Mojave Desert Discovery An Educator’s Guide to the Cultural and Natural History of

DEATH VALLEY NATIONAL PARK

MOJAVE NATIONAL PRESERVE

JOSHUA TREE NATIONAL PARK

LAKE MEAD NATIONAL RECREATION AREA

RED ROCK CANYON NATIONAL CONSERVATION AREA This manuscript, the lesson plans, and other activity sheets may be reproduced in whole or in part for nonprofit educational use.

Revised 1998, 2004

This educator’s guide was funded with grants from the National Park Service and the National Park Foundation. Parks as Classrooms is the educational �� program of the National Park Service in partnership with the National Park ����� �� ���������� Foundation.

Published 1994. CONTENTSONTENTS

Foreword vi Acknowledgments vii Introduction to Using This Guide viii Overview of Units ix

Unit I: The Parks NATIONAL PARK SERVICE Death Valley National Park 2 Joshua Tree National Park 3 Lake Mead National Recreation Area 4 Mojave National Preserve 5 BUREAU OF LAND MANAGEMENT Red Rock Canyon National Conservation Area 6

Unit II: Deserts Background Information 1 Glossary 3 Fun Facts — Desert Quotes 6,7 Activities: Desert Puzzler 4 Sun and Water 4 Where and What Are Deserts? 5 Roadrunners and Lizards 6 Discovery Activity Pages: #1 Rain Shadow Deserts #2 Average Daily High Temperature #3 Average Monthly Rainfall #4 Deserts of the World (list) #5 Deserts of the World (map)

Unit III: Safety Background Information 1 Fun Facts — Quick First Aid Reference 5 Activities: Is This Hiker Ready? 4 A Hike in the Desert 4 Animals People Love to Hate 5 Discovery Activity Pages: #1 Is This Hiker Ready?

iii CONTENTSONTENTS Unit IV: Water Background Information 1 Glossary 3 Fun Facts — Water Wonders 5 Activities: Creature Feature 6 Water, Water Everywhere 7 Water Words 8 Discovery Activity Pages: #1 Water Word Search #2 The Water Cycle Unit V: Geology Background Information 1 Glossary 3 Fun Facts — The Geologic Calendar 7 Activities: Deep Time 4 Dunes and Hoodoos 4 Mystery Minerals 6 Oxidation 6 Unit VI: Plants Background Information 1 Glossary 3 Fun Facts — Some Plants of the Mojave Desert 6 Activities: Join the Club 3 My Favorite Plant 5 Be a Botanist 5 Discovery Activity Pages: #1 Desert Plants Unit VII: Animals Background Information 1 Glossary 3 Fun Facts — Some Animals of the Mojave Desert 5 Activities: Camouflaged Critters 2 The Comforts of Home 4 Desert Homes Bingo 4 Night Sounds 4 Birds and Lizards 5 Keeping Cool 6 Discovery Activity Pages: #1 Desert Homes Bingo

iv CONTENTSONTENTS Unit VIII: Endangered Species Background Information 1 Glossary 3 Fun Facts — Some Threatened and Endangered Species of the Mojave Desert 6 Activities: Living on the Edge 2 And Then There Were None 3 What Endangered or Threatened Species Am I? 4 Who Lives Here? 5 Discovery Activity Pages: #1 Desert Dynamics Unit IX: Desert People Background Information 1 Glossary 3 Activities: Communication 4 A Desert Pharmacy 5 Native American Pottery 6 Discovery Activity Pages: #1 A Desert Pharmacy #2 Native American Pottery Unit X: Westward Expansion Background Information 1 Fun Facts — A Miner’s Vocabulary 5 Activities: Water Conflicts 4 Pulling Up Stakes 5 To Tell the Truth 6 Way Back Then 6 Discovery Activity Pages: #1 Way Back Then Unit XI: Making a Difference Unit XII: Resources

v FOREWORDOREWORD

he Mojave Desert is an excellent example of the diversity of many desert T environments. Originally, many scientists placed what is now called the Mojave Desert into a more transitional environment, between the Great Basin Desert to the north and the Sonoran Desert to the south. Because of the many distinctive species of plants that live in the Mojave Desert, it is now considered a separate desert. Although this unique desert can give the impression of being indestructible, it is actually quite fragile. Because of its fragility, it is very susceptible to impact from people. Many of the threats facing the Mojave Desert today are related to how people choose to use the resources of this land. Everyone who travels through or lives in this environment makes decisions every day affecting the desert around them. In many cases, these choices are made without people even realizing that they are making a decision about their environment. Every time a lawn is watered, an archeological site is disturbed, or an exotic species is introduced, a decision is made about management of the desert. And these are just a few of the many threats facing this environment today. The future of the Mojave Desert revolves around the education of its users. This guide has been designed to assist educators in developing a stewardship ethic toward the Mojave Desert in today’s youth. Educating children about the area will provide them with the information they need to make good decisions about managing the resources of the desert in the future. This guide has been developed from a wide variety of educational activities that have been used by educators in this and many other desert areas. Each unit has been designed to stand alone as an educational device or to be used in conjunction with other units. The information contained in this guide is invaluable in developing a respect for the Mojave Desert, and it has been designed to be as easy to use as possible while still challenging students. The Mojave Desert is a unique and magnificent environment. It is an area that, if treated with respect and care, will be a source of inspiration for many generations. This respect and care can only come from educating the area’s future managers and users.

vi ACKNOWLEDGMENTS Coordinator CAROL PETERSON, Joshua Tree National Park (NP) Graphic Design STACY J. KRIKORIAN, Krikorian Design, Palm Desert, California Illustrator ROBERTA MOORE, Volunteer, Joshua Tree NP Editors/Primary Authors GLENN GOSSARD, Death Valley NP CAROL PETERSON, Joshua Tree NP DEBORAH SAVAGE, Lake Mead National Recreation Area (NRA) Editor CANDACE TINKLER, Grand Canyon National Park Contributors KATHY AUGUST, RReded RRockock CCanyonanyon NNationalational CConservationonservation AArearea ((NCA)NCA) CATHY COOK, Lake Mead NRA LYNDA DOUCETTE, Lake Mead NRA SUSAN FRANZ, Joshua Tree NP ELSIE HARDENBROOK, Red Rock Canyon NCA SANDRA KAYE, Joshua Tree NP HALLIE LARSEN, Lake Mead NRA JODY LYLE, Joshua Tree NP LINNEA MADSEN, Mojave National Preserve (NPres) CHRIS MILLER, Red Rock Canyon NCA LESLIE PETERSON, Lake Mead NRA KAY ROHDE, Lake Mead NRA NANCY SHADE, Joshua Tree NP RUTH THOM, Joshua Tree NP JUDI WEASER, Mojave NP Reviewers BECKY BELL, Martha King Elementary School, Boulder City, Nevada JESSICA COATES, Oran Gragson Elementary School, Las Vegas, Nevada ESTELLE DAHL, Peter Pendleton Elementary School, Coachella, California MICHAEL DUSZYNSKI, Death Valley Elementary School, Death Valley, California GORDON FISKE, Diamondback Elementary School, Bullhead City, Arizona DIANE GRIEMAN, Death Valley NP SHIRLEY HOFSETH, Twentynine Palms Elementary School, Twentynine Palms, California ELIZABETH HENRY, OOasisasis EElementarylementary SSchool,chool, TTwentyninewentynine PPalms,alms, CCaliforniaalifornia CONNIE HOLCOMB, Vista Colorado Elementary School, Needles, California KATHLEEN MAGEE, Andrew Mitchell Elementary School, Boulder City, Nevada BOB MOON, Joshua Tree NP Anne Murdy, Oasis Elementary School, Twentynine Palms, California ROSIE PEPITO, Joshua Tree NP CINDY PORTERFIELD, Death Valley Elementary School, Bullhead City, Arizona JAMES RATHBUN, retired, Las Vegas, Nevada KATIE RIDGEWAY, NNeedleseedles MMiddleiddle SSchool,chool, NNeedles,eedles, CCaliforniaalifornia BILL TRUESDELL, Joshua Tree NP

vii INTRODUCTIONNTRODUCTION TTOO UUSINGSING TTHISHIS GGUIDEUIDE

his activity guide is designed for use by teachers and other educators who live in the desert, as well as by those who T may have never seen a desert area. Some activities are designed for the classroom; some are more effective if they are conducted outside. Many of them can be done on the school playground. These activities can be used in environments other than the desert, although a few would require adaptation. The activities are written for upper elementary grades, but many can be modified for other grade levels. The background information provided in each unit is primarily for use by teachers in order to help with the activities. We encourage you to use these activities with your students and to visit a wild desert region with them if at all possible. We also welcome any comments you have about this guide. THE OBJECTIVES OF THIS GUIDE ARE TO: 1. Provide teachers and other educators with a resource guide about the Mojave Desert ecosystem. 2. Acquaint students with the desert environment through hands-on activities. 3. Develop within the students an understanding of the value of the Mojave Desert. 4. Develop within the students an appreciation for the total environment. 5. Direct students toward actions they can take in order to protect desert ecosystems. An interdisciplinary approach was taken when creating the materials for this guide, so that activities can easily be integrated into varied subject and skill areas. The three-ring binder enables you to add and remove materials in order to make it more useful.

viii OVERVIEW OF UNITS

his guide is organized into twelve units, each about a specific subject area. Many units are easily integrated into other T categories and teachers are encouraged to be flexible when using the materials. Most units open with background introductory material for teacher use. Following are ideas for hands-on activities with students. Reproducible pages, called Discovery Activity Pages, are at the end of most units. Most units include Fun Facts boxes and glossaries. Glossary words appear in italics. Other entries in italics include scientific names and foreign words.

UNIT I — The Parks ggivesives sspecificpecific iinformationnformation aaboutbout eeachach pparkark hhighlightedighlighted iinn tthishis gguide.uide. UNIT II — Deserts ccontainsontains aactivitiesctivities tthathat iintroducentroduce sstudentstudents ttoo ddesertesert eecosystems.cosystems. SStudentstudents bbecomeecome ffamiliaramiliar wwithith what a desert is and where deserts are located around the world. Activities explore the natural forces creating deserts and what makes the Mojave Desert a unique environment. UNIT III —Activities in Safety tteacheach sstudentstudents aaboutbout ddesertesert ssurvivalurvival aandnd ssafetyafety iissuesssues ttoo cconsideronsider bbeforeefore vvisitingisiting a desert region. Students also learn about poisonous plants and animals and what precautions to take when hiking in the desert. UNIT IV— In Water sstudentstudents wwillill eexplorexplore wwherehere tthishis rresourceesource ccomesomes ffromrom aandnd hhowow ttoo uusese iitt wwisely.isely. SStudentstudents llearnearn about competing uses for water and how its consumption affects plants and animals living in the desert. UNIT V — Geology ccontainsontains aactivitiesctivities eexploringxploring ssomeome bbasicasic ggeologicaleological pprocesses,rocesses, ssuchuch aass dduneune fformationormation aandnd erosion. Students create a relative time line to compare modern events with the beginning of the Earth. UNIT VI —Plants iidentifiesdentifies ssomeome ccommonommon MMojaveojave ddesertesert pplantslants aandnd ddiscussesiscusses sseveraleveral wwaysays pplantslants ssurviveurvive iinn tthehe desert environment. UNIT VII — Animals ccontainsontains aactivitiesctivities tthathat eexplorexplore bbasicasic ssurvivalurvival nneedseeds aanimalsnimals hhaveave aandnd wwaysays ttheyhey hhaveave aadapteddapted ttoo the desert, both physically and behaviorally. UNIT VIII — Endangered Species ffocusesocuses oonn tthehe eendangeredndangered pplantslants aandnd aanimalsnimals ooff tthehe MMojaveojave DDesertesert aandnd rreasonseasons fforor their decline. Students learn about the importance of preserving all species, as well as those living in desert habitats. UNIT IX — Desert People discusses Native American inhabitants of the Mojave Desert and how their lifestyle compared with our modern lifestyle. Information about ways they used plants and animals is also included. UNIT X — Westward Expansion includes information and activities on early explorers, miners, cattlemen, and homesteaders. UNIT XI — Making a Difference contains some simple actions that students can take to protect desert ecosystems, both in the classroom and outdoors. UNIT XII — Resources ooffersffers a bbibliographicibliographic llistingisting ooff ssourcesources fforor mmoreore iinformation,nformation, iincludingncluding cchildren’shildren’s bbooks.ooks.

Organization of Individual Activities ach activity begins with a section providing the objective(s) of the activity, the materials needed, the subjects the E activity covers, and the skills it involves. A method section contains step-by-step directions to conduct the lesson. As a facilitator, you are encouraged to maximize student critical thinking and creativity in each activity. An Extending the Experience section is included at the end of each activity to encourage students to investigate the information in greater detail.

ix THE PARKS

The National Park Service (NPS) and the Bureau of Land Management (BLM) manage large sections of land within the Mojave Desert. Both agencies are under the Department of the Interior, but each has a different management policy. THE PARKS THE PARKS

desert is managed under this philosophy. over 3.3 million acres, making it National Park It may seem redundant to have more the largest National Park Service Service (NPS) than one land management agency, but area in the contiguous 48 states. it really is not. Each agency must focus Although Death Valley is a long distance he National Park its management style on the resources it from most metropolitan areas, school T Service follows has been given by the American people groups are encouraged to visit. The guidelines set by the to manage. In this way, it is possible to unique scientific features located in and Organic Act, which provide the best management possible near Death Valley make it a fantastic was passed by for the vast resources of the Mojave place to learn about the desert. There Congress on August Desert. are many locations within the park that 25, 1916. The act can provide for a wonderful outdoor states: “The Service education experience. thus established NPS Units Death Valley contains the lowest shall promote and regulate the use of the point on the North American continent Federal areas known as national parks, — a portion of the Badwater Salt monuments, and reservations... which DEATH VALLEY NATIONAL PARK Pan lies 282 feet below sea level. The purpose is to conserve the scenery highest point in the park is Telescope and the natural historic objects and the INFORMATION Peak, in the Panamint Mountains, wildlife therein and to provide for the Write: Superintendent, Death Valley at 11,049 feet above sea level. The enjoyment of the same in such manner National Park, Death Valley, CA 92328 geological record is remarkably and by such means as will leave them Email: [email protected] complete, if confusing. Although there unimpaired for the enjoyment of future Call: 760-786-3200 is still much disagreement among generations.” In other words, the NPS www.nps.gov/deva on the Internet geologists regarding the mechanism focuses its management to conserve the for the valley’s formation, all of the IN AN EMERGENCY various units under its jurisdiction while major divisions of geologic time are Call: 911 or 760-786-2330 still allowing use and enjoyment of them. represented. HOW TO GET THERE Plant and animal life is abundant. Bureau Of Land Death Valley is located on the California/ Over nine hundred species of plants Nevada border, 140 miles west of Las (twenty-one of which are found nowhere Management (BLM) Vegas, Nevada, and 240 miles northeast else in the world) and numerous species of Los Angeles. Access through the park of mammals, reptiles, and birds are he mission U.S. DEPARTMENT OF THE INTERIOR is most easily gained along California found from the lowest elevations to the of the BUREAU OF LAND MANAGEMENT T 190 from the east or west. The largest highest. Desert pupfish, relics from the Bureau of Land community within Death Valley is Pleistocene Epoch, survive in small, Management Furnace Creek, which is also the location isolated pools of water. Desert bighorn is based on the of the visitor center. Scotty’s Castle is sheep inhabit the rocky slopes and principles of multiple located in the northern portion of the gorges of the high country. Predators use and sustained park. Access to the castle is gained include coyotes, kit foxes, bobcats, and yield. It is committed to heading north off California 190 or an occasional mountain lion. manage, protect, and improve these entering from the north on Nevada 267. The record of human occupation lands in a manner to serve the needs dates back nine thousand years. of the American people for all times. PARK OVERVIEW Although approximately two thousand The resources that the BLM manages in Death Valley National Monument archeological sites in Death Valley have the Mojave Desert include recreation; was established by Presidential been recorded, the inventory is not rangelands; minerals; watershed; fish Proclamation in 1933. In 1994, Death complete. Less than five percent of the and wildlife; wilderness; air; and scenic, Valley National Monument was park has been sampled. Only by seeking scientific, and cultural values. The BLM redesignated Death Valley National a shortcut to the California gold fields has jurisdiction over the largest portion Park with the passage of the did a small group of pioneers stumble of federally-owned land in the Mojave California Desert Protection Act. upon the valley and give it its name. Desert. Therefore, a majority of the Death Valley NP now encompasses

