KIN Journal 13 Teacher Version.Indd

Cheadle Center for Biodiversity and Ecological Restoration 1

ow- fl ower fl owering plant. In order for fer- owering plant. In order fl

ower is to carry out sexual reproduction. A ﬂ owers? ﬂ the same on opposite sides of a dividing line; having two the same on opposite sides of a dividing line; having

ower and insect structure, different types of structure, different types ower and insect fl is ower on a different plant of the same species(i.e. Pollen from ower on a different plant of the same species(i.e. Pollen fl ower to another. fl hard outer structure, such as the shell of an insect or crustacean, that hard outer structure, such as the shell of an insect or crustacean,

symmetrical is the process by which plants use carbon dioxide, water and light energy water is the process by which plants use carbon dioxide, is the ower to occur, pollen must be transported from the male reproductive from the male reproductive pollen must be transported ower to occur,

ﬂ Green Sun machines & machines Sun Green Creepy crawly things crawly Creepy

ower won’t fertilize an orchid). This transportation of pollen can be made by wind, of pollen can be ower won’tan orchid). This transportation fertilize ﬂ

nition, be sure to tell us. ﬁ

exoskeleton owers and their pollinators, seeds and how they are dispersed. We’re also going to learn We’re and how they are dispersed. owers and their pollinators, seeds owers. The biological function of the Welcome to the Cheadle Center for Biodiversity and Ecological Restoration! Cheadle Center for Biodiversity Welcome to the This is the home of Kids in Nature (KIN) and we help to take care of the environment for care of the environment we help to take of Kids in Nature (KIN) and This is the home of KIN. This is the 14th year - and that includes you. students of all ages fun! ready to explore and have We hope you’re we’re going to learn about Today ﬂ all of these topics. that will help us explore how to use equipment er on the plant or another a sun pollen, usually a living organism that transports or a living organism. A pollinator is water, from one unintentionally, tilization of a most often on another structure(stigma), reproductive structure(anther) to the female Listen for these words during your visit. If you hear them and know the Listen for these words during your visit. If you hear them de Challenge Words What equipment do you think will be useful on your journey of exploration? What equipment do you think dissecting micro- digital cameras, of KIN we will learn how to use Throughout the year rulers, tape measures, meter sticks, thermometers, and scopes, binoculars, hand lenses, cylinders. graduated What is a pollinator? cells(sperm) of a contains the male reproductive Pollen Focus Questions Why do some plants produce Plants have evolved many forms of asexual and sexual reproduction. Not all plants produce of asexual and sexual reproduction. Not all plants produce forms many evolved Plants have ﬂ may contain male (sperm), female (egg), or both reproductive structures of the plant. structures of the plant. contain male (sperm), female (egg), or both reproductive may Flowers bring about fruits and seeds. Flowers bring about fruits and identical halves. An provides protection or support. provides Photosynthesis place in plant cells takes Photosynthesis it into sugar and oxygen. from the sun and convert inside of special organelles called chloroplasts. Something that is

Chapter 1. 1. Chapter

Flower PoweR Learning about fﬂ lower parts

1. Label the picture below using the word bank. Pollinator

Ovary: contains egg cells Stigma Filament: supports anther Anther Anther: makes pollen Style Stigma: sticky on top to trap Filament pollen Style: pollen travels through this structure to reach the ovary Stamen 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 Petal Stamen: fi lament and anther Ovary Sepal

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

2 Cheadle Center for Biodiversity and Ecological Restoration 3 ower may fl parts owers may be disc shaped and yellow with disc shaped and yellow be owers may fl ower. fl lower lower

fl you have? owers do fl ower size in centimeters. fl ower at all because its pollen is dispersed by wind and it has no need to by wind and it has no need to because its pollen is dispersed ower at all the table. How many are symmetrical? owers on fl fl owers are either radially or bilaterally symmetrical or bilaterally owers are either radially owers. What fl fl Circle one. and colors? shapes, sizes of different all sorts owers fl owers often have lots of nectar that only a hummingbird with a long beak or a a hummingbird with a long lots of nectar that only have owers often fl

owering plants that are dependent on the pollinators they have coevolved with have with have coevolved have owering plants that are dependent on the pollinators they y with a long proboscis can reach, or sun y with a long ﬂ ﬂ

a. b. measurements below. 9. Measure the length of the stamens and record the a. ______cm ______cm b. 8. Measure the 7. Choose 2 a. b. Flowering plants produce pollen as a means to carry male reproductive cells(sperm) in sexual as a means to carry male reproductive Flowering plants produce pollen reproduction. Some Most, if not all, pollen 5. Why do some plants produce nectar? 6. Why do some plants produce the living organisms to produce a sugary liquid called nectar to attract the adaptation evolved another that might carry their pollen to 4. Look at the a. So that they can look nice in a vase a. So that they pollinators So that they can attract b. look good in our gardens c. So that they (e.g. to suit one another. adaptations co-evolved and their pollinators have Flowering plants tubular Red 3. Why are 3. Why butter relatively little nectar but lots of pollen that might attract a bee, whereas a grass a bee, whereas a grass that might attract little nectar but lots of pollen relatively not have a showy a showy not have a pollinator.) attract

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 big 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.

