(!")4!4 -%!.3 (/-%-!--!,3 (!")4!4 -%!.3 (/-%-!--!,3 FRONT FRONT -!--!,3 REAR REAR
2%$ !.$ '2%9 315)22%,3 4HERE ARE MANY KINDS OF SQUIRRELS IN THE FOREST 2ED AND GREY SQUIRRELS ARE THE ONES YOU WILL LIKELY SEE &LYING SQUIRRELS ONLY COME OUT AT NIGHT 2ED SQUIR 2!##//. RELS ARE SMALLER THAN GREY SQUIRRELS AND ARE RED WITH A WHITE BELLY 4HEY OFTEN 9OU CAN ALWAYS RECOGNIZE A RACCOON BY THE BLACK MASK IT WEARS AND THE CHATTER AT YOU FOR BEING IN THEIR TERRITORY 'REY SQUIRRELS ARE BIGGER AND GREY BLACK RINGS ON ITS TAIL )T LOOKS LIKE A REALLY BIG GREY HOUSE CAT 2ACCOONS ARE COLOURED WITH A WHITE BELLY AND BUSHY TAIL "OTH ARE HERBIVORES ,OOK FOR A RED OMNIVORES n THEY EAT PLANTS LIKE BERRIES AND ANIMALS LIKE CRAYFISH TURTLES SQUIRREL NEST OF STICKS AND LEAVES IN THE TREES !NOTHER SIGN OF A SQUIRREL IS A MICE AND FROGS 4HEY ARE NOCTURNAL n THAT MEANS THEY COME OUT AT NIGHT 4HEY PILE OF SEED OR NUT SHELLS SLEEP IN TREES DURING THE DAY 2IVERBOTTOM FOREST IS THEIR FAVOURITE PLACE TO LIVE
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE -!--!,3 -!--!,3
FRONT -!--!,3
REAR
7()4% 4!),%$ $%%2 7HITE TAILED DEER ARE LARGE HERBIVORES 9OU CAN SEE THEM EATING GRASS AT THE EDGE OF THE FOREST 4HEY ARE RED BROWN IN SUMMER AND GREY BROWN IN WINTER 3+5.+ -ALE DEER GROW ANTLERS OVER THE SUMMER THAT FALL OFF IN THE WINTER "ABY DEER %VERYONE KNOWS THE SKUNK n BLACK FUR WITH A WHITE STRIPE DOWN ITS BACK AND ARE THE SIZE OF YOU 4HEIR MOM HIDES THEM IN THE GRASS DURING THE DAY n IF YOU BIG BUSHY TAIL )F YOU SEE A SKUNK YOU BETTER GET OUT OF ITS WAY n IT SPRAYS A FIND ONE JUST LEAVE IT ALONE BECAUSE MOM IS CLOSE BY BUT HIDING 4HE BEST FOUL PERFUME IF SCARED 3KUNKS ARE OMNIVORES 4HEY LIKE BIRDS EGGS INSECTS TIME TO SEE DEER IS EARLY MORNING AND SUNDOWN ,OOK FOR THEIR TRACKS IN MUD MICE PLANTS AND EVEN CARRION n DEAD ANIMALS OR SNOW ALONG TRAILS
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE (!")4!4 -%!.3 (/-%")2$3 (!")4!4 -%!.3 (/-%")2$3 ")2$3
"!,$ %!',% ",!#+ #!00%$ #()#+!$%% 4HE BALD EAGLE IS A BIG BIRD WITH A BROWN BODY WHITE HEAD AND TAIL AND 4HESE PLUMP LITTLE BIRDS FLIT AROUND IN A GANG 4HEY LOOK LIKE THEY ARE WEARING YELLOW FEET 9OU CAN OFTEN SEE IT MIGRATING ALONG THE RIVER VALLEYS IN SPRING BLACK MOTORCYCLE HELMETS #HICKADEES STAY ALL WINTER LONG AND WILL COME AND FALL )T FEEDS MAINLY ON FISH AND CARRION n DEAD ANIMALS "ALD EAGLES ARE TO BIRD FEEDERS IF YOU PUT SEEDS OUT 4HEY OFTEN CALL THEIR NAME CHICK A DEE SCAVENGERS 4HEIR CALL SOUNDS LIKE KLEEK KIK IK IK IK DEE DEE
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE ")2$3 ")2$3
#2/7 $/7.9 !.$ (!)29 7//$0%#+%23 4HE BIG BLACK CROW IS ONE OF OUR MOST COMMON BIRDS )T LIKES RIVERBOTTOM FOR $OWNY AND HAIRY WOODPECKERS ARE SIMILAR 4HEY ARE BOTH BLACK AND WHITE EST WHERE IT FEEDS ON MICE TURTLES SNAKES FROGS EVEN EGGS AND YOUNG BIRDS AND THE MALES HAVE A RED PATCH ON THE BACK OF THEIR HEAD 4HE HAIRY WOOD #ROWS MAKE STICK NESTS IN TREES 4HEY CALL CAW CAW CAW PECKER IS A LITTLE BIGGER 4HEY PECK AT TREES TO FIND EGGS COCOONS LARVAE AND ADULT INSECTS UNDER THE BARK 4HEY WILL COME TO SUET FEEDERS IN THE WINTER
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE (!")4!4 -%!.3 (/-%")2$3 (!")4!4 -%!.3 (/-%")2$3 ")2$3
&,)#+%2 '2%!4 (/2.%$ /7, 4HE FLICKER IS ANOTHER KIND OF WOODPECKER 9OU CAN SEE IT HOPPING AROUND ON 4HE GREAT HORNED OWL HUNTS IN THE RIVERBOTTOM FOREST AT NIGHT )T LIKES TO EAT THE FOREST FLOOR LOOKING FOR ANTS AND OTHER INSECTS )T HAS A BUFF FACE AND GREY MICE BIRDS SNAKES AND FROGS 4HIS IS ONE OF THE FEW ANIMALS THAT WILL EAT A HEAD WITH A RED CRESCENT ON THE BACK )TS BODY LOOKS SPECKLED 7HEN IT FLIES SKUNK )T IS A BIG OWL THAT IS LIGHT GREY BROWN WITH BLACK STRIPES ON ITS CHEST )T YOU CAN SEE YELLOW UNDERNEATH ITS WINGS 4HE FLICKER NESTS IN HOLES IN TREES HAS FEATHER TUFTS THAT LOOK LIKE EARS ON TOP OF ITS HEAD AND BIG YELLOW EYES )T 3OMETIME IT CALLS ITS NAME FLICK A FLICK A CALLS HOO HOO OO HOO HOO
2IVERS 7EST 0LANTS OF THE 2IVERBOTTOM &OREST 0AGE ")2$3 ")2$3 ")2$3
+).'")2$ +).'&)3(%2 4HE WESTERN KINGBIRD LIKES RIVERBOTTOM FOREST WHERE IT HUNTS FOR INSECTS WHEN 4HE KINGFISHER IS A SQUAT BIRD WITH A HEAD THAT LOOKS TOO BIG FOR ITS BODY )T IS FLYING )T EATS BEES WASPS BUTTERFLIES MOTHS GRASSHOPPERS AND FLIES )T HAS BLUE GREY AND WHITE WITH A LONG DAGGER BILL IT USES FOR FISHING )T EATS SMALL FISH A GREY HEAD AND BACK WITH DARK GREY WINGS AND TAIL AND A YELLOW TUMMY AND FROGS )T NESTS IN HOLES IN THE RIVERBANK 4HE KINGFISHERS CALL SOUNDS LIKE A +INGBIRDS HAVE A CHATTY CALL WHIT KER WHIT RATTLE
