KIN Journal 13.Indd

Cheadle Center for Biodiversity and Ecological Restoration 1 the same on opposite sides of a

is owers? ﬂ ower and insect structure; different types of structure; different types ower and insect ﬂ hard outer structure, such as the shell of an

symmetrical is the process by which plants use carbon dioxide, is the process by which plants use carbon dioxide, is the nition, be sure to tell us. ﬁ Green Sun machines & machines Sun Green Creepy crawly things crawly Creepy exoskeleton

Challenge Words Listen for these words during your visit. If you hear them and Listen for these words during your visit. If you hear know the de Focus Questions An Why do some plants produce do some plants produce Why What equipment do you think will be useful on your journey of think will be useful on your What equipment do you exploration? What is a pollinator? water and light energy from the sun and convert it into sugar and and light energy from the sun and convert water place in plant cells inside of special Photosynthesis takes oxygen. organelles called chloroplasts. Something that is insect or crustacean, that provides protection or support. insect or crustacean, that provides Photosynthesis two identical halves. dividing line; having

owers and their pollinators; and seeds and seed dispersal mechanisms. We’re also dispersal mechanisms. We’re and seeds and seed owers and their pollinators; Welcome to the Cheadle Center for Biodiversity and Ecological Restoration! Cheadle Center for Biodiversity Welcome to the the environment care of we help to take of Kids in Nature (KIN) and This is the home of KIN. This is the 14th year you. all ages - and that includes for students of have fun! ready to explore and We hope you’re to learn about we’re going Today ﬂ these topics. that will help us explore all of how to use some equipment going to learn

Chapter 1. 1. Chapter

Flower PoweR Learning about fﬂ lower parts

1. Label the picture below using the word bank.

Ovary: contains egg cells Filament: supports anther Anther: makes pollen Stigma: sticky on top to trap pollen Style: pollen travels through this structure to reach the ovary Pollinator: an organism that brings pollen to the fl ower Petal: often brightly colored to attract pollinators Sepal: surround and protect the fl ower bud Stamen: fi lament and anther

2. Choose one of the fl owers on the table - draw, label and color your fl ower (make sure your fl ower fi lls the space below).

2 Cheadle Center for Biodiversity and Ecological Restoration 3 parts lower lower

fl owers do you have? owers do you fl cm cm ower size in centimeters. Use the ruler on the back cover of the journal. in centimeters. Use the ruler on the back cover ower size fl owers on the table. How many are symmetrical? are symmetrical? table. How many owers on the fl owers. What fl owers different shapes, sizes and colors? Circle one. and colors? sizes different shapes, owers fl

9. Measure the length of the stamens and record the measurements below. 9. Measure the length of the stamens and record the measurements a. ______cm ______cm b. a. b. 8. Measure the a. b. 7. Choose 2 6. Why do some plants produce nectar? do some plants 6. Why 5. Why do some plants produce pollen? do some plants 5. Why

3. Why are are 3. Why 4. Look at the a. So that they can look nice in a vase a. So that they pollinators can attract So that they b. look good in our gardens c. So that they

Flower PoweR Flower f about Learning Plant Pollinators Fun Facts

Little darling The honey possum from Australia has grasping feet and a prehensile tail (a tail that can grip). This combination allows it to easily hang from branches. While hanging upside down, it searches for fl owers and uses its extremely long tongue to drink nectar from the fl ower. The possum’s face gets dusted with pollen while it’s eating and the pollen is brushed off on the next fl ower it visits. In this way, the honey possum is both a unique animal and an excellent pollinator.

An unusually large pollinator The black and white ruffed lemur lives on the island of Madagascar and is the main pollinator for a tree called the traveler’s palm. The lemur uses its hands to pull the ﬂ owers apart as it searches for nectar. Pollen is transported to the next traveler’s palm tree ﬂ ower on the snout of the lemur. Lemur means ghost in Latin. What do the people of Madagascar think about lemurs?

As light as a penny Hummingbirds have good eyes and a poor sense of smell. They are attracted to bright red, yellow and orange ﬂ owers with little or no odor. Hummingbirds weigh a little more than a penny. Their hearts beat 1,200 times each minute and their wings beat 70 times each second, which means they have to eat several times their body weight everyday to have enough energy to survive.

4 Cheadle Center for Biodiversity and Ecological Restoration 5 owers with fl cult to believe, but beetles pollinate 88% of but beetles pollinate 88% cult to believe, fi owering plants worldwide. They have a great They have owering plants worldwide. sweet, spicy and fermented smells. sweet, spicy and fermented Sweet and spicy Dif to sense of smell and are attracted fl Humble honey bee to Europe, the honey bee is Although native the world. responsible for pollinating crops all over a third of human food production Approximately depends on insect pollination and most of this is done by the humble honey bee. owers that have owers that have fl owers like the owers like fl smell like decaying decaying smell like owers, with a strong fruity owers, with fl ies are attracted to ies are attracted fl

owers ﬂ esh ﬂ

Amorphophalus titanum meat. an unusual perfume. Carrion Stinky carrion-eating beetle the Some pollinators like and fragrance that open at night. Three hundred that open at fragrance depend on bats for pollination, species of fruit bananas and guavas. including mangos, Not so scary pollinators. They visit important Bats are very large, pale

Plant Pollinators Plant Facts Fun Amazing Insects Insect anatomy

Label the parts of the bee using the word bank.

______

______Antenna ______

______

Antenna: used for feeling, hearing and smelling Head: ﬁ rst section of body Thorax: middle section of body Compound eye: an eye made up of lots of small simple eyes Jointed legs: made up of 5 different parts Wings: enable insect to ﬂ y Abdomen: rear section of insect body Proboscis: used for feeding Exoskeleton: protective covering Pollen basket: holds pollen

6 Cheadle Center for Biodiversity and Ecological Restoration 7 ies or ants? ﬂ ies, ﬂ

a. Three body sections (head, thorax and abdomen) thorax a. Three body sections (head, Six jointed legs b. antennae c. Two d. Compound eyes e. Wings are optional 6. In the space below, draw, color and label your own insect – make sure it has: insect – make own and label your color draw, 6. In the space below, 5. Why are insects important? are insects 5. Why 4. Is this an insect? a. Yes b. No b. a. Yes 4. Is this an insect? 1. How many pairs of legs do insects have? ______do insects have? pairs of legs many 1. How main body sections. 2. List the three a. b. c. butter largest group of insects - beetles, 3. Which is the

Amazing Insects Amazing anatomy Insect Amazing Insects Fun Facts

Flying First When the dinosaurs were alive 300 million years ago and before birds could ﬂ y, insects developed wings and dragonﬂ ies with huge wings (3 ft across) took to the skies.

It’s Chilly! Since insects are ectotherms (get heat from their surroundings), they often need to raise their body temperature before they can ﬂ y. To do this, they shiver, similar to the way you and I would shiver on a chilly day.

Tasty Toes Most butterﬂ ies have taste buds on their feet. Butterﬂ ies can be found on every continent except Antarctica.

Awesome Antennae Insects don’t have noses and instead use feathery feelers or awesome antennae to smell. The male silkworm moth can smell a female moth 2.5 miles away.

It’s Dark in Here Some cave dwelling crickets use their extraordinarily long feelers – ﬁ ve times the length of their bodies to ﬁ nd food, water and sometimes each other.

Illustrations by Mark Iley, Julie Anderson and John Hutchinson, Eye Witness Juniors, Amazing Insects 8 Cheadle Center for Biodiversity and Ecological Restoration 9 have feeding tubes (proboscis) feeding have rst meal. lay their eggs in lay ﬁ ies and moths ﬂ like straws that they use to drink nectar. When not in that they use to drink nectar. straws like their heads. use, the proboscis is coiled under Butter Dung beetles a ball of poop and when the eggs a ball of poop yummy have hatch, the larvae dung for their are like living pantries. They store food living pantries. They are like have bright red spots to warn predators predators bright red spots to warn have

Illustrations by Mark Iley, Julie Anderson and John Hutchinson, Eye Witness Juniors, Amazing Insects Eye Julie Anderson and John Hutchinson, by Mark Iley, Illustrations

I Taste Yucky! so that they don’tSome insects disguise themselves get eaten. Other insects use bright coloring to warn potential predators. Don’t Eat Me! Stinkbugs comes too that they taste really bad and if an enemy close, the stinkbug releases a stinky smell that will take appetite away. the enemy’s Different insects like to eat different things: Different insects dung, pollen, nectar…. wood, blood, fruit, hair, Leaves, Mmmmmm! Honeypot ants in their abdomens and feed other ants in the colony when other ants in the colony in their abdomens and feed bellies get so full they food is scarce. Sometimes their must hang from the roof around and can no longer move of the nest.

Amazing Insects Amazing Menu? the on What’s Seeds and Seed Dispersal How & Why Seeds Travel

1. Why do some plants produce seeds?

______

2. Name any 3 methods of seed dispersal.

______

3. Imagine you are a seed that is dispersed by a monkey. Describe what kind of seed you would be? OR Describe and draw a seed that may be dispersed by water.

