- digger wasp: This hairy, black wasphas reddish- insect does another type of preying, upon pers, crickets, bees, caterpillars,and flies. The nymph orange markings on itsabdomen. The adult wasp plant lice. feeds on the nectar of flowers.The female adult bur- also preys upon other animals, including rows into thesoilinsearch of beetle larvae, 1. 2.3.4. Upon finding a sometimes funneling a few feet deep. least skipper caterpillar: This insectis grass-green beetle larva, it stings it andthen digs a tiny cell its way up and around the body. The adult thenlays one egg on the with a dark brown head: It slowly works larva emerges, it down grasses, munching on the tendershoots as it back of the larva. When the wasp 4. feeds on :the body of the beetlelarva. goes. 1. 2.3. 1. 2.3. 4. tumblebug: The 3/4" dull black adult issometimes insect sucks the marked with a greenish or copperytinge. The male aphids: This small, pear-shaped and female adult roll a ball of animal dung acrossthe juicesofplant stems and leaves. Theaphid honeydew. prairie floor. After the dung is pressed andround, the discharges a clear, watery liquid, called ball of Ants feed on this honeydew. 1. 2. 3. 4. adults 'dig a tunnel in the soil and drag the dung into it. The female then lays an egg onthe dung. praying mantis:The long fore legsof this green insect The larva hatches later and feeds on thedung until it give the impression it is praying. Thetruth is that this develops into an' dult. Prairie Insects

blackand gold. . hairy and. black. golden brown, marked by splashes,. sips flower nectar of oink, black and irnportantin reddish orange pollination forelegs look Ii ke markings white praying hands

dull black, brown fly, fierce pear shaped. buries predator dischargeS honeydew dung

inblack ant, burrows tunnels has 11 black spots

one inch long. grass green, reddish green dark brown nead black fly with gray Markings small black beetle

24 30 Prairie Amphibians. 44EN\ \ and Reptiles: rbt it= Z1 AsrEP41P Amphibians and reptiles bring musicaria variety to the prairie.

Though reptiles do not vocalizeas Likeinsect%ssamphibians, the toads and frogS do,they are Such as this American toad not always ,silent. The bullsnake - exist in two forms, first as vibrates its-tail and hisses loudly a larva, (such as the tadpole) if threatened.- andthen aftera metamorphisis _as an adult.

Some amphibians such as the gopher frog are quite musical. The frog produces a deep, roaring, snore -like mating call it springfime..

Reptiles on the other hand, produce eggs which hatch into young which are miniature though sometimes differently colored, replicas of the adults. Noticenowthisyoung taeerunner is a smaller model of the adult

The Role of Amphibiarisand Reptiles in the PrairieEcosystem: Amphibians and reptiles have a great deal tocon- tribute to the ecodystem. As predators,amphibians and reptiles help control the population of insects Working with Prairie and rodents. As prey,lhey serveas food for birds, and mammalS as well as other amphibians and reptiles. Amphibians/Reptiles: Work Step #1: Using the word picture at the top ofthis page as a guide, name one thing some amphibian's add to the prairie scene. Explain-how amphibiansex- The American toad ist in two forms. Do reptiles? preys upon the red- Work Step #2: On page 26 are descriptions of eight legged grasshopper, prairie amphibians and reptiles. One thing all of these Food energy -in animals have in common is the need for adequate shelter. The adults need shelter for themselves and grasshopper is for their eggs. And when the eggs hatch;-theyoung transferred to also need shelter. There are many different types.of shelter available in the prairie ecosystem. Sometimes the toad.- rocks and clumps of grasses provide shelter, other times water and soil provide the only shelter. After 25 31 the eggs onto the stem ofin aquatic plant. The 'egg's reading the description of each animal, write on in the water, blank lines all of the locations wherein eachanimal. hatch in a few. days and the larvae stay finds shelter for itself, eggs and young. Ifthere is often seeking shelter beneath rocks, until theyhave more than one line, it means theanimal finds shelter transformed into adults, usually by July.Adult: in more than one place. For example, the adultblue eggs larvae places but only racer finds .shelter in three different snake is one place is shelter for its eggs. bull snake: This large (50-72") yellowish marked by darkly colored blotches.The powerful bull Work Step 3: On page 27 are illustrationsof the eight snake travels about the prairie insearch of small clues provided, birds and mammals. It ambushesits prey from a amphibians and reptiles. Using the mammal bur- label each illustration. hiding place like a clump of grasses or Blue racer: This slender blue snake has a whitechin and throat and is from 36-60" long. This snakeusually hangs out under a rock bui.will climb a shrub ortake to the water if being pursued orsearching for food. The racer preys upon insects, amphibians,reptiles and small birds and mammals. In June andJuly, the racer lays its 19 to 25 white eggsunder a rock. Adult. eggs

ornate box turtle: This dark brown, 4-5" long turtleif.4 decorated with golden lines radiating outward from the middle of its shell: This turtle carries oneof its shelters with it. If threatened, it pulls in itshead and feet and closes its shell so tight theprying beak, claws or teeth of a predator cannot getthrough. Dur- ing the spring of the year, the turtlecrawls out of its burrow in the soil. By June and July, thefemale buries her clutch of eggs in the soil. The box turtletravels across the prairie floor in search.of fungi, fruits, seeds and tiny animals. In the severeheat of mid-- summer, the turtle seeks refuge by burrowinginto the soil. During fall , the turtle emerges againfor several weeks, the young turtles hatch. But asthe delis turn colder, the turtle begins-digging intothe soil a short distance each day. By the time of the firstfreeze, the turtle has worked its way deep enoughin the soil to avoid freezing.. Adult: eggs Americamtoad: During the day, this 2-31/2"brown to olive toad hides in the thick clumps of grassstems. At dusk, it ventures out to feed on insectsand worms. The female laystseveral thousand eggs inlong strings in the bottom of a prairie pond. In only aweek's time, small, black tadpoles hatch. Thesetadpoles have gills. and swim about like fish lookingfor tiny aquatic plants and animals for.food. When theytransform into adults, they lose their gills, breathe bylungs and live on land. Adult eggs tadpoles western fox snake: This yellow-graysnake is marked by red-brown spots and grows to be36-50" long. In search of small mammals and birds, thefox snake makes its way about the prairie floor.Occasionally, the fox, snake rests hidden in a clumpof grasses. Other. times, the-agile snake climbs a deadstanding tree or stump at the edge of theprairie and finds shelter underneath the loose bark. The femalesnake lays her eggs in the soil beneath a rock andhatching occurs in late summer. Adult eggs small-mouthed salamandec'This 41/2-7"'salamander is,named for its tiny mouth and head. Itsskin is dark brown to black and marked by grayish-yellowpatch- finds shelter in the soil es. The adult salamander squeezes its prey to death. The beneath rocks. At night, it travels theprairie floor in row. The bull snake insects, sticking bull snake is a beneficial animal becauseit helps con- search of earthworms, .slugs and of the bull snake close always to the protective coverofthe vegetation. trol the population of rodents. Eggs During the spring the female finds aprairie pond or are often laid beneath a rock.Adult ditch and deposits a sticky masscontaining 6 to 30 eggs 26 32 gopher frog: The spring mating season is the only racerunner: This olive-gray to brown lizard time this creme colored frog marked with black spots has six lightly colored stripes running from its head to ventures above ground. During the winter, the gopher the base of its tail. The 6-91/2" racerunner isa real sun- frog hibernates in the soil beneath a pond. During lover and is often seen during the day baskingon a summer and fall, the frog lives by day inside a rock. On cool days, the lizard seeks shelter beneatha crayfish hole dug into the bank of a pond. At night, the rock. The racerunner is a quick predator and has little frog darts out to capture crayfith and aquatic insects. problem snagging spiders. The eggs on theracerun- The female-frog lays 5,000 eggs in shallow water and ner are sheltered in the soil until they hatch in July. occasionally attaches, the egg mass to the stems of Adult Eggs plants. The larvae swim in the water, finding refuge from time to time under decaying vegetation until they; have transformed into frogs by July. Adult eggs larvae

dark brown, Slender blue, yellow- gray, dark brown to red brown gold lines on shell white chin end black,grayish throat. spots yellow patches

'Prairie Amphibians and Reptiles 50-72", yellowish, darK blotches

Note to students: You can use the rock, log and pond drawn below when you

. build your prairie ecosystem.

tofilip,A40

_ . "---"Ng -- -17.17-ttlee= Z:4.447= .%s eo.

....44...471. 4. '411 27 1 0` STEP "I°the WILD Prairie Birds 0 t

Birds add color, movement and beautiful sounds to the prairie.

The song of the upland sandpiper is one of the The chunky brown meadowlark most beautiful and sports a.bri Want yellow mysterious 'sounds on throat and vest crossedeby The prairie. While circling a black V. Whenthis bird slowly in the sky, the flies,fv,t br_od patchesof sandpiper sings a long white can -be seen on mlling whistle whoofeeeeee whee/00000 either tide of the tail. .

Early in the morning and late in the atternoon,the short-eared owl patrols on silent wings over-the prairie. If it spots prey, it may hover 9flAdrop or may snatch prey from theground end pass 911 without even checking 115 speed so svAft . strolce

The Role of Birds in thePrairie Ecosystem: of the prairie, animals. These birds, known as omnivores, are impor- In addition to contributing to the beauty but birds help the ecosystem functionsmoothly. Birds tant because not only do they help scatter seeds that pick. apart the fruits of plants help scatterthe they also help control the population of insects. Birds seeds that will someday grow as new plants. sharp that eat only plant.parts are known as herbivores', Birds of the prairie that are equipped with talons and/or beaks are usually carnivores,which Other birds on. the prairie eat both plant partsand means they only eat other animals: 28 - 34 FOOD CHAIN LINK NO. the seeds of plants and builds its nest in shrubsor treesatthe edge oftheprairie.