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE ")2$3 ")2$3 ")2$3
7//$ $5#+ 4HE MALE WOOD DUCK IS VERY COLOURFUL n A DARK GREEN WITH WHITE STRIPES ON ITS HEAD AND SHINY MULTI COLOURED BODY (E LOOKS LIKE HE IS WEARING A HELMET 4HE FEMALE IS MOSTLY BROWN AND WHITE WITH A WHITE EYE PATCH 7OOD DUCKS PERCH IN TREES AND LAY THEIR EGGS IN A NEST IN A HOLE OF A TREE 7HEN THE YOUNG ARE OLD ENOUGH THEY LEAVE THE TREE AND LIVE ON THE RIVER
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE !-0()")!.3 !.$ 2%04),%3 !-0()")!.3 !.$ 2%04),%3 2%04),%3 !-0()")!.3
'!24%2 3.!+% ,%/0!2$ &2/' 'ARTER SNAKES ARE NOT POISONOUS BUT WILL BITE IF SCARED 4HEY ARE GREEN AND ,EOPARD FROGS GOT THEIR NAME BECAUSE OF THE SPOTS ON THEIR BACKS 4HEY HAVE BLACK AND AS MUCH AS A METRE LONG 4HEY HIBERNATE IN THE WINTER THEN MI GREEN AND BROWN BODIES WITH BLACK SPOTS 4HEY LIKE TO EAT GRASSHOPPERS GRATE TO MARSHES AND RIVERBOTTOM FORESTS FOR THE SUMMER 4HEY ARE CARNIVORES CRICKETS AND SPIDERS ,EOPARD FROGS SPEND THE WINTER AT THE BOTTOM OF THE AND EAT FROGS MICE BABY BIRDS AND EVEN FISH 4HEY ARE GOOD SWIMMERS RIVER ! LEOPARD FROG CALL SOUNDS LIKE A LONG CROAK FOLLOWED BY A FEW GRUNTS
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE !-0()")!.3 !.$ 2%04),%3 !-0()")!.3 !.$ 2%04),%3 2%04),%3 !-0()")!.3
0!).4%$ 4524,% 3.!00).' 4524,% 9OU CAN OFTEN SEE THE PAINTED TURTLE BASKING ON A LOG OR THE BANK OF THE RIVER 4HIS TURTLE IS A SNAPPER SO WATCH OUT )T HAS NO TEETH BUT A HARD BEAK THAT CAN )TS BODY HAS GREEN WITH YELLOW STRIPES )TS SHELL IS ORANGE GREEN AND YELLOW HURT )TS SHELL AND BODY ARE DARK BROWN OR GREEN SOMETIMES WITH MOSS ON ITS 4HE BOTTOM SHELL IS VERY COLOURFUL )T IS AN OMNIVORE EATING PLANTS SMALL FISH BACK )T IS MOST ACTIVE AT NIGHT AND EATS PLANTS AND ANIMALS IT CAN FIND IN THE AND SNAILS )F YOU FIND ONE AWAY FROM THE WATER LEAVE IT ALONE n IT MAY BE GO WATER 3NAPPING TURTLES CAN LIVE TO BE YEARS OLD 4HEY SPEND THE WINTER IN ING TO LAY ITS EGGS THE MUD AT THE BOTTOM OF THE RIVER
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE !-0()")!.3 !.$ 2%04),%3 !-0()")!.3 !.$ 2%04),%3 2%04),%3 !-0()")!.3
4/!$ 7//$ &2/' 5NLIKE FROGS TOADS HAVE DRY SKIN )T IS THICK AND WARTY SO THEY CAN LIVE FARTHER 4HE WOOD FROG WEARS A BLACK MASK ACROSS ITS EYES FROM ITS NOSE TO THE EDGE AWAY FROM WATER THAN FROGS CAN 4HEIR COLOURS VARY n GREY BROWN RED YELLOW OF THE MOUTH )TS BODY CAN BE GREEN BROWN AND BLACK )T CATCHES INSECTS WITH OR GREEN 4HEY EAT INSECTS THEY CATCH WITH THEIR TONGUE n FLIES SPIDERS MITES ITS STICKY TONGUE 4HE WOOD FROG CALL IN SPRING SOUNDS LIKE A FROG PRETENDING TO AND BEETLES 4HEIR CALL SOUNDS LIKE A TRILL THAT LASTs FOR TWO TO EIGHT SECONDS BE A QUACKING DUCK
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE ).3%#43 "5'3 !.$ ).3%#43 "5'3 !.$ /4(%2 4().'3 /4(%2 4().'3 4(%2 4().'3 / ).3%#43 "5'3 !.$
!.43 "%%4,%3 !NTS CAN BE BLACK RED OR BROWN AND SOME ARE TWO COLOURS 4HEY ARE BUSY "EETLES HAVE A HARD CASE COVERING THEIR WINGS ON THEIR BACKS 4HERE ARE LOTS LITTLE INSECTS THAT LIVE IN A COLONY 9OU MAY SEE AN ANT TRAIL ACROSS THE PATH OF GROUND BEETLES IN THE RIVERBOTTOM FOREST -OST ARE ACTIVE AT NIGHT SO LOOK WHERE THOUSANDS OF TINY LITTLE ANT FEET HAVE WORN A TRAIL 4HEY EAT OTHER INSECTS FOR THEM UNDER ROCKS OR LEAVES DURING THE DAY 0UT THE ROCK BACK CAREFULLY AND SOMETIMES NECTAR FROM FLOWERS #AREFUL NOT TO STEP ON THE ANTHILL n IT IS AFTER YOU HAVE HAD A LOOK "EETLES EAT LOTS OF THINGS LIKE ROOTS OR LEAVES OF WIL THEIR HOUSE AND THEY MAY GET MAD AND BITE LOW AND COTTONWOOD TREES $RAW PICTURES OF THE BEETLES YOU FIND SO YOU CAN NAME THEM LATER
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE ).3%#43 "5'3 !.$ ).3%#43 "5'3 !.$ /4(%2 4().'3 /4(%2 4().'3 4(%2 4().'3 / ).3%#43 "5'3 !.$
#%.4)0%$% $2!'/.&,9 #ENTIPEDES ARE CARNIVORES PREDATORS THAT HUNT OTHER INSECTS 4HEY LOOK LIKE A $RAGONFLIES ARE FIERCE CARNIVORES BOTH AS LARVAE IN THE WATER AND FLITTING FLAT RED BROWN WORM WITH LOTS OF LEGS 4HEIR NAME MEANS A HUNDRED LEGS BUT ABOUT EATING MOSQUITOES AS ADULTS 4HERE ARE LOTS OF KINDS OF DRAGONFLIES THAT THEY DONT REALLY HAVE THAT MANY LEGS 4HEIR BITE IS POISONOUS TO PARALYZE THEIR ARE IDENTIFIED BY THEIR COLOURS AND WING PATTERNS $RAW PICTURES OF THE DRAG PREY ONFLIES YOU FIND SO YOU CAN NAME THEM LATER
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE ).3%#43 "5'3 !.$ ).3%#43 "5'3 !.$ /4(%2 4().'3 /4(%2 4().'3 4(%2 4().'3 / ).3%#43 "5'3 !.$