______

4. If you were a plant that used wind to disperse your seeds, do you think it would help if you were tall or short? Explain why?

______

10 Cheadle Center for Biodiversity and Ecological Restoration 11 nd the seeds, nd the seeds, fi re is important to some plants and more importantly to the re is important fi nd out why nd out why fi

ex. watermelon, cucumber, oranges, grapes, squash, beans, tomatoes etc. squash, beans, grapes, oranges, cucumber, ex. watermelon, 7. Look at some of the foods you eat at home and see if you can eat at home and see if you you 7. Look at some of the foods ______6. Try to 6. Try ______pine trees) a hint- seeds they produce. (Here’s 5. Why is it important for plants to disperse their seeds? plants to disperse important for is it 5. Why

How & Why Seeds Travel Seeds & Why How Seeds and Seed Dispersal Seed and Seeds Equipment Discovery Getting ready for your journey

Dominant Eye

• Hold your arms out in front of you.

• Make a triangle by overlapping the space between index ﬁ nger and thumb with the same space on your opposite hand.

• Look at an object through the triangular opening made by your hands.

• Focus on the object, not your hands.

• Now close one of your eyes. If you still see the object with your left eye open, you are left eye dominant. If you still see the object with your right eye open, you are right eye dominant.

• Why might it be important to know which eye is dominant? Certain sports and activities such as archery, darts, photography and bird watching require accurate aim.

Binoculars

1. Label the parts on the binoculars.

______

Eyecup Adjustment ring Lens barrel Objective lens Eyepiece lens Focusing ring ______

______

12 Cheadle Center for Biodiversity and Ecological Restoration 13 Paired eyepieces ______ne detail on an object what do you need to adjust?______ne detail on an object what do you ﬁ

Objective Stage eyepieces Paired wheel Focus and stand Foot Clip

2. How many different ways can you use a hand lens? ______can you different ways 2. How many Hand Lens Hand Lens ______eye? dominant your is 1. Which eye object under the dissecting microscope? ______2. Where should you place an object to be viewed? ______2. Where should you see 3. To 4. If no natural light is available, what would you need to use in order to view an what would you light is available, 4. If no natural 1. Label the parts of the dissecting scope. 1. Label the parts of the dissecting

Dissecting Microscope Equipment Discovery Equipment journey your for ready Getting The Metric system Getting ready for your journey

The Metric System is a standardized system of measurement used by scientists worldwide. It was introduced into the United States in 1866. The units of measure with which you will need to become familiar are listed below: mm = millimeter (about the thickness of a dime) cm = centimeter (about the width of your ﬁ ngernail) m = meter (about the height of your teacher’s desk) km = kilometer (there are about 8 city blocks in a kilometer)

The Imperial Measurement System was introduced in 1824 and was used throughout the world. By the late 1900’s, many countries had moved away from this method of measurement and had adopted the Metric System. However, in the United States, we use both systems of measure. Many trades people such as carpenters, bricklayers and mehanics use the imperial system. Below are some of the units of measure with which you will need to be familiar: in (“) = inch (slightly larger than the diameter of a quarter) ft (‘) = foot (the size of a standard 12 inch ruler) yd = yard (about the height of a door handle when measured from the bottom of the door) mi = mile (almost 12 city blocks)

Converting Measurements

Metric Imperial

1 millimeter (mm) 0.03937 in

1 centimeter (cm) 10 mm 0.3937 in

1 meter (m) 100 cm 1.0936 yd

1 kilometre (km) 1000 m 0.6214 mile

Imperial Metric

1 inch (in) 2.54 cm

1 foot (ft) 12 in 0.3048 m

1 yard (yd) 3 ft 0.9144 m

1 mile 1760 yd 1.853 km

14 Cheadle Center for Biodiversity and Ecological Restoration 15 . . . . cm nger in centimeters. ﬁ

Now convert that to centimeters. mm 10 = cm Now convert that to centimeters. Measure the thickness of a quarter in millimeters. mm Measure the thickness of Measure your index Measure your in x 2.54 = cm Now convert that to centimeters. Now convert that to centimeters. Now convert 2.54 = cm in x pencil in inches. in Measure the length of your How tall are you? Measure your height in inches. you? Measure your height How tall are in cm 2.54 = in Now convert that to inches. Let’s do some measuring... Let’s

The Metric system Metric The journey your for ready Getting What did you see? What did you learn?

What did you do? What did you hear?

16 Cheadle Center for Biodiversity and Ecological Restoration 17 18 My Garden Notebook

19 photosynthesis. owers. The seeds fl owers and produce fruits that con- fl ower, produce seed and die within a year ower, fl are plants that have seeds, but no are plants that have are plants that have are plants that have nition, be sure to tell us. fi plants lose their leaves when it is too hot, dry or cold when it is too plants lose their leaves plants keep their leaves throughout the year their leaves plants keep have one cotyledon or seed leaf have plants live for 2 or more years plants live plants germinate, have two cotyledons or seed leaves have Shoots, stems and leaves and stems Shoots, My Garden Notebook Garden My

Deciduous Evergreen Annual Perennial Angiosperms What parts of the plant are underground? How do plants change with the seasons? How do plants change with the tain one or more seeds Gymnosperms How do humans use plants? What do plants need to grow? are in cones or cups. Monocots Dicots Challenge Words Listen for these words during your visit. If you hear them and Listen for these words during your visit. If you hear know the de Focus Questions

1. 2. 3. 2. 1. Plants produce much of the oxygen in the air around us and without oxygen, humans us and without oxygen, in the air around much of the oxygen Plants produce depend on plants for so Humans and other animals survive. and other animals would not about the different ways Think use plants today? did you different reasons. How many and list them below. Why are plants important? Why are plants unique because they species on earth. Plants are 300,000 different plant There are over do that? know how they own food. Do you produce their sugar by a process called from the sun to produce Plants use energy

Chapter 2. 2. Chapter

Green Sun Machines Photosynthesis

Plants are producers Plants make their own food through a process called photosynthesis. If you were a hungry plant, you could make your own food!

What would you need to make your own food?

Sunlight Plants absorb sunlight through their leaves. Leaves contain a green chemical called chlorophyll that absorbs sunlight.

Water Plants take up water through their roots. Water travels from the roots to the stem through system of tubes and then upward to the leaves.

Carbon Dioxide Carbon dioxide is a natural gas we create when we breathe. Plants use the carbon dioxide that we exhale to help make their food.

Soil Photosynthesis Soil is made up of minerals (rocks, sand, clay, and silt), air, water and organic (plant & animal) material.

How plants make food with sunlight, water, and carbon dioxide.

Plants use the energy from sunlight to change water and carbon dioxide into sugar. The sugar is food for plants and gives plants energy to grow. The process plants use to make food using sunlight, water, and carbon dioxide is called photosynthesis.

The process of photosynthesis can be represented by the equation below.

Sunlight Water + carbon dioxide sugar + oxygen

20 My Garden Notebook 21 Angiosperms

owering plant ﬂ : the edge of the leaf : attaches a leaf blade to a stem : the reproductive structure of a : the reproductive : central or main vein of a leaf or main vein : central : provide structure and support structure and support : provide : are normally beneath the a thin structure where a thin structure : deliver water and nutrients to water : deliver

: new plants develop from seeds : new plants develop : a structure of a : a structure of : an undeveloped shoot : an undeveloped

owering plant Leaf: Leaf margin plant cells Petiole Midrib Flower ﬂ occurs photosynthesis Fruit seed that contains the Stems and food inside the water and move plant Roots and nutrients ground and absorb water support as well as provide Seed Bud Veins

Learning about plant parts - dicotyledons - parts plant about Learning Plant morphology Plant Label the bean plant diagram below using the word bank using the below plant diagram the bean Label Plant Morphology - Angiosperms Learning about plant parts - monocotyledons

Label the iris diagram below using the word bank

FlowerFlower: the reproductivereproductive structure of a ﬂ oweringowering planplantt Leaf:Leaf: a thin strstructureucture where photosynthesisphotosynthesis occurs StemStem: pprovidesrovides structure and susupportpport andand ccarriesarries wwaterater aandnd ffoodood insiinsidede the plantplant RootsRoots: pportionortion of the pplantlant that normally lies beneath the ggroundround FlowerFlower BuBudd: an undevelopedundeveloped ﬂ ower LeafLeaf marginmargin: the ededgege of the lealeaff VeinsVeins: ddelivereliver wwaterater aandnd nnutrientsutrients ttoo plantplant cellscells Rhizome:Rhizome: horizontalhorizontal stestemm NewNew GrGrowth:owth: newnew leleavesaves aandnd sstemstems Beard:Beard: tufttuftyy extensions that mamayy attract pollinatorslli t

22 My Garden Notebook 23 seed bearing cone pollen bearing cone, pollen bearing cone, gymnosperms

woody structure providing providing woody structure thin leaf-like structure where structure where thin leaf-like - a thin paperlike structure a thin paperlike

plant embryo Male Cone: than the female cone normally smaller Female Cone: Needle: occurs photosynthesis Branch: support Seed: Wing: with attached to the seed that helps w wind dispersal

abel the abel the Label the pine branch diagram below using the word bank using the below diagram the pine branch Label L

Learning about plant parts - conifers parts plant about Learning Plant morphology Plant Plant Taxonomy how do scientists identify plants?