UNIT I–2 UNIT I–3 THE PARKS THE PARKS

Myths, legends, and rumors of possible FEES HOW TO GET THERE mineral riches spread through the General entrance is $10 per car for seven The park lies 140 miles east of Los west, and expeditions into Death Valley days. Bus visitors pay $5 per person Angeles. You can approach it from the ensued. Despite the flurry of gold and for non-commercial trips. Camping fees west via Interstate 10 and California silver mining, Death Valley’s real riches range from $8 to $40 per site. Educational 62 to entrances in the towns of Joshua proved to be borate and talc deposits groups from accredited institutions may Tree and Twentynine Palms. The south and the tourism generated by the valley’s qualify for fee waivers for entrance and entrance at Cottonwood Spring, which lies growing mystique. camping fees. Contact the fee collections twenty-five miles east of Indio, can be supervisor at the park address. approached from the east or west, also SAFETY via Interstate 10. Always carry plenty of water, whether HOURS OF OPERATION planning to hike or just driving The park is open twenty-four hours a PARK OVERVIEW through. The park contains hundreds day. The visitor center is open 8:00 a.m. The park was established by Presidential of abandoned mines and associated to 5:00 p.m. Scotty’s Castle is open 8:00 Proclamation in 1936. Two deserts, the structures that are potentially a.m. to 5:00 p.m. Mojave and the Colorado (a subsection dangerous. Stay out and stay alive! of the Sonoran), come together at Joshua HOW TO SCHEDULE A FIELD TRIP Be alert for flash floods when it looks Tree National Park. These are two Education programs are available for stormy. Do not ford low places when large ecosystems primarily determined groups who want to learn firsthand water is running. Watch where you put by elevation. Few areas more vividly about the area through National Park your hands and feet, especially in warm illustrate the contrast between the two Service interpreters who are very weather when snakes are most active. deserts. familiar with the park. These programs Drink and carry plenty of water. The higher and slightly cooler Mojave are available on a reservation basis. To Summer temperatures regularly Desert is the home of the Joshua tree, book a program contact the assistant exceed 110°F. Even in spring, when extensive stands of which dominate the chief district interpreter at the park it is cooler, it is important to guard park’s western half. The trees can reach address or call 760-786-3200. Scotty’s against dehydration. nearly thirty-five feet in height, and age Castle is a wonderful place to introduce estimates of old trees approach eight VISITOR ACTIVITIES children to a fun way to learn history. hundred years. The Colorado Desert Hiking, camping, backpacking, and Tours through the castle are offered in occupies the eastern half of the park. photography are all popular activities. the form of living history. Your guide is Creosote bush, ocotillo, and cholla Ranger-conducted programs are dressed as if from the 1930s time period cactus are characteristic plants of these available daily during the winter and and will contact your group as if they are elevations below three thousand feet. spring. Check at the visitor center visitors from that era. The tours need to The park’s variety of protected and entrance stations for the current be booked in advance by contacting the habitats supports wildlife of many schedule. Scotty’s Castle district interpreter at the kinds. Animals which can be found here VISITOR SERVICES AND park address or call 760-786-2392. include reptiles and amphibians (desert ACCOMMODATIONS tortoises, snakes, lizards), more than two Groups are responsible for making their JOSHUA TREE hundred species of birds, invertebrates, own camping or lodging reservations. NATIONAL PARK and more than forty species of Camping can be reserved in advance, mammals (bats, mice, ground squirrels, INFORMATION October through April, by contacting jackrabbits, coyotes, raccoons, foxes, Write: Superintendent, Joshua Tree Spherics at 800-365-CAMP. For motel bobcats, mule deer, bighorn sheep). National Park, 74485 National Park Drive, reservations you can contact the The park encompasses some of the Twentynine Palms, CA 92277-3597. Furnace Creek Ranch, P.O. Box 1, Death most outstanding geologic displays to Email: JOTR_info @ nps.gov Valley, CA 92328, or call 760-786-2345. be found in the California desert — the Call: 760-367-5500. Rooms are also available at Stovepipe results of repeated uplifts, lava flows, www.nps.gov/jotr on the Internet. Wells, twenty-seven miles north of and continuous erosion. The western Furnace Creek on California 190. For IN AN EMERGENCY part of the park embraces several reservations call 760-786-2387. Call: 911 or (909) 383-5651 collect. mountain masses with peaks rising over five thousand feet, interlaced with

UNIT I–2 UNIT I–3 THE PARKS THE PARKS

medium-elevation plateaus and valleys. Contact Spherics at 800-365-CAMP. Fees Call: 702-293-8990 To the east, plateaus drop off into the are charged for camping. www.nps.gov/lame on the Internet immense, elliptical-shaped Pinto Basin. FEES IN AN EMERGENCY The colossal outcrops of the Wonderland General entrance is $10 per car for seven Call: 911, 702-293-8932, or 800-680-5851. of Rocks area offer some of the most days. Bus visitors pay $5 per person spectacular scenery in the park. HOW TO GET THERE for non-commercial trips. Camping fees Throughout the region are many clues The Lake Mead Alan Bible Visitor range from $5 to $35 per site. Educational to a geography shaped — past, present, Center is located near the west end of groups from accredited institutions may and future — by earthquakes. Lake Mead, on U.S. Route 93, four miles qualify for fee waivers for entrance fees. Complementing the fascinating east of Boulder City, thirty miles south Write: Education Office, 9800 Black Rock natural history is a rich cultural history of Las Vegas. Katherine’s Landing is Canyon Road, Yucca Valley, CA 92284, of Native Americans, miners, cattlemen, on the south end of Lake Mohave, on Email: [email protected], or call: and homesteaders. The first humans the Arizona side, three miles above 760-367-3011. inhabited the area perhaps ten thousand Davis Dam. It is thirty-three miles from years ago and enjoyed a more favorable HOURS OF OPERATION Kingman, Arizona, and seven miles from climate. Throughout the park are The park is open twenty-four hours a day. Bullhead City, Arizona. reminders of these earlier inhabitants The Oasis Visitor Center in Twentynine PARK OVERVIEW — Native American rock art, mine shafts Palms is open 8:00 a.m. to 5:00 p.m. daily. The park was established by Congress and associated buildings, homesteader The Cottonwood Visitor Center is open in 1964 as the nation’s first national cabins, and handmade dams. 8:00 a.m. to 4:00 p.m. Black Rock Nature recreation area. Lake Mead, formed by Center is open 8:00 a.m. to 4:00 p.m., SAFETY Hoover Dam, and Lake Mohave, formed September through May. Always carry plenty of water, whether by Davis Dam, dominate the park. planning to hike or just driving HOW TO SCHEDULE A FIELD TRIP The park contains a wide diversity of through. Avoid drainage areas after Write: Education Office, Joshua Tree resources and constitutes extensive thunderstorms or severe weather National Park, 9800 Black Rock Canyon and superlative examples of the plants, because of flash floods. Do not enter Road, Yucca Valley, CA 92284, or call: animals, and physical geography. From mine shafts or associated buildings. 760-367-3011. Ranger-led programs are an elevation of approximately 517 feet at They are extremely dangerous. Set strict available on both natural and cultural Davis Dam, the land rises to a height of guidelines with your group for rock history topics. 7,072 feet on the Shivwits Plateau. scrambling and climbing; even short Many groups visit the park on their While the park’s name conjures up an falls can be fatal. Watch where you put own. Fee waivers may be available image of water, the land-based resources your hands and feet, especially in warm (see Fees section). The park has many comprise eighty-seven percent of the weather when snakes are most active. self-guided nature trails with either park’s surface area and offer an exciting interpretive signing or brochures. Other wealth of natural and cultural resources VISITOR ACTIVITIES short or longer trails may be appropriate enhancing the attraction of the Colorado Hiking, climbing, camping, backpacking, for your group. Picnic areas are available. River and Lakes Mead and Mohave. and photography are all popular Water is only available at a few locations; Exposed within the park boundaries activities. Ranger-conducted programs plan to bring your own. Be sure your are geological deposits spanning 1.7 are available on weekends in the spring group is prepared with appropriate billion years. They represent the Basin and fall. Check at visitor centers, at clothing and sturdy walking shoes. and Range and the Colorado Plateau entrance stations, or on park bulletin provinces, the boundary between boards for the current schedule. LAKE MEAD NATIONAL which may be seen at the Grand Wash VISITOR SERVICES AND RECREATION AREA Cliffs. Not so readily discernible are ACCOMMODATIONS paleontological resources. Petrified No services are available in the park. INFORMATION wood and fossilized shells are found Motels, stores, restaurants, and auto Write: Superintendent, Lake Mead at various locations, and mammoth services are located in nearby towns. National Recreation Area, 601 Nevada remains over ten thousand years old Camping reservations are available for Highway, Boulder City, NV 89005. have been found at Overton Arm. group sites and two family campgrounds. Email: [email protected] Complementing this geological

UNIT I–4 UNIT I–5 THE PARKS THE PARKS

diversity is the fact that Lake Mead NRA Campgrounds are located at various IN AN EMERGENCY lies within the northeastern portion areas of the park. Call: 911 or 909-383-5651. of the Mojave Desert, on the southern FEES HOW TO GET THERE edge of the Great Basin Desert, and General entrance is $5 per car for five Mojave National Preserve is located 180 just north of the Sonoran Desert. As a days. Campsites are $10 per night and no miles northeast of Los Angeles and 50 result of this location and the interface reservations are available. Contact the miles southwest of Las Vegas. Access of these deserts, the park contains a park for information on fee waivers for is from I-15 at Baker, Cima Road, and surprising variety of plants and animals, educational groups. Nipton Road and from I-40 at Kelbaker such as the gila monster, ocotillo, palo Road, Essex Road, and Fenner. There are verde, and smoke tree. These species HOURS OF OPERATION no gas stations, stores, or other services are considered to be at the far reaches of The park is open twenty-four hours a inside the park, so come prepared. their northern distributional range. day. The visitor center is open 8:30 a.m. While at first glance, the region may to 4:30 p.m. daily except Thanksgiving, PARK OVERVIEW seem to be a hostile land, humans have Christmas, and New Years Day. Mojave National Preserve was known the secrets of this area for longer established through the California HOW TO SCHEDULE A FIELD TRIP than might be imagined. So far, the oldest Desert Protection Act of 1994. Rose- Because of the high demand for these evidence of early habitation has been colored sand dunes, volcanic cinder programs and limited park staff, ranger- dated at 3,000 B.C. There are over nine cones, Joshua tree forests, and mile-high led field trips in the Mead area are hundred identified archeological sites mountains are all part of the scene. only conducted for teachers who have above the water lines of Lakes Mead and The preserve encompasses 1.6 million attended the National Park Service Mojave. acres of mountains, jumble rocks, workshop: My Home is the Mojave. desert washes, and dry lakes; outdoor SAFETY Some field trips are scheduled through enthusiasts appreciate the opportunity For protection against sunshine, a lottery system. Programs in the for solitude here not easily found at wear a hat and sunglasses. Summer Kathreine’s Landing (Mohave) area are other southern California parks. temperatures can reach 120°F. Never scheduled on a limited basis. For more Plant and animal life varies by eleva- swim alone. Air mattresses and other information on the programs, call the tion. Desert tortoises burrow in creosote beach toys can quickly blow away, education office at 702-293-8716 or 8957, bush flats, while the black and yellow leaving you stranded far from shore. or visit our website at www.nps.gov/ Scott’s oriole nests in Joshua trees Always check the weather forecast. lame/classindex.htm. higher up the slopes. Mule deer and big- Spring and summer days can be very You are welcome to take your group horn sheep roam among pinyon pine and windy; summer storms can arise on your own anywhere in the park. juniper in the preserve’s many mountain abruptly. Call 702-736-3854 for a current Several trails exist near each visitor ranges. forecast from the National Weather facility. Shaded picnic areas are also Mojave Desert experiences change Service. Be alert for flash floods in located near each campground. Shade is with the seasons. Infrequent winter stormy weather. sparse, so it is best to visit in the fall or snows sparkle on the mountains. With early spring. Bring water and wear sturdy VISITOR ACTIVITIES enough moisture, spring wildflowers walking shoes. Thin shoes or sandals will Visitors enjoy swimming, fishing, carpet the desert with vivid colors. not provide protection against cactus. boating, and backcountry hiking in Summers are hot: hikers and campers spring and fall and camping year round. explore the higher elevations such as Ranger-guided programs are available for MOJAVE NATIONAL Mid-Hills and the New York Mountains. the general public. Check with the visitor PRESERVE The cooler temperatures of fall mark center for the current schedule. INFORMATION hunting season. A network of dirt roads offer year-round opportunities to explore VISITOR SERVICES AND Write: Superintendent, Mojave National by 4-wheel-drive vehicle. ACCOMMODATIONS Preserve, 222 East Main Street, Suite 202, Food and drinks are available at all Barstow, CA 92311 SAFETY marinas. Motels, stores, restaurants, and Email: [email protected] Always carry plenty of water in your car auto services are found in nearby towns. Call: 760-255-8836 and especially when hiking. A hat and www.nps.gov/moja on the Internet sun screen are essential for hiking. Be