upland sandpiper: 111/2". This brown birdhas a The short- eared owl whitish belly streaked with black. When not flyingor preys upon The Franklin's tending to its nest on the ground, it commonly perch- es on fehceposts. It feeds on insects, worms and ground squirrel. Food plant seeds energy is -transferred from the squirrel Canada goose: 16-25". This goose hasa black head to the owl. and neck, with a white patch or "chinstrap"running into the side of the head. The Canadagoose feeds on parts of plants, especially roots, and builds itsnest on the ground near water. Birds not only take from the prairie food supply, they add to it. Smaller birds, like the meadowlark and dickcissel: 6-7". The male dickcissel ha- black bib dickcissel make their contribution when .they.are on a yellow chest; the female is much paler in color- preyed upon by a larger bird or mammal. Largerbirds, like the marsh hawk or short-eared owl, though and has just a touch of yellow on the cheft.The they dickcissel -feeds on insects, plant parts and are near-t he-to p-of--t-he-f eed- oh ain3-make--ttiefr-con nests tribution when they die. At that time, their bodies near or on the ground ,serve as food for scavengers such as the turkey vulture. And eventually the parts of their bodies not killdeer: 9-11". This brown-backed, white-bellied bird is told by two black breast bands and its loudshrill eaten by scavengers decay and add nutrients to the call kill-dee, kill-dee. The killdeer feedson insects, prairie soil. worms and snails and makes its nest in a small hollow on the ground. FOOD CHAIN LINK NO. eastern meadowlark: The meadowlark feedson in- This turkey vulture sects and plant parts and builds its neston the is ground. (see word picture on page 27 for description) feeding on the body of a short-eared owl. Food

energy is transferred prairie chicken: 17-18". This bird is brown with dark, from the owl t bars. The male is told by orange air sacs on the side of the neck. During courtship, the male inflateethose The vulture. air sacs and then releases the air, causing a hollow - oo-loo-woo sound known as "booming". The prairie 144' chicken feedeon insects and plant parts and nests on es the ground loggerhead shrike: 9". This gray, black and white bird is told by its black mask. The loggerhead shrikepreys Working with only upon animals including insects, reptiles andam- phibians, birds and small mammals. Lacking sharp talons to hold down" its food, the shrike hangs the Prairie Birds: body of its pray on a thorn or fence barbso it can tear away at the flesh with its bill. The loggerhead shrike Work Step #1. Using the word picture at the top of builds its nest in a shrub or small tree. page 28 as a guide, name three things, other than food, birds add to the prairie. Describe the color of the meadowlark, the movement of the short-eared owl, turkey vulture: 26-32". This black birdsoars on wings and the song of the upland sandpiper. that spread 6 feet. At close range, one cansee the turkey-like red head on the adult vulture. The vulture Work Step #2. Explain how birds help scatterseeds. is the clean-up bird of the prairie, feedingupon already dead animals. The vulture nestson the Work Step #3. Following is a description ofeleven ground. prairie birds. After each descriptionare two blank lines. On the first line, write down what type of feeder short-eared owl: 13-17". This streaked brown owl is each bird is. The choices are herbivore, omnivore,and named for the two short tufts of feathers locatedon carnivore. On the second line, write down the location its forehead. ft preys upon insects, a6nphibians/rep- of each bird's nest. tiles, birds and small mammals and nestson the ground Work Step #4. On page 30, the eleven birdsare drawn. marsh hawk: 1'71/2 -24". The female marsh hawk is It is your job to label each bird in thespace provided.. Be sure to use the clues written beside each drawing. streaked brown; the male, gray; but the best clue fors identifying either sex is white rump. This hawk hunts low over the ground for insects. reptiles/amphi= mourning dove: 12". This handsome dove is mostly bians, birds and small mammals. It nests on the gray to brown with white spots on its tail. It feeds on ground. 29 35 black bib on yellow chest-

brown,yettow throat and breast, bl aek V crosses breast

Prairie Birds Prairie Mammals 0 21 Prairie mammalsvary greatly in size even thouh \\ the largestones have vanished from Illinois.

Small animals like the prairie vole and Franklin's ground squirrel are +he most numerous on the prairie. Regardless of size ,each mammal species has its own special place to live and role to play in the prairie ecosystem. Thnctafirsoplespecial r and the Bison and elk were- 'once the largest . speciesis in mammals on the Illinois 'prairie. During the ecosystem . settlement of Illinois however, huge numbers of bison and ell( were killed by people and the prairie was plowed up and used as farmland and cities' Without a safe habitat- tOlive Mighty bison and graceful Octi;h:nished from Mina's.

Medium-sized animals such as the coyote, fox and badger are the big 'mammals on the prairie that remains in Illinois. .ammummo116. The Role of Mammals in thePrairie Ecosystem: Mammals are vital to the flow of food energy in the prairie ecosystem. Some mammals like the badger, FOOD CIANN LINK NO coyote and red fox are most important as predators. because they keep insect and rodent populations under control. Other mammals like the cottontail rab- The Franklin's ground bit and prairie vole are most important as sources of squirrel captures an food for other members of the ecosystem. Some mammals such as the little brown bat and Franklin's American +owl-- Food ground squirrel are important as both predators and energy is transferred prey. from the toad fits the YOu learned in the word picture at the top of this page ground squirrel. the meaning of the word "niche". The niche of -an animal is veryimportant because it guarantees each species a place to live and food to eat. With each species having its own niche, there is less competi- The word picture at the top of this page explains what tion-between species for space and food. If an animal happened to bison and elk once they lost their niches loses its niche, it cannot survive. in Illinois. 31 37 To define the nicheof an animal, one mustconsider When active How catch food where, when and how it travels, what it eats and what food Predators eats it, when and where its young are born andwhat defenses it has against its predators. Althoughthe Now desdribe the niche of the red fox. Where rest dur- niches of some species may be somewhat similar, ing day they are never exactly the same. This giveseach when active species its own special chance for survival. Let'slook wh,;re travel at the niches of the badger and red fox bystudying how catch food food the word pictures below. where den how many litters defense predators Working with. How does the nicheof the badger compare to the niche 'of the, red fox? Are they active at the same Prairie Mammals time? Do they stay in the same place Work Step #1. Explain why some mammals are most on the prairie during the day" Do they important as sources of food for other animals?Ex- catch their food in the same way" Do plain why some are most important aspredators. you think the fox could survive if it had to digfor its Name two mammals that are important both asfood food as the badger does? Do you think sources and predators... the badger could survive if it had to stalk and pounce on its prey as the fox does? Work Step #2. On the blank lines that follow, describe the niche of the badger. Work Step #3. On page 33 are descriptions for 10 Where live Where nest mammals. Following four of the descriptions are

When night falls on the prairie, Short bodied and short legged,ihe +he badger surfaces from its -badger fives in burrows beneath the burrow to stalk its prey-

..ground. During spring lk uses Its .tt smells.agroutid scluirret or mouse, it be64s burrow as a nest chamber to bear digging with 'its stout fore claws. tieeause of its it can and raise its young. , tireless energy and arnazing speed, catch rnost of its prey befo, e they can escape Badger their burrows. With its strength and sharp teeth and claws, the-badger defends itself against- alt predators, except man-

By day this ha ndsome, During the nighttime hours, yellowish-red fox usually' the fox travels the prairie sleeps concealed in2 Floor to stalk its prey, usually etury p of grasses: rabbits and mice but-also birds and insect. Once prey is spotted. the fox takes slow,deliberate steps or crouches and u.;_gles Red Fox foulard it. It then rushes its v victim and kills it with a bite .6 .frorn,:ikpowerful jaws. In 5uvnifi.eier-finie the fox also feeds on the berries of plants..

/471/1714 4-9 young foxes, called 'kite The fox defends itself againstenerhieswith its quick are born In March andraised in Speed and cunning. Itis taken byonly a few predators, an underground den. including rn a n .

32 38 BESTCOPY. AVAILABLE blank lines referring to part of the animalsniche. chambers of food. Because thevole can do little to From what you have read about that animal, fill inthe- blank lines. defend itself it rarely makes itpast one year without being snatched by a hawk, owlor fox. Since prairie Work Step #4. On page 34 are illustrations of the 10 volesare soheavily preyedupon,they must mammals described. Using the clues written beside reproduce quickly and in large numbers.To achieve each illustration, label the mammals: this high rate of reproduction, thefemale vole produces litters of 3-6 young, throughoutthe year except little brown bat: The main body of this brownbat is during the coldest months. And covered with fur but the tail membrane,ears and a young female vole wings are nearly free of hair. During winter, this bat is ready to start a new family at theyoung age of 3 to.4 hibernates in caves but come spring and summer, it weeks. takes off for a variety of habitats, including prairies. Where travel Food The edge of a prairie is .where one might expect to Nest located find a little brown bat roosting beneath the loose,bark Defense of a tree. When the sun goes down, the bat takes wing Predators Why quick reproduction important across the open prairie to snag insects. The little brown, like all bats, guides itself by means of asonar system. As the bat flies, it squeaks out ultrasonic plains pocket gopher: This 91/2 to 12%", slate gray to sounds which cannot be heard by people. The bat black- gopher lives almost continuouslyin burrows hears the echoes those sounds make as they hit ob- . which run forseveralhundred feet just beneath the jects, such as a tree or bush. The bat knows then to prairie = floor. In 'these burrows, thereare storage steer clear of the tree or bush. The little brown makes chambers for food, a main -=rest chamber andmany no nest; instead, the young batsi-born-inpringTolingside tunnels that-lead-to the-roots ofa plant relished to the breast of the female who hangs by her hind feet by the gopher. Only rarely does the gopher surface in any place that affords shelter. And when the female from its burrow to-search for stem and leaves toeat. leaves to hunt for food, the young bats hang by The gopher has adapted certain physical traits to help themselves. The little brown defends itself against it move about in its dark, narrow burrows: It-hasa predators by flying skillfully and swiftly. Sometimes, highly sensitive tail which acts like a guide when it however, a hawk, owl, or weasel, will prove itself backs down a tunnel. Its loose skin and velvetysoft master over this bat. fur allow it to turn around in a tightspace. Its lips can Where summer roost close behind its front teeth, thus keeping dirt out of When active its mouth as it is gouging out soil or cutting roots. Food Maybe the most important part of its body, however, How guide itself are its long, curved claws which are used to dig and Where nest push dirt from the burrows. The gopher protects itself Defense by keeping the entrance.to its burrow solidly blocked Predators with plugs of dirt at nearly all times. For badgers and some snakes, however, this protective door is no Franklin's ground squirrel: Standing 81/2.91/2" tall, this obstacle. ground squirrel is mostly gray in color with black Burrows located Nest located specks on its back. In a prairie ecosystem, the Where tunnel How adapted to live underground underground burrow of the Franklin's ground squirrel would most probably be at the edge, where the prairie gives way to larger brush and eventually forest. The Defense Predators Franklin's spends 90% of its time in this burrow, resting at night through the warm months and hiber- coyote: From its muzzle to the tip of its bushy tail, the nating during the winter. During the bright daylight coyote is 44-54" long. The fur along the coyote's back hours, it quietly makes its way across the prairie is grizzled gray but its breast and belly fur is whitish feeding on grasses, and wildflowers. But it can also or cream-colored. By night, the coyote may travel". take animal food, including toads, frogs, insects, many miles in search of prey, usually rabbits and mice, bird eggs and even young rabbits. Four to five mice but also birds, insects, herbs and fruits and young ground squirrels are born about mid-May and dead animals. raised in a nest chamber of the burrow. Though the striped skunk: This black, and white, short-legged Franklin protects itself by sticking close to its burrow animal is 22-26" long. USually at night, the skunk digs and heavy cover; it is preyed upon by many predators and roots into the soil where it snags mostly insects, including hawks and badgers. but also mice, moles, shrews and young rabbits. The skunk fends off most enemies by shooting out a terri- Where burrow Active ble smelling stream of fluid or "musk" from glands Food Location of Nest located on each side of its anus. Defense Predators eastern cottontail: From its brown nose to its powder puff tail, the cottontail rabbit is 151/2" to 18" long. The prairie vole: The upper parts of this 41/4"-6" vole are upper part of its body are buff to rusty brown and the mostly brownish gray and the under parts are washed 'under parts, except for the buff-colored throat,are with yellow or rust. Winter and summer, night and white. The cottontail loves to nibble on the juicy day, the prairie vole tunnels out surface runways that stems of wildflowers. have been known to cover 160 feet. While traveling least shrew: Motivated by an insatiable appetite, this through these runways, usually either right at the sur- 3" brown shrew hunts both day and night for insects, face of the prairie, or a few inches beneath, the vole worms and the dead bodies of small animals. finds bits of gras'ses, seeds' and roots for food. These surface runways lead to deeper, underground bur- red fox: See description in word picture on page 31. rows wherein the vole has a nest and storage badger: See description in word picture on page 31. 33 3-9 handsome, yellowish red, stalks prey by night

Prairie Mammals stout bodied,snort- legged, digs for prey 3" long brown, iravels in tiny burrows

black and white, unusual and powerful defense strate3y brown, guides itself by sonar system

buff to rusty brown, feeds morning and late afternoon \. browntsh gray,tra vets long surface runways

34 40. PRAIRIE SLEUTHWORK _To complete_ this exercise, you must become a spy of fi't \ :The prairie world. Your mission unlit-Take you fo--four partS of the prairie: THE PRAIRIE FLOOR, THE FORBS, THE GRASSES, and THE EDGE OF THE1 < PRAIRIE. As you conduct your investigation, you will have to use four of your senses to detect important plant and animal life. And you will have to use your reasoning as well as Your imagination to discover the many secrets of the prairie.-Good luck! a- Station 1: The Prairie Floor Strategy. B: Explore the prairie floor for fungi. Can you find any Briefing: It is your mission at Station 1 to search the fungi: such as puffball, earthstar. or common prairie floor for signs of animal and plant life. mushroom? (See page 16 for drawings of these fungi.) Strategy A: Draw any fungi you find in this box. The prairie floor includes everything on the surface of the soil. The prairie floor is what you and other Fungi Drawing animals tialk on,when traveling across the prairie. As your first task, search the prairie floor for a surface runway similar to the one drawn below. If you find a runway, how big around and how long is it?