What is plant taxonomy?

Taxonomy is the science of classifying organisms such as plants. Taxonomy allows us to ﬁ nd, describe, identify, classify and name plants and the person who does this is a Plant Taxonomist. To begin to classify plants, we need to start at the beginning. There are 6 kingdoms of living organisms on earth: Animals, Plants, Fungi, Protists, Archaebacteria and Eubacteria. The Plant Kingdom is further divided into Division, Class, Order, Family, Genus and Species. As we learn to classify plants, we will mainly use the terms family, genus and species. Look at the example for Sisyrinchium bellum (Blue-eyed Grass) below.

Kingdom Plant

Division AngiospermA

Class Monocot

Order AsparagalesA

Family Iridaceae

Genus SisyrinchiumS

Species bellum Sisyrinchium bellum

24 My Garden Notebook 25

s hyte p Pteridophytes Gingko Gymnosperms . Latin is a very old language and was old language and was . Latin is a very owering plants like daffodils and roses, but but and roses, daffodils like plants owering Latin ﬂ

Dicot sperms g Bryophytes Angiosperms Sisyrinchium - sys is from Greek and means pig bellum pretty or handsome - bellum means rst part is the genus and the second part is the species. Here is an example: ﬁ Monocot Conifer Cycad Liverwort Moss Fern Horsetail When we think of plants, we might think of think we might plants, of we think When

there are lots of different plants: lots of different there are One other very important thing you should know before you become Junior Taxonomists become Junior Taxonomists should know before you important thing you One other very is that the language used to name plants is Part 1 Part 2 Part with roots that pigs eat. If we put it all together, it might read pretty plant used to name plants as early as the 17th century. A plant name is binomial (2 parts). A plant name used to name plants as early as the 17th century. The genus species - rynchus means snout (roots consumed by swine) What tools do Plant Taxonomists use?

• Hand lens • Microscope • Plant press • A dichotomous plant key contains a series of questions and each question is a choice between two characteristics. The identity of the plant is determined through a process of elimination. An example might be green leaves or yellow leaves. There is a simple example of a dichotomous key below

You’re going to become a Junior Plant Taxonomist, so you need to know how to use a dichotomous (2 branched) key. Choose one of the plants and use the dichotomous key below to work out the plant’s name.

1.a) Leaves simple 2

b) Leaves compound 3

2. a) Flowers yellow with brown center Encelia californica

b) Flowers yellow with yellow center Venegasia carpesioides

3. a) Flowers white to blue/purple Lupinus bicolor

b) Flowers yellow with a red tip Acmispon glaber

Helpful hints for using a dichotomous key

• Notice there are 3 steps used to identify 4 organisms • There should always be one less step than the number of organisms identiﬁ ed in a key • Always read both options • Be sure you know the meaning of the terms given, never guess

26 My Garden Notebook 27 orum fl Sambucus nigra Epilobium canum Golden Yarrow Blue Elderberry California Fuchsia Eriophyllum conferti ower fl Deerweed Acmispon glaber California Figwort Canyon Sun Scrophularia californica Venegasia carpesioides ower fl plant is one that loses its leaves for several months each year when year months each for several loses its leaves plant is one that laginifolia fi

deciduous Rosa californica Encelia californica California Rose California Aster the weather becomes too hot, dry or cold. too hot, dry or cold. the weather becomes that drop because the nutrients brown and dry before they usually turn The leaves stems. return to the plant’s leaves are stored in the begins, deciduous season and the rainy becomes favorable When the weather grow and produce new leaves. plants begin to A

Corethrogyne California Sun

Plants in my garden my garden in Plants Plant portraits Plant • • Deciduous plants Deciduous • Plant portraits Plants in my garden

Deciduous plants

Monkeyﬂ ower Mugwort Seacliff Daisy Mimulus aurantiacus Artemisia douglasiana Malacothrix saxatilis

Snowberry Gooseberry Symphoricarpos albus Ribes amarum

28 My Garden Notebook 29 Coffeeberry Rhus integrifolia Frangula californica Lemonade Berry Honeysuckle Lonicera subspicata Artemisia californica California Sagebrush plants are shrubs and trees (with woody stems) that keep their stems) that keep and trees (with woody plants are shrubs Toyon

Black Sage Salvia mellifera Coyote Brush

Baccharis pilularis Heteromeles arbutifolia

Plants in my garden my garden in Plants Plant portraits Plant Evergreen Plants Evergreen Evergreen throughout the entire year. leaves Plant portraits Plants in my garden

Herbaceous Plants • An herb (pronounced “erb”, the “h” is silent) or herbaceous plant (pronounced “herb-ay-shus”, the “h” is pronounced!) is any plant with soft, ﬂ ex- ible stems that are not rigid and woody. • Herbs don’t need to produce strong, stiff stems and branches because they never grow to be very large.

California Poppy Blue-eyed Grass Miniature Lupine Eschscholzia californica Sisyrinchium bellum Lupinus bicolor

Narrow-leaf Milkweed Hummingbird Sage Morning Glory Asclepias fascicularis Salvia spathacea Calystegia macrostegia

30 My Garden Notebook 31 Elymus glaucus Elymus condensatus Blue Wildrye Giant Rye are fast-growing herbaceous plants that have long, narrow long, plants that have herbaceous are fast-growing Stipa pulchra

Grasses California Barley

Purple-needle Grass Hordeum brachyantherum “strap-like” leaves. leaves. “strap-like” • and grooves ridges will see tiny you leaf, look closely at a grass If you of the leaf where food and the veins its length. These are running along are transported. water Grasses •

Plants in my garden my garden in Plants Plant portraits Plant my garden notebook Plant Adoption papers

Name of your school:

Choose a plant in your school garden that you’d like to adopt

What plant family does your plant belong to?

What is the common name of your plant?

What is the scientiﬁ c name of your plant? Remember there are 2 names - genus & species i.e. Sisyrinchium bellum

Using the word bank to help you, complete the following section

Describe your plant (color, smell, texture, height, width)

Your Plant Color: green, grey-green, blue- green, silvery Smell: aromatic, pleasant, stinky Texture: glossy, smooth, hairy, waxy, soft, prickly, thorny, spiny

Your Plant’s Environment Soil Texture: sandy, clay, Describe your plant’s environment (soil texture, muddy, loamy, dry, wet, dusty, soil color, invertebrates, sun or shade) stoney Soil Color: yellowish, brown, grey, dark, light Invertebrates: beetle, aphid, ﬂ y, spider, worm, caterpillar, bee, butterﬂ y, moth, wasp Sun or Shade: sunny, shady, cool, warm, bright, damp

32 My Garden Notebook 33 ower, stem, roots, fruit) ower, Draw a diagram of your plant. Remember to label the parts. (leaf, bud, (leaf, the parts. to label plant. Remember of your a diagram Draw ﬂ Draw your plant your Draw my garden notebook garden my my garden notebook plot your plant

What is the area of your garden? Area = length x width m²

What is the perimeter of your garden? Perimeter = 2x length + 2x width

cm Draw the position of your plant in the garden and approximate how much area it covers. cm² 34 My Garden Notebook 35 Date Date

Height in centimeters in Height Width in centimeters in Width

year and plot the results below. the results plot and year You will measure the height and width of your plant several times during the the during times several plant your of width and height the measure will You What did you see? What did you learn?

What did you do? What did you hear?

36 My Garden Notebook 37 38 Coal Oil Point Reserve 39 ats and extremely ats and extremely ﬂ ed from Mike Collins, Cabrillo High School ed from Mike ﬁ a small crustacean such as a Beach Hopper.

is nition, be sure to tell us. refers to the piles of seaweed, terrestrial plants and is sand hill or sand ridge formed by the wind. ﬁ Information and photos from coaloilpoint.ucnrs.org. a shallow body of water often separated from a sea by from a sea often separated a shallow body of water

Exploring coastal habitats coastal Exploring Activities modi is

Life on the beach the on Life

Habitat is a place where an organism is normally found. Habitat is a place where an organism is normally found.

amphipod sand dune lagoon ooded tidal lagoon that dries out in the summer to form salt lagoon that dries out in the ooded tidal Welcome to the Coal Oil Point Reserve (COPR)! Coal Oil Point Reserve Welcome to the are habitats tide meets a river) and estuarine (where the of coastal A wide variety a large coastal dunes that support including Reserve, Oil Point protected at Coal a seasonally Slough, is Devereux In the heart of the reserve of dune plants. variety ﬂ the year birds visit throughout channels. Thousands of migratory salty ponds and Dune Beetle, Wandering Globose species (Snowy Plover, of rare and a number home. COPR their Skipper) make Why are sloughs important? Why What do you think plant adaptation means? What do you or endangered, what does that If a species is listed as threatened mean? What is a slough? Listen for these words during your visit. If you hear them and Listen for these words during your visit. If you hear know the de Challenge Words Focus Questions sandbars or coral reefs. sandbars or coral Beach wrack ashore. animal remains that wash A A An

Chapter 3. 3. Chapter What’s on the menu beach hopper research

Beach hoppers can jump over 60 times their body length. If you ﬁ nd a beach hopper and it is 1.5 cm long, approximately how far would it be able to jump? 1.5 x 60 = cm How tall are you? cm If you could jump 60 times your height, how far would you be able to jump?