UNIT I–4 UNIT I–5 THE PARKS THE PARKS

careful around abandoned mines; do SAFETY not enter mine shafts for any reason. To BLM Unit Always carry plenty of water, whether avoid rattlesnakes, watch where you put planning to hike or just driving through. your hands and feet. RED ROCK CANYON Set strict guidelines with your group for rock scrambling and climbing; even VISITOR ACTIVITIES NATIONAL CONSERVATION short falls can be fatal. Watch where Hiking, climbing, camping, backpacking, AREA you put your hands and feet, especially and exploring dirt roads are all popular INFORMATION in warm weather when snakes are most activities. Write: Red Rock Canyon National active. VISITOR SERVICES AND Conservation Area, HRC 33, Box 5500, VISITOR ACTIVITIES ACCOMMODATIONS Las Vegas, NV 89124 More than one million visitors each year No services are available in the park. Call: 702-363-1921 enjoy spectacular desert landscapes, Gas stations with convenience stores www.redrockcanyon.blm.gov/ on the climbing and hiking opportunities, and are located at Baker, Halloran Summit, Internet interpretive programs. This 83,100-acre Cima Road, and Primm on I-15 and at IN AN EMERGENCY area provides a thirteen-mile scenic Ludlow and Fenner along I-40. Motels Call: 911 or 702-293-8998 collect. drive, more than twenty miles of hiking and restaurants are located at Baker, trails, picnic areas, and a visitor center. Nipton, and Ludlow. Reservations are HOW TO GET THERE not accepted at family campgrounds, The park is located twenty miles west of VISITOR SERVICES AND but campgrounds rarely fill. Groups can Las Vegas, Nevada via Nevada 159 (West ACCOMMODATIONS reserve the Black Canyon Group and Charleston Boulevard) or Nevada 160. The visitor center has water, telephones, Equestrian Campground by calling 760- and restrooms. There is one primitive PARK OVERVIEW 928-2572. campground that is first come, first The park was established in 1967. In served. No water is available. Ask at the FEES 1990 special legislation supported by visitor center for directions. Other visitor There are no entrance fees. Camping is the Nevada congressional delegation, services are available in nearby towns. $12 per night, per site. Group camping is changed the status of the recreation $25 per night. lands to a national conservation area, FEES the seventh to be designated nationally. There is a $5 entrance fee per vehicle. HOURS OF OPERATION The unique geologic features, plants, and The park is open all the time. The Baker HOURS OF OPERATION animals of Red Rock Canyon represent information center is open 8:00 a.m. to The thirteen-mile scenic drive is open some of the best examples in the Mojave 5:00 p.m. daily except Christmas. The 7:00 a.m. to dusk. The visitor center is Desert. Hole-in-the-Wall information center is open 8:30 a.m. to 4:30 p.m. The most significant geologic feature open Friday, Saturday, and Sunday, 9:00 of Red Rock Canyon is the Keystone HOW TO SCHEDULE A FIELD TRIP a.m. to 4:00 p.m. Thrust Fault. About sixty-five million Red Rock Canyon offers numerous HOW TO SCHEDULE A FIELD TRIP years ago, it is believed that two of locations for field trips. Reservations are Call park rangers at 760-255-8836 to the earth’s crustal plates collided required for stops at the visitor center inquire about educational programs. with such force that part of one plate and the Children’s Discovery Trail. This of grey limestone was thrust up and trail is located at Lost Creek Canyon and over the younger red sandstone. The is less than one-mile round trip. A free Keystone Thrust Fault extends from booklet that accompanies the marked the Cottonwood Fault (along Highway trail is available to visiting school 160), thirteen miles northward to the groups. The booklet, which is geared to vicinity of La Madre Mountain where it is elementary age children, discusses flash obscured by more complex faulting. floods, plants, animals, riparian zones, and cultural resources. Arrangements

UNIT I–6 UNIT I–7 THE PARKS THE PARKS

to receive the booklets are made at the environmental education coordinator time of making reservations. A pre-visit at the visitor center at 702-363-1921 packet and video will be sent before the between 8:30 a.m. and 4:00 p.m. Spring visit date. dates fill quickly so reserve early. If you have any questions or wish to schedule a field trip, contact the

Mojave Desert Parks

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UNIT I–6 UNIT I–7 DESERTS

Never-ending sand dunes. Scorching temperatures. Vultures circling over the remains of an unlucky traveler. These are images the word “desert” brings to mind for many people. December and January trigger phone calls to desert parks from potential visitors hoping to escape the chill of winter. They are amazed to hear of nighttime temperatures below freezing. Snow in the desert is an impossibility to them. Isn’t the desert always hot and dry? DESERTS

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distributed throughout the year. Weather receives only 40% of possible solar What Is A patterns often create short, violent radiation.) The hot, dry air causes any Desert Anyway? downpours. Flash floods, characteristic available water to evaporate quickly. of some desert areas, are produced. When temperatures are extremely hot, heck five sources and you will Much of the water runs off before it can rain can evaporate before it reaches probably find five, slightly different C soak into the soil. Earth. definitions. Some sources define a A lot of moisture is also lost to The conditions producing high desert as an area receiving no more than evaporation. Many deserts lie in areas daytime temperatures reverse the ten inches of precipitation annually. of high pressure systems where there process after sundown. Approximately However, many areas receiving this is little cloud cover. At least 90% of 90% of the day’s accumulated heat amount of precipitation are not deserts. the sun’s rays reach Earth, producing radiates back toward the sky. In moister This simple definition is not complete. seasonal hot temperatures. (For climates only about 50% of this heat Both the timing and type of comparison, the surface of more humid is lost. These conditions produce precipitation determine the environment lands, covered with more vegetation, the wide range of daily temperatures established. In a desert, rain isn’t evenly

UNIT II–2 UNIT II–3 DESERTS DESERTS

characteristic of deserts. This range is It cools, dropping heavy rains on often fifty degrees or more. tropical areas. The resulting cooler, The rapid heating and cooling of air drier air then descends, creating zones GLOSSARY create another characteristic of most of high atmospheric pressure as it endemic — belonging exclusively or deserts — strong winds. These winds, moves away from the equator. The confined to a particular place. circulating air which is often hot and descending air hinders cloud formation environment — all those factors, dry, increase the already high rate of and precipitation. It also warms up, both living and non-living, which evaporation. Evaporation in American absorbing any available moisture. The make up the surroundings of an deserts ranges from 70˝ – 160˝ per year. Sahara, the world’s largest hot desert, is organism. A desert then is not so easily defined. a subtropical desert about the size of the evaporation — the process by All these characteristics — seasonal, United States. which water changes into vapor. high temperatures; low, sporadic Coastal deserts are also in areas of rainfall; a high rate of evaporation; wide high pressure. Damp, chilly fog forms flash flood — a sudden, rising flood temperature ranges; strong winds — are when air, chilled by water contact as caused by heavy rainfall. part of the definition. it blows toward shore, meets warm air gneiss — a metamorphic rock where over land. Although humidity is high, intense pressures and temperatures atmospheric disturbances that can cause have caused minerals to segregate Where Are The rainfall are not present. Two coastal giving the rock a banded appearance. Deserts? deserts, the Atacama of Chile and the groundwater — water stored Namib in southern Africa, are among the raw a line around the world, beneath the surface of the ground, driest places in the world. starting mid-center between Joshua coming from precipitation and D Interior deserts, like the Gobi, exist Tree and Death Valley, and you will touch surface water that has percolated because they are too far from moisture- or come close to many of the world’s down. laden, ocean winds. By the time these great deserts — Mojave, Great Basin, metamorphic — changed by great winds reach the center of a large Sahara, Arabian, Iranian, Gobi. Most pressure, stress, and/or chemical landmass, the air is very dry. deserts occur between the latitudes of changes, usually at depth in the crust, Rain shadow deserts are created 15° – 40° on either side of the equator. from pre-existing rocks. when mountain ranges lie parallel to They are found around the world on moist, coastal areas. Prevailing winds native — a plant or animal that every continent, covering approximately moving inland cool as air is forced to rise evolved or was transported to an 20% of the Earth’s land area. over the mountains. Carried moisture falls area through natural means. Sand dunes cover only about 10% on slopes facing the winds. When the Precambrian — all geologic time of this area. Some deserts are very winds move over the crest and down the prior to the Paleozoic Era (prior to mountainous. Most are hot, with warm far side, they are very dry. Descending 570 million years ago). daytime temperatures much of the year, air also makes it hard for additional but others are cold, getting over half precipitation — water received on clouds and precipitation to form. their moisture from snow. the Earth directly from clouds as rain, Without another source of moisture, hail, sleet, or snow. rain shadow deserts are formed on the Why Are Deserts far side of these mountain ranges (see Discovery Activity Page #1). the south (mainly between 34° – 38°N Where They Are? latitudes). Elevations are generally eserts can be divided into four types The Mojave Desert between three and six thousand feet, D— subtropical, coastal, interior, rain although Death Valley National Park shadow — depending on the conditions he Mojave Desert is a rain includes both 11,049-foot Telescope Peak creating them. T shadow desert. It is defined by and the lowest point in the United States, Subtropical deserts lie along the a combination of latitude, elevation, at Badwater, 282 feet below sea level. Tropic of Cancer (23°N latitude) and geology, and indicator plants. It is Temperatures are a function of both the Tropic of Capricorn (23°S latitude). situated between the Great Basin latitude and altitude. Although the Near the equator hot, moist air rises. Desert to the north and the Sonoran to Mojave Desert has the lowest absolute

UNIT II–2 UNIT II–3 DESERTS DESERTS

elevation and the highest maximum more water available for irrigation, Coast. These mountain ranges create temperature (134°F in Death Valley), it farming in desert areas has increased. the rain shadow effect described in the is north of the Sonoran Desert and its This, along with human population introduction to this unit. average elevations are higher. As a result, growth and its water demands, has 1. Enlarge the rain shadow diagram its average temperatures are lower than depleted groundwater supplies faster on the activity page on a piece of poster those of the Sonoran. than they can replenish themselves. In board. Cut it into pieces to create a The Mojave Desert is in what some some cases, desert plant and animal puzzle. If you have a large group, you geographers call the Basin and Range communities can no longer be supported. may want to make more than one puzzle. Province, a landscape of alternating As the popularity of driving off-road Laminating or covering the pieces with mountain ranges and their adjacent vehicles across the desert increases, clear contact paper will extend their life. basins. Common rock substrates so does the damage done to plants and 2. Give a copy of the activity page include Precambrian gneisses and fragile desert soils. Deserts are mined for to each student. Use the diagram to granites. Slopes are often composed of copper, silver, gold, and other minerals, explain rain shadow deserts. metamorphic rocks, such as gneisses. leaving tremendous scars on the land. 3. Leaving their activity pages Mojave Desert vegetation is Many people seem to have a desert behind, have students stand in a circle, dominated by low, widely spaced shrubs. wasteland mentality. They view deserts surrounding the area where the puzzle Vegetation in the desert’s northern as lifeless, valueless areas. Resource will be assembled. Give puzzle pieces to half closely resembles that of the Great destruction, that might concern them if members in your group. Ask participants Basin Desert, as that in the southern done elsewhere, may not bother them to step in one at a time. Each may either half does the Sonoran. However, nearly when desert areas are the victims. Desert attempt to place the puzzle piece in the one quarter of all Mojave Desert plants education is necessary to increase right location or move a piece already are endemics. Synonymous with the appreciation of these biologically and placed. After the puzzle is completed, Mojave Desert is the Joshua tree. aesthetically rich lands. have a volunteer explain how the rain Other endemics are Parry saltbush and shadow effect creates dry areas. Mojave sage. A more widely distributed EXTENDING THE EXPERIENCE: plant, the creosote bush, dominates Contact areas on both sides of the much of the land surface, often in close Activity 1 mountain ranges and in the mountains association with species of bur-sage. Desert Puzzler to collect rainfall totals for the past three years (such as Los Angeles, Creating Desert OBJECTIVES: Explain the creation of a Big Bear, and Joshua Tree and Death rain shadow desert. Name one desert Valley national parks in California; and Wastelands created this way. Las Vegas and Lake Mead National eserts are growing by an estimated MATERIALS: Discovery Activity Page Recreation Area in Nevada). Graph D fifteen million acres a year. But this #1, graph paper, poster board, puzzle the data and discuss. desert growth is not reason for desert made from an enlargement of Discovery lovers to celebrate. These desert lands Activity Page #1. are being created through desertification, SUBJECT: Science. the process in which land supporting life Activity 2 is transformed into land supporting very SKILLS: Analysis, problem solving. Sun And Water little or no life at all. METHOD: Atmospheric and geophysical Probably the main cause of conditions work together to create OBJECTIVES: On a monthly basis, desertification in the United States is deserts where they are. Understanding compare average maximum overgrazing. Unlike native desert animals, the rain shadow effect will help temperatures and rainfall of a desert livestock can strip land of most of its explain to your group how the Mojave park with those of a park in a different cover. Before natural vegetation can Desert was formed. To the west of the climate. Plot given data to make graphs. grow back, soils erode, leaving the area Mojave Desert lie the San Gabriel, San unable to support most of the life that MATERIALS: Discovery Activity Pages #2 Bernardino, and San Jacinto mountain and #3, map of the United States, pencils once lived there. ranges, running parallel to the Pacific As technology has improved, making and colored pencils or crayons.

