Tours of the Bolsa Chica Ecological Reserve EDUCATOR’S GUIDE

Amigos de Bolsa Chica EDUCATOR’S GUIDE TABLE OF CONTENTS

Letter to Educators 3 Map of the Bolsa Chica Ecological Reserve 4 Field Trip Information 5 Rules to Protect Our Wildlife and Your Children 6 The Ecology of Bolsa Chica 7 Connecting to the Standards 8 Functions and Values of Wetlands 10 Bolsa Chica as an Ecosystem 11 Salt Marsh Food Chain 12 Bolsa Chica: A Tidal Salt Marsh 13 Productivity Chart 14 Bolsa Chica Through the Changing Seasons Checklist 15 of Commonly Seen at Bolsa Chica Checklist 17 of Fish Common to Bolsa Chica 19 The Birds of Bolsa Chica 21 Connecting to the Standards 22 Checklist of Birds Commonly Seen at Bolsa Chica 24 Pacific Flyway 28 Bird Beaks and Feet Worksheet 29 Bird Beaks and Feet Answers 30 What Are the Shorebirds Eating? 31 Endangered Species of Bolsa Chica 33 Connecting to the Standards 34 Endangered Species Act 35 Endangered Birds of Bolsa Chica 37 The History of Bolsa Chica 39 Connecting to the Standards 40 The History of Bolsa Chica 42 The Restoration of Bolsa Chica 47 Connecting to the Standards 48 Restoration of the Bolsa Chica Wetlands 49 Bolsa Chica 1901 50 Bolsa Chica Lowlands Restoration Project Map 51 How You Can be Involved with Amigos de Bolsa Chica 53

1 Amigos de Bolsa Chica EDUCATOR’S GUIDE

2 Amigos de Bolsa Chica EDUCATOR’S GUIDE

Dear Educator,

Thank you for booking a tour to visit the Bolsa Chica Wetlands. Once covering several thousand acres, the Bolsa Chica is now approximately 1600 acres of undeveloped wetlands, lowlands and adjacent mesa areas. This area is rich with history beginning with the Native Americans who lived atop the mesas to the oil production in the twentieth century. The Bolsa Chica area is also an important stop for migratory birds along the Pacific Flyway, including some endangered species and threatened species. More than 200 species of birds have been sighted at Bolsa Chica.

An Amigos de Bolsa Chica tour of the Bolsa Chica Ecological Reserve helps educators meet specific Next Generation Science Standards required for their grade levels. In addition, a tour of Bolsa Chica adds a special dimension to the comprehensive study of environmental issues including community action, protection of endangered species, marine debris, recycling, and pollution. How Amigos de Bolsa Chica, a small grassroots organization, championed the protection of Bolsa Chica is a wonderful example of how concerned citizens can rally together to protect a historic wetland.

This guide is designed to give educators detailed background on the various topics addressed in an Amigos de Bolsa Chica tour of the Bolsa Chica Ecological Reserve. This guide also provides sample activities that can be utilized to enhance your class’s learning experience. For additional activities and resources related to coastal environment education, download the Coastal Commission’s California Coastal Voices, https://www.coastal.ca.gov/coastalvoices/download.html.

The Amigos de Bolsa Chica thanks you for incorporating the importance of preserving and restoring wetlands into your curriculum. We hope that you enjoy your tour.

Amigos de Bolsa Chica Community Education Committee

3 4 Amigos de Bolsa Chica EDUCATOR’S GUIDE IMPORTANT TOUR INFORMATION

Bolsa Chica Wetlands Tour Location: The tour starts in the south parking lot of the Bolsa Chica Ecological Reserve across the street from the entrance to the Bolsa Chica State Beach on Pacific Coast Highway between Warner Avenue and Seapoint Street. Bus parking is available. See map on previous page.

Types of tours: The Footbridge to 1st Overlook Tour starts on the footbridge where visitors observe underwater life, then continues on to the first overlook and the full tidal basin. Visitors will see marsh plants and a wide variety of birds. The tour is approximately 1 ½ hours in length. The Inner Bolsa Bay to Mesa Tour starts on the footbridge, stops at the first overlook and continues on to the Bolsa Chica Mesa. The greater distance allows for more exposure to the ecology and history of the Bolsa Chica Ecological Reserve. This tour is 2+ hours covering 1.6 miles round-trip.

Tour Procedures: A Tour Scheduling Packet can be downloaded from amigosdebolsachica.org/tours.php or sent by email to educators. The packet requests information about the school, requests tour date and alternative dates, and explains the procedure for reimbursing bus transportation costs for qualifying under served schools. Several groups utilize the BCER throughout the year, therefore all tours must be added to the Reserve Calendar to ensure there are no conflicts between groups. After the form has been returned and the tour officially scheduled, approximately one week before the tour, the educator will be given the name and phone number of his or her lead docent. The educator’s contact info will be given to the lead docent.

Please Arrive On Time. If there are any issues with arrival time or changes in plans, you must contact the lead docent. We understand delays, however, unless forewarned, docents are volunteers and will wait no more than 30 minutes beyond the scheduled tour time. It will be up to the lead docent if the tour will proceed or will need to be rescheduled.

Tour Group Size: Limit of 60.

Adult Accompaniment for Children’s Tours: One adult to every ten children is requested.

The Amigos tries to provide one docent for every 15-20 students. Docents will greet your group near the bus parking area. This guide has been designed to assist educators in meeting the needs of their class’s studies. As specified in the tour scheduling packet, docents will assist in identifying common plants, animals and birds; point out adaptations of the wildlife to the coastal wetland habitat; encourage direct observations; describe the significance of endangered species and Bolsa Chica’s importance for them; and explain the history from prehistoric times to the present, including the restoration project and conservation plans.

Suggested Clothing/What to Bring: We recommend comfortable walking shoes, jackets (the Bolsa Chica Wetlands can be windy and cold throughout the year) and in summer months wear sunscreen and/or a hat. Binoculars are especially useful.

Facilities: The only facilities on site are two portable toilets in the parking lot.

No food is allowed in the Ecological Reserve.

5 Amigos de Bolsa Chica EDUCATOR’S GUIDE RULES TO PROTECT OUR WILDLIFE AND YOUR CHILDREN

Please review these two rules with your students BEFORE your visit to Bolsa Chica. Teachers, aides and parents are all responsible for ensuring that children obey the rules at all times so the entire class or group will have a wonderful experience with nature! Thank you!

