Hayward Shoreline Interpretive Center Pre-Trip Activities, Grades K-2 Table of Contents

Title Page Introduction to the Hayward Shoreline 3 Everybody Needs a Home 4 Whose Clues? 5 Habitracks 7

Vocabulary 9 Plants of the Hayward Shoreline 12 Animals of the Hayward Shoreline 13 Common Spring and Summer Shoreline Birds 14 Common Fall and Winter Shoreline Birds 15 Bibliography of Bay-Related Sources 16

Hayward Shoreline Interpretive Center 4901 Breakwater Ave., Hayward, CA, 94545 510-670-7270 www.haywardrec.org/hayshore [email protected]

Pre-Trip Activities, Grades K-2 Introduction to the Hayward Shoreline

History: The Hayward Shoreline Interpretive Center opened in 1986 as a place where school groups and the general public could learn about the ecology, history, and significance of the wetlands surrounding the San Francisco Bay. We call this a “salt marsh”, but in fact these wetlands consist of a complex set of salt, fresh, brackish and tidal ponds. From 1856 through the 1940s this area was used for salt production. In 1980, managers began removing dikes, restoring tidal action to an area that was originally a mixture of tidal wetlands and associated uplands.

Natural History: A marsh is where water and land come together. The 1800 acres of marsh at the Hayward Shoreline constitute the largest section of the wetland habitats in the San Francisco Bay. Wetlands offer a wide diversity of life as both a nursery for sea life and a rich food source for the plants and animals that live there. There are many plants and animals that call the Hayward Shoreline their home. One of the most abundant plats is Pickleweed, which is found only in salt marshes. Pickleweed is an important habitat for the Salt Marsh Harvest Mouse, a unique rodent that has become endangered due to destruction of wetlands around the Bay. San Francisco Bay is home to thousands of resident and migratory birds. The Shoreline is part of the Pacific Flyway, a primary migratory bird route. During the spring migration, a number of birds fly north and breed in the Artic, while others return here from South America and build their nests to raise their young. During the fall migration, many birds that have spent the breeding season farther north fly through on their way to their southern non-breeding grounds. Some birds choose to stay all year in the Bay.

What Good is the Marsh? The Hayward Shoreline is a vital part of the San Francisco Bay ecosystem for many reasons. -It is a rich habitat for many animals: birds, mammals, invertebrates and more. A habitat includes shelter, food, water, air, and space. Every living plant and animal needs a unique arrangement of these basic necessities to create a specific habitat. Without these there would be no life. -Marshes are nurseries for marine life. Fish such as flounder begin their lives in the protected channels of the Bay marshes, and move into the Bay as adults. -Marsh plants help control water quality. Many marsh plants take up water pollutants and convert them into non-pollutants, or store them in their tissues. -Marshes are a natural flood buffer. The marsh slows and absorbs water, protecting human developments. -Marshes prevents erosion. Because water moves more slowly through a marsh, any sediment that was carried along previously is dropped into the marsh and not carried into the Bay. - Marshes store carbon dioxide. There is incredible plant biomass in salt marshes due to the daily movements of tides, which bring in nutrients and flush waste products. These plants store large amounts of carbon, which helps protect our atmosphere from a greater accumulation of carbon dioxide. Healthy marshes promote a healthy Bay, which in turn helps to keep the ocean healthy. Were we to lose our remaining marshes, the Bay ecosystem would be severely damaged. We must all work to preserve areas such as this.

How do People Use the Marsh? The Hayward Shoreline is part of the San Francisco Bay Trail system. Currently you can walk, jog, or bike north from the Center seven miles to San 2

Leandro Marina. The trail will eventually be extended south to the San Francisco Bay National Wildlife Refuge, connecting to the rest of the Bay Trail.

EVERYBODY NEEDS A HOME

Objectives: Students will be able to generalize that people and other animals share a basic need to have a home.

Skills: Analysis, discussion, drawing, generalization, visualization.

Duration: 30 minutes or longer.

BackgroundMaterials: Drawing paper, crayons or chalk.