UNIT II–4 UNIT II–5 DESERTS DESERTS

SKILLS: Comparison, computation, averages for your own area. Local photo is found that cannot be cut out to inference. newspapers can be a good source display, have a student make a drawing of information. How does your area of it. SUBJECTS: Math, science. compare with those listed? Get these 3. Discuss the facts given about each METHOD: Graphs are a way of making statistics for other desert areas of the desert. Help the group come up with data come alive visually. Your group can world. A good source of information is a three adjectives describing each desert, learn more about desert climates by reference book found in many libraries using “hot” or “cold” plus two more using graphs to compare temperatures — The Weather Almanac, edited by words. List these on file cards under each and rainfall in desert parks with those of James A. Ruffner and Frank E. Bair. desert’s name. parks in other areas. 4. Go back to the words the group 1. Pass out copies of the activity first listed. See how many of these match pages. Discuss what is meant by the adjectives under each desert’s name. “average high temperature” and Activity 3 You can use this as a discussion starter “average monthly rainfall.” Find each for the activity about people’s desert park’s location on a United States map. Where And What perceptions found in the Extending the If anyone has been to one of the parks Experience section. ask for a brief description. Try to find Are Deserts? pictures of each park in books or other OBJECTIVES: Name two deserts in the 5. Based on what the group reference materials. world. Describe how they are alike and/or now knows, come up with a list of different. characteristics most deserts share. Post 2. Have students select one Mojave this as part of your bulletin board display. Desert park and one non-desert park for MATERIALS: Discovery Activity Pages #4 the graphing activities. Using the grid and #5, desert pictures or postcards, file 6. Two deserts are numbered on the for Average Daily High Temperatures and cards, map of the world, scissors, yarn. deserts map, but are not on the deserts a colored pencil or crayon, write in the chart. Challenge your students to find SUBJECTS: Language arts, science, social name of the desert park chosen and plot these deserts’ names and facts about studies. its temperature data. Mark each month’s them. Have them write this information average high with a dot, and then SKILLS: Comparison, description, on the back of Discovery Activity Page connect the dots with a red line. Using discussion, drawing, listing, mapping, #4. (20: Monte, 21: Thar) black, do the same for the non-desert writing. EXTENDING THE EXPERIENCE: park. METHOD: Deserts exist all over the Following this activity are quotes about 3. Do the same for average monthly world. Although most share some deserts from a variety of sources. Read rainfalls, using a bar graph format on the characteristics, they also have some these quotes to your students, discussing grids provided. Fill in the name of the surprising differences. In this activity, the range of feelings displayed. If your park chosen on each grid. your group will locate the deserts of the group does not live in a desert area, ask world and discuss their characteristics. them about their desert perceptions. 4. When the graphs are completed, If you do live in the desert, ask non- ask the following questions: In which 1. Brainstorm to create a list of words natives of the area if they remember any month is there the greatest difference your group associates with deserts. perceptions they once had about deserts. in average daily high temperatures Pass out copies of the activity pages. If available, read Gila Monsters Meet You between the two parks chosen? During Referring to a map of the world posted on at the Airport (see listing in the resources which months does the group think a bulletin board, locate the deserts. Place unit). most people visit the two parks? Explain file cards with the deserts’ names around Try to find a class in a different the choices. What is the average total the map’s perimeter. Identify each with climate area with whom to correspond. yearly rainfall for the parks? How can a piece of yarn running from its map Ask members of this class to describe it be helpful to have records of average location to the card listing its name. their ideas of what deserts are like. If temperatures and rainfall? 2. Collect pictures of as many deserts some of their perceptions are wrong, EXTENDING THE EXPERIENCE: as possible. Postcards are a good source. share correct desert information with Check for temperature and rainfall Put them next to the deserts’ names. If a them. At the same time, ask your group

UNIT II–4 UNIT II–5 DESERTS DESERTS

to share perceptions of the other class’ geographic area. Fun Facts — DESERT QUOTES “It remained as a symbol of thirst and death, infested with horror, repelling all who viewed it from afar on the surrounding mountains. At a casual glance, nothing seemed to live here except the few plants which had clawed deep Activity 4 into the earth, defying wind and heat alike, . . . to store up some vestige of Roadrunners sustenance for their long vigils in the midst of almost total aridity. But this And Lizards was deceptive. The desert nurtured a whole world of living things of its own.” Edward Maddin Ainsworth OBJECTIVES: List two true statements Beckoning Desert, 1962 about deserts. MATERIALS: Playing field. “The pale moon, occasionally overshadowed by clouds, threw a ghostly light over the desert, and skeletons of animals glistening in her beams, strewed the SUBJECTS: Language arts, physical way, adding horror to the scene.” education. Gwinn Harris Heap SKILLS: Listening, psychomotor skills. Journal of the Expedition of E.F. Beale, METHOD: from Missouri to California, in 1853 1. Write statements about deserts, some true and some false. “The popular conception is that a desert is all sand, — barren, desolate, unfruitful, shifting sands, where the heat is frightful and where nothing can 2. Divide your group into two live save horrid toads, lizards, snakes, chuckwallas, and gila monsters. equal teams, the Roadrunners and “To most people the . . . desert is not only a place devoid of interest, but the Lizards. absolutely to be shunned, feared, dreaded. If they must journey across it, they 3. Line up the two teams facing each do so as hastily as possible in the fastest train, surrounded by all the luxuries other, about two feet apart. modern travel can give; the blinds of the car drawn down if the journey is made by day, and with a sigh of relief and thankfulness if it is made by night. 4. About fifteen feet behind each team, draw a home base line. “But in the material sense the . . . desert is a place of fascination and sur- prises. 5. Read a statement. If the statement On every hand are strange, wonderful, and beautiful things, — things that are is true, the Roadrunners chase the unknown to cities and to the unobservant anywhere.” Lizards, trying to tag them before they reach their home base line. If the George Wharton James statement is false, the Lizards chase the The Wonders of the Colorado Desert, Vol. I, 1906 Roadrunners. Anyone caught must join the other team. “The desert is the opposite of all that we naturally find pleasing. Yet I believe that its hold upon those who have once fallen under its spell is deeper and 6. Continue playing until all more enduring than is the charm of forest or sea or mountain.” statements are read. J. Smeaton Chase California Desert Trails, 1919

“This is the most beautiful place on Earth.” Edward Abbey Desert Solitaire, 1968

UNIT II–6 UNIT II–7 DESERTS DESERTS

Fun Facts — DESERT QUOTES “We are struck by the appearance of Yucca trees (Joshua trees), which give a strange and southern character to the country and suited well with the dry and desert region we were approaching. Associated with the idea of barren sands, their stiff and ungraceful forms make them to the traveller the most repulsive tree in the vegetable kingdom.” Captain John Fremont A Report on the Exploring Expedition to Oregon and North California, in the Years 1843–44

“The most conspicuous form of plant life on the Mojave Desert is a yucca known as the Joshua tree, a weird, fantastic form growing to a height of about twenty feet, with long stiff bristling green daggers all over its limbs in lieu of leaves, and with its branches bent and twisted into strange shapes. In patches of the desert this plant grows in sufficient profusion to form one of those paradoxes in which the region abounds — a desert forest, and a dreary, unearthly forest it is.” Charles Keeler Southern California, 1899

“It is stern, harsh, and at first repellent. But what tongue shall tell the majesty of it, the eternal strength of it, the poetry of its widespread chaos, the sublimity of its lonely desolation? And who shall paint the splendor of its light; and from the rising up of the sun to the going down of the moon over the Iron Mountains, the glory of its wondrous coloring?” John C. Van Dyke The Desert, 1901

“From time immemorial the desert has been cast in the role of a sinister adversary. Brooding in parched silence, the desert has been pictured as a furnace trap which lures its victims to their deaths. We hear stories of stranded motorists who, with sun-cracked skins and blackened tongues, stagger feebly to a highway and are rescued, or else fall in heat-induced delirium and leave their bleached bones for subsequent travelers to find.” Erle Stanley Gardner The Desert is Yours, 1963

UNIT II–6 UNIT II–7 DESERTS

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Rain Shadow Deserts Rain shadow deserts are created when mountain ranges lie parallel to moist, coastal areas. Winds moving inland cool as air is forced to rise over the mountains. Clouds form and carried moisture falls on slopes facing the winds. When the winds move over the crest and down the far side, they are very dry. Descending air also makes it hard for additional clouds and precipitation to form. Without another source of moisture, rain shadow deserts are formed on the far side of these mountain ranges. Discovery Activity Page #2 Average Daily High Temperature (IN ° FAHRENHEIT)

MOJAVE DESERT PARKS Discovery Activity Page 2 JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC Death Valley (California) 65 72 80 87 99 109 115 113 106 92 76 65 Joshua Tree (California) 63 68 75 83 90 101 105 103 94 86 72 62 Lake Mead (Nevada, Arizona) 54 60 67 76 85 96 102 99 93 80 65 56

NON-DESERT PARKS JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC Acadia (Maine) 31 32 39 50 61 70 76 74 66 57 46 35 Great Smoky Mountains 48 51 60 70 76 82 84 84 78 70 59 51 (Tennessee) Yosemite (California) 47 55 59 66 73 82 90 90 85 74 58 46

Red Line= Black Line= 120

110

100

90

80

70

60

(°F) TEMPERATURE 50

40

30

20

10

Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec MONTH

DESERTS Discovery Activity Page #3 Average Monthly Rainfall (IN INCHES)

MOJAVE DESERT PARKS Discovery Activity Page 3 JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC Death Valley (California) .2 .3 .2 .1 .1 .1 .1 .1 .1 .1 .2 .2 Joshua Tree (California) .4 .4 .3 .1 .1 .1 .5 .7 .3 .3 .3 .5 Lake Mead (Nevada, Arizona) .6 .5 .7 .4 .2 .1 .5 .8 .5 .4 .5 .4

NON-DESERT PARKS JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV DEC Acadia (Maine) 4.4 4.14 3.8 3.8 3.9 2.9 3.0 3.0 3.8 4.2 5.5 5.2 Great Smoky Mountains 4.5 4.2 5.6 4.5 4.4 4.6 5.1 4.5 3.7 3.0 3.7 4.2 (Tennessee) Yosemite (California) 6.6 5.0 4.6 3.5 1.5 0.6 0.4 0.3 0.7 1.4 4.7 6.9

Average Monthly Rainfall Average Monthly Rainfall At______At______

7.0 7.0

6.5 6.5

6.0 6.0

5.5 5.5

5.0 5.0

4.5 4.5

4.0 4.0

3.5 3.5

3.0 3.0 RAINFALL (INCHES) RAINFALL (INCHES) RAINFALL

2.5 2.5

2.0 2.0

1.5 1.5

1.0 1.0

0.5 0.5

J F M A M J J A S O N D J F M A M J J A S O N D MONTH MONTH

DESERTS

Deserts Of The World

N AME T YPE S IZE HOT OR COLD DESERT PHYSICAL FEATURES EXAMPLES OF PLANTS, ANIMALS

1. Arabian Subtropical 900,000 sq. mi. Hot Covered almost entirely • Acacia, Oleander, Saltbush by sand • Camel, Gazelle, Oryz

2. Atacama Coastal 54,000 sq. mi. Cold Covered by sand dunes • Bunchgrass, Cordon Cactus (usually covered and pebbles; one of the • Lizards by a cool fog) driest areas on Earth

3 - 7. Australian Interior 890,000 sq. mi. Hot Three areas are sandy; • Acacia, Eucalyptus Discovery Activity Page #4 (Great Sandy, Victoria, Subtropical two are stony • Dingo, Kangaroo, BandicootDiscovery Activity Page 4 Simpson, Gibson, Sturt) Rain Shadow

8. Chihuahuan Subtropical 175,000 sq. mi. Hot High plateau covered by • Cacti, Creosote, Mesquite stony areas and sandy soil • Coyote, Rattlesnake, Javelina 9. Gobi Interior 450,000 sq. mi. Cold Covered by sandy soil and • Grasses areas of small stones • Camel, Gazelle, Gerbil called “gobi” 10. Great Basin Rain Shadow 158,000 sq. mi. Cold Covered by sand, gravel, • Sagebrush, Saltbush and clay; contains many • Bighorn Sheep, Pronghorn mountain ranges and basins Antelope, Jackrabbit

11. Iranian Subtropical 150,000 sq. mi. Cold Covered by coarse gray • Grasses, Pistachio Tree soil, stony pavement, and salt flats • Monitor Lizard, Oryz, Scorpion 12. Kalahari Subtropical 200,000 sq. mi. Hot Covered by sand dunes •Acacia, Baobab Tree, Aloe and gravel plains • Gazelle, Hyena, Jackal 13. Mojave Rain Shadow 25,000 sq. mi. Hot Covered by sandy soil, • Creosote Bush, Joshua Tree gravelly pavement, • Bighorn Sheep, Chuckwalla, and salt flats Jackrabbit

14. Namib Coastal 52,000 sq. mi. Cold Covered by sand dunes along • Aloe, Bunchgrass, Lichen (usually covered the coast and gravel • Darkling Beetle, Jackal, by a cool fog) farther inland Web-footed Gecko 15. Patagonian Rain Shadow 153,000 sq. mi. Cold Covered by stony and • Cacti, Grasses sandy areas • Puma, Rhea, Patagonian Fox 16. Sahara Subtropical 3.5 million sq. mi. Hot Covered by mountains, • Acacia, Grasses rocky areas, gravel plains, and sand • Addax, Antelope, dunes. Some areas have Fennec Fox, Jackal no rain for years. 17. Sonoran Rain Shadow 120,000 sq. mi. Hot Covered by sand, soil, • Agave, Ocotillo, Saguaro and gravelly pavement • Coati, Gila Monster, Javelina 18. Takla Makan Interior 600,000 sq. mi. Cold Covered by sand dunes • Grasses and rocky soil • Camel, Jerboa, Gazelle DESERTS 19. Turkestan Interior 215,000 sq. mi. Cold Mostly covered by • Saxaul Tree, Sedges sand dunes • Gazelle, Gerbil, Saiga Antelope DESERTS

Deserts Of The World Discovery Activity Page #5 �� Discovery Activity Page 5 �

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Each year people are lost, injured, and sometimes killed while visiting desert areas. Many of these accidents could have been avoided if some simple safety precautions had been taken. The following safety and survival information could not only help you if you’re ever in an emergency, but, better yet, might also prevent an emergency from occurring. SAFETY SAFETY Equipment emergency. A fire will not only provide area and drink water. warmth, but also a feeling of safety. Hypothermia is the lowering of the 1. Always carry plenty of water, in your 8. Bring string, a tarp, and a knife for body’s core temperature. Deserts are backpack and in your car. Take periodic making shelter. It is important to make not always hot; temperatures may go drinks whether you are thirsty or not. shade if none is available, to prevent below freezing. Some desert areas, like The usual recommendation is one gallon hyperthermia and dehydration in the hot Lake Mead National Recreation Area, per person per day and up to two gallons sun. have artificial lakes that have cool during strenuous activity in the summer. temperatures year round. Be ready to 9. Carry a first aid kit. 2. Essential equipment includes sturdy insulate yourself and stay dry. Try to walking shoes and proper clothing. Long 10. Carry a signaling mirror or other stay active, build a fire, and eat food. sleeves and long pants are suggested signaling device, such as a whistle. When Remember, prevention is the best for protection from rocks and cacti. in an emergency situation, there will cure. Set your priorities in a survival A hat, sunscreen, and sunglasses are most likely be people looking for you. situation to prevent hyperthermia, recommended. Carry a day pack to hold You must act as part of the rescue team dehydration, and hypothermia since such items as water, lunch, first aid kit, by helping them find you. these conditions are hard to reverse jacket, and flashlight. without medical attention. 11. Bring food for energy while out in the 3. Equipment to always carry in your car field. Packaged foods like granola bars, Dehydration occurs with the loss of includes at least two gallons of water, crackers, or dried fruit are convenient water and thus usually accompanies for yourself and for the car radiator; to carry in a backpack, and they do not hyperthermia. Totally cease activity, sit a sheet to make shade; a blanket for require preparation. in the shade, and drink water. warmth; extra food that won’t spoil; and a 12. Hiking in the desert often means flashlight. Never attempt to walk for help traveling over rough, steep terrain with if you become stranded by the roadside. Hazardous Plants frequent elevation changes. Try to pick Stay with your vehicle, make a shelter, a route that best suits your abilities. And Animals — and drink plenty of water. Wait for help Distances are often deceiving. Hike to come to you. Which Really Are? during cooler times of the year or in the 4. Be prepared for variable weather early morning. he deserts of the southwest conditions. Temperature ranges T United States support a wide throughout the day can be extreme. variety of plant and animal life with Occasionally, heavy thunderstorms Dangerous interesting adaptations which allow them produce flash floods. During stormy Situations to live in the sometimes harsh desert weather avoid dry creek beds and other environment. Due to years of television possible flash flood areas. Do not try to Hyperthermia occurs when the body’s programs, films, and novels accentuating drive or walk across a flooded area. natural cooling mechanisms, like the poisonous plants and animals of the perspiration, fail. The most dangerous desert, many people fear these creatures 5. Carry a map of the area. Learn how to form of hyperthermia is heatstroke. rather than admiring them and their use a compass and bring it along. Symptoms include a high body amazing adaptations. 6. Always tell someone your plans — temperature (above 106°F); dry, red skin; Most desert dangers come from where you are going, what route you will a rapid pulse; and unconsciousness. A man-made hazards (like barbed wire take, when you will return. If your plans victim of heatstroke should be cooled fences, open mine shafts, and wells), not change during your trip, update with a as rapidly as possible by sponging the plants and animals. The exaggeration telephone call. If no phone is available, skin with cool water or a cold pack. Seek surrounding desert creatures has caused leave a note in an obvious place along professional help immediately. unwarranted fears among people and, your original trail. This will help Symptoms of heat exhaustion, a less as a result, the killing of many harmless searchers find you faster in the event of serious condition, include normal body species. In order to prevent this an emergency. temperature, pale and clammy skin, misinformation from causing extinctions, heavy perspiration, headache, nausea, it is important to learn which plants and 7. Carry matches to start a fire during an and dizziness. Move to a cool, shaded animals are actually poisonous. Here are