Rule #1: Respect the wildlife in their home

• Use a quiet voice at all times • Stay on the trails • Do not pick any plants • Do not harm any insects

Rule #2: Listen to and obey your tour leader

• Only 1 person talks at a time • When your tour leader is talking, you listen • Raise your hand to speak • Stay behind the tour leader on the trails • Follow instructions

HOW TO ACT AT THE BOLSA CHICA ECOLOGICAL RESERVE:

Instead of this: Do this: Why:

shouting use a quiet voice We are visitors in the animals’ homes. We will see more if we are quiet.

everyone talking raise your hand to speak We can share more information with you if only one person talks at a time.

throwing rocks or use your eyes to find and We want to protect wildlife. picking plants watch an or plant

running walk gently We don’t want you to get hurt falling.

walking off the trail stay on the trail We don’t want you to trample or hurt the plants or hidden wildlife.

6 7 Amigos de Bolsa Chica EDUCATOR’S GUIDE CONNECTING TO THE STANDARDS The Ecology information session of the tour supports the following Next Generation Science Standards.

Grade Level NGSS Citation Specific Connection

Kindergarten Living things need water, air, and resources Explanation of plants and animals from the land, and they live in places that present in the salt marsh habitat have the things they need. K-ESS3.A

First Grade Develop understanding of how plants and Interactive discussion of plants animals use their external parts to help and animals present in the them survive, grow, and meet their needs habitat as well as how behaviors of parents and offspring help the offspring survive. 1-LS1-2

Second Grade Make observations of plants and animals Observation and discussion to compare the diversity of life in different of living things present in the habitats. 2-LS4-1 habitat - Animal sightings checklist activity

Second Grade Compare multiple solutions designed Explanation of the physical to slow or prevent wind or water from setting and zones of the salt changing the shape of the land. 2-ESS2-1 marsh

Second Grade Develop a model to represent the shapes Observation explanation of salt and kinds of land and bodies of water in an marsh ecosystem area. 2-ESS2-2

Second Grade Plants depend on water and light to grow Explanation and discussion of 2-LS2.A salt marsh plants

Second Grade Plants depend on animals for pollination or Explanation of interactions to move their seeds around. 2-LS2.A between living things in the ecosystem

Third Grade Reproduction is essential to the continued Explanation of plants and animals existence of every kind of organism. Plants living in the ecosystem and animals have unique and diverse life cycles. 3-LS1.B

Fourth Grade Plants and animals have both internal Discussion of plants and animals and external structures that serve various present in the ecosystem functions in growth, survival, behavior, and reproduction 4-LS1.A

Fourth Grade Make observations and/or measurements to Observation and discussion of provide evidence of the effects of the physical setting and zones of

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weathering or the rate of erosion by water, the salt marsh ice, wind, or vegetation. 4-ESS2-1

Fifth Grade Plants acquire their material or growth chiefly Explanation of plants living in from air and water. 5-LS1.C the ecosystem

Middle School Use arguments based on empirical evidence and Discussion of plant and scientific reasoning to support an explanation animal adaptations to the salt for how characteristic animal behaviors marsh habitat and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. MS-LS1-4

Middle School Construct a scientific explanation based on Presentation of diagrams evidence for the role of photosynthesis in the explaining the salt marsh cycling of matter and flow of energy into and food chain and energy flow out of organisms. MS-LS1-6

Middle School Organisms, and populations of organisms are Explanation of living and dependent on their environmental interactions non-living components of the both with other living things and with nonliving ecosystem factors. MS-LS2.A

Middle School Biodiversity describes the variety of species Observation and discussion found in Earth’s terrestrial and oceanic of living things present in the ecosystems. The completeness or integrity of ecosystem - Animal sightings an ecosystem’s biodiversity is often used as a checklist activity measure of its health.MS-LS2.C

High School Photosynthesis and cellular respiration Presentation of diagrams (including anaerobic processes) provide most of explaining the salt marsh the energy for life processes. HS-LS2.B food chain and energy flow

High School Use mathematical representations to support Presentation of diagrams claims for the cycling of matter and flow of explaining the salt marsh energy among organisms in an ecosystem. HS- food chain and energy flow LS2-4

High School Evaluate the evidence supporting claims that Explanation of species changes in environmental conditions may result present in the ecosystem and in: (1) increases in the number of individuals of changes in the ecosystem some species, (2) the emergence of new species over time over time, and (3) the extinction of other species. HS-LS4-4

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FUNCTIONS AND VALUES OF WETLANDS

Provide open space and recreation.

Provide natural flood control.

Purify the water. Marshes act as filters.

Produce oxygen.

Are outdoor laboratories for scientists and educators.

Provide sediment traps and erosion control.

Serve as fish nurseries. 50% of commercial fish spend some point of their lives in a marsh. It is protected from waves and predators, and is full of food.

Provide homes for endangered species.

Provide habitat for migrating, wintering, and breeding birds.

Bolsa Chica is a stopping point on the Pacific Flyway. There are fewer stopping points so birds need the ones that are left, therefore, resto- ration is very important.

Serve as repositories for native plants and animals.

10 Amigos de Bolsa Chica EDUCATOR’S GUIDE BOLSA CHICA AS AN ECOSYSTEM

What is an ecosystem? An ecosystem is a unit of the environment in which living and nonliving components interact. Bolsa Chica is primarily a salt water marsh which is a coastal ecosystem with the intertidal zone. A clear understanding of the nature of the interactions between living things and nonliving things at Bolsa Chica would be very helpful in determining how best to protect it and maintain it in the future.

The prominent nonliving parts of the Bolsa Chica are the sun, saltwater, freshwater, air and mud. The mud is composed of detritus, or decomposed organic matter, and soil carried into the marsh by rainfall draining off the upland slopes.

The living parts of the marsh include birds, fish, , and plants (including ). Of these components, the plants are the most important to the ecosystem. They are called the primary producers because they can make their own food from carbon dioxide and water, using the sun’s energy. This process is called photosynthesis, and it is essential to the continued existence of the marsh. One important by-product of photosynthesis is oxygen.

Salt marshes are among the most productive ecosystems on earth. Productivity is calculated by measuring plant growth between periodic harvests by biologists. The marsh plants gain their nutrients from sea water and also from detritus that is in the mud. The smallest plants are the plant plankton, or phytoplankton. They float freely in the water, and reproduce rapidly when conditions are favorable. Phytoplankton are the basis of the ocean food web and produce more than half of Earth’s oxygen.

As small animal plankton (zooplankton) feed on plant-like phytoplankton, and in turn are eaten by somewhat larger animals in the marsh, food chains form in the ecosystem. In a food chain, sun’s energy that was originally captured by plants is passed along. As the many food chains of the marsh become complex and interwoven, they are called food webs. On the following page is a simple salt marsh food web: energy is passed along in the direction of the arrows. Note that individual components of the food web are necessary for the survival of the systems as a whole; this concept of interdependency is particularly important.