&,9 ,!$9"5' "%%4,% 4HERE ARE LOTS OF DIFFERENT KINDS OF FLIES &LIES HAVE TWO WINGS "LUEBOTTLE FLIES ,ADYBUGS ARE ALSO CALLED LADYBIRD BEETLES 4HEY HAVE RED YELLOW BLACK OR ARE BIG AND HAIRY 4HEY TASTE FOOD WITH THEIR FEET "ECAUSE THEY LAY THEIR EGGS ORANGE SHELLS WITH BLACK SPOTS THAT COVER THEIR WINGS 4HE RED WARNS PREDATORS ON GARBAGE AND DEAD THINGS THEY MAKE GOOD COMPOSTERS THAT THEY ARE POISONOUS TO EAT 4HE SPOTS DO NOT TELL YOU HOW OLD THEY ARE BUT THEY TELL YOU WHAT KIND THEY ARE 4HERE ARE MORE THAN KINDS OF LADYBUGS "E SURE TO DRAW ANY LADYBUG YOU SEE WITH THE CORRECT NUMBER OF SPOTS
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE ).3%#43 "5'3 !.$ ).3%#43 "5'3 !.$ /4(%2 4().'3 /4(%2 4().'3 4(%2 4().'3 / ).3%#43 "5'3 !.$
CATERPILLAR
-),,)0%$% -/.!2#( #!4%20),,!2 !.$ "544%2,&9 -ILLIPEDES ARE SCAVENGERS 4HEY EAT DEAD PLANTS ,IKE THE CENTIPEDE THEY 9OU MAY KNOW THE MONARCH BUTTERFLY BECAUSE OF ITS ORANGE AND BLACK LOOK LIKE A WORM WITH LOTS OF LEGS n PAIRS ON THE COMMON MILLIPEDE 4HEY wings. 4HE CATERPILLAR HAS WHITE YELLOW AND BLACK STRIPES "ECAUSE THE ARE A REDDISH BROWN COLOUR 9OU CAN FIND THEM MUNCHING ON DEAD PLANTS caterpillar EATS THE POISONOUS MILKWEED LEAVES IT TOO BECOMES POISONOUS UNDER LOGS OR PILES OF LEAVES 4HEY LAY TINY EGGS IN A NEST THAT THE MOM MIL so predaTORS WONT EAT IT -ONARCH BUTTERFLIES MIGRATE TO -EXICO and back LIPEDE GUARDS but it takes several GENERATIONS
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE ).3%#43 "5'3 !.$ ).3%#43 "5'3 !.$ /4(%2 4().'3 /4(%2 4().'3 4(%2 4().'3 / ).3%#43 "5'3 !.$
-/31)4/ 30)$%2 $ID YOU KNOW THERE ARE DIFFERENT KINDS OF MOSQUITOES IN OUR AREA 4HESE 3PIDERS COME IN DIFFERENT SHAPES SIZES AND COLOURS 3OME SPIN WEBS AND WAIT LITTLE CARNIVORES LOVE TO SUCK OUR BLOOD 4HEY LAY THEIR EGGS IN THE WATER OF THE FOR THEIR PREY WHILE OTHERS HUNT FOR DINNER ON THE FOREST FLOOR 4HEY ARE CARNI RIVER AND THE LARVAE HATCH INTO THE WATER -OSQUITO LARVAE AND PUPAE ARE VORES EATING INSECTS AND EVEN SMALL FISH )F YOU FIND A SPIDER BE SURE TO DRAW IMPORTANT FOOD FOR LOTS OF DUCKS FISH AND OTHER ANIMALS !DULT MOSQUITOES ARE A PICTURE OF IT AND NOTE IF IT IS HUNTING OR SITTING IN A WEB IMPORTANT FOOD FOR FROGS AND BIRDS
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE ).3%#43 "5'3 !.$ ).3%#43 "5'3 !.$ /4(%2 4().'3 /4(%2 4().'3 4(%2 4().'3 / ).3%#43 "5'3 !.$
CATERPILLAR
30)44,%"5' 4)'%2 37!,,/74!), #!4%20),,!2 !.$ "544%2,&9 3PITTLEBUG LARVAE HAVE A VERY SMART WAY OF HIDING FROM PREDATORS 4HEY MAKE 4HE SWALLOWTAIL CATERPILLAR IS DISGUISED TO LOOK LIKE A SNAKE )T EATS THE LEAVES WHITE FOAM THAT LOOKS LIKE SPIT ON THE STEM OF A PLANT AND HIDE INSIDE IT )F OF THE GIANT COTTONWOOD TREES IN THE RIVERBOTTOM FOREST 4HE ADULT BUTTERFLY IS YOU WIPE AWAY THE SPIT YOU FIND A TINY GREEN BUG !S AN ADULT THE SPITTLEBUG A BEAUTIFUL YELLOW WITH BLACK STRIPES LIKE A TIGER )T IS CALLED A SWALLOWTAIL BE HOPS AROUND FROM PLANT TO PLANT LIKE A TINY FROG CAUSE IT HAS LONG TAIL LIKE PIECES FROM THE BOTTOM OF ITS WINGS
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE (!")4!4 -%!.3 (/-% (!")4!4 -%!.3 (/-% ,)&% ,)34
5SE THIS LIST TO KEEP TRACK OF ALL THE ANIMALS YOU lND IN THE RIVERBOTTOM FOR EST %ACH TIME YOU VISIT AND lND ONE CHECK OFF THE NAME AND PUT THE DATE BESIDE IT 3EE HOW LONG IT WILL TAKE YOU TO lND ALL THE ANIMALS LISTED
-!--!,3 $!4% !-0()")!.3 !.$ 2%04),%3 $!4% "ADGER 'ARTER 3NAKE #HIPMUNK ,EOPARD &ROG #OYOTE 0AINTED 4URTLE &OX 3NAPPING 4URTLE *ACKRABBIT 4OAD -OLE 7OOD &ROG -OUSE -USKRAT ).3%#43 "5'3 !.$ /4(%2 4().'3 $!4% 2ACCOON !NTS 2ED 3QUIRREL "EETLES 'REY 3QUIRREL #ENTIPEDE 3KUNK $RAGONmY 7HITE TAILED $EER &LY ,ADYBUG "EETLE ")2$3 $!4% -ILLIPEDE "ALD %AGLE -ONARCH #ATERPILLAR AND "UTTERmY "LACK CAPPED #HICKADEE -OSQUITO #ROW 3PIDER $OWNY 7OODPECKER 3PITTLEBUG (AIRY 7OODPECKER 4IGER 3WALLOWTAIL #ATERPILLAR AND "UTTERmY &LICKER 'REAT (ORNED /WL +INGBIRD +INGlSHER 0HOTOGRAPHS USED BY PERMISSION FROM "OREALFORESTORG 0 #HUNNINGHAM WWWCUNNINGHAMLAND 7OOD $UCK COM # ,EWALLEN /KLAHOMA "IOLOGICAL 3URVEY !NN #OOK WWWBIRDSOFMANITOBACOM
2IVERS 7EST !NIMALS OF THE 2IVERBOTTOM &OREST 0AGE Copy Page 2.4 Match the Batch – A Different batches or classifications of plants make their home in forests – flowers, shrubs, trees and those nasty invaders. In the riverbottom forest, a special kind of forest, you also find a lot of plants that are vines. Can you draw a line to connect the plant with its classification – flower, vine, tree or shrub, or invader? There may be more than one plant name to match the group.