Wings

Head

Thorax Compound Eye Abdomen Antenna

Proboscis

Pollen Basket Jointed Legs

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 3 owers fl

(head, thorax and abdomen) (head, thorax six jointed legs b. c. two antennae 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, a. three body sections Insects perform a large number of important ecosystem functions including: Insects perform a large number -pollination of of nutrients and recycling -decomposition of organic matter of soil -aeration link in food chains -vital 5. Why are insects important? are insects 5. Why The order of insects named Coleoptera, commonly called beetles, includes more described commonly called beetles, named Coleoptera, The order of insects which is about 40% of all described of animals, around 400,000, other order species than any insect species. 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. Head Thorax b. c. Abdomen 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 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?

The embryonic offspring (babies) of gymnosperm and angiosperm(seed plants) plants are called seeds. The production of a seed or seeds completes the cycle of reproduction.

2. Name any 3 methods of seed dispersal.

1. Wind seeds have wing-like structures, hairs, or are small enough to be dispersed by the wind

2. Water seeds are buoyant and ﬂ oat and are dispersed by water

3. Animal seeds have burrs or hooks that attach to animal fur seeds of a ﬂ eshy fruit are eaten whole by animals and dispersed in droppings seeds of a ﬂ eshy fruit are transported to be eaten later and the seed is discarded seeds have a hard shell and are stored for food and escape being eaten seeds are of a plant that is used in human agriculture and are transported and planted elsewhere

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 disperesed by water.

Correct answers may include burrs, hooks, or any kind of ﬂ eshy fruit or nut.

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?

Wind dispersed seeds of taller plants may have an advantage as they might fall or ﬂ oat farther away from the parent plant.

10 Cheadle Center for Biodiversity and Ecological Restoration 11 cial during fi nd the seeds, nd the seeds, fi nd the best spots in which nd the best spots in which fi re is important to some plants and more importantly to the plants and more importantly re is important to some fi nd out why nd out why fi re is important to some plants in that their (some species of pine in particu- to some plants in that their (some species of pine re is important

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 5. Why is it important for plants to disperse their seeds? plants to disperse important for is it 5. Why about to animals, are not able to move Plants, unlike and between offspring and parent of seeds reduces competition Dispersal to live. area as a species to inhabit a greater Dispersal of seeds helps between offspring. bene which is environments, and adapt to varying well as to inhabit change. times of environmental to 6. Try or chemicals from ash in smoke, temperatures, lar) seeds need extremely high end dormancy and germinate. order for cones to open or to seeds they produce. (Here’s a hint- pine trees) pine a hint- (Here’s seeds they produce. In the context of this ques- ways. plants in many Fire can be important to some tion,

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.

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

Lens barrel

Adjustment ring

Objective lens 12 Cheadle Center for Biodiversity and Ecological Restoration 13 Paired eyepieces Foot and stand Focus wheel The eyepieces On the stage a lamp cial light source like ﬁ An arti Clip Stage Objective 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 1. Label the parts on the binoculars. 2. How many different ways can you use a hand lens? ______can you different ways 2. How many Binoculars Hand Lens Hand Lens ______eye? master your is 1. Which eye Dissecting Microscope object under the dissecting microscope? ______2. Where should you place an object to be viewed? ______2. Where should you see 3. To 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

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

The Metric System is a standardized unit of measure 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 width of a quarter in millimeters. mm Measure the width of a quarter 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 . nition, be sure to tell us. fi ed stems that can be found underground and also function fi owers, and produce fruits that contain one or more seeds owers, and produce fruits fl . bers for textiles (e.g. cotton, hemp, lumber, paper). Many plants produce paper). Many lumber, for textiles (e.g. cotton, hemp, bers Food, writing paper, pencils, wooden furniture Food, writing fi ower, produce seed and die within a year ower, fl plants that produce seeds that are not surrounded by fruit (such as conifers and plants that produce seeds that are not surrounded by fruit (such