Background: Humans and other animals- including pets, farm animals, and wildlife- have some of the basics needs. Every animal needs a home. But that home is not just a “house” like people live in. Home, for many animals, is a much bigger place- and its outdoors. The scientific term for an animal’s home is “habitat”. An animal’s habitat includes food, water, shelter, or cover and space. Because animals need the food, water, shelter, and space to be available in a way that is suitable to the animals’ needs, we say these things must be available in a suitable arrangement. The major purpose of this activity is for students to generalize that animals need a home. A house may be considered shelter. People build apartments, houses, trailers, houseboats, and other kinds of shelter in which to live. Animals don’t need a home that looks like a house- but they do need some kind of shelter. The shelter might be underground, in a bush, in the bark of a tree, or in some rocks. Everybody needs a home! And “home is bigger than a “house”. Home is more like a “neighborhood” that has everything in it that is needed for survival.

Procedure: 1. Ask each student to draw a picture of where he or she lives- or to draw a picture of the place where a person they know lives. Ask the students to include pictures of the things they need to live and what they do in their drawing; for example, a place to cook and eat food, a place to sleep, a neighborhood etc. 2. Once the drawings are finished, have a discussion with the students about what they drew. Ask the students to point out the things that they included in their drawings. 3. Make a “gallery of homes” out of the drawings. Point out to the students that everyone has a home. 4. Ask the children to close their eyes and imagine: a bird’s home, an ant’s home, a beaver’s home, the President’s home, their home. Optional: Show the students pictures of different places that animals live. 5. Discuss the differences and similarities among the different homes with the students. Talk about the things every animal needs in its home: food, water, shelter, and space in which to live, arranged in a way that the animal can survive. Summarize the discussion by emphasizing that although the homes are different, every animal- people, pets, farm animals, and wildlife- needs a home. Talk about the idea that a home is actually bigger than a house. In some ways, it is more like a neighborhood. For animals, we call that neighborhood a habitat. People go outside their homes to get food at the store, for example. Birds, ants, beavers and other animals have to go out of their “houses” (places of shelter) to get the food and water they need to live.

Extensions: 1. Draw animal homes. Compare them to places humans live. 2. Go outside and look for animal homes. Be sure not to bother the animals- or the homes-in the process! Activity taken from: Project Wild © 1992,1985, 19883 by the Western Regional Environmental Education Council, Inc.

WHOSE CLUES?

Putting together evidence (clues) to solve a mystery is fun, and it is also part of a scientific approach to problem solving. From reading clues, students make inferences about who left them and the circumstances under which they were left.

Objectives: Student will: 1) observe and identify clues to wildlife activities; 2) make inference about the types of wildlife present in an area and their activities; 3) describe some interrelationships between animals and between animals and between animals and their environment

Methods: Look for and try to identify animal tracks and other signs of wildlife.

Skills: Interpreting information, drawing, observation, small group work, discussion.

Duration: One hour

Materials: Brightly colored ribbon or flagging tape (two 1-foot pieces per student); ice cream sticks (2 or more per student); copies of questions and pictures of signs provided (1 per team); clipboards, pencils; (optional) poster-sized piece of absorbent paper, rags or old towels to wipe hands.