The ?ritr-Z\.t.'rvo(e curs rmi- surfacerunways by dl ipping tke.3ri; s '01:4 other vegetation Very dose. to the grouna T1,.. vole travels these runways -to reach underground tunnels. B y clipping the sterns Strategy C: of plaints the vole stimulates new alit* better plantgrowth. Canvas the prairie floor for a nest. Try to find the nest of a bird or ,a mammal. Remember: A good prairie sleuth does not bother the nest of any animal. The nest you find may resemble that of the grasshopper sparrow (see drawing below). Draw any nest you find in the space provided.

Nest Drawing

,11 JI

Can you find the opening of an animal buirow on the prairie floor 9 If so, 'how trig is the The nest of the opening Is the burrow you found grasshopper big enough for the badger ? least sparrow is shrew-. , plains pocket gopher built of, stems Fr a ri klin 's ground; squirrel '9 digger and blades of grass ;wasp or mound ant and is hidden in clumps (See page 16 for clues about the size of these animals of vegetation on the arid their burrows.) prairie floor. 35 41 StrategyD: The prairie floor is agoodplace to find reptiles and CANADA GOOSE amphibians. See page 27 for clues about prairie amphibians and reptiles. Name and/or describe any' you -7-seer: fr

'MA 0 0' Animal Tracks Nail prints BADGER not always ...... i..45 4-- 6" --o f ....w show --ti,i . 1110_401..... ---;i 1( MOURNING DOVE . ,,. .3.4.1.,, . 4- Alp Iiimpoli,Heel 10111. .:*- ''' i, oilli s Seldom Sowsh 1+ Waking

EASTERN COTTONTAIL 1:-4" --1 GREAT BI-VE HERON . . lift. 411.01 . de qt. ISOget. Front 411111111s Front --(--, 1 41111.10 Fret Feet *--9"---N Hind fee t Hind feet .... RED FOX It-D -1 KILLDEER .4.444 ::: t IlD Trotting . a

110 0 lc-9-16"-1111! Strategy E: Now it is time to search the prairie floor very closely for animal tracks. Try to find places along the prairie COYOTE li--21/i'--1 floor where there is bare soil or mud. Although you i Front ..:441 Hied fotit may be able to find the tracks of a bird, a reptile or an Foot amphibian, especially near water, your best bet into

. .:':' look for mammal tracks. Do you see any of the tracks *;: e:ep Walking -,0 drawn on this page? Draw any tracks you find in the 11111111, box below. Drawing of tracks STRIPED SKUNK "go Walking .....,,-.Iqt. 1.111101) 3 ff ., tr-T- -2Vi > i. 46

FRANKLIN'S GROUND SQUIRREL ---t.44- .._ .. lc;---1N.- >I Walking..:" ..c.,:ak CIW.:::. ::, K ft ...., .-

PRAIRIE VOI_E FrontfootHind foot. Strategy F: ,...'4.. Before you leave Station 1, make an inventory of all Walking items you can find on the prairie floor. Have you j) . 4' found any bones 9 teeth 1 feathers ? animal droppings ? animal mounds / eggs 9 owl pellets i7 fur ? List SNAKE /... ? .:.. all items you have found. , e :.:...._-._.._._.-.? .--F/i:,_ :7'1 x%!:. ...:. :'" ..,'.,ftA::: =: .110' ,Nko.:, . -`;.,}4..'.; % . ." ----.:,1.1..;i;e" ''';41.;;;*:`, travelling -- -1>

TURTLE :: ft: Owl pellets ;:4.6.: 4.: !t: 7:: Owl pellets include the indigestible parts of animals _4. ...._.1 4.*:4'; d!.. I': Mallrem cir ag owls eat. Since an owl cannot digest these wads of T,... 1.- '3 Yi*-L-Ai hair, teeth and bones, they regurgitate them.

36 42. Station 2. The Forbs Using the leaf studydrawingbelow as a guide, describe what typeofleaf your Briefing: forb has How are the leaves arrangedon your forb ? Station 2 includes the non-grass plants of the prairie,_- Dges-your forb have anybuds ? known as forbs or wildflowers. It _is your-Jnissionat__Does_your_forbhaveany seedsor fruits? If so, draw ---Staticirrttocarefullyexamine these forbs-EidThe in- Iand describe them inthe boxbelow. .sects that live in close association with them. C. If your wildflower flaba flower,you should study it Strategy: closely. Does your flowerhavepetals ? A. Search the prairie for forbs! How many do yousee a pistil ? astyle ? If the forbs you have found are in a stamen ? an anther ? bloom, list the different colors you see on the flowers. Draw and label your plant here: Youit forb drawing Draw seed/fruit here B. Select one forb for special study. Compare your forb to the western lily drawn below. Though your forb may differ in some ways from this lily, you can use it as:a guide as you answer the following questions. How tall is the forb you have found What colors can you see on the forb Does your forb have a flower(s)? If so, how many_ Describe the flower Smell the flower and describe the scent Gently rub your finger along the stem of your forb. Describe the surface of the stem Does your forb have leaves

FdRB STUDY LEAF STUDY LEAF TYPES WESTERN V.ILY stigma -top of pistil ,stickyand Simple rough toca tett pollen. margin pistil-female part of flower. ,/style- polltin travels down style of pistil to ovary. stamen- male part of flower. deeply cut anther- tap of starnen,spl its margin open to release pollen. petals- usually brightly colored to attract insects.. ovary-pollen in ovary causes seeds LEAF ARRANGEMENTS , to become fertilized. opposite claspingj Simple simple single leaves arranged single leaf tnat 0. opposite each other on stem encloses stem

()Pens alternate ponnately 0 Into flower s.mple compound - flower matur Into fruit. single leaves arranged several leaflets arranged fruit ripens and opposite each other,make op% atternately on stern. seeds Special note: up oneleaf. some plants haye only female Parts while others have only whorled simple Palmately mate parts. Many plants, compound however, have Goth mate artd femme parts. single leaves several leaflets grow out from a central grow out from a central Point on stem point make up one leaf

D. Insects live in close association with the forbs at sects for survival and vice versa. The drawing of the Station 2. Insects feect on the pollen and nectar pro- western lily shows how pollen moves about the male duced by forbs and forbs. depend upon insects to and female . parts of a flower. Study that drawing carry pollen from the male part of flowers to the carefully and then complete the paragraph below. To female part of other flowers, a process known as do so, you will have to pretend you are watching-a pollination. The result is that forbs depend upon in- bumble bee in the prairie. You spy a bumble bee flying about the prairie. Thelily to another lily located just a few feet from here. It bee spots a western lily. The brightly colored takes just a few seconds for the bee to fly to this sec- of the lily attract it and it lands right in the Middle of-ond lily and it touches down right on the one of its flowers. Standing on a , whichwhich is the sticky and rough top of the is the top of the , or the male partthe female part of the flower., Some of the pollen in of the flower, it begins to feed upon pollen. Mean-the pollen basket rubs onto the stigma and begins to while, the body hairs of the bee are rubbing pollen offtravel down the -of the pistil to the of another anther. Before the bee leaves the lily it . For many days after the bee has left this uses its hind leg to comb the pollen from its bodyflower, the pollen it brought it will be at work in the hairs onto one small area on its leg that is equippedflower's ovary. The pollen will cause -the seeds to with a ring ofhairs,to catch and hold the pollen. In become fertilized and they will grow and ripen into this "pbllen basket"; it will carry the pollen from thismature seeds.

,37 4 3 station 3: The Grasses Strategy C: Briefing: It is your mission at Station 3 to examine the Station 3 is a good place to listen and look for birds. grasses of the prairie and to detect the presence of Describe any birds you see or hear. birds. . Strategy A: . You should begin your work at Station3 by locating Perhaps you will be lucky enough to see or hear a as many grass plants as you can.How many different bobolink. If not, pretend you are a bobolink flying Do across the prairie by singing its bubbling song. (See types or species can you find? 9 different grass species differ in height clues below) . 9 color ? shape . To imitate the song of the bobolink, Strategy B: . . sing the words in a 'IoUd, quick Select one e-grais plant for special study:Compare the and high-pitched voice. grass you have found to the drawingof big bluestem below. Though the grass you have chosento study' may be different in some ways frombig bluestem, you can use the drawing as a guideto help you answer the "Bob-o'-link, following questions about your grass plant.-Howtall '7 What colors do you see on is your plant Spink, spank, your plant / Rub your finger up and down the stem. Does it feel rough or smooth 9 s'pink"" Can you identify the seed head of your plant 9 Pull the seed head toward you and smellit. If there is a scent, describe it Can you identify the flower cluster on yourplant 9 How about the individual flowers ' Does your plant have a sheath / a leaf blade 9 a node Is there a shoot growing up from the 9 roots of your plant o Describe and draw your grats in the boxprovided. Strategy D: Go to the "middle of the prairie and stand still. Close your eyes and concentrate uponlistening. If the wind is blowing, you should be able to hear the grasses If so, can you Big Bluestem drawing Your grass drawing moving with the wind. describe the sound 9 If the wind is not blowing, close your eyes once again -Flower and try to imagine what it would sound like if a strong and steady wind. was sweeping across the prairie seed where you are standing. Can you imagine what the flower head blowing grasses would sound like cluster Have you ever heard a sound like that before 9 If so,'where ? A strong prairie wind is necessary for the survival of grasses. Unlike stem the forbs, grasses do not hive showy flowers and/or nectar toattractinsectpollinators.Therefore, node grasses are dependent upon the wind to carrytheir pollen from one plant to another. It is also the prairie - wind that carries the fruits and seeds of grasses to sheath new locations in the prairie. Strategy E: Oise Now it is time to use your imagination one last time before you leave Station 3. While still standing in the middle of the prairie, imagine a wave of fire crossing across the prairie and engulfing all of thevegetation. Shoot What do you think that would sound like 9 Describe how you imagine it would look while the prairie was burning and after the fire was gone Do you think fire is good or bad for a prairie 9 roots At first thought, it may seem that a fire would be harmful .to a prairie; but in truth, fire is a friend to the 8;9 bluestem `puts two- prairie. Fire burns off the dead grasses and forbs, thirds of its growth (roots) thereby clearing the prairie flbor for new plant growth. underground. Fire may Fire also prevents the growth of trees on the prairie, destroy its stern leaves thereby allowing the prairie to stay a grassland. Study and seed head, but the the drawing of the big bluestem and explain how Soil protects its roots. prairie plants survive fire. Once the fire has passed. the large root system sends vp new shoots. Where do you think animals such as theFranklin's ground squirrel or badger go to escape fire from the )oern. "Robert of Lincoln", by William Cullen Bryant 38 .44 Station 4: The Prairie Edge Strategy C: Briefing: The edge of the, prairie includes the shrubs Now'walk farther into the edge. Do you see any small and trees that border the prairie. It is your mission at trees such as roughed - leaved dogwood ? If so, Station 4 to investigate the shrubs and trees and to how.tall is the tree you have foOnd ? Draw' compare the edge of the prairie with the middle of the your tree in the box provided. prairie. , Strategy A: draw'ing of your tree Start your work by standing in the middle of the prairie. What types of plants surround you? grasses / forbs . 9 shrubs 9trees ? Look straight up toward the sun. "Can you see anything blocking the flow-of sunlight from the sun to the ground 9 Now .begin walking toward the edge of the prairie. Stop as soon as you arrive at the edge. What types of vegetation do you see? grasses ? forbs ? shrubs 9trees 9 Describe how the vegetation has changed from the middle of the prairie to the edge of the prairie-