Shoots, stems and leaves and stems Shoots, My Garden Notebook Garden My

photosynthesis are are plants that have are plants that have

plants lose their leaves when it is too hot, dry or cold plants lose their leaves plants keep their leaves throughout the year their leaves plants keep have one cotyledon or seed leaf one cotyledon or seed have plants live for 2 or more years for 2 or more plants live plants germinate, have two cotyledons or seed leaves two cotyledons or seed have

as food and water storage and asexual propagation (e.g. onions, potatoes). storage as food and water The roots of a plant are generally underground and function in several ways. ways. underground and function in several The roots of a plant are generally and nutrients from the soil. of water are associated with the intake -Roots erosion. anchor the plant in place and also hold the soil in place to prevent -Roots for the plant. can store food and water -Roots tubers are modi and Bulbs, corms, rhizomes Plants change in many ways throughout the year. Different types of plants change in different ways. types of plants change in different ways. Different throughout the year. ways Plants change in many fall and winter that change color and are shed during the colder leaves Seasonally deciduous plants have in the Deciduous plants grow new leaves energy. that helps to conserve months. This is an adaptation spring and summer months. warmer What parts of the plant are underground? How do plants change with the seasons? How do plants change with chemical compounds that can be useful in medicine. Plants are also used by humans to make their urban useful in medicine. Plants are also used by humans to make chemical compounds that can be resource. renewable are considered a natural more aesthetically pleasing. Plants environments Plants are important to life on earth in many ways. Plants convert CO2 to produce much of the oxygen produce much of the oxygen CO2 to Plants convert ways. earth in many Plants are important to life on most food Plants are the primary source of food energy entering in the atmosphere that we breathe. materials such as useful many life, including humans. Plants provide chains and are essential for animal wood for building and fuel and How do humans use plants? Plants need light energy, water, carbon dioxide and nutrients in order to live and grow. Most plants have a Most plants have grow. and in order to live and nutrients dioxide carbon water, Plants need light energy, that they use, along with energy from the sun and nutri- called chlorophyll green pigment in their leaves The process into sugars and oxygen. and CO2 from the atmosphere water ents from the soil, to convert and CO2 is called photosynthesis. sunlight, water, plants use to create sugars using What do plants need to grow? What do plants Chapter 2. 2. Chapter Why are plants important? Why are plants they produce on earth. Plants are unique because different plant species 300,000 There are over the sun to produce sugar by that? Plants use energy from know how they do Do you their own food. a process called

Plants produce much of the oxygen in the air around us and without oxygen, humans and other ani- humans us and without oxygen, in the air around of the oxygen Plants produce much reasons. different so many animals depend on plants for Humans and other survive. mals would not use plants today? How did you

Challenge Words know the de Listen for these words during your visit. If you hear them and Deciduous Evergreen Annual Focus Questions Perennial Angiosperms

Gymnosperms cycads) Monocots Dicots

Green Sun Machines Photosynthesis

Plants are producers Plants make their own food through 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 have 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 Bud Stem Fruit Angiosperms

Petiole Leaf Roots Flower Seed owering plant ﬂ : the edge of the leaf Leaf margin Midrib : 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 : provide : the part that is above the soil above : the part that is : are normally is 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

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

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

Flower Stem

Beard

Leaf

Flower bud

Leaf margin

Veins

FlowerFlower: the reproductivereproductive structure ooff a ﬂ oweringowering planplantt LLeaf:eaf: a tthinhin ststructureructure whwhereere pphotosynthesishotosynthesis occurs SStemtem: prprovidesovides structure and supportsupport and carries water and food inside the pplantlant RootsRoots: pportionortion of the pplantlant thathatt normally lies benesth the ggroundround FlowerFlower bbudud: an undevelopedundeveloped ﬂ owerower New growth LeafLeaf marginmargin: the ededgege of the lealeaff VeinsVeins: ddelivereliver wawaterter anandd nunutrientstrients to pplantlant cellcellss Rhizome:Rhizome: horizontalhorizontal stestemm Rhizome NewNew growth:growth: new leavesleaves aandnd stemstemss Beard: tufty extensions that may attract pollinators Roots

22 My Garden Notebook

Seed Wing seed bearing cone Female cone pollen bearing cone, pollen bearing cone, Needle woody structure providing providing woody structure thin leaf-like structure where structure where thin leaf-like gymnosperms Male cone Branch

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

Learning about plant parts plant about Learning

Plant morphology Plant Label the pine branch diagram below using the word bank using the below diagram the pine branch Label 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. Plants are in the Plant Kingdom. As we learn to classify plants, we will mainly use 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 c name. Here is an ﬁ 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 or handsome - bellum means pretty rst part is the genus and the second part is the more speci 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 Part 1 Part 2 Part example: with roots that pigs eat. If we put it all together, it might read pretty plant - rynchus means snout (roots consumed by swine) 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 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 What tools do Plant Taxonomists use?

• 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

• Hand lens • Microscope • Plant press

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, 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 Epilobium canum Golden Yarrow Blue Elderberry Sambucus mexicana California Fuchsia Eriophyllum conferti ower fl Deerweed Lotus scoparius 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 leaves. growth by producing new plants renew their 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 Rhamnus 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. the veins its length. These are running along Grasses •

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

Name of your school garden:

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, insects, sun or shade) stoney Soil Color: yellowish, brown, grey, dark, light Insects: 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 Date 0 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 ats fl 39 nition, be sure fi tness or survival in a tness or survival fi ed from Mike Collins, Cabrillo High School ed from Mike fi ooded tidal lagoon that dries out in the summer to form salt lagoon that dries out in the summer ooded tidal fl ats. Sloughs, estuaries, and other coastal wetlands in California are ats. Sloughs, estuaries, and fl t their environment or move to an environment they are adapted to an environment or move t their environment fi ooded by brackish water and fresh water runoff, which evaporates in the in the which evaporates runoff, fresh water and water ooded by brackish fl Exploring coastal habitats coastal Exploring ed as vulnerable, endangered, or critically endangered. endangered, or critically ed as vulnerable, fi

Life on the beach the on Life Habitat is a place where an organism is normally found. is a small crustacean such as a Beach Hopper.

refers to the piles of seaweed, terrestrial plants and animal remains that wash ashore. that wash refers to the piles of seaweed, terrestrial plants and animal remains is sand hill or sand ridge formed by the wind. is a shallow body of water, especially one separated from a sea by sandbars or coral reefs. from a sea by sandbars or coral especially one separated is a shallow body of water, Information and photos from coaloilpoint.ucnrs.org. Activities modi

amphipod

lagoon sand dune

“Slough” is a term commonly used to describe a marsh, bog, estuary, or other wetlands that may be may or other wetlands that to describe a marsh, bog, estuary, “Slough” is a term commonly used Slough is an between terrestrial and marine or aquatic systems. In this context, Devereux transitional estuary that is seasonally Vulnerable species can be considered to be at risk of endangerment in the near future. If a considered to be at risk of endangerment in the near future. species can be Vulnerable of that means that populations of that organism are at a high risk species is listed as endangered, Species listed as higher risk of extinction. species are at an even extinction. Critically endangered threatened are occasionally delisted. sloughs important? What is a slough? Why are As earth’s climate and topography change, some populations of organisms will evolve and adapt to the some populations of organisms will evolve change, and topography climate As earth’s or go extinct.If a species is listed as threat- disappear, Some will completely changing environments. be classi ened, it may particular environment as well as the evolutionary processes that lead to those adaptations. processes that lead as well as the evolutionary particular environment or endangered, what does that mean? If a species is listed as threatened dry season to form saline mud to. There are genetic and physical variations within populations of organisms. In general, populations of organisms. In general, within variations There are genetic and physical to. and reproduce, continuing survive best suited to a particular environment individuals with traits are adaptations to various of living organisms All traits variations. those genetic and physical to “Plant adaptation” can be used of evolution. that are results of billions of years environments that increases its of a species or individual characteristic describe a physical habitats, largely due to urbanization. These wetlands often support plant and considered to be rare that remaining coastal wetlands in animal species that are restricted to these habitats. It is important or limited species that of the endangered, rare, California are protected in order to ensure the survival occur in these habitats. The earth’s climate and topography are dynamic. As environments change over time, living change over As environments are dynamic. and topography climate The earth’s to better organisms evolve What do you think plant adaptation means? What do you think plant adaptation and extremely salty ponds and channels. Thousands of migratory birds visit throughout the year and a birds visit throughout the year of migratory ponds and channels. Thousands and extremely salty COPR their home. Skipper) make Globose Dune Beetle, Wandering Plover, species (Snowy number of rare Focus Questions A wide variety of coastal and estuarine (where the tide meets a river) habitats are protected at Coal Oil habitats are protected at (where the tide meets a river) of coastal and estuarine A wide variety of the re- of dune plants. In the heart support a large variety including coastal dunes that Reserve, Point Slough, a seasonally is Devereux serve Welcome to the Coal Oil Point Reserve (COPR)! Coal Oil Point Reserve Welcome to the

Chapter 3. 3. Chapter Challenge Words and know the de Listen for these words during your visit. If you hear them to tell us. A An A Beach wrack 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 dune shape. Dunes are a fragile ecosystem and are rare and bacteria colonize the dune, in this part of California. it becomes more stable. Ocean - body of saline water. Label the parts of the beach using the word bank above.

Back dune Fore dune

Embryo dune

Ocean Draw one of the plants you found growing on the sand dunes.

42 Coal Oil Point Reserve 43 oat ﬂ Gray leaves leaves Gray Short roots leaves Big shiny Tall and skinny Tall Seeds that Plant Adaptations adaptations (special Plants often have in different areas. features) that help them to grow special on beaches have Plants that live salt, drying winds, tolerate adaptations that allow them to and intense sunlight. see more beach. Do you Look at the different parts of the or plants close to the water in the dunes? farther away, adaptations that plants Underline or circle all of the plant uctuations in sand deposition and erosion due to winter storms in sand deposition and erosion uctuations ﬂ Hairy leaves Long roots Grow low to the ground Small leaves Sticky

living on these dunes might have. Some beaches follow seasonal Some beaches follow How do you think this beach might change from summer to winter? this beach might change How do you think Not all beaches season allowing deposition. the beach, and a calmer summer and swell eroding year. time of the and swells can come at any storms and erosive cycles, follow seasonal Beaches are shaped by erosion and deposition of sand or gravel by wind and water. The shape water. by wind and of sand or gravel by erosion and deposition Beaches are shaped of the beach, and texture of the sand, slope determined largely by composition of the beach is the beach as plants, can also help shape factors, living organisms such Biotic energy. and wave beach. helping to form dunes behind the sand, traps system. Vegetation What environmental conditions shape the beach? conditions shape 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 Normal Plumage