Background: The prospect of a class trip to a wetland or other natural setting may inspire students to envision scenes from National Geographic specials or Disney films. A muskrat diving under water just beyond the grasp of a swooping red-tailed hawk, a beaver gnawing down a birch sapling, an otter in hot pursuit of a bluegill, or fledgling wood ducks plopping comically into the water from their nest cavity in an old tree. All are very real scenes, happening daily in natural areas but seldom witnessed, and especially not by crowds of enthusiastic youngsters. However, all animals leave behind signs of their activities” what they’ve been, where they’ve been walking, running, resting, and rearing their young. When a class full of eyes starts searching an area for these signs, fascinating- and wonderfully gross- discoveries are sure to follow. Tracks, among the most obvious clues of an animal’s presence, are most easily found in mud or sand near puddles, ponds or waterways, where the ground is soft. Each type of animal leaves a distinct footprint; distinguished by the number of toes, claw marks, size, and arrangement of the tracks. Marks left by feet are not always very distinctive, but they may still be important clues. For example, claw marks on smooth bark indicate where squirrels, opossums, or raccoons have been climbing. Animals leave an abundance of evidence about what and where they have been eating. Deer and other browsers snip off tips of twigs and branches. Squirrels drop stripped pinecones and nutshell fragments. Small, freshly overturned or covered patches of leaves and soil might indicate where a squirrel or chipmunk has stashed or recovered nutshell fragments. Small, freshly overturned or covered patches of leaves and soil might indicate where a squirrel or chipmunk has stashed or recovered nuts. Scattered feathers or tufts of fur show where a predator captured or devoured a bird or mammal. The form and contents of droppings, or scat, can reveal a lot about the types of animals living in an area and what they’ve been eating. The scat of plant-eating animals tends to be small and uniform in size and composition. Scat of carnivores and omnivores tens to be larger and may contain hair, bones, and undigested seeds. Not everything that looks like a dropping is necessarily scat, however. Among birds of prey, such as owls, the indigestible part of the meal does not all pass through the digestive tract. Instead, these birds regurgitate pellets of fur and bones, about the size of the end of a thumb or larger, which often accumulate under a favorite roost. Roosts of other birds might be recognized by white splatters

5 from their droppings on the ground under the trees. Another sign of a resting place may be compressed vegetation in a thicket where animals, e.g. deer. Have been lying. Many animals, especially birds, build nests when they’re ready to raise young. Although most nests in an area will be hidden, a few can usually be spotted. Song birds’ nests are typically tucked away in thickets or in leafy cover of trees, and may be made of any of a variety of materials, such as grasses, spider webs, straw, hair, and bark. Large birds of prey, such as eagles, or osprey, build nests of sticks high in the tree-tops (osprey also nest on buoys and channel markers over water). Woodpeckers excavate holes in dead trees or limbs and nest within the hollow. Wood ducks are also cavity nesters, though they find natural cavities to use. A marsh wren’s spherical nest is cleverly concealed, built among the tops of cattails and reeds-but, which is the real one? Marsh wrens build several “dummy” nests to fool predators! Some animal homes may be used year-round, such as muskrat and beaver lodges. If you approach an area quietly, you may get a glimpse of an animal as it ducks into its home and out of sight. Procedure: Before doing this activity, explore your school grounds or adjacent open space and select a site with soft ground and as much diversity of animal life as possible. 1. In class, describe the area and brainstorm about the types of animals that might live there and clues those animals might leave behind. Make a list on the board. 2. Divide the class into small teams. Have each team make a set of flags (2 per student) out of foot long pieces of ribbon tied to ice cream sticks. Explain that they will look for animal clues t the site and mark the clues with the flags- leaving the clues in place will allow everybody to study how and where clues were left. After the search time, each team will take the class on a tour to show their clues. Each team member will talk about two clues, giving their team’s inferences about the set of questions provided. 3. At the site, hand out copies of the questions for the teams to look over before the search, and review the procedure. Define boundaries for each team, making them as large or small as necessary, considering the age of the students and the diversity of the site. Set a time limit of 10-20 minutes. Each team searches within its designated area for two clues per student, or as many as possible (there may only be a few per area, depending upon the site). As clues are found, they should be marked by poking a flag into the ground or tying it to a nearby branch. Team members should plan their answers to the set of questions. 4. After the search time, regroup the class and take the tour, as described above. As clues are presented, the flags should be removed. Encourage all students to offer explanations as a part of the discussion. Questions: 1. What kind of sign is it? Track, scat, evidence of feeding (such as a gnawed branch), actual remains (such as a bone, feather, or shed skin,) nest, pathway, or other sign. 2. What type of animal do you think left the sign? 3. What was the animal doing when it left the sign? How can you tell? 4. If scat or owl pellets, what do you think the animal had been eating? (Neat stuff can be found by examining pellets or poking around in scat with a stick. Most wild animal scat is relatively odorless.) 5. For each of the above questions, how could you find out if your answers are correct?