11 Amigos de Bolsa Chica EDUCATOR’S GUIDE SALT MARSH FOOD CHAIN

COYOTE

OSPREY

CONSUMERS (CARNIVORES) DECOMPOSERS

AVAILABLE FOOD ENERGY

SANDPIPER RIDGWAY’S RAIL

GODWIT DECOMPOSERS CURLEW EGRET

CONSUMERS (CARNIVORES)

AVAILABLE FOOD ENERGY

SHRIMP BEETLE MULLET

HEAT ENERGY

CRAB

SNAIL DECOMPOSERS GROUND SQUIRREL COTTONTAIL CONSUMERS (HERBIVORES)

DECOMPOSERS AVAILABLE LARVAE FUNGI BACTERIA FOOD ENERGY

BEACH CORDGRASS PHYTOPLANKTON PRIMROSE

PRODUCERS PICKLEWEED

ALGAE MATS SOLAR SEA LAVENDAR ENERGY

AIR SOIL SALT WATER ROCKS FRESH WATER

NUTRIENTS - NITROGEN, PHOSPHORUS, ETC. NON-LIVING RESOURSES

12 Amigos de Bolsa Chica EDUCATOR’S GUIDE BOLSA CHICA: A TIDAL SALT MARSH What is a tidal salt marsh? It is a community of plants and animals that are tolerant of wet, saline conditions. This community is a transition between land and ocean systems, and thus contains aspects of both. The soil is saturated with water or covered by shallow water, and this water has a salinity level generally between that of freshwater and saltwater. The level of the water in a tidal salt marsh fluctuates daily due to tidal action.

The tidal salt marsh has a complex zonation of plants and animals. The lower and upper limits of the marsh are set by the tide range: the high marsh is flooded irregularly and the low marsh (including mudflats) is flooded at least daily. Narrow subtidal channels serve as conduits between the salt marsh and the adjacent ocean. Each of these zones is a distinct habitat favored by different groups of plants and animals.

Zonation

High Tide

High Marsh supports pickleweed and Low Tide cordgrass. A good Low Marsh is good habitat for cordgrass, habitat for Belding’s insects, herons and Savannah Sparrow Mudflats are rich in egrets, and Ridgway’s and Ridgway’s Rail. Subtidal Channels life for Rail are important habitat for shorebirds. Algal fish at low tide. They mats grow here allow good drainage and flooding in mudflats

Bolsa Chica is dominated by the high marsh, but it also has extensive mudflats with some channels and open water. Another habitat found at the Bolsa Chica Wetlands is the salt flat. The salt flats have no vegetation, and contain water only after rains. These interim ponds are quite salty and support many insect larvae. Shorebirds can feed on these larvae without competition from fish.

Zonation depends on several factors; two important ones are salinity and nutrient availability. Salinity changes depending on these conditions:

a. frequency of tidal inundation e. vegetation b. rainfall f. depth of water table c. tidal creeks and drainage g. freshwater inflow d. soil texture

Nutrient availability varies considerably, especially the supply of usable nitrogen and phosphorus. Often there is not enough oxygen present in marsh soils to combine into useful nitrates and phosphates.

13 Amigos de Bolsa Chica EDUCATOR’S GUIDE g/m2/year - of amount photosynthesis g/m2/year NET PRIMARY PRODUCTIVITYNET PRIMARY OF SELECTED ECOSYSTEMS

14 Amigos de Bolsa Chica EDUCATOR’S GUIDE BOLSA CHICA THROUGH THE CHANGING SEASONS IN SPRING at the Bolsa Chica Wetlands, the days and the water become warm and tidal circulation is low. “Neap tides” are prevalent, with a small tidal range between the high and low tides. Two kinds of green algae grow and become dominant in the water during these months: stringy Enteromorpha and flat Sea Lettuce. Marsh plants such as Pickleweed, Saltgrass, Shoregrass and Jaumea begin flowering, and the sand dune plants such as the Beach Evening Primrose, bloom from late March through summer.

Brown Sea Hares, Horn Snails and Shore Crabs are easily seen grazing on the algae under and around the footbridge. Snakes and lizards come out of hibernation. Side-blotched and Western Lizards sun themselves on the trails.

Black-necked Stilts and American Avocets are shorebirds that breed at Bolsa Chica during the spring, and terns and skimmers begin arriving in April from their southern wintering grounds. Throughout the spring, the Elegant Terns perform aerial courtship displays and male endangered Least Terns offer fish to prospective mates.

Horn Snail Sea Lettuce Brown Sea Hare California Least Tern

Sea Lavendar Striped Mullet Round Stingray American Avocet

IN SUMMER the warm dry days cause a decline in the green algae. As the algae decomposes, it provides tiny particles of food (“detritus”) for filter-feeding animals such as Clams, Sea Squirts, and Sponges. Filamentous Blue-green Algae dominates in summer, forming microscopic tufts or mats on the mudflats and plant stems. Most of the marsh plants are flowering now, including Sea Lavender which sends up tall stalks of tiny purplish-white flowers.

In the early summer, as many as 10,000 Elegant Terns nest on the sand of Tern Island south of the footbridge. Caspian Terns, Royal Terns and Black Skimmers join them, though in much smaller numbers. California Least Terns prefer to nest in the sand of the protected area of Nest Site 1 near the end of the footbridge. Forster’s Terns nest in the Pickleweed around the Tern Island. Ridgway’s Rails, an endangered species, can occasionally be seen in the Cordgrass and Pickleweed under the footbridge, sometimes with offspring.

Stingrays can be seen from the footbridge foraging for clams and crabs. In some years, large populations of Common Jellyfish are pushed by the tides to the edges of the marsh. Mullet are often seen making sudden jumps out of the water.

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IN FALL, dry Santa Ana winds, high evaporation rates and a lack of “Spring tides” create drought stress in the upper marsh habitats and saltflats. Most marsh plants cease flowering by late fall except for Cordgrass and Sea Lavender. The Pickleweed begins to turn red or pink; later the ends of the stems dry up and break off, returning stored salt to the soil.

By summer’s end, the terns and skimmers have left to return to Central and South America, and the shorebirds and ducks begin arriving from the north in small numbers, with shorebirds arriving earlier than the ducks. Some of the shorebirds may still show portions of their summer breeding plumage, such as the Black-bellied Plover and Long-billed Dowitcher. Western Sandpipers are seen in flocks of hundreds of birds. Some shorebirds are stopping at Bolsa Chica to rest and refuel, while others, such as Marbled Godwits, Long-billed Curlew and Willet will stay throughout the winter. Black-necked Stilts and American Avocets are year-round residents of Bolsa Chica.