UNIT III–2 UNIT III–3 SAFETY

the most commonly asked about species; fiddleback spider because of the violin- some are harmful, some are not. Animals: shaped spot on its “head,” it is found Tarantula — This large hairy spider in open fields, rocky bluffs, outhouses, is not harmful to humans; rather it is garages, and piles of sacking or clothing. Plants: beneficial because it feeds on many Rattlesnake — One feature to most insects. It is most active in the fall when Cacti — Cacti are interesting plants to easily identify a rattlesnake is its males are hunting for mates. look at, but all have spines of varying triangular head, which appears distinct sizes. The spines of some species, like Hospitals recommend that bite or from the rest of its body. Those found the teddy-bear cholla, have microscopic sting victims of the following should in the Mojave Desert include: Mojave barbs which are very painful if they seek professional help as soon as Desert sidewinder, Mojave green, red possible: diamond, southern Pacific, speckled, and Scorpion — While more than twenty western diamondback. species are known to exist in the If bitten, seek professional help immediately. Stay calm, restrict movement and, if possible, keep the Scorpion bite site below the level of the heart. As with other forms of poison, the physical condition and size of a person affects how serious a bite will be. For this Barrel cactus reason, children are more susceptible. become imbedded in the skin. Pliers or Wear clothing that will protect from tweezers are often required to remove a bite while hiking or walking in the the spine. Keep a safe distance from cacti desert. Watch where you put your hands on trails. Watch for loose clothing that Southwest, only one is deadly — the and feet. The best prevention against might snag on the plant as you walk by. sculptured scorpion (found only in snakebite is giving the snake a wide Arizona and New Mexico). This straw- circumference. Datura or Jimson weed — Flowers colored, slender-tailed scorpion is only A rattlesnake will try to remain are funnel-shaped and white with a two inches in length. A scorpion’s stinger hidden from a human rather than strike. purplish tinge in the throat. This plant is is located at the extremity of the “tail.” Snakes hibernate during the winter. hazardous to touch and can be lethal if Poison is injected beneath the skin, During the summer, they search for food any part is eaten. Datura, like any other making surface treatments ineffective. at night (lizards, young rabbits, rodents) wildflower, should not be picked. and coil up in shady spots during the Black widow spider — This is a common day. If you do see a rattlesnake consider spider found as frequently in homes as yourself lucky! in desert wilderness. A black widow’s venom is more potent than that of a rattlesnake, and it acts quickly on the nervous system of humans. The black widow is usually found in shady and protected areas like rock and wood piles and seats of pit toilets. Brown recluse spider — Earlier in this century, the black widow was considered Black widow the only United States spider dangerous to man. But now, the brown recluse has joined ranks. Its bite can go unnoticed for two to eight hours. The first symptom is usually the deterioration of the flesh Datura around the bite. Sometimes called the

UNIT III–2 UNIT III–3 SAFETY SAFETY

should be a resounding “No!” As METHOD: As you study deserts with Activity 1 students name items they think the your class, you should take your Is This Hiker hiker needs, bring them out from students and venture out into the field a hidden location and “prepare” for hands-on research, experiments, Ready? the hiker. Discuss why each item is and activities. This can be an enjoyable OBJECTIVES: Name the necessary items necessary. Some fun can be added by and rewarding experience for everyone, to take on a desert hike. Explain why producing oversized sunglasses or a if you understand the basics of desert each item is necessary. giant sombrero. safety explained thus far and take a few simple precautions. 3. To review information several days MATERIALS: Backpack, clothes to layer, Discuss desert safety with your later, pass out copies of the activity page. first aid kit, hat, map, packaged food, students and allow them to participate Have your students draw items they sturdy shoes, sunblock, sunglasses, and be responsible for preparing need for a hike inside the outline of the unnecessary items (such as a radio, toys, themselves to go out. Perhaps each backpack. bikini, gum, etc.), water bottle, Discovery student can carry a small backpack Activity Page #1, crayons or colored 4. When everyone is finished, allow with some necessary items. This will markers. volunteers to bring their backpacks to make each student aware of necessary SUBJECTS: Art, health, language arts. the front of the class and discuss what safety items and give them a feeling they have drawn. After doing this with of responsibility for themselves. If SKILLS: Analysis, discussion, drawing, several students, decide if anyone has you choose this approach, be sure to listening, listing, public speaking, writing. forgotten anything. examine each bag before you leave school, checking for the necessities and METHOD: In this activity, your group will EXTENDING THE EXPERIENCE: Ask removing superfluous items that simply prepare one hiker for a day in the desert students to bring in newspaper articles add weight to the student’s pack. If you by gathering the necessary items for about actual desert rescues and/or want the students to be unencumbered safety. emergencies. Local newspaper offices by packs, you must be responsible for and libraries might be good sources of 1. Choose one student from your bringing enough water for everyone, clippings. What went wrong? What might group to be the “hiker.” With all the usually one gallon per person per day. have been done to prevent the situation materials set out on a table (both You, as the teacher, must also make from occurring or to cause a different necessary and unnecessary), call on preparations that the students cannot outcome? one volunteer at a time to give an item help with, such as packing a first aid to the hiker and tell why they think it is kit and leaving exact instructions with necessary. The volunteer can help dress someone (probably the school office) the hiker with the piece of clothing, rub about where you are going, what route on sunscreen, or pack the item in the Activity 2 you are taking, and when you plan to hiker’s backpack. be back. Also, arrange to have enough 2. When the group feels the hiker A Hike In chaperones accompany you on the is prepared, talk about the items trip. You know best the personality of left on the table and why they are The Desert your students and how they are likely unnecessary. What other things might OBJECTIVES: List two natural history to respond to the activity, but generally be unnecessary? Has the hiker forgotten facts about the desert. one adult per six to eight students is anything? adequate. Plan to visit the area yourself MATERIALS: Any props used, index ahead of time to familiarize yourself with VARIATION: As you start a discussion cards, necessary items for hiking. the area and plan your hike. on desert safety, arrange to have a Everyone needs to be aware of hiker wander into the classroom. SUBJECTS: Language arts, physical harmful plants and animals. If your This hiker is obviously unprepared education, science. students will be scrambling up and — sandals, shorts, tank top, a tiny SKILLS: Discussion, listening, along rocks, warn them to always look fanny pack with only a small water observation, public speaking, reading, before placing a hand, foot, or seat. container. Ask the students if the research. Many critters, including snakes, frequent hiker looks prepared. The answer

UNIT III–4 UNIT III–5 SAFETY SAFETY

rocky areas and should be avoided as a is also a good time to add additional courtesy to the animal and as a safety information. precaution for yourself. Also, talk to the Fun Facts — students about the dangers of cacti and EXTENDING THE EXPERIENCE: Plan a QUICK FIRST AID other prickly plants. Cacti are fun to look walk in an area near the school. Select at but not fun to touch. students to be “experts” at each stop. REFERENCE Whatever preparations you make, be Have students research information for sure to discuss them with the students their stops. Invite other classes to take Scorpion, black widow spider, so they can benefit from the information your class’ nature walk. If an appropriate and brown recluse spider bites too. The goal is to teach students outdoor area is not available near the — Seek professional help. Individual responsible desert preparedness without school, this activity can be done in the reactions vary. instilling an unnecessary paranoia. classroom. Pictures and objects, such as a tortoise shell or rock, can be used. Rattlesnake bites — Seek 1. Begin with a discussion of the Remember, these objects cannot be professional help immediately. Keep above information. Working with your removed from National Park Service victim calm and restrict movement. students, select a location for a desert areas. Keep bite site below level of heart. outing. This could even be a walk in an area close to school. Heatstroke — Symptoms: red, flushed victim; hot, dry skin; 2. Get together the necessary items extremely high body temperature. for each student to carry. It would be Life-threatening. Cool victim good to do Activity 1 with your class Activity 3 quickly. Seek professional help first. Animals People immediately. 3. Decide if your hike will just be Heat exhaustion — Symptoms: walking with little or no information or Love To Hate pale, clammy skin; profuse if you will have information stops at OBJECTIVES: Name two animals perspiration, extreme weakness. predetermined locations. A good way to generally feared by people. Name Give water. Have victim rest. Medical involve students in this is to plan a “Pass positive attributes of these animals. help is needed for severe cases. Along Hike.” MATERIALS: How Poison Came Into the Pass Along Hike: Determine locations World (on page 6); pictures of poisonous, Hypothermia — Symptoms: of interest ahead of time and collect feared animals; scissors; three twelve- staggering, slurred speech, brief information about each site. inch black or brown pipecleaners per uncontrolled shivering. Replace This could be identification of plants, student. wet or cold garments with dry, animals, or animal signs; pointing warm clothing. Wrap victim with out interesting geology; or safety SUBJECTS: Art, language arts, science. persons who are warm in blankets reminders, such as the possible SKILLS: Analysis, discussion, evaluation, or a sleeping bag. Give hot liquids to presence of snakes in and around listening, research, writing. conscious victim. rock piles. Write this information on index cards. Walk in a single file METHOD: until you reach your first stop. The 1. Pass out pictures of poisonous possible. Encourage students to research corresponding information card is animals or animals people fear face information for their eulogies. given to the first student in line, who down. Have students flip cards over and quickly reads the card and shares the share first words/reactions. 4. Humans have made stereotypical information with each student who 2. Discuss and list which animals your assumptions about some animals that passes. The information giver then students dislike or are afraid of. Why are not always accurate. The appearance joins the end of the line. This process have they developed these feelings? and behavior of animals did not evolve is repeated at each stop. Review at to appeal to humans. They came about the end of the hike to see what is 3. Then say the animals on their cards to ensure survival. remembered about each stop. This have just died. Each student must write It is important to respect all animals a eulogy, saying as many good things as

UNIT III–4 UNIT III–5 SAFETY

and to know which may harm us if we get too close. Native Americans incorporated these animals into myths How Poison Came Into the World and legends to help explain them. Read How Poison Came Into the World to your students. (Choctaw Indians-Southeast) How does each animal in the story intend to use its poison? Why do animals Back when the world was new, there was a certain plant that grew in the have painful bites, stings, and other shallow water of the bayous. It grew in the places where the Choctaw defenses? What would happen to them if people would come to bathe or swim. This vine was very poisonous, and they didn’t have these defenses? whenever the people touched this vine, they would become very sick EXTENDING THE EXPERIENCE: Using and die. pipecleaners, have each student construct a tarantula. Cut two This vine liked the Choctaw people and felt sorry for them. It did not pipecleaners in half. To make four want to cause them so much suffering. It could not show itself to them, pairs of legs, bend each short piece of because it was its nature to grow beneath the surface. So it decided to pipecleaner into a letter M. To make give its poison away. It called together the chiefs of the small people of feet, bend the ends of each M outward. the swamps — the bees, wasps, and snakes. It told them that it wished to Stack the four pairs of legs so that the give up its poison. four middles are together. Wrap the long pipecleaner around and around These small creatures held council together about the vine’s offer. Until the middles to make the body. Spread then, they had no poison, and they were often stepped on by others. They the legs so the spider can stand on agreed that they would share the poison. them. From a tarantula’s viewpoint, have the students write stories about an Wasp spoke first. “I will take a small part of your poison,” it said. “Then I encounter with a human. will be able to defend my nest. But I will warn the people by buzzing close to them before I poison them. I will keep the poison in my tail.”

Bee was next. “I, too, will take a small part of your poison,” it said. “I will use it to defend my hive. I will warn the people away before I poison them, and even if I should have to use my poison, it will kill me to use it, so I will use it carefully.”

Water Moccasin spoke. “I will take some of your poison. I will only use it if people step on me. I will hold it in my mouth, and when I open my mouth people will see how white it is and know that they should avoid me.”

Last of all, Rattlesnake spoke. “I will take a good measure of your poison,” he said. “I will take all that remains. I will hold it in my mouth, too. Before I strike anyone, I will use my tail to warn them. Intesha, intesha, intesha, intesha. That is the sound I will make to let them know they are too close.”

So it was done. The vine gave up its poison to the bee and the wasp, the water moccasin and the rattlesnake. Now the shallow waters of the bayous were safe for the Choctaw people, and where once that vine had poison, now it had flowers. From then on, only those who were foolish and did not heed the warnings of the small ones who took the vine’s poison were hurt.

UNIT III–6 Discovery Activity Page #1

Is This Hiker Ready? SAFETY What would you put in the backpack?