A nice classroom activity is to carefully pick through owl pellets to retrieve the rodent and bird bone inside. Carolina Biological Supply (1800-334-5551) is a source for obtaining pellets and diagrams of skeletons that students can use to identify bones and skulls, and they can put the skeletons back together!

HABITRACKS

Objectives: Students will be able to 1) identify the basic components of habitat as food, water, shelter, and space in a suitable arrangement; and 2)Generalize that these components of habitat are needed by all animals- including people and wildlife.

Method: Students identify the components of habitat by using a map and exploring their school grounds.

Skills: Analysis, comparing, discussion, drawing, generalization, visualization. Duration: 30 minutes or longer. Time: One or two 45-minutes periods.

Materials: Habitat maps, task cards, and habitat components (see below); glue or tape, scissors, pencils, chalkboard, small paper bags.

Background: People and other animals share some basic needs. Every animal needs a place in which to live. The environment in which an animal lives is called a “habitat”. An animal’s habitat includes food, water, shelter, and adequate space in an arrangement appropriate to the animal’s needs. The major purpose of this activity is for students to understand that all animals including people-share some of the same basic needs. NOTE: This activity may serve as an extension to “Everybody Needs A Home” for students in grades 2 and 3.

Procedure: Advance Preparation By Teacher: 1. Draw a simple map of the school grounds, including sidewalks, buildings, and playgrounds. Make enough copies of the map saving your original to use for another time- so that you have a map for every group of three students. 2. Chose different animals for which you can draw “tracks”. For example: bird, cat, dog, bear, mouse, child, deer, horse. 1. On each map, mark the travels of the animal you have chosen for that map. Try to map the travel as realistically as possible- however, you can begin from the classroom and end back at the classroom. Write the name of each animal, with the word “Habitat”, at the top of each map. For example: “Bird Habitat: What A Bird Needs To Survive.” 2. Make one task card for each animal whose tracks you have mapped. Each card needs to have a shape drawn to represent “food”. “Water”, “shelter”, and “space”. 3. Make a set of food, water, shelter, and space pieces, which will fit over the shapes on each task card. Again, these “habitat component” pieces need to be the same color as the task card they go with. For example, if you chose brown for the bear task card, the habitat pieces should also be brown. Just before the activity begins, go outside on the school grounds and place the habitat component pieces along the trail for the appropriate animals. (Be certain to tell other teachers and students about the trail, and ask their cooperation in not disturbing it.) For example, food in the “Bear Habitat” might be found at a bush, water in a puddle near the drinking fountain, and space on the playground. Several habitat pieces for different animals will need to be in the same general area-for safety and convenience as you watch the children. The color-coding works well to minimize confusion- since each group of children with a map and a task card is only looking for the color that matches their task cards.

Procedures With Students: 1. Divide the class into teams of three students each. 2. Give each team a “habitat map” that indicates the name of the animal they are tracking. Tell the students that they have 10 minutes to track the animal they have been given, looking for the things the animal needs to survive. Give each team the task cards for their animal. Also give each team a paper sack to put their habitat pieces in as they can find them. 3. Tell the students that to track the animals, they have to be quiet. Being very quiet, all the teams are to go outside and –using their maps- track their animals. To share responsibilities, one student could hold the map, another the task card, and another the sack for habitat pieces. Tell the students that they are going to find things that represent what their animals need to survive. Hen they find something that is the color of the task card they are holding, they should put it in their sack. They should find pieces that match what they see on their task cards. 4. Within 10 minutes, the students should all follow their maps back to class. 5. Once back in class, give the student tape or glue so that they can affix their habitat pieces to their task cards. 6. Once the habitat cards are completed, invite the student groups to report on what they found and where they found it. Ask the students if everyone found “food”. When they say, “Yes,” write “food” on the chalkboard. Do the same with “water”, “space”, and “shelter”. Ask one of the students in each group to draw a line connecting the four habitat pieces. For example:

Tell the students that the food, water, space, and shelter have to go together in a suitable arrangement in order for an animal to live. For example, animals need the right amount of space to survive. A bear needs more space than a small insect. Animals must have the right amount and the right kind of food. Food, water, space, and shelter represents the idea of a suitable arrangement for the animal in its habitat.)