Hops
Hawthorn
flower Flower
Milkweed flower
Elm Vine
seeds
seed pod
Poison Ivy
Tree or Shrub Sweet Clover
flower
berry
Basswood Invader
berry
Riddle: I am something that most plants have and sometimes I turn into a tasty berry. I am a (circle correct answer) flower vine tree shrub invader
7 Copy Pages GRADE 4 – HABITAT MEANS HOME Page 101 Copy Page 2.4 Match the Batch – B Different batches or classifications of plants make their home in forests – flowers, shrubs, trees and those nasty invaders. In the riverbottom forest, a special kind of forest, you also find a lot of plants that are vines. Can you draw a line to connect the plant with its classification – flower, vine, tree or shrub, or invader? There may be more than one plant name to match the group.
Burdock
seed Yellow Violet
Flower
Chokecherry
Vine Wild Rose
berry
rose hip Green Ash
Tree or Shrub Canada Anemone
seeds
Smooth Brome Invader
Riddle: I use my stem and tendrils like fingers to help me climb up to the sun. I am a (circle correct answer) flower vine tree shrub invader
Page 102 GRADE 4 – HABITAT MEANS HOME 7 Copy Pages Copy Page 2.4 Match the Batch – C Different batches or classifications of plants make their home in forests – flowers, shrubs, trees and those nasty invaders. In the riverbottom forest, a special kind of forest, you also find a lot of plants that are vines. Can you draw a line to connect the plant with its classification – flower, vine, tree or shrub, or invader? There may be more than one plant name to match the group.
Virginia Creeper
Cottonwood
Flower
Columbine Vine
Oak
Tree or Shrub Bedstraw
flower Quack Grass
Invader
Wild Cucumber
inside pod
Riddle: I grow big and tall. I will be the largest plant in the riverbottom forest. I am a (circle correct answer) flower vine tree shrub invader
7 Copy Pages GRADE 4 – HABITAT MEANS HOME Page 103 Copy Page 2.4 Match the Batch – D Different batches or classifications of plants make their home in forests – flowers, shrubs, trees and those nasty invaders. In the riverbottom forest, a special kind of forest, you also find a lot of plants that are vines. Can you draw a line to connect the plant with its classification – flower, vine, tree or shrub, or invader? There may be more than one plant name to match the group.
Manitoba Maple
Stinging Nettle
Flower
Aster
Vine Nannyberry
Yellow Tall Coneflower
flower Tree or Shrub Canada Thistle
Grape Invader
grape berry
Riddle: I have a bark-like stem like a tree but I am not a tree. I often have tasty fruit in the fall. I am a (circle correct answer) flower vine tree shrub invader
Page 104 GRADE 4 – HABITAT MEANS HOME 7 Copy Pages Copy Page 2.4 Match the Batch – E Different batches or classifications of plants make their home in forests – flowers, shrubs, trees and those nasty invaders. In the riverbottom forest, a special kind of forest, you also find a lot of plants that are vines. Can you draw a line to connect the plant with its classification – flower, vine, tree or shrub, or invader? There may be more than one plant name to match the group.
Carrion Flower
Cottonwood
Flower
flower
Buttercups
Vine Lily-of-the-Valley
Curled Dock
flower Tree or Shrub Fringed Loosestrife
Purple Loosestrife Invader
Riddle: I like to choke out other plants and hog all the sunlight and nutrients. You can call me thug, bully or Darth. I am an (circle correct answer) flower vine tree shrub invader
7 Copy Pages GRADE 4 – HABITAT MEANS HOME Page 105 Copy Page 2.5 What’s that Vine? Vines use trees and other plants to hold them up so they can reach the sunlight. In the thick riverbottom forest there are lots of types of vines. Can you match the name of the vine with its picture?
Bindweed
flower Carrion Flower
flower
Grape
Hops
inside pod
Virginia Creeper
Wild Cucumber
grape berry
Check your field guide to see if your answers are correct.
Page 106 GRADE 4 – HABITAT MEANS HOME 7 Copy Pages Copy Page 2.6 Tremendous Trees! These trees make their home in the riverbottom forest. Can you match the name of the tree with its picture?
Basswood
Cottonwood
seeds
Elm
Green Ash
seeds berry
Manitoba Maple
Oak
Check your field guide to see if your answers are correct.