Strategy B: Do you see any shrubs such as .lead plant or New Jersey-tea at the edge? / If so, draw your shrubs in the box provided. Strategy D:. Now walk still farther into the edge. Do, you see any large trees such as bur oak? .If so, how tall is the tree you have found / Examine the bark of the tree by running your fingers up and down a section of it. Describe how the bark feels Does it feel differently from the forb stem you touch- ed at Station 2 9 the grass stem at Station.3 _? Draw the-tree you have found in the box provided.

drawing of your free

drawing of your-shrkb.

Strategy E: Stand beside a tree at the edge of the prairie and look up. Is anything blocking the flow of light from the sun to the ground at your feet? If so, name the things that are blocking the sunlight Is there more or less sunlight at the edge of the prairie

39 than at the middle of it 9 Do you think the vided by the shrubs and trees but also have access to prairie ,grasses and forbs would receive enough the prairie as a hunting ground. List any animals or sunlight to survive if many trees also grew on the evidence, of animals you can find along the edge. prairie Strategy G: Can you understand how it is important for the sur- Now itis time for you to complete your prairie vivaraf the prairie plant-slorflre-to burn-off-any-trees sieuthworK by creating yaw-own-ward-picture-about growing on the prairie the prairie. In the box below, draw the parts of-the Strategy F: prairie studied at Stations 1, 2, 3, and 4. Please, be Many animals prefer to live at the edge of the prairie. sure to include any notes you feel are important. Use. By living along the edge, they can use the shelter pro- the SAMPLE BOX below for clues.

YOUR WORD PICTURE ABOUTTHE PRAIRIE

STATION 1 STATION 2 STATION 3 STATION 4

SAMPLE WORD PICTuRE" bobolink sings sunligid is blocked beautiful songs by branches at edge

flowers

tracks seed head insects carry pollen of most forbs flower okste r . western .. . lily wind honey pollen of most I grasseS bird's nest

runways .beautiful . big flowers \,- bluestem eturtie A.,, . tea- -grasses and shrubs and forbs are fhe trees are vegetation I. simple vegetation of grasshopper whorled the prairie . of the edge rock I leaves burrow

40 4R v,vvEN 7. 6.

STEP iivoth, iy WILD a0. O\ IQ

20'" WORKING AS A SOIL CONSERVATION SPECIALIST BRIEFING: vides jobs for 2 out of every 5 Illinoisans. BUfa terrible thing is happening to the prairie soil. Because ofero- Most of the Illinois prairie is now usedas farmland. sion,itis washing away from our farmlands and On this farmland, the prairie grasses and forbshave polluting our lakes. streams and rivers. been replaced with corn, soybeans andwheat. In Illinois Soil Conservation .Specialists from the Beneath the surface of the farmland, howevei,the United State's Department of Agriculture and the prairie soil still exists. This black soil is the richestin County. Soil and Water. Conservation Districts work the world for growing crops. In fact; the fertility of the with farmers to help them control soil erosionon their prairie soil is why Illinois ranks No. 1 in the nation land. It is the job of these Specialists to recommend among soybean - producing states and No. 2 in corn farming practices that will protect the land from wind _production.- Illinois' rich soil is- a-gift of itsprairies and water erosion. Begin your work as a-Soil Conser- that helps feed people all around the world andpro- vation Specialist by completing Step 1.

STEP 1 EXAMINING THE PROBLEM SOIL EROSION IN ILLINOIS: WHAT IS EROSION? - wildlife. Listed below are four harmful effects of soil Erosion is the washing or blowing away of soil due erosion. to the forces of water or wind. In Illinois, where rain- Reduced Crop Production: The topsoil contains. im-. fall averages 48 inches a year, rainfall causes five portant nutrients such as potassium, phosphorous times as much erosion as wind. There are three main and nitrogen. These nutrients help plants suchas types of water erosion: corn and soybeans grow. When topsoil is blown or Splash erosion: Splash erosion happens when rain-. washed from farmland, thode nutrients go with it. As drops hit the ground and splash away particles.. of a result the nutrient-poor soil cannot produceas soil. Single raindrops may seem harmless but they ex- 'rnapyplants. Over the last century, the productivity of plode on the bare ground like bombs. A raindrop can Illinois farmland has dropped an estimated 2.2 per- blast soil particles two feet into the air and drop them cent due to soil erosion. This represents a loss of as far away as five feet. ' $110 million per year to the state's economy. During the 1930's some farmland in southern Illinois became Sheet erosion: Splash erosion knocks soil, particles so severely eroded, it had to be abandoned. At the loose and sheets of water running across the grourid present time, a bushel and a half of topsoil is lost for carry the soil particles away, usually downhill into a every bushel of corn harvested in Illinois. If soil ero- ditch, stream, lake or river. In this way, sheet erosion sion continues,'farmers may simply run out of topsoil washes away the rich topsoil, leaving only the subsoil to produce crops. . and sometimes the bare bedrock. - Gully erosion: Gully erosion happens when water digs

out channels in the ground. . The nutrientrich topsoil of Illinoisis washing and WHAT IS THE EXTENT'OF SOIL EROSION IN ILLINOIS? blowing away.In northwestern Illinois,the original 188 million tons of topsoil is washed or blown away in Illinois every year. That same amount of soil would thickness oi topsoil was Id: be enough to resod every square inch of Cook County if4 eft 1 Now the topsoil is only every spring. Of the 24 million acres of farmland in Illi- . 4 " deep, nois, soil erosion is severe on 10 million of those acres. Most of the soil is washed or blown into our In extreme southern waterways. Enough soil goes into the Mississippi toos6l has River every year to build an island one mile long, one- bedrock shrunk from 11-f" deep to quarter mile wide and 200 feet high. . ' . 5".Less topsoil means. WHY IS SOIL EROSION HARMFUL? , I ess crop production Soil erosion is very harmful to people as well as

41 47 Water Pollution from Soil: The millions of tons of soil cluding Illinois, flooding is a terrible problem that that are washed or blown from farmland end up in our deaths, the loss of homes and the destruction streams, lakes and rivers. This mispladed soil is the of entire towns and villages. These floods are caused . in part by soil erosion. As more and more soil flows in- . number one pollutant of our waterways -in Illinois. Suspended in water, soil becomes sediment and sedi- to a river, there is less room within the banks of the -rrront-fs-ofterrfatal-t-e-aquat-le-wildlite.-E3y-clouding the river for water. When a heavy rain comes, a river fullof water, 'sediment stops the flow of sunlight to plants. sediment cannot hold all of the warerrustrtn-Vn toit As a result, the plants cannOt conduct photosyn- and a flood is the result. thesis to make food energy and they die. In turn, the Why Does Farmland Suffer From Soil Erosion More snails, insects and small fish who need to eat those Than Other Types of Land?, Farmland suffersfrom plants- also perish. The death of those small animals soil erosion because it is not covered by vegetative deprives larger fish, mammals and birds of the food cover the year round. Most Illinoisfarmland is plowed they need to survive. in the fall and the bare, loose soil lies unprotected Sediment settled on the bOttom of waterways throughout the Winter. When tpring arrives, the soilis forms a blanket of ooze that ruins the sand and gravel once again churned up by plowing andplanting. The spawning beds of fish. This blanket of ooze is too heaviest erosion occurs during the spring rains, just unstable to support plant growth. And since plants after the fields have been' plowed and before crops produce oxygen, the oxygen supply in the water drops living in have taken root and established., a protective cover as plants .die. Sooner or later, all organisms over the land. In Illinois, an acre offarmland loses 6.7 the water suffer from a lack of oxygen. tons of topsoil per year. In comparison, an acre.of Sediment also hurts people. -We needclean, not forest or prairie loses only 1 to 2 tons of topsoil. muddy water to drink. Forest and prairies are protected against soil erosion Water' Pollution from Chemicals:When soil washes because the deep roots of their trees, grasses and from a farm field. into a waterway,it carries with it forbs .anchor the soil to the earth and temper the .weedkillers,fertilizersandpesticides: forcet of wind and rain. chemicals are harmful to people.andwildlife. 1980, Illinois were traced Can Topsoil Be:Replaced? Yes, the soil is continually 13 of the recorded 23 fish kills in, building-new_topsoil_at_a_rate of 2_to 5 tons_per' acre to .farm chemicals that had beenwashed into water- deadly chemicals per year. But since the topsoil inIllinois is eroding at - ways by heavy rains. These same an average rate of 6.7 tons per acre per year,the top- also contaminate underground water reserves.Once contaminated the water in these reservesis un- soil is being lost faster than it is being replaced. -drinkable. It will be'descades, possibly evenhundreds Can Soil Erosion Be Controlled? There are manyfarm- of years, before the water can be usedagain. Already ing practices farmers can use to control soilerosion. dozens of underground water reservesin the United You will investigate those farming practices inSTEP States have been closed becausethe water is 2. To complete your work at STEP 1, studycarefully polluted:with harmful chemicals. the word picture on page 43 and file your report on the Flood Damage: In many parts of the1.4r,i*.gd States, in- right hand side of page 43.

YOUR REPORT: 4. What is the best farmers can do to reducesoil ero- 1. What is a BMP? sion? . . .2. What is the objective of soil conservation? 5. If soil erosion is reduced enough, can the soil 3. Can a BMP completely stop soil err'sion? saved replace the soil that is lost?