Extensions: 1. Take a brightly colored ball of yarn. Each child is labeled either food, water, shelter, or space. Connect the “food”; “water”, “shelter” and “space” by having the children each take hold of a long string of yarn. The children all connected by the yarn represent a suitable arrangement of food, water, shelter, and space to meet an animal’s needs. First, use a very long piece of yarn that leaves the children standing a distance from each other. This can represent some animals’ needs for a large habitat in which to live-like bear, mountain lion, or deer. A short length of yarn that has the children standing very close to each other can represent some animal’s smaller habitat- like inspects or mice. 2. If possible, show the students real animal tracks.

Evaluation: Draw a picture of an animal in a suitable habitat. Identify and describe what the animal needs to survive, and show where and how its needs are met in the habitat.

VOCABULARY Adaptation: Structural, functional, or behavioral changes of an organism in response to a particular condition or environment. These changes help the organism to better survive in this environment.

Algae: Simple unicellular or multicellular organisms that often perform photosynthesis, but do not have the structures of plants like leaf, stem, or root systems.

Amphipod: An order of crustaceans that includes the beach hoppers and sand fleas.

Arthropod: A phylum of invertebrates that have segmented bodies, jointed appendages and an exoskeleton. Includes crustaceans, insects, centipedes, millipedes, and arachnids.

Bacteria: A type of microscopic organism that generally gets its energy by stealing nutrients from other living organisms (a parasite) or by breaking down dead organisms (a saprophyte).

Barnacle: Filter-feeding marine crustaceans that are free-floating as juveniles, fixed to rocks or floating objects as adults.

Benthic: To live at the bottom of the sea or other body of water.

Biomass: The total mass of the organic material of a single or group of species per area or volume. Term is used when expressing population density.

Brackish: A combination of salt and freshwater.

Carnivore: An animal that eats other animals.

Class: A taxonomic grouping of related, similar orders; category above order and below phylum.

Community: A group of living organisms in a given area that interact with each other; the living component of an ecosystem.

Consumer: In an ecosystem, organisms that eat other organisms, plant or animal.

Crustacea: A grouping of related classes of arthropods that includes pill bugs, crabs and barnacles.

Decomposer: An organism that breaks down dead organic material into simpler things.

Delta: A discrete prominence of sediment formed where a sediment-laden current enters an open body of water, at which point there is a reduction in the velocity of the current. These results in rapid deposition of sediment, which forms a body, for example, the alluvial deposit at the mouth of a river where the river discharges into the sea or a lake.

Detritus: Small particles of decaying plants and animals that form the bases of some food chains.

Diatoms: Microscopic organisms with a silica-based cell wall; important members of the phytoplankton.

Diked Uplands: Land lying above the level where water flows or where flooding occurs, barricaded by an earthen dam called a dike. 9

Diurnal: Active during the day; opposite of nocturnal.

Ecosystem: The interactive community in which animals and plants live; includes rocks, soil, air and water.

Endangered: A species of which there are so few that unless something changes, they will all die out (become extinct).

Erosion: The process of wearing away by the action of water, wind or glacial ice.

Estuary: An area where fresh water meets and mixes with saltwater.

Exoskeleton: An external means of support for an animal’s body like the shells of mollusks and arthropods.

Extinct: No longer found anywhere on this planet.

Extirpated: No longer found in an area where it used to live (locally extinct).

Filter Feeder: An animal that gets its food by straining small particles out of the water that surrounds it.

Food Chain: The passage of energy (food), from producers (plants), up to herbivores and carnivores.

Food Web: Many interlocking and interdependent food chains, including decomposers.

Freshwater: Water containing little or no sodium chloride (salt).

Habitat: A place where an animal lives and has access to space, food, water, protection and oxygen.

Halophyte: A plant that can tolerate salty soils.

Herbivore: An animal that eats only plants.

Intertidal: The zone along the shore between high and low tide lines.

Invertebrate: An animal without a backbone (crabs, insects, etc.)

Mollusks: A phylum of animals that have soft bodies, usually protected by shells (clams, oysters, snails, etc.)