Black-necked Stilt Saltwort Northern Pintail Willet

Belding’s Savannah Sparrow Western Grebe Pickleweed Marbled Godwit

IN WINTER, storms provide freshwater which decreases the salinity (“saltiness”) of the soil. Storm runoff from inland cities comes down the Wintersburg Flood Control Channel, which empties near the tidegates and carries unwanted trash into Outer Bolsa Bay along with the freshwater. “King tides” occur again between December and February, with saltwater reaching the upper portions of the marsh. In some years, the high tides on the ocean side combine with heavy rains to flood Pacific Coast Highway and cause its closure.

The water is cool, and thus primary productivity of the plants is low. However, the decreased salinity helps Pickleweed seeds germinate, and large expanses of Pickleweed follow wet winters. No marsh plants are in flower during these months. Winter brings the highest concentrations of ducks, grebes and shorebirds which may be seen resting and feeding in the wetlands. Flocks of “diving ducks” such as Surf Scoter, Lesser Scaup, Bufflehead, Ruddy Duck float in the middle of the bays, while Marbled Godwits, Willets, Dowitchers, Dunlin, and Western Sandpipers congregate on the shores. “Dabbling ducks” include Northern Pintail, American Wigeon, and Blue-winged Teal. Several species of Loons and Western Grebes chase the abundant fish population. As spring approaches, the resident Belding’s Savannah Sparrow begins staking out territories and is most visible as it perches on top of the pickleweed.

16 Amigos de Bolsa Chica EDUCATOR’S GUIDE CHECKLIST OF ANIMALS COMMONLY SEEN AT BOLSA CHICA Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. The mammals, reptiles, amphibians, mollusks, and fish depicted on the following pages are a partial list of the array of life that can be found at Bolsa Chica. Because some animals are nocturnal, some camouflaged, some more abundant depending upon the season, some buried in the mud, and some under water, it is unlikely that even a partial list could be observed in one visit.

Audubon’s Co�ontail

Li�le Brown Bat Ground Squirrel

17 Amigos de Bolsa Chica EDUCATOR’S GUIDE CHECKLIST OF ANIMALS COMMONLY SEEN AT BOLSA CHICA

Pacific Treefrog

Mud-flat Crab

18 Amigos de Bolsa Chica EDUCATOR’S GUIDE CHECKLIST OF FISH COMMON TO BOLSA CHICA About 80 species of fish inhabit Southern California bays, and salt marshes. These are a few of the species found at Bolsa Chica.

fi

Round S�ngray

Bay Pipefish

Spo�ed Sand Bass or Spo�ed Bay Bass

Longjaw Mudsucker Starry Flounder

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20 21 Amigos de Bolsa Chica EDUCATOR’S GUIDE CONNECTING TO THE STANDARDS The Birds information session of the tour supports the following Next Generation Science Standards.

Grade Level NGSS Citation Specific Connection

First Grade Develop understanding of how plants and Explanation of bird adaptations animals use their external parts to help and characteristics - Bird Beaks them survive, grow, and meet their needs and Feet worksheet as well as how behaviors of parents and offspring help the offspring survive. 1-LS1-2

Second Grade Make observations of plants and animals Observation and discussion of to compare the diversity of life in different different birds present in the habitats. 2-LS4-1 ecosystem - Checklist of Birds Commonly Seen at Bolsa Chica activity

Third Grade Reproduction is essential to the continued Explanation of bird migration and existence of every kind of organism. Plants life cycles and animals have unique and diverse life cycles. 3-LS1.B

Third Grade Use evidence to support the explanation Interactive discussion of bird that traits can be influenced by the beak evolution environment. 3-LS3-2

Third Grade Use evidence to construct an explanation Interactive discussion of bird trait for how the variations in characteristics evolution - Bird Beaks and Feet among individuals of the same species may worksheet provide advantages in surviving, finding mates, and reproducing. 3-LS4-2

Fourth Grade Plants and animals have both internal Explanation of bird adaptations and external structures that serve various and characteristics - Bird Beaks functions in growth, survival, behavior, and and Feet worksheet reproduction 4-LS1.A

Middle School Construct a scientific explanation based on Explanation of bird adaptations evidence for how environmental and genetic and characteristic evolution factors influence the growth of organisms. MS-LS1-5

Middle School Biodiversity describes the variety of species Observation and discussion found in Earth’s terrestrial and oceanic of different birds present in ecosystems. The completeness or integrity the ecosystem - Bird sightings of a ecosystem’s biodiversity is often used checklist activity as a measure of its health.MS-LS2.C

22 Amigos de Bolsa Chica EDUCATOR’S GUIDE

High School Apply concepts of statistics and probability Discussion of bird adaptation to support explanations that organisms and characteristic evolution with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. HS-LS4-3

High School Construct an explanation based on Discussion of bird adaptation evidence for how natural selection leads to and characteristic evolution adaptation of populations. HS-LS4-4

23 Amigos de Bolsa Chica EDUCATOR’S GUIDE CHECKLIST OF BIRDS COMMONLY SEEN AT BOLSA CHICA

I. Birds Seen Swimming in the Water

Swim high in water Tip bo�om up Take-off leap

[ ] Mallard: green head [ ] Pintail: long needle tail; slim white neck [ ] American Wigeon: gray head with white crown, green side patch [ ] Shoveler: green head; chestnut sides; shovel-bill [ ] Green-winged Teal: small; brown head with green patch [ ] Blue-winged Teal: small; white facial crescent [ ] Cinnamon Teal: small; dark cinnamon red

Swim medium-low in water Dive under Take-off taxi

[ ] Ruddy Duck: small; chunky; with “cocky” tail [ ] Bufflehead: black with white sides; large white head patch [ ] Lesser Scaup: black at both ends and white in the middle [ ] Surf Scoter: black; 1-2 white spots on head

Short tail, dive, take-off taxi Compact

[ ] Western Grebe: large; long white neck [ ] Pied-billed Grebe: small; stubby bill [ ] Eared Grebe: small; thin bill [ ] American Coot: small and black; white bill By Trude E. Hurd Amigos de Bolsa Chica Fall 1989; Rev. 2018

24 Amigos de Bolsa Chica EDUCATOR’S GUIDE

II. Birds Seen on the Mudflat in the Marsh

[ ] Marbled Godwit: long, bicolored bill usually upturned; buffy [ ] Willet: gray; in flight has flashing black and white wing pa�ern [ ] Dowitcher: long straight bill; white rump in flight; eyebrow

[ ] Dunlin: bill drooped at �p; dark rump in flight [ ] Western Sandpiper: smaller than Dunlin; bill drooped at �p [ ] Least Sandpiper: �ny; yellow legs