Western Snowy Plover Western

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 cap and white underparts. brown plumage (feathers) on the plumage changes and dark patches appear on During the breeding season, plumage patches and on the neck. Male breeding the forehead, under the eyes, can be dark brown or black. are black and female patches 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 a plant or animal that might become extinct. • An endangered species is become endangered soon. plant or animal that may • A threatened species is a A Threatened Species 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 Wing

Tail

Beak

Breast Crown Beak Feet Legs Legs Wing Tail Breast

Feet

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

46 Coal Oil Point Reserve 47 A scrape . 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, Plover Trivia! 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

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. Space on live Snowy Plovers Shelter – small dips in the sand used as a nest. They need scrapes make Snowy Plovers wind, so they will often nest around driftwood or protection from predators and are usually lined with shells or rocks. scrapes and plants. Their 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 label the different shorebirds? Use the information on the next page to help you.

1. ______Sanderling 2. ______Killdeer

3. ______Least Tern 4. ______Semipalmated plover

48 Coal Oil Point Reserve 49 ) ) ication

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

(

Least Tern Killdeer Sanderling 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 species. least tern is an endangered 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 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

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 one of those things in the box below. in the box one of those things 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? algae

How does seaweed make food? photosynthesis

What other organism uses this process? plants

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

56 Coal Oil Point Reserve 57 ater? What type of forest grows under-w 24 A kelp forest. Kelp grows up to inches per day. 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 facts Algae 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.

Air Bladder Blade

Stipe

Holdfast

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

Alginate Beta carotene Carrageenan helps to prevent cancer. helps to prevent 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 contain you circle all of the items that above, Based on the information creamier. • • Many of the products we use on a daily basis contain ingredients extracted from seawweed. seawweed. from ingredients extracted basis contain use on a daily products we of the Many • 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

ats, ﬂ c habitat, ﬁ movement of water or air due to uneven heating or air due to uneven of water movement

ned as the interface between land and water where the ned as the interface between land and water ﬁ the different kinds of living things found in a speci are caused by

An Ocean View of the View Ocean An World

not alive, non-living factors that affect living organisms. Example: not alive,

related to life or living organisms. Example: plants, animals. refers to

oodplains. ﬂ means means

nition, be sure to tell us.

ﬁ ponds, fens, pocosins, swamps, deltas, coral reefs, billabongs, lagoons, shallow seas, bogs, reefs, billabongs, deltas, coral ponds, fens, pocosins, swamps, and lakes, Convection currents Why are oceans important? is present as salt water water Earth’s Most of of. is essential for all life that we know Liquid water surface. of Earth’s about 70% in the oceans covering that are food for including many of the life forms on Earth, habitat for many Oceans provide affect weather and climate patterns on Earth. terrestrial life. Ocean currents terrestrial life with fresh water. that provides cycle the water Oceans are an essential part of carbon and by providing our atmosphere balanced by sequestering (absorbing) Oceans keep in our atmosphere. half of the oxygen over habitat for organisms that convert What is the coastal zone? can broadly be de The coastal zone Our focus is the “coastal zone,” the land and ocean that occurs along the coast of California and the that occurs along the coast the land and ocean “coastal zone,” Our focus is the are found right here in and touch sea creatures that will get to see You Channel Islands. Santa Barbara our front yard! aquarium and teaching is MSI’s known as the REEF, better Experience & Education Facility, The Research to learn all about marine science. a really neat place Don’t and wonders of water explore our world through the get a little wet as we be surprised if you in… dive let’s So, ecology. Welcome to the Marine Science Institute (MSI)! Marine Science Institute (MSI)! Welcome to the the and biological processes are affected by land and includes physical marine environment’s an area of coastline on can also be The coastal zone waters. adjacent land that affects the coastal other human pollution, and for special regulations regarding development, a political map zoned activities. What is a wetland? during the either all of the time or some of the time, like with water An area of that is saturated marshes, estuaries, mud of wetlands: salt marshes, freshwater season. Examples rainy Zone the Coastal Exploring Chapter 4. Chapter in the environment. Biodiversity water, temperature, light, etc. temperature, water, ecosystem or the entire planet. Biotic Abiotic

Listen for these words during your visit. If you hear them and know the Listen for these words during your visit. If you hear de Challenge Words

Focus Questions

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. Sun

Condensation

Clouds Wind Light/heat Rain Precipitation Mountain

Evaporation

Mountain Ocean Ocean Sun Clouds Rain 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 the area of land where all of the water that is under it or drains off of it goes into the same place. 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. Can you think of a way to graphically represent this?