7 Copy Pages GRADE 4 – HABITAT MEANS HOME Page 107 Copy Page 2.8 Interacting Habitat Cards
Interacting Habitat Cards Interacting Habitat Cards Interacting Habitat Cards
You are the SUN – you are You are a wild rose You are a bee the centre of it all – call You are looking for the You are looking for a out “I am the Sun” sun and a bee to bring wild rose with pollen you pollen
Interacting Habitat Cards Interacting Habitat Cards Interacting Habitat Cards
You are a Virginia You are an elm tree You are an elm bark creeper vine beetle You are looking for the You are looking for an sun and trying to avoid You are looking for an elm tree to climb to reach an elm bark beetle that elm tree to call home the sun might give you Dutch Elm Disease
Interacting Habitat Cards Interacting Habitat Cards Interacting Habitat Cards
You are a hummingbird You are an oak tree You are a deer You are looking for a You are looking for the You are looking for an Virginia creeper that sun and a squirrel to oak tree that has dropped has nectar that you like in plant your acorns acorns you like to eat its flowers
Interacting Habitat Cards Interacting Habitat Cards Interacting Habitat Cards
You are a squirrel You are an acorn weevil You are an oak tree You are looking for an You are looking for an You are looking for the oak tree that has acorns oak tree so you can lay sun and trying to avoid for you to hide for winter eggs in its acorns an acorn weevil that wants to lay eggs in your acorns
Interacting Habitat Cards Interacting Habitat Cards Interacting Habitat Cards
You are a raccoon You are a raccoon You are leopard frog You are looking for an You are looking for a You are trying to avoid elm tree with a hole made frog to eat the raccoon and snake by a woodpecker to make that want to eat you, while your home looking for mosquitoes to eat
Page 108 GRADE 4 – HABITAT MEANS HOME 7 Copy Pages Copy Page 2.8
Interacting Habitat Cards Interacting Habitat Cards Interacting Habitat Cards
You are a garter snake You are a crow You are a wood frog You are looking for a You are looking for a You are trying to avoid frog to eat but trying snake to eat the raccoon and snake to avoid the crow that that want to eat you, while wants to eat you looking for mosquitoes to eat
Interacting Habitat Cards Interacting Habitat Cards Interacting Habitat Cards
You are a mosquito You are a mosquito You are a mosquito You are looking for a You are looking for You are looking for deer to bite, but trying a squirrel to bite, but a raccoon to bite, but to avoid the frogs who trying to avoid the frogs trying to avoid the frogs want to eat you who want to eat you who want to eat you
Interacting Habitat Cards Interacting Habitat Cards Interacting Habitat Cards
You are a mosquito You are a woodpecker You are a wood duck You are looking for a You are looking for a You are looking for crow to bite, but trying dead elm tree with lots a cottonwood tree to avoid the frogs who of insects to eat with a hole created by a want to eat you woodpecker where you can build a nest for your eggs
Interacting Habitat Cards Interacting Habitat Cards Interacting Habitat Cards
You are a cottonwood You are bird called a You are a coyote tree grouse You are looking for a You are looking for the You are looking for grouse to eat sun and trying to avoid elm tree seeds to eat, the tiger swallowtail but trying to avoid the butterfly that wants to coyote that wants to eat lay its eggs on you you
Interacting Habitat Cards Interacting Habitat Cards Interacting Habitat Cards
You are a bird called You are a kingbird You are a nuthatch bird a phoebe You are looking for You are looking for a You are looking for frogs mosquitoes or other tree to see if it has any or bugs like mosquitoes bugs to eat, but avoid bugs or seeds you can eat, or caterpillars to eat, the great horned owl but watch out for the but avoid the great great horned owl horned owl
7 Copy Pages GRADE 4 – HABITAT MEANS HOME Page 109 Copy Page 2.8
Interacting Habitat Cards Interacting Habitat Cards Interacting Habitat Cards
You are a sphinx moth You are a great horned You are a nighthawk caterpillar owl You are looking for You are looking for a You are looking for a mosquitoes and moths green ash tree to eat snake, frog or bird to eat, but watch out for its leaves to eat the great horned owl
Interacting Habitat Cards Interacting Habitat Cards Interacting Habitat Cards
You are a vireo bird You are a bird called a You are a mosquito swallow You are looking for an You are trying to suck the ash tree to build your You are looking for blood of a coyote but nest in, but trying to mosquitoes to eat, but avoid the birds trying to avoid the great horned trying to avoid the great eat you owl horned owl
Interacting Habitat Cards Interacting Habitat Cards Interacting Habitat Cards
You are a toad You are a muskrat You are a mole You are looking for You are looking for a You are looking for insects to eat but trying frog to eat but trying to insects to eat to avoid the snake avoid the coyote
Interacting Habitat Cards Interacting Habitat Cards Interacting Habitat Cards
You are a tiger You are a vine of grapes You are an ash tree swallowtail butterfly You are looking for the You are looking for You are looking for a sun and an ash tree to the sun while trying to big old cottonwood grow up on to reach the avoid the sphinx moth tree to lay your eggs on sun, but you are trying to caterpillar that wants to so your caterpillar can avoid the raccoon that eat your leaves eat it wants to eat you
Page 110 GRADE 4 – HABITAT MEANS HOME 7 Copy Pages Copy Page 2.9 Who’s Eating Whom cards Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Deer Wood Duck Wood Frog Leopard Frog
Herbivore Herbivore Carnivore Carnivore
Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Raccoon Garter Snake Snapping Turtle Painted Turtle
Omnivore Carnivore Omnivore Omnivore
Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Downy Woodpecker Hairy Woodpecker Monarch Caterpillar Jackrabbit
Omnivore Omnivore Herbivore Herbivore
Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Red Squirrel Grey Squirrel Great Horned Owl Crow
Herbivore Herbivore Carnivore Scavenger
Page7 Copy 111 Pages GRADE 4 – HABITAT MEANS HOME 7 CopyPage Pages 111 Copy Page 2.9
Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Coyote Fox Bald Eagle Skunk
Carnivore Omnivore Scavenger Omnivore Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Field Mouse Crayfi sh Centipede Millipede
Herbivore Omnivore Carnivore Scavenger
Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Beaver Badger Chipmunk Toad
Herbivore Carnivore Herbivore Carnivore Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Who’s Eating Whom Mole Muskrat Beetle Mosquito
Carnivore Omnivore Scavenger Carnivore
Page 112 GRADE 4 – HABITAT MEANS HOME 7 Copy Pages Copy Page 2.11
Darth Invader and the Disturbance in the Forest
Not so long ago in a habitat not so far will, ignoring the force and its code away was found an Invader – Darth of harmony and biodiversity. He sunk Invader. Invader was the curse of deep roots into the earth, which the the habitat, master of the non-native force could not fight. He made clone species. Fearsome and aggressive, troopers to spread across the earth; Invader was choking the life out of all seeds by the thousands to invade new that lived in the grasslands and forests. habitats. He cut a path of death and destruction across the land, coming Darth was not always this way. He closer and closer to the last refuge of began in his own world, in balance the force – the riverbottom forest. with his own habitat, living in peace and harmony with those around him. In an epic battle, Invader’s teacher But the world was changing. People and one-time friend Evitan Tatibah could travel across many habitats in tried to destroy Invader. Using her the blink of an eye. People’s ignorance sabre Tatibah cut off Invader’s legs and sometimes arrogance encouraged to the roots, then set him on fire. She them to change habitats, bringing in blacked out the sun so no sunlight non-native species that did not belong, could nourish Invader. Tatibah thought ignoring the code. she had won and left Invader in ruin. But Invader was not easily killed. In Whether by accident or on purpose, time Invader rose from his roots and Darth was taken out of his own habitat began again to spread across the land, and into a new habitat far, far away. fighting against the force of nature and There, he did not behave in accordance its code of harmony and biodiversity. with the laws of nature – the code that kept harmony and biodiversity in the Tatibah and the force fought back habitat. He would not listen to the old but their numbers were dwindling. It teachings to share the earth, water and seemed Invader would win. Wherever sunlight. He wanted it all for his own. there was a disturbance in the forest Invader took over. His clones marched There were no others stronger than across the land. Bully Burdock and him to control his spread like there Thistle Thug were chief among his had been in his home world. No natural storm troopers. They marched towards checks and balances in the force of the last refuge – the riverbottom forest. nature. No small insect or fungus to keep him humble. He felt the power of There was one ray of hope left – the his domination. He planned to choke Tneduts. The Tneduts were small but the life out of the princesses of the they had studied the code and brought habitat, the once strong and beautiful strength to the force. Their numbers flowers. He planned to use his new were few at first, but they met in powers to take over all habitats, most classrooms and woods and grasslands important among them the riverbottom to spread the word about the force and forest that was the last refuge or safe its code. In small groups they did battle haven of the force of nature. with Invader and his troops, uprooting them where they could and stopping Habitat after habitat fell to the evil their advance to the last refuge. Invader. He bent the habitats to his
Page 113 GRADE 4 – HABITAT MEANS HOME 7 Copy Pages The Tneduts reclaimed habitat after 5. Biodiversity is the variety of native habitat, winning back the land from plants and animals that live in a Invader. They told others about the habitat. How did Invader hurt the code and how they must protect native biodiversity of the habitats? species. Their numbers grew and grew as the word was spread about the force and its code. With sabre and the strength of the force behind them the Tneduts banished Invader back to 6. What three things did Invader do to his own world where he was kept in take over the habitats? balance by the force. Harmony and biodiversity were restored to the land and the riverbottom forest was safe again. 7. Is Inv ader easy to kill? But the Tneduts must forever be on guard. The Invader may rise again to test the force of nature and its code of harmony and biodiversity. 8. Where was the last refuge or safe place for the force?