[ ] Black-necked S�lt: black and white; long red legs

25 Amigos de Bolsa Chica EDUCATOR’S GUIDE

III. Birds Seen Flying Overhead

[ ] Brown Pelican: large; plunge bill-first into water for fish [ ] White Pelican: large; swims on surface and scoops for fish [ ] Double-crested Cormorant: dark; orange throat; dives from surface

seize food from surface. forked tail; dive from air

[ ] Western Gull: red spot on bill; flesh-colored legs; light eye [ ] California Gull: red and black spot on bill; greenish legs; dark eyes [ ] Forster’s Tern: orange bill, black �p; black spot behind eye [ ] * California Least Tern: small; yellow bill; summer only [ ] Black Skimmer: black above, white below; black-�pped red bill

[ ] Northern Harrier (= Marsh hawk): brown; white rump; owl-like face [ ] American Kestrel: small falcon; wings of males blue-gray, females rusty [ ] White-tailed Kite: white falcon; black shoulders (formerly Black-shouldered kite)

26 Amigos de Bolsa Chica EDUCATOR’S GUIDE

IV. Miscellaneous

[ ] Common Yellowthroat: small, ac�ve; males yellow with black patch thru eye [ ] Belted Kingfisher: blue-gray; crested head; large straight bill [ ] * Ridgway’s Rail: buffy; streaked underparts; calls dusk and dawn

27 Amigos de Bolsa Chica EDUCATOR’S GUIDE

Bolsa Chica NORTH AMERICA Pacific Flyway

Pacific Ocean SOUTH AMERICA

28 Amigos de Bolsa Chica EDUCATOR’S GUIDE BIRD BEAKS AND FEET WORKSHEET Birds that live in and around the wetlands gather their food in many different ways. They also look for their food in different ways and different places. Some birds live in the water and swim to search for food. Others look for food by walking across the so� mud. Many birds find food in trees and bushes. A few birds look for their food by flying over the lands, wetlands, or water. Each of these birds has specialized feet and a specialized beak to help them gather food. Answers on next page.

___ probing ___ ea�ng seeds ___ tearing ___ fishing ___ filtering ___ catching flying insects

1. 2.

3. 4.

5.

8. 6. 7.

A. B.

C. D.

29 Amigos de Bolsa Chica EDUCATOR’S GUIDE BIRD BEAKS AND FEET ANSWERS

1. probing 7. ea�ng seeds 4 5 3. tearing 6. fishing 8. filtering 2. catching flying insects

1. 2.

3. 4.

5.

8. 6. 7.

A. B.

C. D.

30 Amigos de Bolsa Chica EDUCATOR’S GUIDE WHAT ARE THE SHOREBIRDS EATING When the �de is low, you will see many different kinds of shorebirds ea�ng in the same area. They all mpe�ng with each other for food by having different feeding habits according to their species. The Long-billed Curlew has a long down-curved bill to reach worms buried deep in the mud. The Western Snowy Plover has a shorter, stubbier bill to pluck and crush insects and crustaceans from plants and the surface of the mud. There many bird between.

Direc�ons: Draw a line from the bird’s bill to the food in the mud that you think best fits the size and shape of the bill.

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32 33 Amigos de Bolsa Chica EDUCATOR’S GUIDE CONNECTING TO THE STANDARDS The Endangered Species information session of the tour supports the following Next Generation Science Standards.

Grade Level NGSS Citation Specific Connection

Third Grade Construct an argument with evidence that Explanation of why certain in a particular habitat some organisms can species in the habitat became survive well, some survive less well, and some endangered cannot survive at all. 3-LS4-1

High School Evaluate the claims, evidence, and reasoning Explanation of why certain that the complex interactions in ecosystems species in the habitat became maintain relatively consistent numbers and endangered - Discussion of types of organisms in stable conditions, but endangered birds at Bolsa Chica changing conditions may result in a new ecosystem. HS-LS2-6

High School Evaluate the evidence supporting claims Explanation of why certain that changes in environmental conditions species in the habitat became may result in: (1) increases in the number endangered - Discussion of of individuals of some species, (2) the endangered birds at Bolsa Chica emergence of new species over time, and (3) the extinction of other species. HS-LS4-5

34 Amigos de Bolsa Chica EDUCATOR’S GUIDE ENDANGERED SPECIES ACT

Thinking about endangered species brings up several questions: (1) What is an endangered species and how do species get on the endangered species list? (2) Why do species become endangered? (3) What endangered birds are found here at the Bolsa Chica? and (4) Why do we care? What does it matter that a plant here or a bird there or a frog up north disappears?

The Endangered Species Act covers three levels of concern:

An endangered species is one that is in danger of becoming extinct throughout all or a significant portion of it range.

A threatened species is one likely to become endangered unless given special protection and management.

A candidate species is one under review to determine whether listing as an endangered or threatened species is warranted.

There is a federal list compiled by the U.S. Fish and Wildlife Service and a California list generated by the California Department of Fish and Wildlife. Species suspected of being in trouble are considered for the Candidate List, at which time reviews and studies are begun to see if indeed the species is in trouble and may need further study. If so, it would be placed on the Threatened list and finally on the Endangered list. Then extensive study, special protections and management efforts would go into effect.

As to why species become endangered there are several reasons. One of the main reasons is loss of habitat. In California less than 10% of the original coastal wetlands remain. Loss of habitat has occurred because of human overpopulation, development and poor land use planning. Another important reason species become endangered is the invasion of exotic species, which crowd out native plants and animals. Some secondary reasons are: predation, pollution, and disease.

Biological evolution accounts for the diversity of species that has developed through gradual processes over many generations. Mutations occur randomly, but the ones that better allow an individual to survive and reproduce within its habitat are more likely to spread thoughout the population.

Animals are more vulnerable to extinction from human impacts if they: • Interfere in some way with people’s activities. Some animals may kill livestock, eat or ruin crops, or feed on animals that people also like to eat. Because they interfere with peoples’ activities, these animals may be shot, poisoned, or harmed in some other way (e.g., eagles, wolves, jaguars, tigers, and geese, ducks, and birds that eat crops). • Migrate. Animals that migrate depend on several different habitats and are very vulnerable to habitat destruction. For example, songbirds, butterflies, turtles, and whales migrate great distances; if the habitat they are migrating to no longer provides the food or shelter they seek, they may not make it back. • Have very specific food or nesting requirements. Some animals are picky about what they eat or where they live. They are adapted to eating only one type of food or live in only one habitat, and become endangered if their food sources or nesting site disappears. Native species who have adapted along with a specific environment also have to compete with introduced species. One example is bluebirds, a species native to North America, that have a hard time competing for nesting

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sites with starlings introduced from Europe in the early 1900s. • Are sensitive to changes in their environment. For example, birds of prey are very sensitive to chemical changes in their environment, such as the introduction of pesticides. • Have small broods and long gestation periods. If animals give birth to only one or two young every year or every two or three years (such as elephants, bats condors, and others), when their populations decline it takes much more time to recover because of the low birth rate. Sometimes they become extinct before they have time to make a comeback. For example, sharks have a very low reproduction rate­ some species bear only one young per year-but cockroaches have 80 young every six months! • Are naturally rare. Some animals and plants are naturally rare throughout their range, and others have a limited range. These animals are more vulnerable to habitat destruction. For example, many of the native plants and animals that live on the islands of Hawaii are naturally rare, and as more people move into the area, many of these already rare species face habitat loss, competition from introduced species, new diseases, and other problems.