. .

to produce' needed crops and atthe same 'time, pro- STEP 2: INVESTIGATING THE SOLU- tect soil against water and wind erosion.No farming practice can completely stop soil erosion.The best. TIONS TO SOIL EROSION. Farming practices farmers can do is reduce soil erosion by usingthese that reduce soil erosion are called Best. Management soil can Practices (BMPs). In Illinois, manyfarmers use BMPs BMPs. If soil erosion is-reduced enough, the naturally produce enough topsoil each year tomake on their land to conserve soil. It is yourassignment to investigation of investigate nine BMPs, conservation tillage, contour up for the loss. To complete your farming, terracing, strip cropping, crop rotation, man- BMPs, study the description of the nine BMPs on made ponds, field borders, grass waterwaysand page 44 and fill out your report onBMPs above. Then reforestation/prairie restoration, All of these prac- match the description of each BMP to the correctil- tices meetthe objective of soil conservation whichis lustration of that BMP on page 45: 42 da e ae,44.Sao4of .41 '1 / Illinois fertile soil isa gift ofdits prairies,e(' 4. YOUR REPORTI bulthe soil is being washed and blown 1. What is the gift of the Illinois prairie into,ourwaterways. to farmland?. - sir* opsterhe-q- id la'44 2. How does this-gift benefit Illinois and racuntra therUb Litfire-world? like bombs and loosen 01.e 0 0.6 dof,6 3. Whet is erosion?. Explain the three °tat , types of water erosion. 4. How much topsoil is blownor wash- :t -,;e Sheets of water running ed away in Illinois every year? ". :1. across the ground' carry 5. Explain four different ways in which loosened soilaway soil erosion is harmful to people and wildlife.. . ,. to waterwaVS Millions of tons of soil 6. Soilwashes andisblowninto are washed into streams and rivers. Does some of this Farmland suffers from soil erosion soil end up in the ocean? If yes; ex- our waterways. :.;;4? plain how. . J!' because soil is plowedand left 7. Why is farmland so susceptible to bare and loose, without vegetative soil erosion? cover, much of the yee. 8. Explain how topsoilis being lost rra ;et *.e. e faster than it is being produced. r if. / t/ Tiedeq roots of grasses on a Gullies are cut in ground Sedir- 'en+ block.;-fl ow of,/ i prairie or.the roots of -trees in .,.,- by water carrying soil. a forest anchor soli to earth and sunlight- aquatic plants .' t, ,,,--.-'" .* slow the force of wind and rain need to conduct photosynthesis /,'""d` i . . . lierr ./,. _.:_ -....-- . ....y. . ..". 'subsoil _ .

p... r U - ..-.."e;bectroe. . Fishand alI animals. n foo Farm ChenifealS carried . chain are robbed of -fool into the Water kill aquatic . 'because plants cannot ,wildlife and conteml nate conduct- photosynthesis. human drinking water.

, _Thick blanket ofooze is toounstable Waterways full ... for plants.As plants die,ecosystem of sediment cannot suffers from leek of oxv9en hcid -elood waters. .

BEST COPYAVAILARtp 50 BEST MANAGEMENT .PRACTICES' BMP "I. CONSERVATION BMP 3. TERRACES. BMP 7. FIELD BORDERS. TILLAGE Terraces are low rounded The edges of a field erode Tillage refers to the way land ridges of earth built across a faster,than the rest of the field is prepared lor planting. Under sloping field. The terraces form because water flows along the the tillage system most com- step-like ridges which catch plow furrows to the edge*of the monly practiced inIllinois, a and 'holdwater asitruns field. This sometimes causes a moldboard plow is used during downhill. Terraces change a gully to start at the edge of a the fall or spring to cut and lift long slope into several short field. When field borders are several inches of topsoil, turn- slopes. planted to grasses, shrubs or ingitover and burying the trees, the vegetation protects stubble left from last season's the soil from runoff water and crop.Thisformoftillage, filters, out harmfulfarm known as"cleantillage" BMP 4. STRIPCROPPING. chemicals. These field borders leaves . the topsoil loose and Row crops such 'as corn and also provide excellent wildlife bare of vegetative cover. In this soybeans protect soil very lit- habitat. condition, the topsoil is com- tle. Close growing crops such pletelyunprotectedagainst as alfalfa and hay form a pro- wind .and rain. Conservation tective cover over the soil. With tillage,on theother hand, striperopping, strips of close BMP 8. GRASS leaves the soil protected by growing crops are planted be- WATERWAYS. crop stubble. There are several .tween row crops. The close Grass waterways 41 re wide, forms of conservation tillage. growing crops catch and slow shallow, channels planted in One is chisel plowing. When a water washed from the soil grass. Grass waterways are farmer uses a chiselplow planted in row crops. used to carry away any water rather than a moldboard, the that cannot be absorbed by the chisel plow leaves' stubble on soil. The grass, roots in the the field,slicing throughit waterway hold the soil in place rather than burying it.No-till BMP 5. CROP ROTATION. and keep it from being washed farming is another form of con Croprotation,isaccom- away. The grasses also slow servation tillage. With a, no-till plished by planting different the flow of the water and the system, the farmer does not crops in a fie'id from one year soil particles being carried in plow up the land; instead, the to the next. An example of a the water dropintothe farmer simply plants this year's 3-year rotation is corn the first grasses, rather. than continu- crop directly into the stubble of year, wheat the second and a ing on with the water. Without last year's crop. This is done mixture of clover and red top, grass waterways to carry off with the help of a special heavy the third. With this rotation, the excess water,gulliesoften planter which drills into the field may be churned up by form. These gullies can soil beneath the stubble. The plowing only one year in three become so large, a farmer can- stubble left on no-till land pro- the year it is planted in corn. not cross them on a tractor. tects the soil from wind and During the second and third' rain.Ano-tillsystemalso yearsthefibrousrootsof saves the farmer time, fuel and wheat, red top and clover hold money from not having to plow thesoilinplace, and the BMP 9. REFORESTATION/ the land. , clover, being a legume, adds nitrogen to the soil. There is PRAIRIE RESTORATION. much less soil erosion under Some land inIllinois has rotated crops than thereis poor soil or is simply too wet, BMP 2. CONTOUR under a crop like corn grown hilly or rocky to make good FARMING. year after year on the same farmland. Unfortunately, much When rows of plants run land. of this land is farmed and soil is downhill, water flows down the ION In 111111= IN k. -erosion onthisland plow furrows and carries the especially high. By planting soil with it. With contour farm- this land in trees, or prairie, the ing, the plants are planted in BMP 6. STOCK PONDS. farmer can establish a rows that go across the field, A stock pond built in a low vegetative cover that will pro- following the natural contour area catches water running tectthesoilfromerosion. of the.land. When this is done, downhill. A pond is often built Reforestationand/orprairie the blow furrows catch the where a large gully has formed. restoration protects not only water beforeitcanrun When this is done, the pond the land it is planted on, but downhill. serves as a filter for water run- also the land surrounding it by ning through the gully from a serving as a windbreak and a nearby field. The water flows water catcher. into the pond and the soil in the water settles to the bottom ofthepond.Ifthe pond becdmes too full of water, the landowner can release some of the water slowly but most of the soil stays in the pond. 4451 BEST MANAGEMENTPRACTICES Match these illustrations of BMPs to the descriptions of BMPs-onpage 44.

restoring trees or grasseson crops rotated on sarle land Shrubs and grasses planted at poor farmland proteets soil save soil. edge of fi'eld prevent erosion. and provides lumberandfirewood, wildlife-and beauty.

YEAR 2 YEARS

I3MP B MP

low-rOurioled ridges of earth This conservation practice catches channels, planted in crass, run across slope to eaten and and filters water and provides, oateli-and hold soil and slow hold water. waterforlivestock and habitat- flow of water. for aquatic

tpe

new form of tillage leaves crop plow furrows +hat run across close growingcropsplanteci. stubble on Iand-Vo.protecisoil the land catch and hold water. between row crops catch and from wind and water. slow water.

45 2 STEP 3: RECOMMENDING BMPs FOR hill in the plow furrows. In some places, water running FARMLAND. Now it is time to put what you have downhill is cutting out large gullies. learned about soil erosion and_BMPs to work. Below you will meet Mr. Louis Webb, a-farrner from Brown You decide Area 2, with proper BMPs, could be better County, Illinois. Mr. Webb has a 250 acre farm that is protected against soil erosion and you recommend suffering badly from soil erosion. He has contacted these BMPs for the follGwihg reasons you as a Soil Conservation Specialist torecommend. BMPs for his farmland. It IS your job-to carefully-rook AREA 3: Area 3 is a low stretch of land that lies be- over Mr. Webb's land and to recommend BMPs. Use tween Area 1 and 2. Water carrying soil off Area 1 and page 45 as a guide to help you decide which BMPs to Area 2 flows into Area 3. This water has formed a recommend. You will also need to explain why you large gully running north to south in Area 3. This gully, have recommended certain BMPs for certain areas of because its bare soil banks are not protected by the farm: Remember, a plan that calls for a combina- grass, is continually being cut deeper by water carry- tion of BMPs is the best plan for conserving soil. As ing soil. This water flows through Area 3 and dumps you walk over and study Mr. Webb's 250 acre farm, soil into the stream at its southern border. In the you see the farm is divided into four main areas. lowest spot of Area 3, a large crater full of water is AREA 1: You find this 180 acre area torbe level with forming. good soil. Mr. Webb tells you, however, that a large You decide BMPs are needed for Area 3. You ask Mr. amount of topsoil washes off the land during times of Webb, what he would like to do with Area 3 and he heavy rainfall. He also tells you that during the spring tells you he would like to have a place to fish and to of 1981, what "seemed like tons of topsoil" blew off water. livestock. For Area 3, you recommend the the land during severe wind storms. Along the edges )olloWing BMPs for the followingyeasons of Area 1, you can see that the land is eroding the worst. You ask Mr. Webb about how he prepares the land for planting and he says he practices "clean AREA 4: Area 4 is a very steep hillside that covers tillage" on the land. Mr. Webb also says he plants about 20 acres. At the base of the hill is a lovely corn on Area 1 every year. stream. Mr. Webb says that when he was a child, the Area was a hill prairie where he found many beautiful For Area 1, you recommend the following BMP(s). grasses and wildflowers and an abundance of Please explain how the BMP(s) you are recommen- wildlife. He also says he used to swim in the stream ding will help save soil. but that he doesn't allow his own children to swim in the stream because it is so muddy. Mr. Webb states that so much topsoil has washed off the hillside into the stream, the land no longer produces a good crop. AREA 2: Area 2 contains 40 acres of farmland thatis on gently sloping land. The soil isgood in Area 2 but You decide Area 4 is eroding so badly it can no longer 2 run serve as' farmland. You ask Mr. Webb what he would erosion is a problem. The rows of corn in Area like to do with Area 4 and he says he would like to up and down the slope and wateris washing down the recreate the prairie that was once there. He would also like to see wildlife in the area but most of all, he would love to see the stream flow clear once again. Based upon Mr. Webb's wishes you recommend the following BM P(s) for the following reasons.