Questions:
1. What kept Invader humble and from taking over in his own world? 9. What are the ways Tatibah tried to destroy Invader?
2. Invader was not evil until he was taken out of his own habitat. Who 10. How did the Tneduts fight the took Invader out of his own habitat Invader? to a new habitat?
11. Why must the Tneduts be forever on 3. What three things did Invader take guard? from the native species?
12. To find out who the Tneduts are, 4. What are the two important parts of spell their name backwards. the force of nature’s code?
7 Copy Pages GRADE 4 – HABITAT MEANS HOME Page 114 Copy Page 3.3 Habitat Hunt Worksheets Student Names:
Riverbottom Forest Plants – Using your field guide, record all the plants you can identify in your plot. If you don’t know the name draw a picture of it. Record the number of each plant you find (burdock – 2). Record any animals found.
Flowers Vines
Trees & Shrubs Invaders Other/Unknown
Observations
7 Copy Pages GRADE 4 – HABITAT MEANS HOME Page 115 Riverbottom Forest Animals – Write down the name or draw a picture of any animals you see, hear or see signs of. Look for them in the air, in trees, on the ground, in the soil. Be sure not to hurt them. Record any sounds of animals you hear like bird calls or insects buzzing, and any animal tracks or signs like deer droppings.
Birds Frogs, Snakes or Insects Turtles
Mammals Other/Unknown
Observations
Page 116 GRADE 4 – HABITAT MEANS HOME 7 Copy Pages Copy Page 4.1 Whose Home: Natural Habitat Inventory
Student: Count the number of types of plants your group found in your plot – the number of flowers, vines, trees and shrubs, invaders, unknown plants you found. Graph the number of each type of plant.
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0 vines owers fl fl invaders unknown trees & shrubs
7 Copy Pages GRADE 4 – HABITAT MEANS HOME Page 117 Count the number of types of animals your group found signs of on the field trip – birds, insects, frogs/turtles/snakes, mammals, other/unknown. Graph the number of each type of animal.
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0 birds insects mammals les & snakes les other or unknown frogs, turt frogs,
Page 118 GRADE 4 – HABITAT MEANS HOME 7 Copy Pages 8.0 Field Trips
The curriculum guide activities have been 8.1 Locations designed for you the teacher to be able to The following field trip locations are listed lead the classroom and field trip activities from the south to the north along the Red by yourself. Some teachers may wish to River, then within the City of Winnipeg, have the help of an experienced interpreter and finally along the Assiniboine River. or naturalist for the field trips, particularly They include parks that should have a for the inventory work. Two organizations combination of natural riverbottom forest that are available to come to the classroom and mowed areas. Facilities within the parks and to lead students on the field trip to a will vary. Other locations you may wish to riverbottom forest near you are the Living explore for field trips include community Prairie Museum and Manitoba Forestry clubs and public lands along creeks and Association. The staff of Living Prairie streams in your neighbourhood. Museum will take groups out to locations in and around Winnipeg. The staff of Manitoba • Emerson – use the Trans Canada Trail Forestry Association are able to visit on either side of the Red River; see locations outside of Winnipeg. Manitoba’s Trans Canada Trail map 3: Tall Grass Prairie • Living Prairie Museum: (204) 832-0167, Fax: (204) 986-4172 • Fort Dufferin – just north of Emerson on the west side of the river, has park Cost: $2.50 per student, minimum of $50 setting, outhouses, picnic tables. Also Contact Living Prairie Museum, City of located here is the Forgotten Forests Winnipeg, 2795 Ness Avenue, Winnipeg, of the Prairies self-guiding trail about MB R3J 3S4, www.winnipeg.ca/ riverbottom forests, another Rivers West publicworks/naturalist/livingprairie project, and the Points West trail about Fort Dufferin itself Use www.winnipeg.ca/publicworks/ naturalist/ns/natural_areas/default.asp • St. Malo Provincial Park – a variety of to explore a map of Winnipeg’s green facilities, park located on the Rat River spaces and the riverbottom plant species • St. Adolphe Park you may find there. • Selkirk Park • Manitoba Forestry Association: (204) 453- 3182, Fax: (204) 477-5765 • Beaudry Provincial Park – a variety of facilities, outhouses and picnic tables, Cost: $2.50 student, minimum of $50. several trails through both the grassland and riverbottom forest Contact Bill Baker, Manitoba Forestry Association, 900 Corydon Avenue, Winnipeg, MB R3M 0Y4, www. mbforestryassoc.ca • For information about facilities in Provincial Parks contact Manitoba Conservation at (204) 945-6784 • For information about facilities in City Parks contact (204) 986-7623
8 Field Trips GRADE 4 – HABITAT MEANS HOME Page 119 Within the City of Winnipeg along the Parks along the Assiniboine River in Red River Winnipeg
• Use www.winnipeg.ca/publicworks/ • Caron Park naturalist/ns/natural_areas/default.asp • Woodhaven Park to explore a map of Winnipeg’s green spaces and the riverbottom plant species • Assiniboine Park you may find there. • Bruce Park La Barriere Park – contact the Living • • Omand Park Prairie Museum for an interpreter-led program • Munson Park • St. Norbert Provincial Park – a variety of • Mostyn Place Park facilities, park located on the Red and La Salle rivers Trails within Winnipeg • Kings Park • Cloutier Drive Trail – part of the Trans • Maple Grove Park Canada Trail system; see Manitoba’s • St. Vital Park Trans Canada Trail map 4: Winnipeg Prairie and Riverbottom Forest • Crescent Drive Park • Seine River Trail – see the Seine River • Wildwood Community Club trail map Churchill Drive Park • • Bunn’s Creek Trail – part of the Trans • Morier Park Canada Trail system; see Manitoba’s Trans Canada Trail map 4: Winnipeg • Seine River Parkway Prairie and Riverbottom Forest • Whittier Park • The Forks 8.2 Reprint: Where do the • St. John’s Park Children Play • Elmwood Park Article by Brent Evans, reprinted from • Frazer’s Grove Park Legacy magazine September/October 2005, published by the National Association Kildonan Park • for Interpretation, reproduced here with • McBeth Park permission from the author and the National Association for Interpretation. • Bunn’s Creek Parkway • Hyland Park
Page 120 GRADE 4 – HABITAT MEANS HOME 8 Field Trips commentary BRENT EVANS