Why do we care about protecting species? Several reasons exist: (1) for material benefits as we never know what we can learn from plants and animals, what new medicines might be discovered, how crops might be improved through cross breeding with related wild species, and to ensure a stable ecosystem because it is an ecological law that “the greater the diversity of species, the greater stability of the ecosystems”, (2) for our enjoyment taking photos, painting, and contemplating the beauty, complexity and interrelatedness of life, and (3) for our own survival, because as the Indian Chief Sealth said “Man did not weave the web of life, he is merely a strand in it. Whatever he does to the web, he does to himself.”

Term Definition Example

Species Groups of populations whose members are capable of Human interbreeding in nature to produce fertile offspring and do not interbreed with members of other species.

Native Species A species’ origins cannot be traced from out of the state. California Buckwheat

Non-native species Species that have been introduced into an Wild Mustard environment in which they did not evolve. Ice Plant

Endemic Species Occurs naturally in one area; not found in nature Island Gray Fox elsewhere.

Rare species Not presently in danger, but of concern because of low Hearst’s Ceanothus numbers. Some species are rare due to reproduction Coast Wooly Heads rate or habitat preference. Southern Tarplant

Threatened species Any species which is likely to become an endangered Southern Sea Otter species in the future. Western Snowy Plover

Endangered Species Any species which is in danger of extinction throughout Calfornia Least Tern all or a significant portion of its range. Ridgway’s Clapper Rail

Critically Endangered Will not survive without direct human intervention California Condor

36 Amigos de Bolsa Chica EDUCATOR’S GUIDE ENDANGERED BIRDS OF BOLSA CHICA Status as of July 2018 Belding’s Savannah Sparrow Passerculus sandwichensis beldingi Status: CA - Endangered

Reasons for being endangered: loss of habitat including filling of wetlands; loss of tidal connections.

Other factors of concern: predation by non-indigenous red fox and domestic animals (cats), and human disturbance.

Bolsa Chica Sightings: numerous breeding pairs; should be seen on each visit to the Bolsa Chica. 10% of global population is found in Huntington Beach CA including the Bolsa Chica.

California Least Tern Stearna antillarum browni Status: Federal - Endangered, CA - Endangered

Reason for being endangered: destruction of and human intrusion on sandy beaches, their preferred nest site.

Other factors of concern: predation by both native and non-indigenous species (red fox); human disturbances; climate conditions such as El Nino conditions which may reduce fish populations.

Bolsa Chica Sightings: summer resident only. Nesting adults arrive in April from Central and South America, departing in August.

Ridgway’s Rail Rallus longirostris levipes Status: Federal - Endangered, CA - Endangered

Reasons for being endangered: loss of habitat including filling of wetlands; loss of tidal connections.

Other factors of concern: predation by non-indigenous red fox and domestic animals (cats), and human disturbance.

Bolsa Chica sightings: recently began breeding at Bolsa Chica, though still very low numbers of individual birds. Can be seen in spring and summer near the footbridge.

37 Amigos de Bolsa Chica EDUCATOR’S GUIDE ENDANGERED BIRDS OF BOLSA CHICA Western Snowy Plover Charadrius alexandrinus Status: Fed - Threatened

Reason for being threatened: loss of habitat

Other areas of concern: human disturbance of nesting sites; predation of young.

Bolsa Chica sightings: very seldom seen; nests in back area. Best seen through the fence at the end of the boardwalk.

American Peregrine Falcon Falco peregrinus anatum Status: CA - Endangered, Federal - Taken off Endangered list in 2009

Reason for being endangered: DDT

Other factors of concern: development and disturbances near nest sites.

Bolsa Chica Sightings: regularly seen

California Brown Pelican Pelecanus occidentalis californicus Status: CA- Taken off Endangered list in 2009, Federal - Taken off Endangered list in 2009

Reason for being endangered: DDT, a common pesticide, banned in 1972, that caused thinning of eggshells preventing reproduction.

Other factors of concern: overfishing of Pacific mackerel and northern anchovy; threats of oil spills; fishing hooks, lines and nets; disease outbreaks resulting from overcrowding at fish disposal areas in harbors.

Bolsa Chica Sightings: can be seen almost every day.

Note: Bird names used by listing agencies do not always agree with American Ornithologists’ Union (AOU) nomenclature. This may occur for several reasons: (1) common usage, (2) published that way, (3) suspecting a subspecies, (4) to designate distinct population segments, or (5) just plain error. Scientific (Latin) names should be correct.

38 39 Amigos de Bolsa Chica EDUCATOR’S GUIDE CONNECTING TO THE STANDARDS The History information session of the tour supports the following California History and Social Science Standards.

Grade Level Standard Citation Specific Connection

Kindergarten K.4.2 Distinguish between land and water on Looking at a map and maps and globes and locate general areas identifying areas of water referenced in historical legends and stories. versus land and where they are on the map

Third Grade 3.1.2 Trace the ways in which people have Discussion of land use history used the resources of the local region and and changes of the wetland modified the physical environment (e.g., a dam constructed upstream changed a river or coastline).

Third Grade 3.2.2 Discuss the ways in which physical Information regarding geography, including climate, influenced Gabrielinos/Tongvas natives how the local Indian nations adapted to their that lived in the area natural environment (e.g., how they obtained food, clothing, tools).

Third Grade 3.2.4 Discuss the interaction of new settlers Explanation of changes to the with the already established Indians of the Gabrielinos/Tongvas natives region with Spanish arrival

Fourth Grade 4.2.1 Discuss the major nations of California Information regarding Indians, including their geographic Gabrielinos/Tongvas natives distribution, economic activities, legends, that lived in the area and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.

Fourth Grade 4.2.3 Describe the Spanish exploration and Explanation of changes to the colonization of California, including the Gabrielinos/Tongvas natives relationships among soldiers, missionaries, with Spanish arrival and Indians (e.g., Juan Crespi, Junipero Serra, Gaspar de Portola).

Fourth Grade 4.2.8 Discuss the period of Mexican rule in Explanation of how Mexican California and its attributes, including land rule influenced the area grants, secularization of the missions, and the rise of the rancho economy

Fifth Grade 5.1.1 Describe how geography and climate Information regarding influenced the way various nations lived Gabrielinos/Tongvas natives

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and adjusted to the natural environment, that lived in the area including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.