UNIT III–6 SAFETY WATER

Residents of the Mojave Desert live in an area that normally receives less than ten inches of rain a year, usually less than six. Some places in Death Valley receive less than two inches a year. In contrast, many areas in the northeastern United States receive more than sixty inches of rain annually. Before construction of dams along the Colorado River and development of an elaborate water delivery system, only a few thousand people lived in this region as there was no dependable water supply. Today over twenty million residents prosper here because of this system. WATER WATER

rugged and remote territory in the deep canyons. The river and its major The Colorado River United States. Much of its course passes tributaries traverse through seven rom space the Colorado River is through the hottest, driest region in the states, draining an area of 242,000 square F seen as an undulating blue line that country, where rainfall averages four to miles. extends 1,450 miles from the Rocky six inches a year and the temperature This once-wild river has played a Mountains of Colorado to the Gulf of often rises to 120°F. Each year it carries central role in human society for nearly California. Plummeting from an elevation nine million tons of salt and 136 million two thousand years. Native American of fourteen thousand feet, the river tons of silt to the sea, eroding rock over groups, such as the Anasazi, Mohave, descends through some of the most 1.7 billion years old and carving mile- Hualapai, and Paiute indians farmed its

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UNIT IV–2 UNIT IV–3 WATER WATER

fertile flood plains for centuries. Native fish, such as the Colorado squawfish and the humpback sucker, provided an GLOSSARY important food source. adaptation — special tools for coming from precipitation and surface Early peoples had many different survival; physical or behavioral water that has percolated down. names for the Colorado. The Mohaves, characteristics that make an organism Water that supplies wells and springs. who lived along its banks, called the more suited to its environment. habitat — the place where a plant river Ahamcave (along the water). The aquifer — rock or sediment through or animal lives, an organism’s home. Paiutes of southern Utah called the which groundwater moves easily. Provides food, water, shelter, and Grand Canyon section of the Colorado space in a suitable arrangement. Pahaweep (water down deep in the atmosphere — the gaseous mass earth). Named the Tison or Firebrand surrounding Earth to a height of 500 icecap — a covering of ice and snow River by white explorers of the 1500s, miles and held in place by Earth’s permanently overlying an extensive the river did not receive its present title gravity; provides the gases essential tract of land and moving in all until 1776 when a Spanish missionary to life: oxygen, carbon dioxide, directions from a center. traveled to the edge of the Grand Canyon nitrogen, and water vapor. Water is oasis — a fertile or green spot with and described what he saw as El Rio stored in the atmosphere as clouds. water in a desert. Palms, mesquite, Colorado (the red river). cloud — a visible body of fine willows, and cottonwood trees may Rivers historically have been used droplets of water. May exist up to grow there. as major routes of travel, often through several miles above Earth’s surface. land that was otherwise inaccessible. Pleistocene Epoch — an epoch The Colorado, however, until tamed condensation — the process by beginning about 2.5 million years ago by Hoover Dam, remained an almost which water changes from the vapor and ending about 10,000 years ago. impenetrable obstacle to navigation. state to the liquid or solid state. Water Best known as a time of extensive One of those who tried was Lt. J.C. Ives, vapor stored in clouds condenses to continental glaciation. sent by the United States Army in 1858 form rain. precipitation — water received to travel up the Colorado by boat as far conservation — the careful use of a directly from clouds as rain, hail, as possible from the Gulf of California. specific resource such as water. sleet, or snow. He piloted his steamboat five miles upstream from where Hoover Dam now ecosystem — the interaction of riparian — located or living along or stands and remarked: the biological community (all living near a stream, river, or body of water. things) and the physical environment “The region is altogether spring — a natural flow of (water, air, minerals). valueless. Ours was the first, and groundwater that reaches the surface. will doubtless be the last, party evaporation — the process by suitable arrangement — when of whites to visit this profitless which water changes into a vapor. those things necessary for survival locality. It seems intended by glacier — a thick mass of ice (food, water, shelter, space) are Nature that the Colorado River originating on land from the adequate in quantity, accessible, and shall be forever unvisited and compacting and recrystallization of in keeping with the biological lifestyle undisturbed.” snow that shows evidence of past or of a species. It was not until 1869, when Maj. John present flow. transpiration — a process by which Wesley Powell, a Civil War veteran, plants evaporate moisture through completed his historic journey down the groundwater — water stored the surfaces of their leaves. river from Green River, Wyoming, that beneath the surface of the ground, the Colorado was finally mapped in its entirety. in Las Vegas, Nevada; Palm Springs, the river, and ten major dams have been Today over twenty million people rely San Diego, and Los Angeles, California; built along its course in an attempt to on the Colorado River as their primary and Phoenix and Tucson, Arizona. Two control its unpredictable behavior. water supply, including people living million acres of farmland are irrigated by So important is this river to residents

UNIT IV–2 UNIT IV–3 WATER WATER

of the Southwest that some have called chub, the bonytail chub, and the The Devil’s Hole pupfish was declared it “the most legislated, litigated, and Colorado squawfish. All have developed an endangered species in 1967 and its debated river in the world.” All the specific structures to survive the survival is still uncertain. This two-inch water in the Colorado River was legally extreme environmental conditions of fish is one of five species of pupfish allocated among the seven contiguous their turbulent, silty habitat, the most that are found in Death Valley springs. states with the signing of the Colorado common adaptation being a large hump Its entire population is restricted to River Compact in 1922. Through this behind the head. This hump allows the one small pool. Pupfish have survived compact, 16.9 million acre-feet were fish to stay on the bottom of the stream from the Pleistocene Epoch when given away, two million acre-feet more where currents are not so strong. large inland seas covered much of the than existed in the entire system (one These fish depend upon tributary Southwest. As climates changed and acre-foot of water equals 325,000 gallons canyons that provide shallow spawning the waters receded, the fish gradually or the amount an average family of areas and protected back bays for adapted to smaller pools that have four uses in one year). An additional juveniles. Most of the traditional large concentrations of salts and other 1.5 million acre-feet were promised to spawning areas have been flooded with minerals toxic to most fish. Their ability Mexico annually with the signing of a the rising waters of human-made lakes. to tolerate these saline conditions could 1944 agreement. Today, because of an While rivers change almost overnight one day be very valuable in researching extended drought, it is estimated that with the completion of dams, native life human kidney diseases. less than nine million acre-feet flow adapts much more slowly, if at all. Southern Nevada’s needs for new down the river each year. Of that, only a Up to sixty thousand razorback sources of water could have a direct trickle finally finds it way to the Gulf of suckers still exist in Lake Mohave, a impact on the fishes of Death Valley California. remnant population that was there National Park. The Las Vegas Valley The river has also been described before the construction of Davis Dam. Water District has applied for permits as “a finite resource with an infinite Most of these fish are twenty-five to to withdraw water from the groundwater demand.” Most years it never reaches sixty years old and are not reproducing supply underlying central Nevada, the the ocean. Because of this demand, in successfully. If no effort is made to assist same aquifer that feeds many springs 1991 the Colorado River was declared them, it is likely they will become extinct in Death Valley as well as springs the most endangered river in the within the next ten years. A recovery throughout Nevada. United States by American Rivers, a effort is now underway in Lake Mohave. Much attention has been paid to conservation society. A back bay has been separated by a conserving “likeable” species such as barrier from the main river channel the desert tortoise and the bighorn in order to provide a spawning area sheep. Insects, fishes, and other What Good for eighty adult fish. The young will smaller organisms are often ignored. be protected there until they are at The National Park Service is legally Is A Fish? least ten inches long and better able to obligated to protect all species found in uch of the native life that exists compete with predatory fish such as national parks, both for the enjoyment M in or along the Colorado River carp and largemouth bass. If this project of future generations and for the is endangered. Construction of dams is successful, similar attempts may be irreplaceable roles species play in the forever changed the character of the made to reestablish the bonytail chub ecology of our planet. However, the river. Once warm, silty, swift, and and the Colorado squawfish. National Park Service cannot defend shallow, the river is now cold, clear, Nevada has eighty-two known native wildlife, from shrimp to lizards to bats deep, and virtually stagnant along much species of fish. Of these, seventeen to bears, without the cooperation and of its route. are listed as endangered and four commitment of all Americans. The Fish, in particular, cannot tolerate are listed as threatened. Thirty-one survival of the human species depends these changes. Seventy percent of species are being considered for listing. upon our ability to protect the ecology of the fish population of the Colorado Thirteen species have become extinct. our planet, including the fish. River exists nowhere else in the world. The primary reason for this decline is Four species of fish native to the river groundwater pumping for irrigation and are endangered — the razorback (or other water needs, drying many of the humpback) sucker, the humpback natural springs where native fish thrive.

UNIT IV–4 UNIT IV–5 WATER WATER Water Fun Facts — WATER WONDERS Conservation t first glance the water supply • Nearly 80% of Earth’s surface is covered with water. This is the same amount of Aseems limitless. Lakes Mead and water that was here billions of years ago. Water cannot be created or destroyed. Mohave have over seven hundred miles • 97% of all the water on Earth is salt of shoreline. Lake Mohave extends sixty- water. seven miles upstream from Davis Dam, and Lake Mead backs up 110 miles • 3% of Earth’s water is fresh water. behind Hoover Dam, before it meets the Grand Canyon. When completely full, • 2% of Earth’s water is glacial ice at the Lake Mead could supply every person in North and South poles. the world with 2,200 gallons of water or enough water to cover the state of New • Only 1% of the world’s water is fresh York to a depth of one foot. Lake Powell, water available for us to use. formed by Glen Canyon Dam in 1963, has • The Great Lakes contain 20% of the over 1900 miles of shoreline. Lake Mead, world’s fresh water. with its capacity of 28.5 million acre-feet, and Lake Powell, with its capacity of • A person’s body is about 70% water. twenty-seven million acre-feet, can each hold over two year’s worth of runoff from • A person can live only two to three the Colorado River. days without water. Why should we be concerned about conserving this vast resource? • An average person in the United States uses 77 gallons of water per day. Construction of human-made reservoirs • Groundwater supplies 50% of the drinking water in the United States. has given us a false sense of security. Inaccurate measurements led us to • About half of the fresh water used in the United States is for irrigation. believe more water was available than existed. The large lakes allow • 60% of domestic water is used to water gardens and lawns. tremendous amounts of water to evaporate — two million acre-feet • A gallon of water weighs 8.34 pounds. evaporate from these surfaces each year, • It takes about 120 gallons of water to produce an egg. This includes water to thirty million gallons of water evaporate raise the grain to feed the chicken. It takes 100 times more water to produce a from Lake Mead every hour. In fact, more pound of meat than a pound of wheat. water evaporates off the surface of Lake Mead every day than is used by the entire state of Nevada. Much of the remaining water is used lands that it is unsafe to drink. Water using less than their allocated share. unwisely. More than sixty percent is delivered to Mexico must first go Nevada will soon be consuming all of its sprayed over household lawns and through a desalination plant in Yuma, allotment and will need to come to terms gardens or used to irrigate farmlands in but desalination plants are expensive with the fact that there is no more water. the valleys of Southern California, often to build and expensive to use. Water As populations expand and demands with inefficient systems. So much water produced at a desalination plant built in continue to rise, something will have to is used that the mighty Colorado rarely Santa Barbara, California, may cost up change. Conservation must play a vital reaches the ocean anymore. to $1,900 an acre-foot, or more than nine role in adapting to modern-day use of As the river approaches its times the normal cost. How much will we water in the desert. destination, what water there is has such be willing to pay for water in the future? a high concentration of salts, pesticides, The Colorado River system continues and fertilizers from agricultural to work only because some states are

UNIT IV–4 UNIT IV–5 WATER WATER

wings, tail)? Did you invent anything EXTENDING THE EXPERIENCE: Activity 1 special which will help it adapt to living Talk about threats to aquatic habitats, Creature Feature in a desert region (surviving flash floods, such as construction of dams along the drought)? An example of an invented Colorado River or draining a spring for OBJECTIVE: Create a creature with creature is below. irrigation. How would this creature adapt adaptations for living in a riparian area. to these and other man-made changes? 3. Have students (or groups) share Would this creature disappear or would MATERIALS: Crayons, drawing paper. their creatures with the class, discussing it adapt? ways each animal has adapted to an SUBJECTS: Art, language arts, science. What could be done to protect this aquatic habitat. SKILLS: Analysis, classification, drawing, animal and still satisfy our water needs? problem solving, public speaking, reporting, small group work. EXAMPLE: DOUBLE-CRESTED CREVICE CREEPER METHOD: 1. Introduce students to the term WHAT DOES IT LOOK LIKE? — This is a scaly-fleshed, bird-like creature. It has no riparian zone. This is an area that feathers. The scales and flesh on its head, body, and legs have a rosy, golden hue. includes not only the water, but the The creeper is the size of a sparrow. vegetation associated with the water. WHERE DOES IT LIVE? — It lives near rocky stream bottoms, along muddy banks, Riparian zones are areas that surround and in areas of calm, deep pools for diving. This creature is mainly a wader, but it fresh water springs and that line can submerge for up to three minutes in search of food. It is a non-migratory bird riverbanks and lakeshores. Many animals that lives in the southern part of the United States where the climate is mild all year living in this area could not survive long. without the special conditions that the riparian zone provides. Riparian WHAT DOES IT EAT? — It feeds on insects, worms, animal carcasses, and discarded areas often provide different and more human food. abundant vegetation than surrounding WHO EATS IT? — The creeper can be attacked by snakes and raccoons. It uses its areas, a higher percentage of shade, trees long, pointed beak in defense against predators, goring them and then feeding on for nesting or shelter, higher humidity, their carcasses. It shares the carcasses with other water and land animals, using and more diverse plant and animal life. the carcasses as bait to prey upon any insect, small creature, or fish that looks Riparian areas are easily affected by delectable. natural and man-made changes. WHAT ARE ITS ADAPTATIONS? — 2. Have each student design a 1. It has a long bill for finding food in cracks and crevices of rocks and in mud. The creature adapted to living in a riparian creeper also uses its bill for snatching curious insects out of the air and small fish area. This activity can be done that may get too close. individually or in small groups. While they are designing the creature, have 2. Double crested, it has two colorful (red with yellow spots) bony ridges on top of them consider the following questions. its head. In and out of water, it has the look of a small blossom, helping to attract Put the questions on a chalkboard or insects. chart paper for easy reference. How are 3. Its eyes have top and bottom lids for its feet adapted to the environment? protection from darting prey and sun. What kind of body covering does it have 4. The coiled tail twists for propulsion that makes it well suited for living in an under water. aquatic area (scales, feathers, shell)? 5. Its webbed feet are for balance Where are its eyes? How can it see what’s and propulsion through water. above, what’s below? How does it move (swim, fly, carried on current)? What 6. Webbed, bat-like wings does it eat? How is its mouth adapted allow for low, short distance to this kind of food? What kind of limbs flight and underwater movement. does it have (arms, legs, flippers, gills,