(4oxsus) (zoAcrtes) Area 2 Area if (*mites) Farmer Webb ( lso AcRes) Area 1 Area 3

46 4\ WORKING ASA 114ILDLIFE -MANAGER:

lands continues and the small bit of naturalhabitat BRIEFING: that does exist is constantly threatenedby deyelop- ment and/or In Illinois, Wildlife Managers from damagefrom pollutants,*sotherosion and the Illinois Depart- other misuses the land. As a result, thapopulation ment of Conservation, U.S. Fishand Wildlife Service, universities and private companies of nearly every wildlife species isslipping. Some work to provide populations are dangerously low and thesespecies habitat for wildlife. Withproper habitat, wildlife can are recognized as endangered or threatened. Wildlife find enough food, water, andcover to survive and management is needed to help stop or at' least slomi reproduce. In' simple terms, if there ishabitat, therais wildlife. down this downward trend in wildlife populatifins. - - This can only be done by providing:wildlite-with the But where in Illinois is this habitat? Since95% of the homes or habitat they need to survive. land in Illinois is owned by privatelandowners, most habitat is on private land. For thisreason, the job of a Why is Hunting. Includedas < Wildlife Manager /isto help private landowners Part of Wildlife Management? manage their land to provide as much habitatas possible. If a landoimer contacts Given good habitat-conditions,a wildlife species a Wildlife Manager produces more young each breeding and asks for assistance in managinghis or her land, season than is the strategy of the Wildlife Manager necessary to carry on the population of that species. is as follows: This high rate of reproduction is good 1) Meet with the landowner anddiscover what he or because most she wants to do with the land; 2) Study of the young will die before they reach adulthood.The the land arki few that do survive are u wally enough make a map of it. On themap, draw the habitat that to carry on the' already exists and the wildlife that is population. For example,' a,female easternCottontail - present; and may produce three litters or 15-18 young rabbits each 3) Prepare a wildlife management planfor-the- land that will protect and develop habitat..Now it breeding season. If the population of cottontails ina c is time particular area is to remain stable, only two for you to work as a Wildlife Manager. Beginby corn- young pleting Step 1. cottontails per female (one to carry on for her andone to carry on for her mate)need,to survive to produce more young. . STEP 1: The rest of the young cottontails will probably die EXAMINING THE PRINCIPLES from disease, or serve as prey for predators.This high OF rate of mortality is part of nature's' schemebecause WILDLIFE MANAGEMENT the habitat can provide enough food, water, andcover for only a certain number of cottontails. Thenumber What is the best WildlifeManagement Plan? of animals a habitat can support is calledits carrying An Ecosystem Plan. is -the best WildlifeManage- capacity. The carrying capacity ofa habitat would ment Plan. An ecosystem is definedas a community never be large enough to support a population of cot of plants and animals living together andinteractin7 tontails that did not suffer normal losses. with their habitat. For example,a prairie ecosyste IN Illinois, certain species of wildlife,such as the includes the soil, water, and air of the prairieas well eastern --)ttontail, but also many othersincluding as the plants and animals living. there. Whena ring-nec,sed pheasant, bobwhite quail, and/Canada Wildlife Manager prepares an Ecosystem Plan,he or goose, are hunted legally. Wildlife managers monitor she recommends practices that will benefitnot just the populations of these species carefully. Ifmore one or two plantsor animals; but the entire young are being produced than is necessary for the ecosystem or community: Study carefully the word population of a species to continue, the wildlife picture on page 48 to understandan Ecosystem Plan. management agency, such as the: Illinois Department Label all the species included in theword picture in of Conservation or U.S. Fish and WildlifeService, sets the spaces provided: Use. the Giant PrairieColoring a limit to the number of animals that can be Sheet as a field guide to helpyou identify the species. harvested. These limits are known!as bag andposses- sion limits. , Why is Wildlife ManagementNecessary? Hunters are then allowed to hunt some of the animals Two hundred years ago therewas no need for that may have died anyway from naturalcauses. Pro- wildlife management-in Illinois. Millions ofacres of per regulation of hunting is an important part of forests, prairies and wetlands providedwonderful wildlife management. By setting bag and possession homes for healthy populations of plantsand animals. limits, wildlife agencies make sure no one hunter But then came white settlers who clearedforests, plowed prairies and drained wetlands. takes more than his or her share of wildlife. Bag and By 1900, possession limits also may protect wildlife fromover- towns, cities, roads, factories and farmlandhad harvesting. Before hunting regulations replaced' most of the wild land in Illinois. were enforced Suffering in Illinois, many species such as bison, uplandsand- from the loss of habitat plants and animalsbegan to piper and greater 'prairie chicken suffered greatly decline in numbers. Today, the clearing ofour wild from over-harvesting. 54 Whatthe History Of Hunting in Illinois? complete your work at Step One, file your report: Native. Americans were the first humans to hunt wildlife in Illinois. When white settlers came to Il- YOUR REPORT: linois, they too hunted garde such as bison, elk, deer, 1. Explain what is meant by the term, "if there is beaver and raecoon. Today, several generations later, habitat, there is wildlife". many people still hi.tht wildlife,_ ust as their parents 2. Explain the job of a wildlife manager. and_ grandparents did before them. For theseIl- linoisans, hunting is-a tradition tharhas deeproots.. . Describe the strategy of a wildlife ,manager who The reasons for hunting have changed, however, over gets a call for assistance from a landowner. the years. Our ancestors hunted wildlife so they could Using the word-picture below as a guide, describe use the meat and.fur of the animals they took to feed in your own words an ecosystem wildlife and clothe their families. Modern day hunters view management-plan. hunting more as a sport that is challenging and en- joyable. The meat and fur hunters take today is cer- 5. :Explain why wildlife management in modern day tainly appreciated but it mikes-up just a small part of Illinoisisnecessary. Do youthinkwildlife the food a family-needs. management is needed in every state? Can All Species of Wiltllife Be ,Hunted? 6.Explain the term "carrying capacity". The anvil,: ris. NQ. In tact, _the vast majority of 7.Explain why wildlife species produce more young wildlife in Illinois, oyer..400 species, is protected by each breeding season than is necessary to carry law from hUnting, trapPing:and from any other. orm of on the population of that species.. dishicbance. Protection of-these species is a very 8. Why is proper regulation of hunting important? portant_ part of wildlife management. In addition to. providing beauty and variety, these animals serve as 9. Why is it important to.protect species that are not crucial links in the, food Web of every ecosystem. To legally hunted in Illinoj,s?

n:Ecosstem plan calls for wildlife management tackiCcii that will.,benefit the .entire ecosystem,

jOt p:few plants or animals. The wildlife manager.advlses abet-I:he. speeies that are benefifting 'from this ecosystem pian. lanckowner about hunting egulations.. These regulations :111e:wrictliFc-,manager are designed to - ...tool.$1:firt-ai the base pro-feet game species' from the ecbsiistem over-harvesting. and Wafer, and With stable.4o111 and :,r-eearnmenctspraciiC6.clan water, plants :-td con5erve,5oSl orid will flourish and 'animals or 6teet...i.iater, froth will find food water and cover.

(advises the landowner abOU1 The wild.iift manageri recommends ITeping and/or Species which are protected planting vegetative, cover, by law from hunting and ss trapping. Protection of the such as grasses, shrubs, trees and some crops 5Keies is important because c they arevaluablemengkersoi the ecosystem ;111.1' Vegetative cover provides cover ti ana Coad for smaller animals;. Lan/et animals also find over and food and benefit by preying on smaller anirnats

rifI b.r.4n 48 5. BEST COPYAVAILABLE STEP 2: INVESTIGATINGWILDLIFE MANAGEMENTPRACTICES As you learned from the word picture on page 48, an Study carefully the description of each WMP.Then ecosystem management plan includes a combination match the description of each WMP to the illustration of wildlife management practices(WMPs).-Although of that WMP. on,page 50. To complete each some WMPs deal.. directly with wildlife protection, match, through game and protected species label the illustrations on page 50 in thespace provid- laws, all other ed at the bottom of each box, label the specieseach WMPs involve HABITAT development,maintenance practice benefits and complete the caption by each and protectidn. Below are seven boxes. In il- each box, a lustration. Use the GIANT PRAIRIE COLORINGPAGE WMP is described and several wildlifespecies that as a field guide to help you identify the wildlife benefit from that practice are listed. species. - bullsnake dickcissel painted lady butterfly badger bumble bee red fox tumble bug -striped skunk American toad- gopher frog "Canada goose This practice calls for the plant- small-mouthed salamander ingof grasses and legumes loggerhead shrike If soil erosion is a problem, soil such as bromegrass, timothy, conservation practices such as. and red clover and alfalfa and This important wildlife manage- conservationtillage,contour small grains such as millet and ment practice calls for leaving farming,terracingand grass milo. These crops provide food wildland,such asprairie, waterways, are recommended. and cover for wildlife, anchor fencerows, brushy draws, ,Landowners can practice con- the soil in place an provide in- forests and wetlands, WILD. servation tillage by not plowing come for landowner. Som,etimes these wild lands re- fields in the fall. Crop stubble quire some help from .wildlife left on fields through the winter WMP 1 FOOD AND COVER managers. For instance,. a provides food for wildlife and CROP PLANTING prairie needs to be burned every holds the soil in place. Conser- few years so trees won't fiver vation tillage and all other soil take the prairie. Some forests, conservation practices benefit least skipper butterfly too, need management assis- wildlife by providing a stable ornate box turtle short-eared owl tance. When aforestis base for plants which provides franklin's.ground squirrel harvested,itis best to leave food and cover. Good soil con- plenty of mature, healthy trees servation also helps keep the This practice is often done on to carry on the forest. When ponds, streams, and rivers in the farmland that was once prairie, managed in this way; forests area clean. The landowner also .,especially if the land is suffering and all other wild lands provide benefits' because landwith from soil erosion.- Native prairie habitat for wildlife and natural stabletopsoilproducesa grasses such as big and little protection of the soil. The wild greater harvest of.crops. bluestem, Indiangrass, switch- lands also provide places to grass and side-oats grama and WMP 6 hunt, camp, fish,' and observe SOIL CONSERVATION prairie (orbs such as rattlesnake nature, as well as a beautiful Illi- master and purple prairie clover nois landsc-ape. are planted. the restored prairie adds color and beauty to the WMP 4 small-mouthed salamander land, provides food and cover LEAVING WILD LAND WILD blueracer little brown bat for wildlife and keeps the soil in killdeer place. robberfly western fox snake A stock pond built ina low area WMP 2 PRAIRIE PLANTING coyote mourning dove catches water running downhill. A pond is 'often built where.a eastern cottontail large gully has formed. When Trees and shrubs are planted at this is done, the pondserves as strategic locations to provide. a filter for water running through food (berries, nuts, bark and the gully from a nearby field. spotted cucumber beetle leaves) and cover for wildlife. The water flows into the pond eastern meadowlark The landowner may wish, to and the soil in the water settles upland sandpiper plant many trees over several to the bottom of the pond. If the acres to create a forest habitat, pond becomes too full of water,. short -eared owl the landowner can release prairie vole 3r narrow strips of trees along or some in between fields. These strips of-the water slowly but most of Conservation mowing 'calls for of trees, called fehcerows, pro- the soil stays in the pond. This themowing,of all grassy areas vide an edge habitat and also helps keep the water. in nearby such as fieldborders, grass serve as covered travel lanes for streams and 'rivers clean and waterways, and roadsides after wildlife. These travel lanes are free of soil. The stock pond also the nesting season of wildlife is, veryimportant because they provides excellent habitatfor over: If landowners wait until connect different areas: where aquatic wildlife as well-as a 'August 1 to mow, ground nest- there is habitat. By using these sourceof waterforother ing animals -canraisetheir travel lanes, wildlife can travel wildlife. The pond- benefits the young safely in good cover. safely from' one area to another. landowner -by 'providing water for livestock as well as a place WMP 3 WMP 5 to fish and observe nature. CONSERVATION MOWING TREE AND SHRUB PLANTING WMP 7 STOCK POND 41/11111110=111111=M 49 WILDLIFEMANAGEMENTPRACTICES Mowing in or later Legumes,grasses and small grain Farming practices that save soil crops provide include conservation Tillage, gives wildlife a chance to contour farniii I ;terracing and raise young.. grass waterways .The benefits of these practices are