Sixth Grade 6.1 Students describe what is known through Discussion related to early man archaeological studies of the early physical and Gabrielinos/Togngvas in and cultural development of humankind the area from the Paleolithic era to the agricultural revolution.

Seventh Grade 7.11.1 Know the great voyages of discovery, Information on Spanish the locations of the routes, and the influence settlement in California of cartography in the development of a new European worldview.

Grade Eleven 11.8.1 Discuss the diverse environmental Explanation of natural regions of North America, their relationship resources present on wetland to local economies, and the origins and and history of exploitation prospects of environmental problems in those regions.

Grade Eleven 11.11.1 Trace the impact of, need for, and Discussion of environment controversies associated with environmental laws protecting the wetland conservation, expansion of the national and explanation of history of park system, and the development of ownership of the wetland environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates.

Grade Twelve 12.1.1 Evaluate the role of private property Discussion of Bolsa Chica as an incentive in conserving and improving wetland conservation and scarce resources, including renewable and natural resources present on nonrenewable natural resources. land

41 Amigos de Bolsa Chica EDUCATOR’S GUIDE THE HISTORY OF BOLSA CHICA

Once part of a 165,000 acre Spanish land grant, the Bolsa Chica presently consists of approximately 1550 acres of undeveloped coastal wetland and adjacent upland areas. Native Americans once lived on the upland mesas, gathering shellfish and other edibles from the wetlands. In 1900, the tidal nature of the wetland was essentially destroyed when the natural ocean inlet to the wetland was closed to improve duck hunting. Since then, the area has been used for agriculture, cattle grazing, military coastal artillery emplacements and oil production.

In 1973, as part of a controversial land swap, the State of California acquired approximately 300 acres of wetlands adjacent to Pacific Coast Highway. A portion of this was restored by the state in 1979 to become the Bolsa Chica Ecological Reserve. The remaining acreage was retained in private hands. Planning for the construction of a massive marina, commercial and residential development was quickly underway. The plan was drastically reduced in 1989 through the settlement of a lawsuit filed by the Amigos.

In 1997 the state acquired 880 acres of Bolsa Chica wetlands and another 41 acres was acquired in 2005, bringing public ownership of the Bolsa Chica to over 1200 acres. Wetland restoration of nearly 600 acres of Bolsa Chica was begun in 2004. In the summer of 2006 seawater flowed into the restored wetland for the first time in over 100 years. The Bolsa Chica wetland restoration was the largest coastal wetland restorations ever undertaken in Southern California.

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The First Inhabitants of the Bolsa Chica Area

• When farmers plowed the ground on the Bolsa Chica Mesa in the late 1800’s, they unearthed curious, round, carved stones. We now call these stones “cogged stones” or “cogstones”. Since then, hundreds of cogstones have been found at Bolsa Chica. Archeologists tell us the cogstones were made between 6000 and 3500 B.C. Nothing is known of the prehistoric makers of the unique stones (they were unrelated to later inhabitants of the Bolsa Chica), and no one knows for certain how they used the stones. • Native Americans before the Arrival of Europeans: The most recent Native American inhabitants in Bolsa Chica were Cog Stones, suggested date 6000-3500 B.C., Bowers Museum, Santa Ana of Shoshone linguistic stock. One group’s land, the Tongva, extended from northern Orange County into Los Angeles County, and the other, the Acjachemen settled primarily in south Orange County. • They lived in seasonal settlements on Bolsa Chica and Huntington mesas. • They were primarily hunters/gatherers, their food consisting of game, fruit, nuts and seafood. • They were accomplished craftsmen who built fine canoes. • Their shelters, made from reed and grass, were hemispherical huts called wikiups or kiicha • Their clothing consisted of animal skin or yucca aprons, rabbit skin capes. • They had a great reverence for nature.

Reconstruction of a wikiup

43 Spanish/Mexican period 1768 – 1848

• 1771 - San Gabriel Mission was established. The Native Americans became laborers for the missionaries and were coerced into converting to the European religion. • 1784 - A vast land grant was given to Manuel Nieto by the King of Spain. • 1821 - Mexico became independent of Spain. • 1834 - The Missions were secularized. The Nieto land grant was divided. 20 ranchos existed in what has since become Orange County. , consisting of pockets of land surrounded by marshes, was given to Nieto’s daughter-in-law, Catarina Ruiz. A smaller grant, Rancho Bolsa Chica (little pocket), was given to Joaquin Ruiz, the brother Nieto’s daughter in law. It was later acquired by an American, . • Americans were the next owners and the first to significantly modify the wetlands. They drained some of them and used them for farming and grazing.

ORANGE COUNTY RANCHOS

1. Rancho Boca de Playa 2. Rancho Bolsa Chica 3. Rancho Canada de los Alisos 4. Rancho Canon de Santa Ana 5. Rancho La Habra 6. Rancho La Puente 7. Rancho Las Bolsas 8. Rancho Lomas de Santiago 9. 15. Rios Tract 10. Rancho Los Coyotes 16. Rancho San Joaquin and Rancho La Cienega de las Ranas 11. Rancho Mission Vieja 17. Rancho San Juan Cajon de Santa Ana 12. Rancho Niguel 18. 13. Rancho Potrero los Pinos 19. Rancho Santiago de Santa Ana 14. Rancho Rincon de la Brea 20. Rancho Trabuco

44 California acquired after Mexican War of 1848

• 1841 American settlers began entering California in 1841 and quickly began dominating the economic and social fabric of the region. • 1848 Following the war between the U. S. and Mexico, Mexico released its claim to much of the American Southwest. • 1850 California statehood. • 1850s Abel Stearns becomes owner of Rancho Bolsa Chica. Farming in the Bolsa Chica: celery, potatoes and lima beans. Grazing in the Bolsa Chia: cattle and sheep. • 1899 Gun Club purchases Bolsa Chica for duck hunting preserve. Dam constructed separating inner and outer Bolsa Bay, preventing tidal flushing in the inner bay. Bolsa Chica Gun Club built. • 1920 oil strike, land leased to Standard Oil, then Signal Oil for drilling. • 1941-1945 World War II: artillery mounts and bunkers built on Bolsa Chica mesa. • 1970 Signal Oil purchases land from Gun Club heirs for development. • 1972 The Coastal Act becomes California law. • 1976 Amigos de Bolsa Chica formed to save wetlands from development. • 1978 Bolsa Chica Ecological Reserve developed; tide gates installed in the dam allowing muted tidal action in the inner bay. • 1980’s 90% of California’s wetlands lost to development and farming. • 1997 State purchased 880 acres from Signal using mitigation credit. • 2000 Public ownership of Bolsa Chica now about 1200 acres. • 2001 Beginning of planning process to restore 550 acres of historic Bolsa Chica lowlands. • 2004 Groundbreaking for restoration construction. • 2006 Restoration project completed, tidal waters enter parts of Bolsa Chica for first time in more than 100 years.