UNIT IV–6 UNIT IV–7 WATER WATER

fresh water?” Point out that there is a lot The remaining water in the aquarium Activity 2 more salt water than fresh water in the represents salt water. Water, Water world. Ask students to locate icecaps and 3. Ask students to define/describe glaciers. a glacier. Ask the students to predict Everywhere 4. Is salt water available to us to the amount of fresh water locked up in 1 OBJECTIVES: Explain why water is a drink? Place a tablespoon of salt in a glaciers on our planet. Take 1 2⁄ cups limited resource. Name at least three cup of water and have a student take a from the “total fresh water” jar. Put this ways you can conserve water in your sip. Explain that if we drink too much in another jar and label “fresh water in daily life. Recite some simple statistics salt water we lose water in our body. polar icecaps and glaciers.” Advise the regarding water consumption in a typical Salts draw water from body tissues, class that this water is not available for household. preventing the body from functioning use. MATERIALS: Drinking glass with water, normally. 4. Discuss briefly that the atmosphere eye dropper, five gallons of water, 5. Explain that fresh water is our main also contains moisture, which we can five-gallon aquarium or clear plastic source of water for household uses and sometimes see in the form of clouds and container, four jars of equal size (at least for drinking. which can fall to earth as rain, snow, 1 2 2⁄ cups), map of the world, measuring etc. Ask students to describe what cup, paper, salt, tape. Water Use Chart happens to rain after it reaches the SUBJECTS: Language arts, math, science, ground. Remind students that water runs • Brushing teeth — 5 gallons per social studies. into streams, lakes, ponds, and oceans; minute (running water) is used by plants and animals; and SKILLS: Application, computation, • Dripping faucet — 10 to 20 gallons evaporates back into the atmosphere. Be discussion, observation, research. per day sure to discuss the fact that some water METHOD: There is a limited amount of • Flushing the toilet — 5 to 7 gallons falls onto soil and soaks in to become usable water in the world. Therefore, per flush groundwater. Ask students to predict it is important for people to conserve • Taking a bath — 30 to 40 gallons how much of the remaining fresh water 1 water in their daily lives. This activity is atmospheric or groundwater. Take 4⁄ • Taking a shower — 5 to 7 gallons demonstrates that our water resources cup from the “total fresh water” jar. Put per minute are limited, shows how much water this in a jar and label “atmospheric and can be wasted by a typical family, • Using a dishwasher — 15 to 25 ground water.” Discuss why most of and presents ways students and their gallons per load this fresh water is not available for use families can save water. This is a two- • Washing a car — 30 to 40 gallons — because it is in the clouds or under a part activity, consisting of a class • Washing laundry — 20 to 40 gallons thick rock layer. discussion followed by a demonstration. per loa 1 5. There should be 2⁄ cup water DISCUSSION: • Watering the lawn — 5 to 10 gallons remaining in the “total fresh water” jar. 1. Begin activity with a discussion per minute Take five drops out with an eyedropper. of the ways we use water each day, These five drops represent the amount including how we use water to make the of fresh water available to humans. 1 foods we eat. DEMONSTRATION: The 2⁄ cup, less five drops, represents 2. Ask: “How many of you think there 1. Fill an aquarium with five gallons surface and groundwater that is either is a lot of water in the world? How many of water. Tell students this will represent technologically or economically of you think there is not a lot of water in the total amount of water in our unfeasible to make available for human the world?” Explain: “You are all correct. ecosystem. Label this container “total use — including polluted water. Put the There is a lot of water in the world, water on the Earth.” five drops in a jar and label “fresh water 1 however there is not a lot of water we 2. Remove 2 4⁄ cups of water from available to humans.” You may wish can actually use.” the large container. Tell students this to place a few drops of food coloring 3. Display a world map. Have students represents the total supply of fresh in this jar so that students can see it read names of oceans from the world water in the system. Put this into one easier. Relabel the “total fresh water” jar map. Ask: “Are our oceans salt water or of the jars next to the aquarium. Label “polluted or too costly to use.” this jar “total fresh water on Earth.”

UNIT IV–6 UNIT IV–7 WATER

6. Conclude this activity by discussing actions for water, words that describe how we can ensure that this limited feelings about water, and synonyms for amount of fresh water is not polluted or water. Word search lost in some way. What are some ways to 5. Have students write short poems conserve water? to describe their feelings about water vocabulary EXTENDING THE EXPERIENCE: or have them paint a water scene. atmosphere Reproduce the water use chart in a One possible poetic form to use is this larger format. Have students keep track version of a cinquain. This is a five-line bighorn for one week of how much water they poem that contains the following format: use. Multiply this by the number of The first line consists of one word, cactus people in the family. Add the amount of the subject of the poem. The second cloud water used for watering the lawn and line consists of two words, adjectives garden, washing the car, etc. How could describing the subject. The third line condensation some of this water be conserved? contains three words which express the subject’s action (past, present, or future). conservation On the fourth line the author writes four creosote words describing his/her feelings about Activity 3 the subject. The final line is a synonym cycle for the subject. Water Words EXAMPLE: desert OBJECTIVES: Describe the water cycle. drink Describe one feeling they have about Ocean water. Gray, rough drip MATERIALS: Bulletin board, crayons, evaporation Discovery Activity Pages #1 and #2, Smashing, crashing, roaring paint brushes, magazines, paper, pencils, I’m half afraid, you fish scissors, watercolors. SUBJECTS: Art, language arts, science. Sea groundwater SKILLS: Analysis, discussion, listing, After the cinquains are complete, they lake mapping, research, writing. can be shared by reading them aloud or displaying them with art. mesquite METHOD: 1. Ask students to cut photographs EXTENDING THE EXPERIENCE: oasis from magazines showing water. Display Research where your water comes from. these on a classroom bulletin board. Does your water come from a well or palm from a central delivery system? Visit 2. Ask students to list words your local water treatment plant and precipitation connected to water, including ways they learn step-by-step how water gets to rain feel about the water in the photographs your area. Using a map of your local and its importance to plants and animals. water system trace the water to its riparian 3. Pass out copies of the two activity source. pages. Referring to the list at the end river of this activity, write the word search vocabulary on the board. Introduce the spring words and use some of them to describe transpiration the water cycle. Have the students try to use these words in sentences. Have water students complete the word search. willow 4. Brainstorm adjectives for water,

UNIT IV–8 WATER Discovery Activity Page #1

WATER

C O N S E R V A T I O N C P W R O L C R I W H E L C Y C R I V I N B Y K B S W G J C B E L Q R P D L E V I X A U L J C L V N E A E A T F M O T O X I O N O V V R N P I R D W U S P W P I A A I I S X U D H D R I A I T P U T R A A F Q N M Q T T D A O A Y M C N T R S R S A E C R R M L H O E I I A E Z T R N I A P I M A S K G O I M I G R P T E C O N D P O N N N O A O S I E Y H T L K H A I I N T H N O J D T P G U S E N R S F G A N K E K A L Z F S R Q P U I R V G R O U N D W A T E R S B T E T O S O E R C D E S E R T

UNIT IV–8 WATER Discovery Activity Page #2 The Water Cycle ll the water that exists on the Earth today was created billions of years ago. The amount remains exactly the same. Water Achanges form from solid to liquid to gas (vapor), but it can never be destroyed. As water changes form it travels through a never ending cycle — from rainfall to rivers, lakes, and oceans, then stored as groundwater or returned to the atmosphere by evaporation or transpiration. This cycle connects the world’s water as one body, but only 1% of it is available as fresh water for humans to use. We must be careful to protect the quality of this water as it can become contaminated easily. All life depends upon water in order to survive. OCEAN STORAGE OCEAN EVAPORATION CLOUD STORAGE CLOUD TRANSPIRATION GROUNDWATER PRECIPITATION PERCOLATION LAKE STORAGE LAKE

WATER GEOLOGY

Far from being static, the geology of Earth is dynamic, in constant motion and change. The crust is a puzzle made up of tectonic plates, shifting against one another over a molten layer of magma. During the changing relationship of the plates, Earth’s crust has undergone com- pression and stretching, creating vast breaks in the surface known as faults. Periods of moun- tain building uplifted the great mountain chains of the world. Since the Precambrian Era, the Mojave Desert has experienced many differ- ent phases over almost incomprehensible time periods.

(See the Fun Facts chart in this unit) GEOLOGY GEOLOGY

ll three families of rock are evident still evident in the Aztec sandstone fantastic examples. Ain the Mojave Desert — igneous, found in Red Rock Canyon National Extrusive igneous rock is magma sedimentary, and metamorphic. The Conservation Area (NCA), Valley of that reaches the surface, in the form of earliest rock, related to the metamorphic Fire State Park, and Lake Mead NRA. It lava and explosive material. Ash, cinder, gneiss and schist at the bottom of the continues into Arizona and Utah where lapilli, and volcanic bombs are violently Grand Canyon, has little exposure in it is called Navajo sandstone. Red, beige, expelled by volcanoes and vents when the Mojave, but can be seen at Saddle and even white, this sandstone has a lava is very thick and filled with gas. Island in Lake Mead National Recreation propensity for fanciful erosion by wind Cinder cones, calderas, and stratovolcanoes Area (NRA) and parts of Death Valley and water. Spectacular arches can be are formed in this way. Shield volcanoes National Park (NP). Changed from pre- formed. Beehives, goblins, and castles are formed by less viscous lava. existing rock by immense temperature appear to the human imagination in Extrusive igneous rock is usually fine- and/or pressure (without melting), this other rock formations. grained from cooling quickly on the metamorphic rock is ancient — from the The beginning of the Cenozoic surface. Precambrian Era, formed about 1.6 to 1.8 Era (65 million years ago – present) The most recent period of volcanic billion years ago. heralded another tectonically active activity in the Mojave Desert occurred period. Several different types of only three thousand years ago and faulting deformed the layers of sediment was centered at the Ubehebe Crater Once Upon and the metamorphic rock beneath. in Death Valley NP. The hot springs in Normal faults produced vertical lifting Black Canyon at Lake Mead NRA and the A Time and dropping, while strike-slip faults cinder cones and lava flows found in the shifted blocks laterally. Thrust faults Mojave National Preserve (NPres) are t is hard to imagine that during the folded older layers over younger reminders of this active period. I Paleozoic Era (570 – 225 million years deposits, producing miles of horizontal ago) much of the American Southwest displacement. This topsy-turvy was covered by shallow seas. However, construction can be seen at the Keystone Shake, Rattle, fossil impressions of marine creatures Thrust Fault at Red Rock Canyon NCA in limestone and dolomite reveal the and in the Muddy Mountains of Lake And Roll ancient beginnings of many sedimentary Mead NRA. rocks. Throughout this period, or Mojave Desert residents earth- fluctuating seas deposited thousands F quakes are active reminders of the of feet of sediment, then retreated, Earth’s dynamic nature. An earthquake exposing these layers to erosion. Magma is a shaking of the Earth caused by Different layers of marine deposits can the release of energy as rock suddenly be seen in banded mountains throughout On The Move breaks or shifts under stress. Although the desert. long with the faulting, volcanic earthquakes can happen anywhere, most During the Mesozoic Era (225 – 65 Aactivity increased across the occur along tectonic plate margins and million years ago) mountains were landscape. Igneous rock is derived from are associated with faults. uplifted, revealing the Paleozoic layers. molten layers of magma beneath the The Mojave Desert lies near the Evaporating bodies of water left behind Earth’s crust. Under great pressure, boundary between the Pacific and North salt (halite), calcium (gypsum), and the magma rises towards the surface American plates. As these plates slide many other evaporates that have been through weak points such as faults. past each other stress is created, forcing mined by humans for hundreds of years If the molten rock solidifies before rocks to break along faults. A magnitude for industrial and domestic use. Rivers reaching the surface, it is intrusive, 7.6 earthquake, centered in the western and transient streams carried great forming tabular sills, dikes, and large Mojave Desert, rattled a wide area on amounts of eroded material into the bodies called plutons. These rocks are June 28, 1992. It was the largest to strike lowlands. large-grained from slow cooling. Erosion California in forty years and was also The climate became even more arid of less resistant surface rock exposes the the world’s largest earthquake for 1992. than it is today, expanding great belts of plutonic formations. Plutonic rock can Aftershocks from this quake were felt for sand dunes. Jurassic winds carried the be seen all over the Mojave Desert, and many years. sand, creating the cross-bedding patterns Joshua Tree National Park has especially

UNIT V–2 UNIT V–3 GEOLOGY GEOLOGY

Whittling The Earth GLOSSARY n this arid region of little precipitation alluvial fan — a fan-shaped deposit rock containing water and gases, found and sparse vegetation, erosion is I formed where streams issue from the beneath Earth’s crust. a major process shaping the desert. mountains onto the lowlands. Water can seep into the smallest crack Maar volcano — volcano formed and percolate between grains of stone. caldera — a large depression typically by a steam explosion caused when Acids, minerals, and gases are carried in caused by collapse or ejection of the groudwater meets magma summit area of a volcano. solution to react with the rock, causing metamorphic rock — a rock changed chemical alterations such as oxidation cinder cone — a small volcano built by great temperature, pressure, stress, of iron and manganese which produces primarily of rock fragments ejected and/or chemical changes, usually at many hues of red and purple. from a single vent. depth in the crust, from pre-existing The rain that does come is often in rocks (either igneous or sedimentary). torrential thunderstorms that carry cross-bedding pattern — layers large amounts of debris through inclined at a steep angle to the oxidation — the process of combining washes, forming alluvial fans below horizontal, characteristic of sand dunes chemically with oxygen, producing an the mountains and filling in the desert and river deltas. oxide. basins. Wind also distributes material, desert pavement — a surface of pluton — a structure resulting from molding sand dunes, such as those found pebbles and cobbles exposed by winds the crystallization of magma beneath at the Kelso Dunes in the Mojave NP, and sheet wash that protects the finer Earth’s surface. and abrading landforms into sculptural material beneath, a desert crust. schist metamorphic rock shapes, like the arches at Valley of Fire. — a that Gravity continually draws material dike — a long, narrow, cross-cutting readily splits into parallel layers and igneous rock downward, forming aprons of talus mass of intruded a fissure has a platy or scaly appearance. in older rock. Dikes are often oriented debris along the skirts of the mountains. sedimentary rock — a rock formed Erosion is not always a natural vertically. of sediments deposited by wind, water process. Human activities, such as erosion — processes that fragment, (conglomerates, sandstone, shale), or overgrazing, deforestation, construction, dissolve, and remove rock and related precipitation (limestone, gypsum, salt). and water diversion, are recorded on material: wind, water, gravity. shield volcano — a broad, gently the land. Bicycles, off-road vehicles, fault — a fracture or fracture zone in sloping volcano built from fluid lavas. and indiscriminate blazing of new trails Earth’s crust along which there has desert stratovolcano — a volcano with destroy the protective layer of been movement of the sides relative to pavement steep sides, built up by different layers and promote erosion of fragile one another. desert soils. Removal of even seemingly of explosive cinder and ash, with unimportant rocks spoils the experience gneiss — a metamorphic rock where occasional lava flows. intense pressures and temperatures for others and is illegal in National Park tabular sill — an igneous body Service areas. have caused minerals to segregate intruded parallel to the layering of pre- The fascinating rock formations of the giving the rock a banded appearance. existing rock. Most sills are horizontal. Mojave Desert are inviting, but be careful hoodoo — a pillar of rock left by talus — an accumulation of rock when climbing. Many people are injured erosion. or killed in climbing accidents every debris, usually at the base of a cliff. igneous rock — a rock formed by the year. Explore and enjoy the desert safely tectonic plate — one of the geological magma and sanely. crystallization of molten . structures making up Earth’s crust. lapilli — small, stony particles ejected Related to the deformation of the crust from a volcano. by faulting and folding. lava — molten rock that makes it to volcanic bomb — a streamlined rock Earth’s surface. fragment ejected from a volcano while molten. magma — naturally occurring molten