WMP - WMP I

This practice is carried out in Wild land left wild provides Native grasses and forbs are .1 planted to create prairie. NeW a low -lying area thatnormally- prairie provides Collects water.Once built, it provides

Forest and edge habitats arecreated, by planting trees and shrubs.Trees and shrubs provide STEP 3: PREPARING A WILDLIFEMANAGEMENT PLAN. Now it is time to put to work what you have learned List several species of.wildlife that will benefit about wildlife management. Mr. Louis Thompson has contacted you as Wildlife Manager and asked you to prepare a wildlife management plan for the 250 acres Area D is mostly flat land planted in corn, and plowed of land be,and his family owns. As your first stepyou in fall, The eastern border of Area D slopes slightly meet.with,Mr. Thompson and learn that he wants to and the soil is eroding into the large gully in Plot 2. A provide wildlife habitat and conserve soil on his land. fencerow *runs along the southern border of AreaD. Mr.Thompson asks you to prepare a wildlife manage- List the WM(s) you recommend for this Area. Explain ment plan'that will provide for the following things on your choice(s) the land. List several species of wildlife that will benefit. A. At least 6 fencerows that will connect with each other to provide travel lanes for wildlife. Draw the practice(s) on the map. B. One brushy draw area. PLOT 2: This 30 acre plot includes three areas. C. Two forest areas.. AreaE. This area is a low-lying stretch with a deep gully running through it. Water flowing, through the D. One area planted in native grasses and forbsto gully is cutting away at,the walls of the gully because create a prairie. they are not protected by _grass. In fact, a big crater E. One pond. full of water is forming in the middle of the gully. List F. Good soil conservation on farmed areas. the WMP(s) you recommend for Area E. Explain your G. A windbreak of trees by the house. choice(s) H.Good nesting habitat in grassy areas. List several species of wildlife that will benefit I. One area planted to a food and cover crop. J. At least 200 acres of cropland. Draw the practice(s) on the map. Area F is sloping land planted in corn ard_plowed in As your second step, you study Mr. Thonipson's fall. Soil is washing down the slopes of Area F into land and prepare a map of it. (Themap is shown on the gully in Area E. List the WMP(s) you recommend page 52). Your third step is to prepare a wildlife for. Area F. Explain your choice(s). management plan for the 250 acres'. Study the description of the four plots included in the 250 acres. List several species Of wildlife that will benefit You will, see that some of the things Mr. Thompson wants on his land are already there. However, most of Draw the WMP(s) on the map. the features Mr. Thompson wants are missing from the land.Itis up to you to recommend wildlife Area G is steeply sloping land planted in corn and management practiceS (WMPs) that will provide the ployed in fall. Since Area G, is steeper than Area F, fencerows, forests, a prairie, soil protection, a pond, the soil is eroding at an even greater rate into the nesting habitat, brushy draws, and a food and cover stream at the bottom of the Area. Before Area G was cleared and turned into farmland, it was a forest and crop. Using the WMPs on page 50 as a guide, begin the roots of the trees held the soil in place. List the your wildlife management plan at PLOT 1. Study the WMP(s) you recommend for Area G. Explain your description of the Plot. Then recommend WMPs for choice(s). each of the Areas' in the Plot. Please explain howthe WMPs you are recommending will provide-for the List several species of wildlife that will benefit. features Mr. Thompson wants on his land. As your last step, list several wildlife species that will benefit Draw the WMP(s) on the map. and draw the WMPs on the map. PLOT 3: This 30 acre plot has three areas. PLOT 1:This 95 acre plot is divided into 4 areas. Area H is a low-lying stretch of land that contains the Area A contains the house, barn and driveway. The same gully 'found in Plot 2. List the WMP(s) you vegetation in this area is strictly lawn grass. List recommend for Area H. Explain.your choice(s) below the WMP(s) you recommend for,Area A. Explain your choice(s). List several species of wildlife that will benefit List several species of wildlife that will benefit. Draw the WMP(s) on the map. Draw the practice(s) on the map. Area Iis sloping land planted in corn and plowed in fall. Soil from Area I is washing down the slope into Area B is flat land planted in soybeans and plowed in the gully in Area H. List the WMP(s) you recommend fall. Area B contains a fencerow running halfway for Area I. Explain your choice(s) along its northern bOrder. List the WMP(s) you recommend for Area B. Explain your choice(s). List several species of wildlife that will benefit List several species of wildlife that will benefit. Draw the WMP(s) on the map. Draw the practice(s) on the map. Area J is a steep slope on the opposite side of the ridge from Area I.. Like. Area G in Plot 2,-Area J is suf- Area C is flat land planted in hay and mowed in early fering terribly from soil erosion and the stream.at the July. List the WMP(s) you recommend for Area C. Ex- bottom of the slope is always muddy. Before. Area J plain your choice(s). was plowed and used as cropland, it was prairie-and the long roots of the prairie plants kept the soil from

5R. the road halfway back to Area K.A grassy roadside .washing into the stream. List the WMP(s) yourecom- . can be found along the westernborder ofAreaL. List - mend for Area J the WMP(s) you recommend forthis Area. Explain your choice(s) benefit. List several species of wildlife that will List several wildlife species that will benefit Draw the WM P(s) on thd map. Draw your choice(s) on the map. PLOT 4:This 95 acre plot includes two areas: Area K is a forest on mostly flatland. The eastern !FINAL CHECKLIST: toward the low lying List the Areas wherein you. recommendWMPs that border of Area K slopes slightly for his land: area in Area H of Plot 3. SinceArea K is planted in will achieve Mr. Thompson's objectives trees, the soil is not washing into thegully in Area H. improved soil conservation List the WMP(s) you recommendfathis Area. Explain 2 forests yotir choice(s). 6 fericerows 1prairie area List several wildlife species thatill benefit 1 pond 1 brushy draw Draw the WMP(s) on the map. 1 windbreak good nesting habitat in grassy areas Area L is flat land planted into two fieldsof corn. Area L. 1 food and cover crop L is plowed in fall. A brushy drawfans out into Area at least 200 acres of cropland from Area K. A fencerow runs between the fields from

PLOT 1(95 ACRES) a Workingas a

;!. Conservation Police Officer:

BRIEFING: Protected Wildlife The natural resources of Illinois areits,waterways, That Cannot be. Hunted land and wildlife. It is the job of Conservation Police ., Officers (CPOs) to make sure the laws that protect Nearly 500 species of wildlife cannot be legally these resources are followed by everyone in Illinois. It hunted, captured or harmed in Illinois: Some, pro- is also the duty'of the CPO to teach people how touse tected animals are screech owl, blue jay, cardinal, the outdoors in a safe and wise manner. The CPOcon- red-tailed hawk, American robin; eastern meadowlark, ducts classes that show people how to hunt, boat and great-blue heron, grasshopper sparrow, .American snowmobile safely. If outdoor accidents dooccur, the toad, bullsnake, flying squirrel, eastern woodrat, little CPO is usually the first person on thescene to lend a brown bat and river otter. trained and helping hand. Informing the public about' conservation laws and helping them to understand Game Fish why these laws are-necessary are also-an important and Wildlife part' of the CPO's work. Fortunately, most Illinoisans work together with the CPO to protect our precious Hunted species of fish and wildlifeare known as natural resources. But when people do break the law game species .and may be lega14y hunted or fished in by abusing our natural resources, it is the CPO that Illinois. It is illegal, however, to violate fishingand must stop them. and.. explain to them how theyare hunting laws when taking these species. Hunting spoiling the environment for other people. And since lawsare,designed to protect game species frorri Over- Conservaticin Police Officers have to uphold. the law harvesting. Hunting and fishing laws are also safety in dangerous situations, you could say they put their laws, and if followed protect the hunter or angler from lives on the line to protect our land, water and wildlife. accidents. Please study carefully some of themost To begin your work as a CPO, complete Step 1 and important hunting and fishing laws described below. file your report on page 54. STEP 1: INVESTIGATING. The natural resources of Illinois are Its land ,water and CONSERVATION LAWS. - Why are Conservation Laws Necessary? In order to enforce the law, a CPO must know the several hundred conservation laws concerning the CPO's enforce the use of our naturalresources. These laws' are laws that protectt necessary for three reasons: these resources, A) to make sure peopJe use the outdoors ina safe and wise way. B) to make sure everyone has an equal opportunity_ Fishing and Hunting Laws to use our natural resources. C) to make sure our natural resourcesare protected 1.Anglers, hunters and trappers must haveacurrent,