Can a wetland be restored? Yes

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

Hydrology - the study of the movement of water Substrate - different types of soil/dirt Plant and animal species

We are going to use different types of dirt (also called 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 nd that clay holds the most nd that clay ﬁ (ml) Collected Collected Observations Water Observations

Materials Immediate water. It does not always workout that way, but the experiment is still valuable. but that way, workout It does not always water. If the experiment is done properly, the students should If the experiment is done properly, Conclusion best at holding water? was peat or clay) (soil, sand, Which substrate

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 Decomposers Plants 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 ows fl nition, fi cit because of a cit because fi lter stormwater fi sh or small amphibians fi ood homes built on areas that ood fl lter out pollution, trash, and silt from water before it before from water and silt lter out pollution, trash, fi ow of energy from one organism to the next. For example, a example, to the next. For ow of energy from one organism fl the

ows to the ocean. ﬂ a wide man-made drainage ditch containing plants that a wide man-made drainage refers to

Watersheds & Food Webs & Food Watersheds is is an interconnected web of food chains. is a lowland area, like a marsh or swamp, that is saturated with water. is saturated that a marsh or swamp, is a lowland area, like is the passage of liquid from a weak solution to a

wetland food chain food web bioswale What do birds that live in wetlands eat? What do birds that live in wetlands eat plants, algae, insects, in or near wetlands may Birds that live into the ocean. and mammals. in water? What kinds of plants can grow partially submerged in fresh or salt submerged or can live Some plants are aquatic and Some plants have types. in wetland areas of various plants are adapted to live Many water. submerged in partially cell types, that allow them to live adaptations, such as specialized water. plants to grow in? Why are salty soils hard for development growth, and/or accelerating to most plant cells, inhibiting Salts can be toxic de in the soil also contribute to water and death. High salt concentrations up water). take it hard for plants to the soil (salt makes decreased osmotic potential in Focus Questions Welcome to the Storke Wetland, at UCSB! Welcome to the can’t places where you care about muddy or run around? soccer play should anyone Why Most animals humans and other animals. a big role for insects, birds, play These wetlands and can’ttheir lives during this resource. Humans in areas without need freshwater live rains when heavy of wetlands the value learn to recognize were once wetlands or near wetlands. Wetlands located near oceans play one of their most one of located near oceans play or near wetlands. Wetlands were once wetlands important roles when they help be sure to tell us. Challenge Words and know the de Listen for these words during your visit. If you hear them and runoff before it solution across a semi-permeable membrane. concentrated A Osmosis A green plant, a leaf-eating insect and a hungry bird form a simple food chain. green plant, a leaf-eating A A

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 Many people people Many ows through a wetland? fl sponge Why is this important? Why ltrate the ground if it is rushed through man-made pipes out to the through man-made pipes out the ground if it is rushed ltrate fi ows over cement or water that cement or water ows over fl ooding fl ows slower through a wetland, silt can be deposited, and nutrients and pol- ows slower through a wetland, fl ows faster? fl ows faster over concrete surfaces than through a wetland. concrete ows faster over People enjoy wildlife, exploring, views, clean air and water People enjoy wildlife, exploring, views, clean air and fl

. Absorbs rainwater – like a rainwater . Absorbs Supports life owing through a pipe? sh. Many species of invertebrate animals. species of invertebrate sh. Many 5. about this place? enjoy What do you Make a list of living organisms that use the wetland. a list of living organisms Make amphibians, reptiles, and species of birds, mammals, wetland plants. Many Various ﬁ 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 1 What happens when you pour water on concrete compared to soil? on concrete pour water when you What happens

Reduces As water As water lution can be absorbed by plants. Silt, excess nutrients, and pollution can negatively nutrients, and pollution can negatively Silt, excess lution can be absorbed by plants. in streams, wetlands, and in the ocean. quality affect water 4. Filters out silt, nutrients and pollution Filters out silt, nutrients and Rainwater can’t in Rainwater 2. get their drinking water from underground wells. How would it get there if all the water if all the water wells. How would it get there from underground water get their drinking man-made pipes out to the ocean? rushed through (unable to be penetrated) creating impervious we need to avoid why ocean. This is underground water and replenish the land is able to absorb rainwater surfaces so that tables. 3. Water Water 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 plants roots are underwater. In a wetland, plant If plants get too much of any of the things they need to of the things they need to 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 Some salt tolerant plants exude salt from their leaves, others se- plants exude salt from their leaves, Some salt tolerant quester (store) salt in certain areas of the plant. 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 Chocolate Air Soda Water Oil Salt Jell-O Nutrients Sunlight Soda Water Oil Salt Chocolate Air Surviving Extreme WATER AND SALT AND WATER Extreme Surviving the correct answers: to grow? Circle do plants need 1. What much...? Can they get too their environment. growing and must adapt to a hard time they have grow, need air to grow. All plant roots in wetlands. air to their roots can grow successfully adapted to getting (shrub) and (rush) with an upland plant cross section of the marsh plant 2. Compare the them below. draw water? the problem of too much 3. How do the marsh plants solve gases. to transport tissues that allow them specialized plants have Wetland 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 ows to ﬂ nition, be sure to ﬁ . lifecycle