X 60 = cm your height in cm How many feet does that equal? Hint: 1cm = 0.3937 in

cm X 0.3937 in = in, which equals ft Research Question

If you were a hungry Beach Hopper (an amphipod), where would you look for food? Choose one:

A. Not under seaweed B. Under fresh seaweed C. Under wilted seaweed D. Under slightly dry seaweed E. Under dry seaweed F. Under very dry seaweed

We’re going to ﬁ gure out which answer is correct by doing an experiment.

Pencils Shovel Container (to hold sand) Sieve Magnifying jar

Method

Examine the pile of kelp your group has been assigned.

Lift up the pile of kelp and take a shovel full of sand from underneath.

Put the sand into the container.

Count the Beach Hoppers and as you count them, lift them out of the sand and let them hop away.

Record the total number of Beach Hoppers you count and write the results on the recording table on the next page. 40 Coal Oil Point Reserve 41 Very Dry Very Kelp Condition Fresh Wilted Slightly Dry Dry No kelp Fresh Wilted Slightly Dry Dry Dry Very Beach Hopper Kelp Condition Preference Beach Hopper Kelp Condition

Group NameCondition Kelp # of Beach Hoppers

*Be sure to share your results with the other groups when you return to school you results with the other groups when *Be sure to share your Data Graph paper below. on the graph Results Your Graph Recording Table Recording in this table. information your Record Number of Beach Hoppers Hoppers Beach of Number (write in units) in (write 0 Beach Hoppers

beach hopper research research hopper beach What’s on the menu the on What’s Sand Dunes Dune formation

How are Sand Dunes Created? When wind blown sand is caught by dune plants and settles into mounds, embryo sand dunes are formed. Gradually the winds continue to add sand and blow the dunes inland, Embryo dune - the ﬁ rst dunes where they grow in size, and continue to collect sand. to develop and stabilized by plants. Dunes are continually changing. Waves, wind, plants, Fore dune - embryo dunes join weather, and trampling by people all have an impact on together to form foredunes. Back dune - as plants grow and dune shape. Dunes are a fragile ecosystem and are rare bacteria colonize the dune, it in this part of California. becomes more stable. Ocean - body of saline water. Label the parts of the beach using the word bank above.

______

______Draw one of the plants you found growing on the sand dunes.

42 Coal Oil Point Reserve 43 (special adaptations oat ﬂ that allow them to tolerate salt, salt, that allow them to tolerate that plants living on these dunes Gray leaves leaves Gray Short roots leaves Big shiny Tall and skinny Tall Seeds that Plant Adaptations Plants often have grow in different features) that help them to areas. special on beaches have Plants that live adaptations drying winds, and intense sunlight. the beach. Do Look at the different parts of or see more plants close to the water you in the dunes? farther away, adaptations

Hairy leaves Long roots Grow low to the ground Small leaves Sticky might have. Underline or circle all of the plant How do you think this beach might change from summer to winter? this beach might change from think How do you What environmental conditions shape the beach? shape the conditions What environmental

Sand Dunes Sand the dunes life on Surviving Sand Dunes plant checklist

Check the box next to the species you saw during your visit at Coal Oil Point Reserve.

Sea Rocket Beach Saltbush (Cakile maritima) (Atriplex leucophylla)

Red Sand Verbena Beach Primrose (Abronia maritima) (Camissoniopsis cheiranthifolia)

Beach Bur Bush Lupine (Ambrosia chamissonis) (Lupinus arboreus)

Coyote Brush Buckwheat (Baccharis pilularis) (Eriogonum parvifolium) 44 Coal Oil Point Reserve 45 c ﬁ Breeding Plumage Western Snowy Plover Western c name) ﬁ (Scienti species is a plant or animal that might become extinct. species is a plant or animal species is a plant or animal that may become endangered soon. that may species is a plant or animal Normal Plumage

Western Snowy Plover Western endangered threatened

Indentifying a Plover bill. It has pale dark with a short neck and a slender, is a small bird The plover its back, a pale brown on the top of its head (cap) brown plumage (feathers) on the breeding season, the plumage changes and dark and white underparts. During neck. Male breeding and on the under the eyes, patches appear on the forehead, female patches can be dark brown or black. plumage patches are black and In 1993, the Western Snowy Plover was declared “threatened” under the declared “threatened” was Snowy Plover In 1993, the Western Endangered Species Act. is a law. • The Endangered Species Act are threatened or endangered. • It helps protect animals that • An A Threatened Species • A Charadrius alexandrinus nivosus Charadrius alexandrinus Snowy Plovers? What are Western of coastal or near the shore that they live a shore bird, which means are Plovers Snowy groups of Western separate two There are even inland waters. the coastal will be studying We coastal and the inland populations. – the Plovers are found on the Paci These birds Snowy Plover. Western population of the Western Snowy Plover Snowy Western States and Mexico. Coast of the United

The life of the Snowy Plover Snowy the of life The shorebird A Threatened The life of the Snowy Plover Actual size of a Western Snowy Plover

This drawing is the actual size of the Western Snowy Plover. It is about 6 inches in length.

Color and label the snowy plover in breeding plumage.

Crown Beak Feet Legs Wing Tail Breast

This is a picture of a Snowy Plover chick – it’s about the size of an oreo cookie!

46 Coal Oil Point Reserve 47 . ow into the ocean), and at nearby ponds. ocean), and at nearby ponds. ow into the fl ies and beetles) and other beach inverte- ies and beetles) and other fl at sandy beaches, such as dunes, open coastal beaches, such as dunes, open at sandy beaches, fl space, shelter, food, and water space, shelter, Describe the space that Snowy Plovers prefer for a home. Describe the space that Snowy Plovers nest? What is the name of the Snowy Plover’s eating? enjoy What do Snowy Plovers Plover Trivia!

Habitat elements must be Four home for a plant or animal. natural A habitat is the present in a habitat: the mouths of streams (where streams the mouths of for food along the Hoppers). They forage and Beach (such as small crabs brates at low tide and submerged at high tide (intertidal strip of sand exposed to air use a pause, look, run, and peck Plovers wrack). piles (kelp area) and in kelp technique to catch prey. Space on live Snowy Plovers Shelter – small dips in the sand they use as a nest. They scrapes make Snowy Plovers and wind, so they will often nest around driftwood need protection from predators are usually lined with shells or rocks. scrapes and plants. Their or small grasses Food (such as eat insects Snowy Plovers

The Plover’s Neighborhood Plover’s The peck and run look, pause, The Plover’s Neighbors

Shorebird Identifﬁ ication

Knowing how to identify the Western Snowy Plover from other birds is important. Can you identify and lwrite in the name of the different shorebirds? Use the information on the next page to help you.

1. ______2. ______

3. ______4. ______

48 Coal Oil Point Reserve 49 ) . ) ication

) ﬁ ) Charadrius semipalmatus ( endangered species Calidris alba Sterna antillarum ( ( Charadrius vociferous

(

Least Tern The Semipalmated (partly webbed feet) Plover has darker plumage on its back plumage has darker (partly webbed feet) Plover The Semipalmated and a band across its entire chest It also has the Snowy Plover. and head than season During the summer breeding to its beak. its eyes another that connects just a black band across its forehead black, and it also develops those bands turn and black beak. orange white band. It has a short the above back, and a black edge on its wings. underside, gray has a white The Least Tern season, it has a white forehead, a black head cap, During the summer breeding it has a white head cap, In nonbreeding season bill with a black tip. and a yellow and a black bill. The California to the back of the head, black strips from the eyes least tern is an Semipalmated Plover Semipalmated Use the decriptions below to identify the birds pictured on the previous page. pictured on the previous below to identify the birds Use the decriptions Sanderling Killdeer head cap is a brown back and wings and white undersides. The Killdeer have red around a distinctive a white forehead and eyestrip brown, and they have the across the chest, one band over two black bands They have ringed eye. long thick beak. forehead and one around the by beach visitors. as Snowy Plovers mistaken Sanderlings are most commonly legs and longer beaks. Plumage is darker and have They are bigger in size pale brown and white and turns to a red brown during breeding speckled gray, for food under the forage season with a white underside. They use their beaks to come in and out. as the waves wet sand and will run back-and-forth

The Plover’s Neighbors Plover’s The Identif Shorebird Feathered friends birds you might see at Coal oil point

Check the box next to the species you saw during your visit at Coal Oil Point Reserve.