and not used in a foolish manner. . and. valid,Jicense with them at all times when they are hunting or fishing. Persons under the age of What Conservation Laws. 16 must complete a hunter safety educationpro -. Protect Fish and Wildlife? gram before they can get a license. _ 2.Anglers and hunters may take no more than the The ownership of the fish and wildlife in Illinois is legal - limit of game species. _Huntersmay only held by the State in trust for all its citizens. Described hunt during certain seasons and' certain hours of below are important fish and wildlife protection laws. the day. See the s9ason, hours and legal limit chart on page 54. Endangered and Threatened 3.It is illegal to hunt or "spotlight" (shininga light to Fish and Wildlife hypnotize and/or locate animals) from a car, boat, , snowmobile or plane. Seventit-two wildlife species are listed,as en- 4.It is against the law to carry a gun inany motor dangered or threatened in Illinois. The endangered vehicle unless it is unloaded and in a case. animals are in danger of extinction. It is illegal to kill, 5.It is illegal to take any game or protected species hurt or possess an endangered animal. Someen- and keep it alive. Warning: Wild animals cannot dangered animaid are bald eagle, short-eared owl,' be taken as pets. These animals deserve to live prairie chicken, upland sandpiper, marsh hawk, white- free and wild in their natural habitats. tailed jackrabbit, gray bat, bluebreast darter, bigeye. 6`: It is illegal to molest or destroy any den, nest.,or chub, broad-banded watersnake, spotted turtle and other animal cavity. silvery salamander. Some threatened speciesare 7.' Hunters,and trappers .'must wear blazeorange' bobcat, river otter and loggerhead shrike. clothing When afield during shotgun deerseason. BEST COPY AVAILABLE parks, memorials, conservation areas, and recrea- Season Dates, Hours and Legal Limit Chart tional areas. These areas provide habitat for wildlife DAILY POSSESSION as well as recreational activities formillions of per- SPECIES SEASON DATES HOURS LIMIT LIMIT .. sons each. year. Listed below are someof the most WILDLIFE .. gray squirrel Aug. 2Nov. 15Sunrise to Sunset . 5 10 important regulations park visitors must follow. and fox squirrel (South). Sept. 2Nov. 15 1. It is illegalto litter, cut or damage any tree or plant (North) and tolightanyfireexcept a campfirein Deer (taken by Nov. 19, 20. 21 8Half hour before ONE - shotgun) Dec. 10, 11, 12.sunrise to half DEER designated campfire pits. hour before PER sunset. YEAR 2. It is illegal to kill or hunt or take alive any animal Cock pheasant Nov. 6Jan. 2Sunrise to Sunset 2 4 unless allowed by hunting and fishing regulations. Quail Nov. 6Jan. 2 Sunrise to Sunset 6 12 Cottontail Rabbit Nov. 6Jan, 2Sunrise lo Sunset . 4 8 Mourning Dove Sept. 1-Oct. 15Noon to Sunset 15 30 (Natural Areas and Nature Preserves FISH Black Bass (large. OPEN 6 daily, singly or collectively (except -Nature Preserves are sprotected by law in Illinois. mouth. smallmouth, in Mississippi River between111Inois . These areas, which include prairies, wetlands and spotted) . . and Iowa where daily limit Is 10) Muskierriger Musk le OPEN 1 (singly or collectively, minimum forests, are still in the natural condition they were in length 30 Inches) before the settlement of Illinois. These areas provide. Salmon and Trout OPEN . 5 daily (singly or collectively) (outside Lake -habitat for wildlife and plants and serve as living . Michigan) . Museums of our natural heritage. The laws that pro- Striped and White OPEN No limit for fish less than 17 Inches kill, Bass ., except in certain waters. Bag limit Is three tect Nature Preserves are very strict. It is illegal to for fish 17 Inches long or longer. injure or disturb any plant or animal in these areas. It is also illegal to hunt any species, trespass with .a What Laws Protect Water Resources? motor vehicle or damage any property ina,Nature -4,40 Preserve. Illinois has more than 11/2 million acres of lakes, streams, ponds and rivers.Itis illegal to dump YOUR REPORT ON CONSERVATION. LAWS sewage or any other pollutant into'Illinois'aterways. 1. Explain the duties of a Conservation Police Officer (CPO)? Do you think the CPO's job isimportant? -What Laws Protect our Forests? Explain your ansWer. 2. Why are conservation laws necessary? The 3.4 million acresof forest in Illinoisprovide 3.. Who owns the fish andwildlife in Illinois? Why is it wildlife habitat, recreational opportunities,-lumber, important to protect endangered species and pro- and firewood. It is illegal to cut or damage anytreeon, tected species that cannot be hunted? . public property unless permitted as partof a special 4. Why do you think fishing and hunting laws are program. It is also unlawful to cut ordamage any tree necessary? What could happen if there were -no on private property withoutthe consent of the owner. limits set for the number of fish and wildlife, that Forest fires cause terrible damage to many acresof can betaken by hunters and anglers. forest in Illinois every year. Because ofthe danger of 5. Do you think laws that protect our forests are forest fire, it is illegal to start a fire-in aforest in an in- necessary? Explain your answer. tensive fire protection district. 6. What could happen if park visitors did notfolloW the regulations that govern the use of our parks? What Laws Protect State Parks? 7. Do you think itis important to protect Nature Illinois is fortunate to have a large number of state Preserves from misuse? Explain your answer.

STEP 2: WORKING THE FIELD. AS A CPO: side of the truck and say: "Hello, I'm a Conservation Now it is time to practice what you havelearned Police' Officer and I'm interested in what you are do- about conservation laws. Over the next two, pages, ing. Can you tell me?" The driver of the truck tells you ydu will work as a CPO and you will meetpeople who that he and his partner have been hupting all night by may or may not be breaking thelaw. It is your job to using a spotlight from the truck: Is this legal" decide if the people you meet aref011owing or break- Explain your answer. ing the law. If they are breaking the law, youwill have You ask to check the truck for wildlife and you find a to give them a ticket for each violation andexplain to ,screech owl that has been shot. Is this legal" them why they are breaking the lam Please usethe in- Explain your answer. formation on conservation laws on this pageand You-also find a cottontail rabbit that has been shot. Is page 53 as a guide. Now put on yourCPO cap and go this legal? Explain your answer. to work! 6:00 A.M. The sun is still hiding andthe night air is You also find two loaded guns in thetruck that are not crisp and clean. The date is November 15 and you are in cases. Is this legal? Explain your answer. off to an earlystart on your day's work as aCPO. As Before you go you ask to see the licenses of the two your first move, you get in yciurpatrol car and sign on licenses. If this over the radio with theState Police. "DuQuoin men. They show you two expired Frank 5.14 Code 101" legal? Explain your answer 6:30 A.M.You are traveling along a lonely stretch of Before you leave, you look in the back of the truck and highway )Nhen you, see a pick-up truck parked onthe see 'a shot deer. Is this legal? Explain Our side of the road. A person is shining a spotlight outof answer. the truck window. You pull up behind thepick-up and call in the license plate of the truck and.yourlocation 9:30 A.M.The sun is out now and you are traveling' to the State Police. You then walk up tothe driver's down a dusty country road. You see a car parked off the road alongside a stretch of woods. You park catch. He shows you .a valid and current- fishing behind the car, radio in the license plate andyour license. He has caught one tiger muskie that is 35 position. Since the car is empty, you walk into the long. Is this legal" Explain your answer. woods to look for owner. Before long, you locate the owner who is out today to hunt. You introduce 2:30 P.M.You are now patrolling on foot the Illinois yourself and ask to see his license and the animals in Prairie Nature Preserve. You see a person standingup his game bag. He showsyou a valid current license ahead. The person. is looking at a bird through and then shows you the animals. There are two quail. binoculars. You see that the bird is a short-eared owl. Is this legal? Explain your answer The person asks you if it would be legal to trap the owl and take it home as a. pet. What do you tell the There are two fox squirrels. Is this legal? Ex- person') plain your answer. The hunter is not wearing blaze orange. Is this legal? Explain your answer

11:00 A.M.You drive through the gates of the Illinois State Park and head for the campgroundarea. In one area, you see a person cutting down a small dogwood tree to use as firewood. Is this legal? Explain your answer. As you are walking over t6 talk to the man he stops, takes a sip of soda and throws the empty sodacan on the ground. Is this legal? Explain your answer.

11:30 A.M.You stop at the next campsite where some people are sitting around a fire pit. Is this legal? Explain your answer 3:15 P.M. You introduce yourself to the campers and theysay You are back on the road again andyou they are camping here and plan to go hunting ina see a hunter out in a field. You radip your location to designated hunting area tomorrow. Is this legal? the State Police, park your car, walkout into the field Explain your answer and introduce yourself to the hunter andask to see his license. The hunter showsyou his license and It is The campers ask you for some pointers on safe hunt- a valid current licen9. You next ask to see the ing and -regulations. You are happy to share some animals in his game bag. The huntershows you. .pointers with them and you wish them good luck and There are two cottontail rabbits. Is this legal? happy camping as you leave. Explain your answer There are two mourning doves. Is thislegal? 11:45 A.M. You stop at another campground spot Explain your a ter. and introduce yourself to a family eating a picnic There is one g, _ty squirrel. is this legal" Ex- lunch. There is a small cage on the ground with a rac- plain your answer. coon in it.. The family tells you they caught the rac- There is one cock pheasant. Is this legal? Ex- coon and are planning to take it home as a pet. Is this plain your answer. legal? Explain your answer. 4:00 P.M.You receive a call over your radio to settle a dispute between a landowner, Ms. McDade, and a 12:00 P.M.You are now standing at the banks of the timber buyer, Mr Owens. You arrive at the McDade Illinois River. This beautiful river flows through Illi- property, which isa. 40 acre forest and find Ms. nois State Park and is a good place to fish. You walk McDade and Mr. Owens arguing. You identify yourself up to a woman .who is fishing the river, and say and ask each of them to explain the situation.Ms. "Hello, I'm a Conpervation Police. Officer. May I see McDade says Mr. Owens haa been cuttingtrees on . your fishing licenSe? She shows you a license that her property. Mr. Owens admits-he has buthe thought, has expired. .1s this legal') Explain your the land was owned by anotherperson named Mr. answer. Thompson. Mr. Owens goes on tosay that Mr. Thomp- She then shows you the fish she has caught. There son owns the forest across the road and that Mr. are .a total of seven bass, four largemouth bass and .Thompson gave him permission to cut and buytrees three smallmouth bass. Is this legal? Explain on his land. Is it legal for Mr. Owens to cut treeson your answer. Mr. Thompson's land? Explain your answer. There are four striped bass that range from 18 to 21" long. is this legal? Explain your answer. Is it legal for Mr. Owens to cut treeson Ms. McDade's land? Explain your answer.- 12:30 P.M.You introduce yourself to a second angler and ask- to see his license and catch. The 4:45 P.M.The sun is low now and fromyour car win- angler showsyou a valid and current fishing license dow, you see smoke coming out ofa forest alongside and a salmon stamp which is necessary to fish legally the road. You get out to investigate and discovera for salmon. He has caught three salmon. Is this legal? group of teenagers have starter; a bonfire in the Explain your answer forest. You ask the teenagers if they know theyare in an intensive fire protection district and they say they 12:45 P.M.Now you are in a On boat patrolling the do. Have the teenagers committed a violation? river. You come upon a fisherman fishing from a boat. Explain your answer. You introduce yourself and ask to see his license and 6:30 P.M.It's been a long hard day. As youj drive toward your home, you think about the two types of types of people have anything in common?" After people you met during the day. The first group thinking a moment, you say to yourself, "Yes, showed you that they had a strong conservation ethic everyone inIllinois shares the ownership of the by following the law. But then there were those few state's natural resources. It's my job as a CPO to see people who ware breaking the law by, abusing.plants, toitthat no one person spoils those precious animals and even the land. As you pull into the resources for everyone else. It's a big job." driveway of your home, you wonder, "Do these two "DuQuoin Frank 5-14 Code 402-Goodnight"

Do You Have a StrongConservation Ethic?7 Conservation Police Officers cannot protect our you have a strong conservation ethic?Drawn below land, waterways and wildlife by They are eight Illinoisans. Some of them are demonstrating work together with all the people in Illinoito protect a strong conservation ethic while others are not. our natural resources. Fortunately,most_Illinoisans Study each draWing and in the space provided, write have a STRONG CONSERVATION ETHIC whig YES, if you would do the same in the same situation means they believe the land, water andwildlife or write NO, if you would not do the same in the same should be treated with respect and care. Do you think situation.

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This person This person does not lake has taken more This person always. This person never throws than the legal limiteifish thetime to use and handle practices good safety 'men his gun safety when he lifter on the ground or sh4 wildlife .1-le is also she is in the outdoors. In water. hi/P-Ono out of seson'. is afield., 41

:This person enjoys seeing an endangered species or protected speeies that This cahnot be hunted. Ibis person has just shot person also tells others how This person enjoys hiking This person never takes a h endangered marsh important The animals camping and bird watching. more than the legal limit hawk because she are and how we shooed This person always takes OF fish and wildlife He also never hunts outdc- thought thatit would treat themwith respect care to not disturb the dens sea Serl hurt her. srid, care. and nests ofainlalS.