Balance is the key to a to key is the Balance Healthy Stream Healthy is the narrow strip of land that borders creeks, rivers or other bodies of water is the narrow strip of land that borders creeks, rivers

is an animal lacking a vertebral column, or backbone is an animal lacking a vertebral

Wear sturdy shoes and long pants with long socks to deter ticks and keep an eye out for out an eye to deter ticks and keep and long pants with long socks sturdy shoes Wear

c Ocean near the Andree Clark Bird Refuge. c Ocean near the Andree ﬁ invertebrate

poison oak. Bring water to drink, be quiet and watchful as we explore, and be respectful of the plants and and be respectful of the plants as we explore, drink, be quiet and watchful to water poison oak. Bring Hondo canyon. in the Arroyo animals that live A watershed is an area of land where surface water from precipitation (e.g. rain, snow) from precipitation (e.g. rain, an area of land where surface water is A watershed

What is a watershed? Focus Questions or river is healthy? How do you know if a creek, stream, creek, stream, or river: indicators of a healthy There are many it is. see, the healthier life you The more good indicator. is a High biodiversity some sediment, but shouldn’t streams should have be too Healthy Clarity is also a good indicator. of 5.5-7.5. Colder water in the range organisms thrive pH is important. Freshwater cloudy or murky. organisms. Signs of erosion, pollution, which is good for freshwater oxygen, can hold more dissolved creek, or river. stream, are indicators of an unhealthy species, and low diversity dams, invasive lower areas and eventually exits through a single point into a larger body of water (e.g. lake, (e.g. lake, exits through a single point into a larger body of water lower areas and eventually ocean). into the which drains Creek watershed, Elementary School campus is in the Sycamore Franklin Paci Watersheds”: Community Guide to Healthy “A Creeks Division’s See the City of Santa Barbara Arroyo Hondo canyon is a “watershed” and its health is important for many species, including the Steelhead species, many and its health is important for a “watershed” is Hondo canyon Arroyo Hondo. Arroyo often ends—at that begins—and an incredible journey who take Trout, Be prepared: Our visit to Arroyo Hondo will take us back in time…to early California, when the Barbareno-Chumash civili- when the Barbareno-Chumash us back in time…to early California, Hondo will take Our visit to Arroyo ago! years 5,000 over coast,” “the jewel of the Gaviota known as this beautiful canyon, zation inhabited Welcome to Arroyo Hondo Preserve! Welcome to Chapter 6. 6. Chapter tell us.

Listen for these words during your visit. If you hear them and know the de Listen for these words during your visit. If you hear them and Challenge Words An

Riparian habitat

The different stages that occur in a plant or animal’s lifetime, from the time it is a fertilized egg to lifetime, from the time it is a fertilized The different stages that occur in a plant or animal’s when it is able to reproduce is known as the maturity, 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.

Watershed boundary

Tributaries

Main river stem

Estuary

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 swim and catch food Fry: matures matures yolk yolk sac attached to body Alevin: in the ocean, returns to the in the ocean, returns stream to spawn Adult Steelhead: deposited

in stream gravel Eggs:

From Egg to Adult Egg From Steelhead Lifecycle Steelhead 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 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)? The Arroyo Hondo watershed provides clean water, food, and shelter for the creatures living in or near the creek.

2. What organisms did you see in the riparian habitat? Possible observations: Steelhead, California Newt, Paciﬁ c Chorus Frog, Western Pond Turtle, Garter Snake, King Snake, Gopher Snake, Gray squirrel, various bird species, any invertebrates from the previous pages, etc.

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? Western Sycamore, Coast Live Oak, California Bay Laurel, poison oak, blackberry, mugwort, stream orchid, Humboldt Lily, etc.

Riparian habitat is comprised of trees and other plants. The plants provide food and shelter for animals that live in and around the creek. Trees provide shade that keeps the creek water temperature low enough for steelhead to survive.

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

90 Arroyo Hondo Preserve 91 es, adding oxygen es, adding oxygen fl sh up the channelized channelized sh up the fi ow of water and creating pools for and creating ow of water fl in the culvert? sh passage fi sh ladder also create rif sh ladder fi nd that might eat you? might eat? nd in the creek that you fi fi t of the new fi sh ladder facilitates the migration of facilitates the migration sh ladder fi sh. fi