As a social worker, I have to ask: what is urban life doing to our kids? Are children becoming so divorced from nature that artificial worlds are accepted as real, while the natural world is alien to them? How can we prepare the next generation to inherit the Earth, if the next genera- tion has no personal relationship with the Earth? The great indoor migration is putting the health of our children, as well as the planet, at risk. Interpretive programs in the city have never been more important. Urbanization is a relentless global trend, impacting the biosphere in geological proportions, and changing the texture of culture. Even in the early days of nuclear testing, the Atomic Energy Commission ominously noted that average Americans spent over 95 percent of their lives indoors. In a recent Hofstra University Study, 70 percent of mothers reported playing outdoors every day when they were young, compared with only 31 percent of their children. Today’s parents find it simpler and safer for children to just stay inside. Play is the work of children. The oblivious insulated childhood, sequestered from nature and immersed in electronic fantasy, has limited options for learning, exer- cise, and creativity. The average American child sees 10,000 televi- sion murders before the age of 10. Isolation from nature is becoming so complete that a great disconnect Where Do the Children Play? is happening, a disconnect between experience and reality. In Last Child in the Woods: Saving Our Children from Nature Deficit Disorder, author Richard Louv sees National Wildlife Federation asks, but the vacant lots, the ditches as our children so plugged into televis- “How can they be good stewards if well as the canyon lands, and wood- ion and video games that they are they don’t care about trees?” lots along with the old growth. We “the first generation to be raised In The Thunder Tree: Lessons from must become believers in the world.” without meaningful contact with the an Urban Wildland, author Robert Professor of environmental natural world.” Michael Pyle put it this way: “In the studies David Orr asks: “What if The average seven-year-old long run, this mass estrangement every class in every educational suburban child has been exposed to from things natural bodes ill for the institution, from preschool through over 20,000 advertisements and can care of the earth. If we are to forge university, adopted a local ecosystem identify 200 corporate logos. Yet, he new links to the land, we must resist as a means of informing its educa- cannot identify the trees growing in the extinction of experience. We tional program?” But, test score- his front yard. Larry Schweiger of the must save not only the wilderness obsessed schools are cutting down
24 september/october 2005 on field trips. And, outdoor educa- zoos, the consequences are aggres- interpreters can engage their audi- tion requires teachers who under- sion, hoarding of food, depression, ences, ask challenging questions, and stand discovery learning and the neglect and abuse of the young, and make conservation fun. This is how power of direct experience. loss of immune system. Does any of top-notch interpretation differs from Nature centers are providing places this sound familiar? Is short-sighted informing. At its best, interpretation and programs that literally put youth urban planning giving us the same provokes. Interpretation can arouse in touch with nature. This is where zoo-like results? Simply adding grass action. Interpretation can promote our communities can encourage kids t and trees to public housing develop- care for the land and the children. o be kids, to climb trees, play in the ments is linked to fewer reports of For example: 17 years ago in creeks, skip rocks, encounter the crit- domestic violence and stronger Kendall County, Texas, we started a ters, and dig in the dirt. neighborhood ties. Humans need little nature center, researched The 2,000 American nature centers contact with nature. others, and eventually wrote The face an enormous challenge: how to My experience with adolescents in Nature Center Book: How to Create invite citizens out of their comfort- psychiatric hospitals was that volun- and Nurture a Nature Center in Your able air-conditioned boxes to experi- teering at local parks was more thera- Community. Our organization ence, fall in love with, and defend peutic than standard psychotherapy. recently spearheaded a successful nature. We must give children parks, When kids work on conservation proj- $5 million county bond election for natural areas, community gardens, ects and feel their own worth, they are parks and natural areas with hiking greenways, botanical centers, zoos, less obsessed with personal frustra- trails and river recreation. And, we aquariums, nature centers, and the tions. The American Journal of Public are not alone. According to the Trust encouragement to step outside of Health reports that spending time for Public Land, 85 percent of bond their “virtual reality.” in parks, farms, or grassy backyards elections for natural areas have passed Children need to explore the reduces symptoms of Attention Deficit in the last 10 years. undomesticated world. The reclusive Hyperactivity Disorder. Wilderness People are hungry for the natural sedentary childhood promotes therapy works wonders with all kinds world and for a sense of community. obesity, social isolation, and a lack of of children. You will undoubtedly find kindred compassion. Minimally supervised Many suburban neighborhoods spirits at nature centers. And you outdoor play promotes curiosity and have little more natural area than will find those children, those stew- confidence. Children become more impoverished inner-city slums. Flood ards of the future, the ones we can’t healthy and conservation-minded by plains and creeks are stripped of afford to lose. playing hide-and-seek in the woods vegetation and channeled. Houses are than by studying the decline of spaced close together, with monoto- Brent Evans is a licensed social worker distant rain forests. nous postage stamp yards. By advo- who has practiced family counseling People who participate in more cating for parks and natural areas, and community organization for 30 outdoor activities report signifi- citizens can shape communities that years. He is the co-author of The cantly greater satisfaction with their fascinate and vitalize children. Nature Center Book, published by personal lives. On the other hand, Nature centers shine by inspiring NAI’s InterpPress. He can be reached at when mammals are crowded into good local stewardship. Talented [email protected].