Black-bellied Plover Least Sandpiper Pluvialis squatarola Calidris minutilla

Dunlin Western Gull Calidris alpina Larus occidentalis

Willet Sanderling Tringa semipalmata Calidris alba

Snowy Plover Marbled Godwit Charadrius alexandrinus Limosa fedoa 50 Coal Oil Point Reserve 51 Whimbrel Ardea herodias Brown Pelican Great Blue Heron Numenius phaeopus Long-billed Curlew Numenius americanus Pelecanus occidentalis

Killdeer Mallard Cathartes aura Turkey Vulture Black Turnstone Charadrius vociferus Anas platyrhynchos Arenaria melanocephala

Feathered friends Feathered oil point Coal see at might you birds Furry Friends

Animal tracks you might see at Coal oil point

Below are the approximate sizes of animal tracks you might see at Coal Oil Point.

No Thumb Thumb 5 Toes

Skunk Front 2 inches Skunk Back Opossum Front 3 inches 1.5 inches

Opossum Back 2.5 inches

Raccoon 4 inches

4 Toes Round - Cat Family Oval - Dog Family

Gray Fox 1.5 inches

Cougar 3 inches

Bobcat Coyote 2 inches 3 inches 52 Coal Oil Point Reserve 53 point

Plover less than 1 inch 1 inch Killdeer Pelican 6.5 inches at Coal oil at Coal

4 inches Turkey Vulture Duck 3 inches 7 inches

Heron

tracks you might see might you tracks

Below are the approximate sizes of bird tracks you might see at Coal Oil Point. Point. at Coal Oil might see you of bird tracks sizes the approximate Below are

Feathered Friends Feathered Bird Nature Journal Beach habitat Treasures

Treasure Hunt

Let’s see what treasures we can ﬁ nd on the beach….. Choose 2 objects you found on the beach and bring them back to your group.

Choose your favorite object

Draw the object you found. Do you know what it is?

Name of Object: ______

Describe Your Object

Where did you ﬁ nd it (for example: near the water, under a log)?

What does your object look like (for example: smooth, blue)?

What does your object feel like (for example: rough, soft)?

What does your object smell like (for example: fresh, salty)?

Measure Your Object (use the ruler on the last page of your journal)

How wide is your object at the widest part? ______cm

How wide is your object at the thinnest part? ______cm

How long is your object? ______cm 54 Coal Oil Point Reserve 55

Draw something you have seen at the beach today in the box below. box in the seen at the beach today have something you Draw 4. ______5. ______4. ______5. 1. ______2. ______3. ______1. ______2. Open your eyes and look around you. List 5 things you can see (for example: List 5 things you you. and look around eyes Open your trees, birds, clouds). Where are the smells coming from? Where are the smells coming 1. ______2. ______1. ______2. Close your eyes again and breathe deeply, smelling all of the different smells all of the different smells smelling again and breathe deeply, eyes Close your List 2 of the smells. around you. What do you think is making those sounds? think What do you 1. ______2. ______2. ______1. ______Close your eyes and listen to the sounds around you. List 2 sounds you can hear. can hear. you List 2 sounds around you. and listen to the sounds eyes Close your Now we’re going to explore other parts of the beach habitat using some other some other habitat using of the beach other parts going to explore Now we’re senses:

Nature Journal Nature Treasures habitat Beach All seaweeds are algae, but not all algae are seaweeds

Describe the algae you found. Where on the beach did you ﬁ nd it, what’s the color, shape, smell, size and texture of your seaweed?

All seaweeds can be divided into 3 categories: Red, Green and Brown

Red Seaweed Green Seaweed Brown Seaweed Rhodophyta Chlorophyta Phaeophyta

What is the scientiﬁ c name for seaweed?

How does seaweed make food?

What other organism uses this process?

Most seaweeds need to attach themselves to a surface of rock, sand or mud. What structure allows them to do this?

56 Coal Oil Point Reserve 57 What type of forest grows under water? Did you know that...... know Did you in percent of oxygen between 70 and 80 (which include seaweed) contribute Marine plants the atmosphere. day. can grow up to 24 inches a Some seaweed around for 3 billion years. Seaweed has been and minerals. full of vitamins Seaweed is packed algae factsalgae Sea otters tangle themselves up in Sea otters tangle themselves and seaweed so that they can eat away. sleep without being washed algae structure

Using the word bank below. Label the different parts of the seaweed.

Holdfast Stipe Blade Air Bladder

58 Coal Oil Point Reserve 59

is extracted from green algae and is used as a natural food coloring and also food coloring and also a natural green algae and is used as from is extracted is extracted from red algae and is used to stick or bind food together. and is used to stick or bind from red algae is extracted

comes from brown algae and is used to make water-based products thicker or products thicker water-based algae and is used to make comes from brown

Beta carotene cancer. helps to prevent Carrageenan Alginate When do you use seaweed? use you do When Based on the information above, circle all of the items that you think might contain seaweed. think might that you circle all of the items above, Based on the information • • • Many of the products we use on a daily basis contain ingredients extracted from seaweed. from seaweed. ingredients extracted basis contain use on a daily products we of the Many creamier. What did you see? What did you learn?

What did you do? What did you hear?

60 Coal Oil Point Reserve 61 62 The Research Experience & Education Facility 63 movement of water or air due to of water movement

the different kinds of living things found in a are caused by

not alive, non-living factors that affect living not alive,

related to life or living organisms. Example: plants, nition, be sure to tell us. refers to

ﬁ means means An Ocean View of the View Ocean An World c habitat, ecosystem or the entire planet. ﬁ

Challenge Words your visit. If you hear them and Listen for these words during know the de Biotic Focus Questions organisms. Example: water, temperature, light, etc. temperature, organisms. Example: water, animals. Abiotic speci uneven heating in the environment. uneven Biodiversity Convection currents Why are oceans important? Why What is the coastal zone? What is a wetland?

Welcome to the Marine Science Institute (MSI)! Marine Science Institute Welcome to the along the coast of land and ocean that occurs the “coastal zone,” Our focus is the and touch sea will get to see You Channel Islands. the Santa Barbara California and front yard! are found right here in our creatures that is MSI’s as the REEF, better known & Education Facility, Experience The Research neat place to learn all about marine science. teaching aquarium and a really Don’tthrough the get a little wet as we explore our world be surprised if you in… dive let’s So, and ecology. wonders of water

Zone the Coastal Exploring

Chapter 4. Chapter

THe MAGIC PLANET THE WORLD, WEATHER AND WATER

We are going to use one of the COOLEST pieces of modern technology, the Magic Planet ®, to explore the relationship ensa between weather and abiotic cycles. nd tio Co n

Things that go around are called CYCLES! e

How many kinds of cycles can you think of? p

a n

v E

Ex. Water Cycle

Below is a diagram of the water cycle. Use the word bank below to label the parts of the water cycle.

Mountain Ocean Sun Clouds Wind Light/Heat Evaporation Condensation Precipitation

64 The Research Experience & Education Facility 65 ic method

ﬁ Think! Try Again or Partially False Hypothesis is False

Construct Research Test with Hypothesis Observation Background Ask Question an Experiment Report Results Analyze Results Draw Conclusion Hypothesis is True

Hydro-logic scienti to the introduction An f Hydro-logic Data collection and analysis

What is a Wetland?

Although wetlands are often wet, a wetland might not be wet all year. Wetlands are the link between the land and the water. They are transition zones where the ﬂ ow of water, the cycling of nutrients, and the energy of the sun meet to produce a unique ecosystem characterized by water, soils, and vegetation, making these areas very important features of a watershed. A watershed is an area of land drained by a river, river system or other body of water. Using a watershed- based approach to wetland protection ensures that the whole system, including land, air, and water resources, is protected.

In California, we have lost approximately 90% of our wetlands to human development. The San Francisco Bay Area makes up 90% of what is left. Color in the % of wetlands remaining in California.

Can a wetland be restored?

What are some of the things we need to think about when restoring a wetland?

We are going to use different types of dirt (also known as substrate) and water to do a laboratory experiment to answer these questions! On the next page is a data table that we will use along with the scientiﬁ c method to see if we can answer the question: which substrate (soil, sand, peat or clay) makes the “best wetland?”

66 The Research Experience & Education Facility 67 Best Wetland Held by % Water Substrate (ml) Collected Collected Observations Water Observations

soil clay peat sand

Substrate Immediate Which substrate (soil, sand, peat or clay) was best at holding water? best at holding water? was peat or clay) (soil, sand, Which substrate Conclusion

Wetland Soil Data Wetland

Hydro-logic analysis and collection Data See sea creatures Learning about life underwater

Life in the Santa Barbara Channel

Because of our geography and the ocean currents that ﬂ ow through the Santa Barbara Channel, we have some of the MOST awesome sea creatures right in our front yard.

One of the species you will see today is the giant kelp. Giant kelp (Macrocystis pyrifera) forests are located at the land-ocean margin in temperate (mild climate) regions of both the northern and southern hemispheres. This leads to very high biodiversity (lots of different plants and animals)!

Species Checklist

Explore the REEF and learn about the ocean from algae to zooplankton! Check the box next to the species you saw during your visit at the touch tanks.

Giant kelp Rockﬁ sh Macrocystis pyrifera Sebastes spp.

Garibaldi Swell Shark Hypsypops rubicundus Cephaloscyllium ventriosum 68 The Research Experience & Education Facility 69 Sea Urchin Red Abalone Haliotis rufescens Decorator Crab Loxorhynchus spp. Strongylocentrotus spp.