Newly constructed dam between Inner and Outer Bolsa Bay, 1899.

The newly built Bolsa Chica Gun Club, 1899.

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46 47 Amigos de Bolsa Chica EDUCATOR’S GUIDE CONNECTING TO THE STANDARDS The Restoration information session of the tour supports the following Next Generation Science Standards.

Grade Level NGSS Citation Specific Connection

Kindergarten Communicate solutions that will reduce Discussion of what impacts the impact of humans on the land, water, the health of the ecosystem - air, and/or other living things in the local Information on how to participate environment. K-ESS3-3 in habitat restoration projects

Fifth Grade Obtain and combine information about Explanation of how the Bolsa Chica ways individual communities use science wetland habitat was restored ideas to protect the Earth’s resources and environment. 5-ESS3-1

Middle School Apply scientific principles to design a Discussion of human impacts on method for monitoring and minimizing a the Bolsa Chica wetlands - human impact on the environment. MS- Information on how to participate ESS3-3 in habitat restoration projects

High School Create a computational simulation Discussion of the benefits of to illustrate the relationships among restoration and advantages of the management of natural resources, the salt marsh habitat sustainability of human populations, and biodiversity. HS-ESS3-3

High School All forms of energy production and other Explanation of the history of resource extraction have associated oil extraction in the Bolsa Chica economic, social, environmental, and wetlands geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. HS-ESS3.A

High School Design, evaluate, and refine a solution for Explanation of how the Bolsa Chica reducing the impacts of human activities wetland was restored - Discussion on the environment and biodiversity. HS- of continual habitat restoration LS2-7 needs in the region

48 Amigos de Bolsa Chica EDUCATOR’S GUIDE RESTORATION OF THE BOLSA CHICA WETLANDS

In October, 2004, restoration began on about 570 of the 1200 acres of state owned wetlands in the Bolsa Chica. Restoration of the Bolsa Chica wetlands was designed to provide larger and more special habitats for a greater diversity and number of plants, fish, birds and other wildlife to live, feed, rest, and breed. Restoration was completed in August of 2006.

The map on the following page shows the restoration plan, which includes 367 acres that are now under full tidal action, fluctuating as much as 9 feet in extreme high tides, providing deep water habitat for fish, diving birds and ducks. Extensive mud flats are exposed at low tide to provide feeding for wading and shore birds. The eastern edge of the Full Tidal Basin has been planted with cord grass to encourage the endangered Ridgway’s Clapper Rail to return and breed in the Bolsa Chica. Three nesting sites totaling 20 acres have been created to increase the breeding space for the threatened Western Snowy Plover, the endangered California Least Tern and other terns and Black Skimmers that stop here along the Pacific Flyway by the tens of thousands in their spring and summer migration.

In addition, over 220 acres were connected to the full tidal area and Outer Bolsa Bay by small culverts to provide two areas, marked “Muted Tidal” with limited tidal action, where tidal fluctuations only vary by less than two feet. Pickleweed is being planted in the larger area for the resident endangered Belding’s Savannah Sparrow, which uses the plant for food and nesting. Dry areas of the Muted Tidal Wetlands have provided nesting habitat for a variety of ducks, geese and other birds.

During the restoration work, oil field equipment, debris, roads, and contaminated soil were removed from the full tidal area. An underground barrier was constructed along the eastern edge of the wetland to protect the existing adjacent homes from any encroaching groundwater

Near the south end, a tidal inlet has been created to provide ocean flushing, bringing nutrients and dissolved oxygen into the wetland. This will improve the overall health of the wetland, making it a better environment for plants and invertebrates, and thence for fish, birds and mammals. With easier access to the wetlands, a greater variety of fish can use the area as a nursery and for foraging, which will improve off-shore sport fishing. Within two years of its restoration, over 40 species of fish have been identified in the Full Tidal Basin, including many important food fish.

The southern 387 acres (marked “Future Full Tidal” and “Seasonal Ponds”) were not scheduled for change at this time, since they already provide fresh water habitats for birds throughout the year. However, a channel connection was provided between the Future Full Tidal area and the Full Tidal Basin to adjust water levels when necessary. In these areas there still are functioning oil wells that will continue to produce oil for decades to come. Once these wells no longer operate, the Future Full Tidal area will be restored but the Seasonal Ponds will probably be retained as they are.

The 210 acres of the original Ecological Reserve (Outer and Inner Bolsa Bays), which were restored in 1978, have not been changed, but will continue to function as a hydrologically separate, viable wetland for the enjoyment of visitors to observe the animals in their special natural environment.

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How you can be involved with the Amigos de Bolsa Chica and help keep an important ecosystem healthy and safe:

• Join the Amigos de Bolsa Chica - Fill out the membership form below • Train to become a docent to lead tours of people of all ages at Bolsa Chica • Volunteer with FLOW and become a citizen scientist • Pick up a Coastal Wetlanders Activity Book for your children • Help on a committee for Amigos de Bolsa Chica • Volunteer at one of our monthly wetland cleanups • Help at Earth Day activities in April • Help at the California Coastal Cleanup in September • View Details at: http://www.amigosdebolsachica.org/volunteers.php

AMIGOS DE BOLSA CHICA MEMBERSHIP APPLICATION I support the specific and primary purpose of Amigos de Bolsa Chica, which is to advocate the preservation, restoration and maintenance of the Bolsa Chica, to encourage the public acquisition of all the wetlands and sufficient surrounding open space to create a viable ecosystem, and to provide education aout the importance of wetlands.

ANNUAL DUES Name: $ 10 Student $ 25 Individual Address:

$ 40 Family City: State: Zip: $100 Sustaining $1000 Life Member Email:

Phone:

Additional Contribution: $ Fund operational expenses $ Fund education projects $ Total enclosed

Please check if you are interested in volunteering for: FLOW Citizen Science Docent training/wetland tours Wetlands cleanups Fundraising Grantwriting

All contributions to Amigos de Bolsa Chica are tax-deductible as allowed by law under IRS Code Section 501(c)3. No goods or services were provided in consideration of this gift.

Return application to: Amigos de Bolsa Chica, P.O. Box 1563, Huntington Beach, CA 92647

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The Amigos de Bolsa Chica is a non-profit public benefit corporation. The mission is to advocate the preservation, restoration and maintenance of the Bolsa Chica wetlands; to encourage the public acquisition of all the wetlands and sufficient surrounding open space to create a viable ecosystem; and to provide education about the importance of wetlands.

For more information about the Amigos de Bolsa Chica please contact us: P.O. Box 1563 Huntington Beach, CA 92647 (714) 840-1575 [email protected] www.amigosdebolsachica.org

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