Mudflat: The section of land along the edge of the Bay that is exposed at low tide, but isn’t uncovered long enough for plants to be able to grow.

Niche: The role of an organism in a community, especially in regard to how it gets its food.

Nocturnal: Active at night.

Nutrients: Substances that provide energy for plants or animals to live and grow.

Omnivore: An animal that eats both plants and animals (humans, etc.)

Order: A taxonomic grouping of related, similar families; the category below class (isopod, amphipod, etc.).

Organism: A living individual, plant, animal, protist, fungus, etc.

Photosynthesis: The process by which plants and algae use sunlight and chlorophyll to make simple sugars from carbon dioxide and water.

Phylum: A taxonomic grouping of related, similar classes; the high-level category above class (arthropods, vertebrates, mollusks, etc.)

Phytoplankton: Microscopic plants that live in water (diatoms, etc.)

Predator: An animal that kills other animals for food.

Prey: An animal that is killed for food.

Producer: An organism that can make its own food without consuming other organisms (plants, diatoms, and algae).

Refractometer: A device for measuring salinity, expressed in units of parts per thousand (ppt) or as a percent.

Renewable Resource: A resource produced as part of the functioning of natural systems at rates comparable with its rate of consumption.

Salinity: The saltiness of the water measured in parts per thousand (ppt. or 0/00). The average salinity of ocean water is 35 ppt (or 3.5% salt).

Salt Marsh: An area of soft, wetland that is periodically flooded by saltwater and inhabited by plants which are able to grow in salty water and soil.

Scavenger: An animal that feeds on dead animals or dead organic matter.

Tide: The periodic rise and fall of bodies of water resulting from the gravitational pull of the moon and the sun on the earth. There are two low and two high tides every day along the Pacific Coast of North America.

Unicellular: Composed of one cell (diatoms, etc.).

Vertebrate: An animal with a backbone (fish, amphibians, reptiles, birds, and mammals).

Watershed: A region or area bound peripherally by a water parting and draining ultimately to a watercourse or body of water.

Zooplankton: Microscopic animals that live in water 11

PLANTS of the Hayward Shoreline

NATIVE NON-NATIVE Pickleweed Salicornia virginica Eastern Cordgrass Spartina alterniflora Cordgrass Spartina foliosa Brass Buttons Cotula coronopifolia Alkali Heath Frankenia grandifolia Wild Radish Raphanus sativus Salt Grass Distichlis spicata Australian Salt Bush Atriplex semibaccata Fiddleneck Amsinckia intermedia Black Mustard Brassica negri Gum Plant Grindelia humilis Bedstraw (Goose Grass) Eleusine indica Jaumea Jaumea carnosa Sour Grass Oxalis pes-capra Tule (Bulrush) Scirpus robustus New Zealand Spinach Tetragonia tetragonioides Coyote Bush Baccaris pilularis Italian Thistle Carduus pycnocephalus Fat-hen Atriplex patula Milk Thistle Silybum marianum Algae Enteromorpha Iceplant Ulva taeniata Mesembryanthemum edule Vaucheria longicaulis Mesembyranthemum crystallinum Mesembryanthemum nodiflorum Indian Lettuce (Miner’s Lettuce) Montia perfoliata