Sea Stars Pisaster spp. Spiny Lobster Two-Spot Octopus Octopus bimaculatus Panulirus interruptus

See sea creatures sea See life underwater about Learning energy and matter an ocean food web

Where does most energy come from? Producer The sun! Protista

Primary Consumers Animals/Herbivores

Producer Plants Decomposers Bacteria/Fungus

Secondary Consumers Animals Carnivores/Omnivores Primary Consumers Animals/Herbivores Secondary Consumers Animals Carnivores/Omnivores

Designed and developed by Scott E. Simon, Chris Schmuckal and Erin Winslow for MSI: Oceans-to-Classrooms 70 The Research Experience & Education Facility 71

ecting on your ocean experience ocean your on ecting l

Write down your thoughts about the ocean. down your Write Draw a picture of your favorite sea creature at the REEF and describe why you you describe why at the REEF and sea creature favorite your a picture of Draw it. like I like the ocean because... The ocean makes me feel...

Nature Journal Nature Ref What did you see? What did you learn?

What did you do? What did you hear?

72 The Research Experience & Education Facility 73 74 UCSB Storke Wetland 75

lter out fi ows into the ocean. ows to the ocean. fl fl ow of energy from one organism to the fl the

a wide man-made drainage ditch containing plants that a wide man-made drainage refers to

to tell us. nition, be sure ﬁ is is an interconnected web of food chains. is a lowland area, like a marsh or swamp, that is saturated that is saturated a marsh or swamp, is a lowland area, like is the passage of liquid from a weak solution to a Watersheds & Food Webs & Food Watersheds food chain wetland food web bioswale lter stormwater and runoff before it and runoff lter stormwater A concentrated solution across a semi-permeable membrane. concentrated A next. For example, a green plant, a leaf-eating insect and a hungry example, a green plant, a leaf-eating next. For bird form a simple food chain. A Osmosis A ﬁ with water. Challenge Words your visit. If you hear them and Listen for these words during know the de What do birds that live in wetlands eat? What do birds that live in water? What kinds of plants can grow hard for plants to grow in? are salty soils Why Focus Questions

ood homes built on areas that were once wetlands or near wetlands. Wetlands wetlands. Wetlands were once wetlands or near homes built on areas that ood Most animals need freshwater during their lives and can’t and during their lives in areas without need freshwater Most animals live rains of wetlands when heavy the value Humans learn to recognize this resource. ﬂ most important roles when they help one of their located near oceans play before it and silt from water pollution, trash, Welcome to the Storke Wetland, at UCSB! Welcome to the places? unique and valuable are wetlands Why birds, humans and other animals. role for insects, an important play Wetlands

biodiversity wetlands support How Chapter 5. 5. Chapter

Alkali Heath Frankenia salina out of living cells. actively move salts Adaptation: Small, gray reflective loss of leaves reduce water. fresh Salt Extrusion Salt grass is able to (Note salt crystals above.) UNIVERSITY OF CALIFORNIA SANTA BARBARA SANTA UNIVERSITY CALIFORNIA OF Spearscale Atriplex triangularis Atriplex Adaptation: vertical leaves Waxy, water loss. reduce

at the patterns of plant distribution in this wetland. Subtle dif- UNIVERSITY OF CALIFORNIA SANTA BARBARA SANTA UNIVERSITY CALIFORNIA OF Pickleweed Salicornia virginica • http://ccber.lifesci.ucsb.edu • http://ccber.lifesci.ucsb.edu • Adaptation: Excludes salts from water in retains roots; succulent stems.

Look around you Look around ferences in water depth, duration of flooding and soil salinity create plant community mo- in water depth, duration of flooding and soil salinity create ferences the adaptations of plants to their particular environment. saics which reflect amounts of insufficient oxygen and nutrients to grow; water, Plants need sunlight, fresh conditions. Over the annual cycle changes in stressful can create any of these resources immense. Since they cannot move, plants must be able to salinity and water saturation are withstand the most stringent conditions. ocean tides by berms from a part of the Goleta Slough, has been cut off Storke Wetland, and a tide gate since the 1930s, yet salty or “saline” conditions persist due to their long his- because salts can become concentrated in stressful tory of tidal influence. Saline soils are examples of plants that have on cell function. Below are the plants and have toxic effects conditions. adapted to these extreme s

Salt Grass d

• http://ccber.lifesci.ucsb.edu • http://ccber.lifesci.ucsb.edu • n

Distichlis spicata a

e Adaptation: Excess salt is secreted out of the leaves salt glands. through This cross-section illustrates how 1 to 2 foot differences in water depth can illustrates how 1 to 2 foot differences This cross-section adapted. to which just a few plants are environments very different create These wetland plants have evolved novel ways to handle salts, flooding and drought. Plant Community Mosaic

When plants grow they take in water through their roots and lose water through and lose water through their roots they take in water through When plants grow leaf transpiration. In salt marshes, salts flow into plants during water uptake and become concentrated during transpiration and evaporation. High salt levels interfere water loss to keep the these plants must reduce with cell function. For this reason, salt diluted, so they often develop water conserving adaptations like those found in desert plants. These adaptations include succulent leaves and stems, waxy coatings, transpiration. Other adapta- and small or vertically-held leaves which help reduce salt. tions allow plants to excrete Salt Marsh Plants Adaptations to Extreme Saline Conditions

e k r to S Common Spikerush Eleocharis macrostachya Prairie Bulrush Bolboschoenus maritimus Cheadle Center for Biodiversity and Ecological Restoration Cheadle Center for Biodiversity and Ecological Cattail Typha latifolia headle Center for Biodiversity and Ecological Restoration headle Center for Biodiversity and Ecological C Stems Bulrush Schoenoplectus californicus Roots Flowers . , store , store lant Adaptations fibrous stems fibrous lowers are held up high Emergent Plant Adaptations to keep them above water for wind pollination and seed dispersal. Tall, hollow stems Spongy, transport gases such as oxygen and carbon dioxide roots. to and from Underground stems, called rhizomes F which energy starchy allows plants to vegetatively spread underwater. hold plants erect hold plants erect variable through water levels Emergent Wetland Plants Adaptations to Saturated Soils Wetland plants often grow in dense, clay soils. These wet soils are devoid of oxy- in dense, clay soils. These wet soils are plants often grow Wetland wetland plants have evolved adaptations to oxygen; however, gen. Roots require Some wetland plants have the air down to roots. enable gases to transfer from plants“ on the water surface, but “emergent floating leaves and stems that rest straight up out of the water and can handle changing depths. These grow above the rigid stems to hold the flowers and fruits plants must have sufficiently water for wind pollination and seed dispersal, while also having spongy channels Plant populations expand by extending under- for carrying oxygen to the roots. balance the correct stems or by dispersing seeds to wetland edges where ground of light, oxygen and water exists. P 76 UCSB Storke Wetland 77 Why might Why ows through a wetland? ows through fl sponge Why is this important? Why ooding fl ows over concrete or water that concrete or water ows over fl ows faster? fl People enjoy wildlife, exploring, views, clean air and water People enjoy wildlife, exploring, views, clean air and Reduces

. Absorbs rainwater – like a rainwater . Absorbs Supports life owing through a pipe? 5. about this place? enjoy What do you Make a list of living organisms that use the wetland. a list of living organisms Make What happens to the dirty water when it goes through a wetland compared to when it goes through a wetland compared What happens to the dirty water ﬂ What that Water 2. 1 What happens when you pour water on concrete compared to soil? on concrete pour water when you What happens

4. Filters out silt, nutrients and pollution Filters out silt, nutrients and 3.

this happen? WETLAND FUNCTIONS WETLAND FOOD WEB THe Chain of Life

Most organisms rely on other organisms for food. Food is a link between nearly all organisms. Using the sun, water and nutrients, plants produce food that is carried through the links in a FOOD WEB. Producers: checkerbloom, pickleweed, algae The main Food Web Roles are deﬁ ned below: Primary Consumers: aphid, PRODUCERS are green plants that use the sun’s sculpin, salt marsh harvest energy to produce sugar and oxygen through mouse photosynthesis. Secondary Consumers: gray fox, gopher snake, great PRIMARY CONSUMERS only eat plants, which are blue heron, red- shouldered producers. Primary consumers are herbivores. hawk SECONDARY CONSUMERS eat primary consumers, Decomposers: bacteria, they are carnivores or omnivores. fungi DECOMPOSERS break down dead plant and animal material into nutrients for producers.