Lindsy Grade 4 Ecole St. Adolphe School 9.0 Teacher Resources
9.1 Books • Grasslands: National Audubon Society Nature Guides by Lauren Brown, Random • A Guide to Nature in Winter, by Donald House of Canada, Toronto, 1985 W. Stokes, Little, Brown and Company, Toronto, 1976 • Habitats, by Pamela Hickman, Federation of Ontario Naturalists, Kids Can Press • Amphibians and Reptiles of Manitoba, by Ltd., Toronto, 1993 William Preston, Manitoba Museum of Man and Nature, 1982 • How the Turtle Got its Shell by Joe McLellan and Martine McLellan, • Animal Tracks of Manitoba, by Ian Sheldon Nanabosho series, Pemmican and Tamara Eder, Lone Pine Press, 2001 Publications Inc. • Backyard Habitat for Canada’s Wildlife, by • Keepers series – Keepers of the Animals, Canadian Wildlife Federation, 1997 Keepers of Life, Keepers of the Night, • Golden Guides and Golden Field Guides, Keepers of the Earth, by Caduto and from St. Martin’s Press, includes guides Bruchac on many plants, animals and habitats
Brody Sitar Grade 5 Ecole St. Adolphe School
9 Teacher Resources GRADE 4 – HABITAT MEANS HOME Page 123 • Manitoba Birds, by Andy Bezener and Ken in taking the Project Learning Tree De Smet, Lone Pine Press, 2000 course should contact the Manitoba Forestry Association at (204) 453-3182, • Nature Smart: A Family Guide to Nature, manual is included with the course by Stan Tekiela and Karen Shanberg, Adventure Publications, Inc., Cambridge, • Project Wild: an excellent resource for Minnesota, 1995 activities on wildlife,
• Peterson Field Guide Series, edited by Groups of 20-plus interested in taking Roger Tory Peterson, includes guides the Project Wild course should contact on many different plants and animals the Wildlife and Ecosystem Protection as well as a series for children called Branch of Manitoba Conservation at Peterson First Guides (204) 945-6811, to receive the manual • Plants of the Western Boreal Forest and • The Jumbo Book of Nature Science, by Aspen Parkland by Derek Johnson et al., Pamela Hickman, Federation of Ontario Lone Pine Press, 1995 Naturalists, Kids Can Press Ltd., Toronto, 1996 • Pond Life: A Golden Guide, by George K. Reid, Golden Press, New York, 1987 • The Wind in the Willows by Kenneth Grahame, Oxford University, 1908 • Project Learning Tree: an excellent resource with activities to teach forest • Wildflowers Across the Prairies, by ecology, Groups of 10 or more interested F.R. Vance et al., Greystone Books, 1984
Harley Banting Grade 5 Ecole St. Adolphe School
Page 124 GRADE 4 – HABITAT MEANS HOME 9 Teacher Resources 9.2 Websites • City of Winnipeg: www.winnipeg.ca/ publicworks/naturalist/ns/default.asp, • Acorn Naturalists: www.acornnaturalists. From flowers, birds and butterflies to com, excellent resource catalogue for rivers, creeks and streams Naturalist teachers Services is working to protect and manage • Borealforest.org: www.borealforest. ecologically significant natural areas org, Faculty of Forestry and the Forest within the City of Winnipeg, website Environment, Lakehead University, includes educational activities and 955 Oliver Road, Thunder Bay, Ontario resource information provides information on a variety of • Ecoworld: www.ecoworld.com/Plants/ plants and animals Ecoworld_Plants_Home.cfm, searchable • Canadian Museum of Nature: www.nature. plant database ca, a wealth of information on plants and • Green Street: www.green-street.ca, animals of Canada programs that actively engage students • Canadian Wildlife Federation: www.cwf-fcf. and teachers in environmental learning. org, great site full of useful information, See the Elementary Programs – Schools for curriculum programs, transforming your Wildlife Education for resources on how backyard into habitat and much more to your classroom might take actions to protect a habitat.
Dustin Carrette Grade 5 Ecole St. Adolphe School
9 Teacher Resources GRADE 4 – HABITAT MEANS HOME Page 125 • Green Teacher: www.greenteacher.com, • Rivers West: www.riverswest.ca, excellent resource for teachers information on the Red River Basin, natural and cultural history topics; see Guelph University: www.aquatic. • also www.routesonthered.ca uoguelpph.ca, under the Habitats section go to the heading Rivers you will find • River of Words: www.riverofwords. just about every aspect of rivers, an org, American-based group conducting excellent resource training for teachers, helping them incorporate observation-based nature Invasive Species: www.invasivespecies. • exploration and the arts into learning gov/, you can use this site to find out about watersheds; annual poetry and art more about invasive species and what contest open to all can be done about them • The Nature Conservancy: http:// Manitoba Agriculture: www.gov.mb.ca/ • tncweeds.ucdavis.ed/esadocs/ccirsarve. agriculture/crops/weeds/fab40s00.html, html, information on invasive species information on common weed species of around the world Manitoba including burdock and thistle • What’s Up in the Environment: www. Manitoba Fisheries: www.gov.mb.ca/ • thirteen.org/edonline/wue/land1_ conservation/sustain/4.html; see the overview.html; see the class project on Grade 4 program for curriculum-related Invasive Species, an excellent website activities on habitat • Nature Watch: www.naturewatch.ca, use this site to find out more about the frogs 9.3 Classroom Speakers and toads of Manitoba – what species we have, listen to their calls; see pictures; • Living Prairie Museum: (204) 832-0167, your class might want to become Frog Fax: (204) 986-4172 Watch monitors From November through April, • Pemmican Publications Inc. www. naturalists deliver Nature Comes to You pemmican.mb.ca/children.htm, programs, which includes a Habitats and Pemmican Publications is Winnipeg- Communities program that they deliver based and has a number of excellent at schools. Cost: $2.50 per student, books for children exploring Métis minimum of $50. culture Contact Living Prairie Museum, City of • Plants Database: http://plants.usda. Winnipeg, 2795 Ness Avenue, Winnipeg, gov/, you can use this site to search for MB R3J 3S4, www.winnipeg.ca/ information on plants publicworks/naturalist/livingprairie • Red River Centre for Watershed Education • Manitoba Forestry Association: Centre: www.tri-college.org/watershed/ (204) 453-3182, Fax: (204) 477-5765 llesson_plan_2003/class_2003_05.htm, lesson plan activity called Water Address Cost: $2.50 student, minimum of $50. explores water-related adaptations of Contact Bill Baker, Manitoba Forestry some plants and animals Association, 900 Corydon Avenue, • River Watch: www.riverwatchonline. Winnipeg, MB R3M 0Y4, http://www. org, students can use this site to mbforestryassoc.ca/ explore a variety of plants and animals that live along the river; go to www. riverwatchonline.org/safari/listing.html for a list of plants an animals of the Red River and riverbottom forest
Page 126 GRADE 4 – HABITAT MEANS HOME 9 Teacher Resources 9.4 Traditional Knowledge • Earth Tales from Around the World by Caduto. Stories from 40 countries Resources for Traditional Knowledge combined with activities to illustrate • Nanabosho series, Pemmican Publications a variety of natural subjects from a Inc. www.pemmican.mb.ca/children.htm traditional perspective. Pemmican Publications is Winnipeg-based For more information on books and other and has a number of excellent books for resources from a First Nations or Native children exploring Métis culture perspective see Acorn Naturalists • Keepers series – Keepers of the Animals, www.acornnaturalists.com Keepers of Life, Keepers of the Night, Keepers of the Earth, by Caduto and Guest Speakers on Traditional Knowledge: Bruchac. First Nation stories and • Gary Raven: (204) 363-7377, activities to teach children about animals, [email protected] plants, nighttime events and more. Elder, Hollow Water First Nation. Can Several teacher’s guides also available provide presentations in the classroom on First Nation traditional knowledge • All One Earth: Songs for the Generations by Caduto. Features 12 songs with understanding of plant and animal complete lyrics for 47 minutes of music, populations and interactions. Fee cassette or CD. charged.
Kailyn Grade 5 Ecole St. Adolphe School
9 Teacher Resources GRADE 4 – HABITAT MEANS HOME Page 127 • Joe and Martine McLellan: (204) 772-0876 9.5 Other Resources [email protected]; matrine@ mts.net Authors of the Nanabosho • Manitoba’s Trans Canada Trail Maps series published by Pemmican. Joe is – maps 3, 4, and 5. Resource for the well known for his numerous readings, classroom providing a variety of storytelling sessions and his appearance information on the habitats of the on Sesame Street. Fee charged. (Manitoba Red River Valley. Available from Arts Council provides small grants to www.geomapmanitoba.com or Manitoba Manitoba authors for public readings) Recreational Trails Association (204) 786-2688. • Seine River Greenway Map: A river lies waiting to be discovered, available from www.saveourseine.com
Graham Touchette Grade 4 Ecole St. Adolphe School
Page 128 GRADE 4 – HABITAT MEANS HOME 9 Teacher Resources