Marsh Dodder Cuscuta salina

ANIMALS of the Hayward Shoreline (This is a partial list of the animals found at the Shoreline) NATIVE MAMMALS Lined Shore Crab Clapper Rail CA Ground Squirrel Pachygrapsus crassipes Rallus longirostrus obsoletus Spermophilus beecheyi Olympic Oyster Snowy Plover Vagrant Shrew Ostrea lurida Charadrius alexandrinus Sorex vagrans NON-NATIVE CA Least Tern Black-Tailed Jackrabbit MAMMALS Sterna albifrons browni Lepus californicus Red Fox Vulpes vulpes Brown Pelican Harbor Seal Pelicanus occidentalus californicus Phoca vitulina Muskrat Ondatra zibethicus EXTIRPATED (no longer here) BIRDS MAMMALS American Avocet FISH Grizzly Bear Recurvirostra americana Striped Bass Ursus arctos Morone saxatilis Canada Goose Gray Fox Branta canadensis Rainwater Killifish Urocyon cinereoargenteus Lucania parva Northern Harrier Coyote Circus cyaneus INVERTEBRATES Canis latrans Oyster Drill Snowy Egret Urosalpinx cinerea Sea Otter Egretta thula Enhydra lutris Ribbed Horse Mussel Great Egret Geukensia demissa Gray Whale Casmerodius albus Eschrichtius robustus Mud Snail Great Blue Heron Ilyanassa obsoleta Jaguar Ardea herodias Felis onca Atlantic Green Crab Forster’s Tern Carcinus maenas BIRDS Sterna forsteri CA Condor Japanese Littleneck Clam Gymnogyps californianus FISH Tapes japonica Threespine Stickleback Gasterosteus aculeatus Softshell Clam Mya arenaria REPTILES Pacific Gopher Snake Japanese Oyster Pituophis catenifer catenifer Crassostrea gigas

Western Fence Lizard Eastern Oyster Sceloporus occidentalis Crassostrea virginica

INVERTEBRATES Mitten Crab Pygmy Blue Butterfly Eriocheir sinensis Brephidium exile THREATENED- CA Horn Snail ENDANGERED Cerithidea californica MAMMALS Salt Marsh Harvest Mouse Bentnose Clam Reithrodontomys raviventris Macoma nasuta BIRDS Mud Crab/Yellow Shore Crab Peregrine Falcon Hemigrapsis oregensis Falco peregrinus 13

Common Spring and Summer Shoreline Birds

Male (top) and female American Avocet Mallard Duck (breeding plumage)

Black-Necked Stilt

Least Sandpiper

Barn Swallow

Song Sparrow Cli! Swallow

Willet Canada Goose

Great Egret Snowy Egret

Common Fall and Winter Shoreline Birds

American Avocet Willet (nonbreeding plumage)

Black-necked Stilt Dowitcher

Black Phoebe Least Sandpiper (male is black)

Northern Shoveler Song Sparrow

Ruddy Duck (female- male has white head in winter)

Great Egret Snowy Egret (nares are white in winter)

Bibliography of Bay-Related Sources

Books Cohen, A. 1991. An Introduction to the Ecology of the San Francisco Bay Estuary. Save San Francisco Bay Association; Oakland, CA.

Conradson, D. 1996. Exploring our Baylands. San Francisco Bay Wildlife Society; Fremont, CA.

Bakker, E. 1971. An Island Called California. U.C. Press; Berkeley, CA.

Gilliam, H. 1957. San Francisco Bay. Doubleday. (An overview of Bay industry and history)

Howard, A.D. 1972. Evolution of the San Francisco Bay Region. U.C. Press; Berkeley, CA.

Margolin, M. 1988. The East Bay Out. Heyday Books; Berkeley, CA.

Margolin, M. 1978. The Ohlone Way. Heyday Books; Berkeley, CA. (A comprehensive description suggesting how the Native Americans once lived in the Bay Area)

Mitchell, A. 1989. The Young Naturalist. Usborne Publishing Ltd., London, England.

Articles Ayres, D. “Spread of exotic cordgrasses and hybrids (Spartina sp.) in the tidal marshes of San Francisco Bay, California, USA.” Biological Invasions, Vol. 6: 221-231. 2004. Kluwer Academic Publishers.

Websites John Bourgeois, Executive Director. http://www.southbayrestoration.org.

Cohen, Andrew N. 2011. The Exotics Guide: Non-native Marine Species of the North American Pacific Coast. Center for Research on Aquatic Bioinvasions, Richmond, CA, and San Francisco Estuary Institute, Oakland, CA. Revised September 2011. http://www.exoticsguide.org

Other Resources NOAA’s Education Page. Lots of good general marine information. http://www.education.noaa.gov/Marine_Life/

Marine Science Institute (located in Redwood City) has a page with more detailed information about the animals and plants of the San Francisco Bay. http://sfbaymsi.org/schoolprograms/refrencelibrary/sfbayecology.html