Look at the example of a food chain below: Starting at the sun, create 2 more food chains to complete a food web. Using the Food Web Roles Box above, label each species with the correct food web role.

red-shouldered alligator hawk lizard checkerbloom Secondary Consumer algae Producer

harvest mouse pickleweed

tree frog Sun aphid

Secondary Consumer Primary Consumer

bacteria gopher snake Decomposer

sculpin gray fox lady bug great blue Secondary Consumer heron

78 UCSB Storke Wetland 79 ) out goes water Distichlis spicata Upland Plant Saltgrass ( Saltgrass . In a wetland, plant roots are underwater. Only plant roots are underwater. In a wetland, ) If plants get too much of any of the things they of much of any If plants get too Salt draws water out of cells through a water Salt draws plant adaptations Salicornia virginica Marsh Plant Pickleweed ( 4. How can they solve the problem of having too much salt? the problem of having 4. How can they solve for the following species. Describe or draw Chocolate Air Soda Water Oil Salt Jell-O Nutrients Sunlight Salt Jell-O Nutrients Air Soda Water Oil Chocolate Fighting Osmosis. process called osmosis. See diagram to the right. diagram process called osmosis. See (hexagons = salt crystals) such as a salt salty environments, Plants growing in very They can do water. losing too much marsh, need to avoid this using different plants adapted to getting air to their roots can grow successfully in wetlands. to getting air to their roots plants adapted plant plant (rush) with an upland cross section of the marsh 2. Compare the below. them (shrub) and draw water? the problem of too much solve 3. How do the marsh plants Can they get too much...? Can they get Surviving Extreme WATER AND SALT AND WATER Extreme Surviving answers: the correct to grow? Circle do plants need 1. What to their environment. time growing and must adapt a hard need, they have need air to grow. All plant roots PLANT ADAPTATIONSPLANT What did you see? What did you learn?

What did you do? What did you hear?

80 UCSB Storke Wetland 81 82 Arroyo Hondo Preserve 83 . is the narrow strip of land that borders creeks, rivers is the narrow strip of land that borders creeks, rivers is an animal lacking a backbone, or vertebral column. is an animal lacking a backbone, or vertebral u nition, be sure to tell us. lifecycle ﬁ stages that occur in a plant or animal’s lifetime, from the stages that occur in a plant or animal’s

s Wear sturdy shoes and long pants with long socks to deter ticks and sturdy shoes and long pants with long socks to deter Wear Balance is the key to a to key is the Balance Healthy Stream Healthy

invertebrate Listen for these words during your visit. If you hear them and Listen for these words during your visit. If you hear know the de Challenge Words Focus Questions time it is a fertilized egg to maturity, when it is able to reproduce is when it is able to reproduce egg to maturity, time it is a fertilized known as the Riparian habitat or other bodies of water. The different An What is a watershed? How do you know if a creek, stream, or river is healthy? know if a creek, stream, or river How do you

keep an eye out for poison oak. Bring water to drink, be quiet and watchful as we be quiet and watchful to drink, out for poison oak. Bring water an eye keep Hondo in the Arroyo the plants and animals that live explore, and be respectful of canyon. Be prepared: Welcome to Arroyo Hondo Preserve! Welcome to when the us back in time…to early California, Hondo will take Our visit to Arroyo known as “the this beautiful canyon, civilization inhabited Barbareno-Chumash ago! 5,000 years over coast,” jewel of the Gaviota for many and its health is important is a “watershed” canyon Hondo Arroyo that an incredible journey take who the Steelhead Trout, species, including Hondo. Arroyo often ends—at begins—and

Chapter 6. 6. Chapter

Nature’s Drain The parts of a watershed

A watershed or drainage basin is an entire area or region drained by a river and its tributaries. All runoff is eventually conveyed to the same outlet such as the estuary at Arroyo Hondo.

Watershed facts: • Almost half (48.7%) of the worlds land drains into the Atlantic Ocean. • The continental U.S. can be divided into 2,110 watersheds. • Hills, ridges, mountains and other high points defi ne the boundaries of a watershed. • Every stream, river or tributary has an associated watershed. In the watershed picture below, you can see the different parts, or reaches of the river. The river begins at the top boundaries of the watershed. The upper reaches or tributaries are small, fast fl owing streams that empty into the main stem of the river. Fresh water meets with salt water in the estuary, where the river fl ows into the ocean.

Please label the watershed above using the word bank.

Watershed boundary Tributaries Main river stem Estuary 84 Arroyo Hondo Preserve 85 swims Adult Rainbow: in the stream lives its entire life Smolt: to the ocean and adjusts to salt water Juvenile: grows in the stream for 1-3 years leave the gravel, gravel, the leave Fry: swim and catch food matures yolk yolk sac attached to body Alevin: Adult Steelhead: to the in the ocean, returns stream to spawn deposited

in stream gravel Eggs:

Draw one of the stages in the Steelhead lifecycle in the box below. in the box in the Steelhead lifecycle one of the stages Draw

From Egg to Adult Egg From Steelhead Lifecycle Steelhead Invertebrate Picture Key

These creatures only live in streams that are very clean and have no pollution.

86 Arroyo Hondo Preserve 87 These creatures survive in water with a little pollution. with a little in water creatures survive These Invertebrate Picture Key

These creatures can survive in water with moderate pollution.

88 Arroyo Hondo Preserve 89

______nd. ﬁ ______

Conclusions Is the creek healthy? results. your Review _____ OVERHANGING PLANTS AND TREES for food and shelter and to keep water cool water AND TREES for food and shelter and to keep _____ OVERHANGING PLANTS _____ HIDING PLACES from predators _____ ESTUARY for access to the ocean _____ ESTUARY _____ ROCKS and BOULDERS for resting places _____ GRAVEL- for redds (nest) _____ GRAVEL- _____ RIFFLES- to provide oxygen for the water oxygen _____ RIFFLES- to provide Clowdy (I cannot see the bottom of the creek) Clowdy (I cannot see the bottom food and oxygen to transport _____ MOVING WATER Clear (I can see the bottom of the creek) Clear (I can see the bottom How clear is the water? Check one of the boxes. How clear is the water? Check Check those you Water temperature Dissolved Oxygen Turbidity (JTU) Unit 0-10 Jackson Turbidity for Steelhead Other HABITAT requirements Steelhead HABITAT requirements Steelhead HABITAT (less than 64 degrees F) 6 parts per million) (above Testing the Health of the Creek and Watershed Health of the Creek Testing the Why do we care about STEELHEAD TROUT in the Arroyo Hondo Creek? in the Arroyo Hondo about STEELHEAD TROUT Why do we care so their presence is a sign requirements to survive, special very Steelhead have creek and watershed. of a healthy

IS THE ARROYO HONDO WATERSHED HEALTHY? WATERSHED HONDO ARROYO IS THE Water Quality Testing Quality Water Review and Reminder Riparian Habitat

From your observations, please answer the following questions:

1. What does the Arroyo Hondo watershed provide for the creatures living in or near the creek (riparian habitat)?

2. What organisms did you see in the riparian habitat?

3. Draw your favorite plant or animal found living near the creek.

4. Name at least 2 plants or trees you saw in the riparian habitat. Why are plants and trees important in the riparian habitat?

5. On the Nature’s Drain page, color in the riparian habitats (page 84).

90 Arroyo Hondo Preserve 91 sh passage in the culvert? sh passage fi nd in the creek that you might eat? might nd in the creek that you nd that might eat you? fi fi t of the new t of the new fi

4. What is the bene 1. What creatures did you did you 1. What creatures did you 2. What creatures important? is the estuary 3. Why You are a Steelhead Trout: a Steelhead You are 6. Draw the Steelhead Trout lifecycle in the box below. in the box lifecycle the Steelhead Trout 6. Draw 5. Why would you like living in the Arroyo Hondo creek? Why not? Hondo creek? Why living in the Arroyo like would you 5. Why

Steelhead Steelhead Review and Reminder and Review Is the Watershed Healthy?

Do you think the Arroyo Hondo creek is healthy? ______

Why?

Why not?

We hope you had fun during your exploration of the Arroyo Hondo Preserve and saw examples of the roles all animals and plants play in the world in which we live...you included!

Bonus questions

1. What can you do to help keep creeks clean and healthy?

2. What can we do to help take care of our watersheds?

3. If you ﬁ nd a lot of Helgrammites in a stream, what does that tell you about the health of the stream?

4. Why is it important to creatures living in a stream to have plenty of vegetation along the edges of the stream?

5. Where do the creatures living in a stream get their food?

92 Arroyo Hondo Preserve 93 What did you hear? What did you learn? did What ? What did you do? What did you see did What 94 Botanic Garden 95 eld trips. eld fi rst to grow in a new area. fi our, a turtle (red-eared slider) and a turtle (red-eared slider) our, fl different ecosystems? oods affect fl nd the Redwood Sorrel, some grinding Sorrel, Redwood nd the fi res or res cial to both organisms. fi fi lora

is a species that is the is characterized by a Mediterranean climate (mild winters by a Mediterranean is characterized is all of the living organisms existing together in a is an event or change in environmental conditions, such as a or change in environmental is an event . nition, be sure to tell us. ﬁ is the close interaction or living together of different organisms. is the close interaction

Exploring California’sExploring ood, or storm that causes distinct changes to an ecosystem. native f native ﬂ ecosystem pioneer species disturbance

re, Listen for these words during your visit. If you hear them and Listen for these words during your visit. If you hear know the de Challenge Words Symbiosis is usually bene The interaction ﬁ A A Chaparral habitat shrubs. and hot, dry summers) and consists mainly of low growing An particular area Focus Questions How can disturbances such as How can disturbances such Circle the habitat types that you have observed so far on the KIN Circle the habitat types that Forest Coastal Sage Scrub Redwood Riparian Oak Woodland Chaparral Beach Dune Rainforest Forest Kelp Grassland