6. Draw the Steelhead Trout lifecycle in the box below. to the water. in the Arroyo Hondo creek? Why not? 5. Why would you like living Steelhead trout are anadromous, meaning that they spend the majority of their Steelhead trout are anadromous, streams to breed. Human development water to fresh life at sea, but migrate with dams or channelized migration much of the steelhead has blocked The drainages. by slowing the under the highway culvert the them to rest in. The steps in Coyote, bobcat, humans. Human encroachment and urbanization are the and urbanization humans. Human encroachment bobcat, Coyote, to Steelhead populations. biggest threats 3. Why is the estuary important? as they and salt water the steelhead with a mix of fresh The estuary provides other habitat for many The estuary also provides adjust from one to the other. organisms. 4. What is the bene Steelhead are carnivorous, eating a variety of zooplankton, invertebrates, and invertebrates, of zooplankton, variety eating a carnivorous, Steelhead are other small did you 2. What creatures You are a Steelhead Trout: a Steelhead You are did you 1. What creatures

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 ood, or fl nition, be sure re, fi fi res may be cyclic, be cyclic, may res fi eld trips. eld fi oods and fl lora

rst to colonize a previously uncolonized area. a previously uncolonized rst to colonize oods affect different ecosystems? fi fl nd the Redwood Sorrel, some grinding stones that Sorrel, nd the Redwood fi our, a turtle (red-eared slider) and a plant that you that you (red-eared slider) and a plant a turtle our, fl res or res fi res can greatly impact an ecosystem and drastically alter its alter greatly impact an ecosystem and drastically res can fi oods and cial to both organisms. cial to both organisms. fl fi is characterized by a Mediterranean climate (mild winters and hot, dry by a Mediterranean is characterized is a species that is the Exploring California’sExploring native f native is an event or change in environmental conditions, such as a environmental or change in is an event

is the close interaction or living together of different organisms. The interaction is or living together of different organisms. The interaction is the close interaction

disturbance

pioneer species Focus Questions Chaparral habitat summers) and consists mainly of low growing shrubs. A A usually mutually bene Symbiosis and many species of plants and animals are dependent on such disturbances for successful species of plants and animals are dependent and many a disturbance event Where disturbances are cyclical, establishment or limitation of competition. and or predictable changes in an ecosystem through time, restarts the process of succession, recover. ecosystems generally healthy species, are not as human impacts, or introduction of invasive Other types of disturbances, such and effects on an ecosystem, permanently displacing species detrimental have and may cyclical, habitat. destroying storm that causes distinct changes to an ecosystem. How can disturbances such as How can disturbances such Grassland Kelp Forest Beach Dune Rainforest Chaparral Dune Rainforest Beach Forest Kelp Grassland Riparian Oak Woodland Coastal Sage Scrub Redwood Forest Coastal Sage Scrub Redwood Riparian Oak Woodland Disturbances such as Circle the habitat types that you have observed so far on the KIN Circle the habitat types that natural community, having lasting effects. Disturbances such as having community, natural

Chapter 7. 7. Chapter Challenge Words Listen for these words during your visit. If you hear them and know the de Listen for these words during your visit. If you hear them to tell us. The Santa Barbara Botanic Garden is an amazing place. As you walk around, you will see around, you walk is an amazing place. As you Botanic Garden The Santa Barbara plant species include some of the rarest California and these habitats over habitats from all can Coast. See if you found on the Central to grind acorns into the Chumash used and textures of plants. shapes the different sizes, Oak). Notice touch (Poison should never which they for the particular habitat in special adaptations see have of the plants you Many as there is always throughout the year the garden and come back of all, enjoy Most live. something new to see. 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 colonize a bare spot on a rock, to colonize rst

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 or often parasites their own food, they are fungi are unable to make or bacteria. Since in which with algae or bacteria partnerships developed Some fungi have decomposers. for nutrients. or bacteria in exchange a home for the algae the fungi provides 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? The fungus needs the alga for food and the alga needs the fungus for a home.

98 Botanic Garden 99

California sagebrush Brush Coyote ects intense sunlight Sagebrush ects sunlight fl fl Prevents being eatenPrevents Oak Less surface area to lose water Helps to retain waterRe Manzanita 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 Small Leaves Stems Woody Leaves Grayish 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 moisture. What do you see and feel?

• Is it warmer or cooler? Cooler

• Is it lighter or darker? Darker

• Is it drier or more moist? More moist

The tallest Redwood tree is 379 feet tall. How tall are you? How much taller than you is the Redwood tree? 379ft - = ft

What do you notice about the plants growing under the Redwood trees? The understory is very low growing due to low levels of light shaded by the canopy.

Why don’t you see a lot of different plants? Only plants adapted to these conditions will grow here.

Does sunlight touch any of the Redwood Sorrel (Oxalis) growing under the trees? If so, what happens to the leaves? The Redwood Sorrel leaves close up to avoid direct sunlight.

Why might this be an adaptation? They are adapted to darker environments.

Word Bank

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 and may re and may ﬁ re ire

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 re re An ice pack fi re burned large parts of the garden in 2009. re burned large parts of fi res always bad? Why? Why not? Why bad? Why? res always fi

res are a necessary part of ecology. Many ecosystems are adapted to Many res are a necessary part of ecology. ﬁ

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

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

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 those 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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