Chapter 7. 7. Chapter The Santa Barbara Botanic Garden is an amazing place. As you walk around, you will see you around, walk place. As you Botanic Garden is an amazing The Santa Barbara plant spe- the rarest habitats include some of California and these all over habitats from can Coast. See if you the Central cies found on into Chumash used to grind acorns stones that the and shapes different sizes, Oak). Notice the touch (Poison should never a plant that you particular special adaptations for the see have of the plants you Many textures of plants. the the garden and come back throughout Most of all, enjoy habitat in which they live. something new to see. as there is always year Welcome to Santa Barbara Botanic Garden!Welcome to Santa

California’s Biodiversity What plants grow where !in california

Unique alpine communities Ponderosa/Jeffrey pine forest, juniper savanna, sagebrush steppe

Bristlecone-pine and limber-pine communities Sagebrush steppe, pinyon/juniper woodland, riparian cottonwood

Pinyon/Juniper Woodland Creosote Bush Scrub

Creosote Bush Scrub

San Francisco

Mojave Desert

You are here Los Angeles Santa Barbara Ventura

Coastal prairie, marsh, pine, ﬁ r Channel Islands Oak woodland, ﬁ r/pine, hemlock San Diego Redwood, mixed evergreen and hardwood Sonoran Desert

Chaparral, blue-oak/foothill pine Chaparral, oak/pine woodland

Blue-oak, foothil pine Conifer forest, blue-oak, foothill pine Prairie, mixed woodland, chaparral

Grassland, marshes, riparian, valley-oak savanna Coastal sage-scrub and chaparral Coastal sage-scrub and chaparral Coastal sage scrub, salt marsh, coastal prairie Coastal sage-scrub and chaparral Diverse, redwood forest to oak/pine woodland and chaparral Coastal sage-scrub and chaparral Northern redwood, mixed hardwood, southern oak forest

96 Botanic Garden 97 N E H C I LLICHEN age for invertebrates. Look invertebrates. age for ﬂ Lichens are used by birds and squirrels Lichens are used by birds and habitat for nesting material and provide and camou at the hummingbird nest and see if you see if you at the hummingbird nest and can spot the lichens. Lichens are mainly decomposers, even breaking down rocks!

rst to grow on a bare spot on a rock,

Symbiosis in Lichens in Lichens Symbiosis ALICE ALGA TOOK A TOOK ALGA ALICE Lichens growing on a log Lichens growing on a rock Mite Hummingbird nest Lichens provide food for many types of food for many Lichens provide Mites are animals from deer to mites. arachnids. Fun Facts Lichens are often pioneer species, the ﬁ tree, log, or soil. What are lichens? between fungi and algae by symbiotic relationships characterized Lichens are organisms often parasites their own food, they are fungi are unable to make or bacteria. Since organism that or decomposers (an in or on another organism) that lives (an organism or partnerships with algae developed have material). Some fungi decomposes organic for in exchange a home for the algae or bacteria the fungi provides bacteria in which nutrients. TO FREDDY FUNGUSFREDDY TO ALICE ALGA TOOK A LLICHENICHEN TO FREDDY FUNGUS Symbiosis in Lichens

Even More Fun Facts

There are over 15,000 different species Lichens grow very slowly, sometimes of lichens that have been found through- less than one millimeter per year! out the world.

This lichen is called reindeer lichen...any Lichens can grow almost anywhere. They thoughts on what animal might eat it? are found on every continent on earth.

1. Find a boulder in the garden. How many different colored lichens can you count?

2. Why can’t the fungus and alga live without each other?

98 Botanic Garden 99

California sagebrush ects sunlight ﬂ AdaptationRe Example re, wind, and steep slopes with rocky soils. re, wind, and steep slopes ﬁ

Manzanita Sagebrush Oak Coast Live Brush Coyote

Light Colored Leaves Spiny Leaves Spiny Grayish Leaves Grayish Woody Stems Woody Small Leaves Characteristic

Look towards the mountains at the chaparral communities. What kind of environment communities. What kind of environment at the chaparral the mountains Look towards evolved the plants might have see that adaptations do you are the plants living in? What in these conditions? to survive

Mountains Chaparral Habitat Chaparral Dry, Coastal in the Survive to Adapting A chaparral habitat is a shrub community adapted to conditions with limited rainfall, limited rainfall, adapted to conditions with habitat is a shrub community A chaparral intense heat, In the Shadow of the Giants ExploRing the Redwood Forest

As you walk down the trail from the meadow toward the canyon ﬂ oor, take note of the change in light, temperature, and mois- ture. What do you see and feel?

• Is it warmer or cooler?

• Is it lighter or darker?

• Is it drier or more moist?

The tallest Redwood tree is 379 feet tall.

How tall are you?

How much taller than you is the Redwood tree? 379ft - =

What do you notice about the plants growing under the Redwood trees?

Why don’t you see a lot of different plants?

Does sunlight touch any of the Redwood Sorrel (Oxalis) growing under the trees?

If so, what happens to the leaves? Why might this be an adaptation?

Evergreen plants keep their leaves all year long. Deciduous plants shed their leaves seasonally. The forest canopy is the uppermost layer of forest habitat formed by the tops, or crowns, of the trees. The forest understory is the lowermost or bottom layer of the forest, we can call it the forest ﬂ oor.

100 Botanic Garden 101 re ire r e

fi fi fi re? Circle the re? Circle the fi Plants re-sprouting after a ire?

ﬁ f

fi re in the recent past? Write down some of the things you things you down some of the in the recent past? Write re fi res always bad? Why? Why not? Why bad? Why? res always fi

A sycamore tree re-sprouting from the A sycamore burned stump An ice pack An ice pack Self pruning lower branches A cell phone Protected buds Seed germination due to Thick bark Fire extinguisher from underground New growth correct answers. What adaptations might plants have that would allow them to survive a that would allow them to survive have What adaptations might plants Are wild Do you see any evidence of a see any Do you noticed. Let’s look for clues.... Let’s look

Who needs Who f a to surviving guide a plants Nature Journal Riparian habitat

A riparian habitat is the land and plants situated along the banks of a river or stream.

We’re going to explore the riparian habitat using some of our senses:

Close your eyes and listen to the sounds around you. List 3 sounds you can hear.

1. ______2. ______3. ______

What do you think is making those sounds?

Close your eyes again and breathe deeply, smelling all of the different smells around you. List 2 of the smells.

1. ______2. ______

Where are the smells coming from?

Open your eyes and look around you. List 5 things you can see (for example: trees, birds, clouds).

1. ______2. ______3. ______

4. ______5. ______

Draw one of the items you listed above.

Write down anything else you would like to remember about this riparian habitat.

102 Botanic Garden 103

lecting on your Botanic Garden experience Garden Botanic your on lecting

ﬂ

Nature Journal Nature Ref What did you see? What did you learn?

What did you do? What did you hear?

104 Botanic Garden 105 106 Celebration Day 107

Celebration Day Celebration

Focus Question What was your favorite part of Kids in Nature and why? part of Kids in Nature favorite your What was

Welcome back to the Cheadle Center for Biodiversity and Ecological Biodiversity and Ecological to the Cheadle Center for Welcome back Restoration! completing Kids in Nature! on Congratulations to do a bunch of fun things. we’re going Today different body, on a bird’s different types of feathers will learn about some of the You will of food they are adapted to eat. You and the type shaped beaks some birds have to hold some ready birds. Are you a chance to see and touch some live also have why reptiles so unique, like facts about what makes reptiles and learn some cool to bask in the sun? scales and like reptiles have tule and cattails. materials like rope using local will be learning how to make You these ropes is the same technique used by American The technique used to make clapper sticks, a type of musical also do some face painting and make Indians. We’ll instument. Chapter 8. 8. Chapter Acknowledgments

We gratefully acknowledge the support from the following sponsors of the Kids in Nature program.

Gevirtz Graduate School of Education Ofﬁ ce of Education Pertnerships Environmental Studies Program Ecology, Evolution, and Marine Biology Chris and Katherine Chase, Canoga Camera Bernward and Doris Thorsch Associated Students Coastal Fund Graphicink Print Copy + Design

We also thank our partners:

Arroyo Hondo Preserve: Sally Isaacson, Volunteer Coordinator Cheadle Center For Biodiversity & Ecological Restoration: Staff and students Coal Oil Point Reserve: Christina Sandoval Research Experience and Education Facility (REEF): Scott Simon, Manager Santa Barbara Botanic Garden: Education Program staff and docents

Other Contributors:

Graphic Design: Janet Myers, Kelly Campbell Lead Editors: Janet Myers, Andy Lanes Cover Art Work: Kelly Campbell, Hope Figgins, Emily McLain, Lauren Myers, Jaime Schuyler Authors: Andy Lanes, Janet Myers, Scott E. Simon, Lisa Stratton, Jennifer Thorsch

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