UNIT V–2 UNIT V–3 GEOLOGY GEOLOGY

Activity 1 Activity 2 wind. A cresent with its horns pointing downwind is a barchan dune, common in Deep Time Dunes And Hoodoos all deserts. OBJECTIVE: Demonstrate the relative OBJECTIVES: List different ways rock distance of events in time. can be eroded. Describe the erosion that WATER: occurs from these processes. 1. Make a mound of sand (two inches MATERIALS: Adding machine paper tape deep in the center) on a flat plate. (at least forty feet), crayons, Span of MATERIALS: Blow dryer, empty ice tray, Time chart on page 5. flat plate, rain or a sprinkler, sand, small block the same height as the tray, three SUBJECTS: Art, math, science. quarters. SKILLS: Application, computation, SUBJECTS: Art, language arts, science. drawing. SKILLS: Analysis, comparing, description, 2. Place three quarters on top, about METHOD: evaluation, predicting, oral and written one inch apart. 1. Find a space about forty feet in communication. length. METHOD: Students can predict 2. Assign one person to represent the what they think will happen in each beginning of the Earth and have them experiment. They can write and draw pull out the paper tape. Lay the tape on what happens after each experiment and the ground. compare the results to their predictions. 3. Assign each person an event on the WIND: Span of Time chart and have them pace 1. At the end of an empty ice tray, out the distance to their assigned event. place a block that is the same height as 4. Starting with the beginning of the the tray. Earth, have each student call out their event and how long ago it occurred. 3. Place out in the rain or make your 5. Have students draw a picture to own with a sprinkler from above. represent their assigned event at the 4. Note what happens to the sand. length of tape that represents that date in time. (Note that modern events have WHAT HAPPENED AND WHY? occurred in such a tiny part of recent 2. Mound approximately 1⁄2 cup of history compared with the rest of time sand on the block. that it would be difficult to include all the 3. Use a blow dryer to blow the sand events on this tape.) across the ice tray. EXTENDING THE EXPERIENCE: Try 4. Note the shape the pile takes as the a larger format outside, using twine sand blows away. The quarters act like very hard rocks on instead of tape. Using the same format, less resistant stone. A cap rock protects make a time line for human history. 5. Note the different sizes of sand the layers beneath from erosion so that grains in the tray. What size made it the hoodoos, pinnacles, and other strange farthest? shapes are made. WHAT HAPPENED AND WHY? EXTENDING THE EXPERIENCE: Ask Wind transports and deposits sand. students to look for evidence of erosion Because of their lighter weight, small in their neighborhoods. It can involve an grains will go the farthest. The different entire mountain or just a square inch. shapes that sand dunes take depend on the speed and direction of the

UNIT V–4 UNIT V–5 GEOLOGY GEOLOGY

THE SPAN OF TIME

(INDOOR) (OUTDOOR) LENGTH FROM LENGTH FROM YEARS AGO EVENTS PRESENT PRESENT

38 feet 254 yards 4.57 billion Earth begins 29 feet 194 yards 3.5 billion Life on Earth begins 25 feet 167 yards 3 billion First fossils form; algae, fungi, and bacteria are abundant 4.5 feet 31 yards 550 million Jellyfish, sponges, and worms are abundant 3.75 feet 25 yards 450 million First primitive fish 40 inches 22 yards 400 million Earliest land plants (ferns and mosses) 35 inches 19 yards 350 million Earliest land animals (amphibians) 31 inches 17 yards 310 million First reptiles 27 inches 15 yards 270 million Reptiles abundant and well developed 24.5 inches 14 yards 245 million Age of Dinosaurs begins 18 inches 10 yards 180 million Flowering plants develop 16 inches 9 yards 160 million Birds evolve; dinosaurs abound 7 inches 4 yards 70 million Modern birds develop 6 inches 11 feet 65 million Dinosaurs extinct; Age of Mammals begins 5 inches 8 feet 50 million Mammals and birds abundant 4 inches 7 feet 40 million First elephants .5 inches 10 inches 5 million First humans .15 inches 3 inches 1.5 million Beginning of Pleistocene and Ice ages .001 inch .02 inch 10,000 End of the most recent Ice Age .0002 inch .004 inch 1,915* Mt. Vesuvius erupts in Pompeii .0001 inch .0015 inch 779* Magna Carta signed in 1215 .00002 inch .0004 inch 218* Declaration of Independence signed in 1776

Indoor Scale: .1 inch = 1 million years * Years ago calculated from 1994 Outdoor Scale: 2 inches = 1 million years

UNIT V–4 UNIT V–5 GEOLOGY GEOLOGY

Activity 3 below. The Mohs scale of hardness runs water each over three of the nails. Leave from 1 (softest) to 10 (hardest): the fourth one dry. Mystery Minerals 1 TALC 3. Sprinkle a tablespoon of salt each OBJECTIVES: List four tests used in 2 GYPSUM over two of the wet nails. geology to identify rocks and minerals. 2.5 FINGERNAIL 4. Pour a tablespoon of vinegar over Identify limestone by using a test. 3 CALCITE one of the salty, wet nails. 3.5 PENNY MATERIALS: Magnifying glasses, pennies, 4 FLUORITE 5. Have students keep a log predicting rock and mineral samples (limestone, 5 APATITE what they think will happen to each dolomite, graphite, hematite, pyrite, 6 FELDSPAR nail. Record observations in writings gypsum, quartz, etc.), steel files or 6.5 STEEL FILE OR SCISSORS and drawings. Observe and compare scissors, unglazed white porcelain tiles, 7 QUARTZ the nails every day for a week. Optional: vinegar. 8 TOPAZ Repeat 1-5, but use pennies instead of SUBJECTS: Language arts, science. 9 CORUNDUM nails. 10 DIAMOND SKILLS: Analysis, classification, WHAT HAPPENED AND WHY? When comparison, computation, observation, 2. Have students tabulate their left in contact with the air, metals can writing. results and compare the different bind with oxygen. Oxidation, or rusting, samples. Although they might not be creates the many bright colors that can METHOD: able to identify each sample exactly, be seen in desert rocks and soils. Salts, 1. Have students keep a log, recording these tests help classify various rocks. water, and acids help speed up the results and observations. For each process. Oxygen combines with iron to sample, perform these tests: EXTENDING THE EXPERIENCE: Have form a reddish-brown iron oxide called students compare their results with Test One: Observe the color of the hematite or, in more extreme cases, a those in a geology text. mystery sample. Color is important in yellowish-colored rust called limonite. identification. The salt will react with copper to produce copper chloride. Test Two: Observe how the sample reflects light. This is called its luster. Is Activity 4 EXTENDING THE EXPERIENCE: Have it dull, metallic, resinous, glassy, pearly, students look for examples of oxidation silky, or diamond-like? Oxidation in their daily environment. What causes this oxidation? Ask Test Three: Add a few drops of OBJECTIVES: Describe the changes students where they would vinegar to the sample. Observe through of a metal during oxidation. List what expect to find more oxidation a magnifying glass. Does it fizz? If it does, chemicals can speed up oxidation. — at the beach or in the it is a carbonate rock such as limestone desert. Why? or dolomite. The acidic vinegar is MATERIALS: Four iron or steel nails, reacting with the rock to produce carbon four shallow dishes, distilled water, salt, dioxide gas. vinegar, (optional: four pennies). Test Four: Streak the rock on a tile. SUBJECTS: Art, language arts, science. What color is the streak mark? Is it the SKILLS: Analysis, application, same as the rock? Example: pyrite is a comparison, drawing, evaluation, brassy yellow, but its streak is greenish observation, prediction, writing. black. METHOD: Test Five: Try to scratch the surface 1. Place an iron or steel nail in each of of the rock with your fingernail, a four shallow dishes. Students can predict penny, and a steel file or scissors. This what they think is going to happen to demonstrates the relative hardness for each nail. each sample. Compare with the scale 2. Pour two tablespoons of distilled

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UNIT V–6 UNIT V–7 PLANTS

Many people think of the desert as vast expanses of sand dunes without many plants. Yet, the des- ert actually has an impressive diversity of plants. For example, Lake Mead National Recreation Area has over eight hundred different kinds, some of which are found nowhere else in the world. PLANTS PLANTS arsh desert conditions, such as Looks Can Be or fibrous plants. They can take the H high temperatures, scarcity of worst the desert has to offer. Cacti store water, constant winds, and lack of soil Deceiving moisture in their spongy stems or root nutrients, make it difficult for many tissues during periods of rain, then use plants to exist. Plants have an additional he drought evaders are perennial it sparingly during times of drought. problem in that they cannot retreat or T plants that live for many years. They Leaves have been reduced to spines and escape from the sun as animals can. face high temperatures and drought the green cortex (stem) functions as the They have adapted to these problems in by maintaining life only. They flower in leaves, carrying out the process of pho- a variety of ways and with amazing suc- the spring then shed their leaves when tosynthesis. Other plants, such as the cat- cess. summer temperatures arrive. The plants claw acacia and the mesquite, have deep Desert plants can be divided accord- enter a state of dormancy until condi- and widespread root systems to capture ing to how they meet the conditions of tions improve. These plants may look all available moisture. surviving high temperatures and uncertain dead much of the year. The ocotillo is a Many drought resisters, such as the precipitation: drought escapers, drought good example. creosote bush, have tiny leaves and/or evaders, and drought resisters. coat their leaves with a waxy, resinous Spines Are Fine substance to reduce moisture loss. Fine, grey, downy hairs on leaves and stems he drought resisters include a of plants, such as the brittlebush, reflect Here Today, Gone T variety of shrubs and other woody Tomorrow the sun’s rays. These hairs also function he drought escapers are also known T as ephemerals. They are abundant and showy annuals. These are especially noticeable during the spring wildflower season. Water is not a problem for these plants, as the seeds do not germinate if there has not been adequate rainfall. The seeds lie dormant until specific condi- tions are met. The seed coats contain a germination inhibitor that dissolves with adequate rainfall and specific tempera- tures. Life for these plants is brief. The grow- ing season is short. Taking advantage of the two rainy seasons (summer storms and winter showers), they grow quickly, flower, and produce seeds for a new gen- eration. These lie dormant in soil the rest of the year escaping heat and drought. When the seeds have been produced, the plant withers and dies. The seeds fall to the ground, then are carried by wind, rain, or animals. They may wait years for the right conditions to germinate.

UNIT VI–2 UNIT VI–3 PLANTS PLANTS

like the spines on cacti to provide shade. Drought resisters survive throughout the GLOSSARY year and grow as conditions allow. adaptation — special tool for survival, mucilaginous — pertaining to or physical or behavioral characteristic secreting any of various gummy or Exotic Aliens that makes an organism more suited to gelatinous substances. its environment. ome plants found in the desert native species — a plant or animal S today, such as tamarisk (salt cedar) annual — a plant which completes its that evolved or was transported to the and tumbleweed (Russian thistle), do life cycle from seedling to mature plant area through natural means. in a single growing season and then not belong there. They were introduced perennial — a plant which persists in from other countries and are called dies. whole or in part from year to year and exotic, alien, or non-native species. The cactus — a plant with fleshy stems flowers in more than one year. tamarisk was planted as a shade tree and branches and with scales or spines photosynthesis — the process by and to control wind and erosion. It came instead of leaves. originally from the Mediterranean area which green plants convert carbon and can tolerate salty soils. It grows well community — the plants, animals, dioxide and water into simple sugar. in sandy, moist soils and has invaded and other living things that live in Chlorophyll and sunlight are essential riverbanks and natural springs, compet- an area and are dependent upon one to the series of complex chemical ing with native species for precious water another. reactions involved. sources. ephemeral — lasting a very short species — a genetically and adaptively time, short-lived. unique plant or animal able to reproduce itself and to evolve. Activity 1 exotic species — non-native, something that did not exist in the area spine — a pointed, more or less rigid, Join The Club before humans brought it from another deep-seated emergence from a plant. A OBJECTIVE: Identify three common place. spine is a modified leaf. A thorn differs in having vascular tissue, like a branch. plants of the Mojave Desert. List three mortar — a bowl-shaped receptacle adaptations plants have developed in in which substances are pounded to a wash — the bed of an intermittent order to survive in the desert. powder or paste. stream. MATERIALS: Clipboards, map of the located. Ask them if they live in the des- Give each group a clipboard, paper, and United States, paper, pencils, props: ert? What would they need to take if they a pencil. Assign a “secretary” for each canteen, several white shirts, several were going to walk through the desert for group. wide-brimmed hats or sun-visors, suntan a day. This would include light-colored 4. Distribute one prop (see list of lotion. clothing with long sleeves and long pants materials) to each group that represents SUBJECTS: Art, science. to protect them from the sun and cacti. a particular adaptation. Students will Other items would be suntan lotion, sun- search to find members of their “club.” SKILLS: Comparison, drawing, observa- glasses, water, and lunch. Discuss other tion, public speaking, small group work. ideas the children may have. Suntan Lotion Lovers — Many plants limit what moisture they can lose METHOD: We can leave the desert when the day through evaporation by covering their 1. Find an outside area near your is over. When it’s hot we go to our air- leaves or pads with a waxy coating. This school that has several different kinds of conditioned homes. Plants can’t leave, works much the same as suntan lotion desert plants. This could also be done on so they have developed survival tools. in protecting us from “drying out” in the a field trip to a wild desert area. Did you know that plants make their own sun. Desert plants also have very small 2. Discuss with students briefly what shade? Plants make their own suntan or no leaves (may have spines instead) a desert is. (A region that is hot, dry, lotion. Plants can store water and reflect in order to reduce surfaces exposed to windy, has rocky soils, etc.) Display the sun’s heat. the sun. Give students in this group a a map of the United States, and show 3. Divide students into four groups. bottle of suntan lotion. students where the Mojave Desert is

UNIT VI–2 UNIT VI–3 PLANTS PLANTS

White Shirt Specials — Since light shelter, oxygen, etc. Also include ways it. Topics to research might include ways colors work to reflect the sun’s rays, animals need that plant — food, shelter, that plant survives in the desert; what some plants “wear” light colors to keep moisture. particular community it lives in (desert cool and, in doing so, retain more mois- wash, cliff, spring); human uses of it for 7. Ask students ways they can help ture. Many desert plants have white food, medicine, clothing, etc.; and ways protect plants — not littering, not pick- leaves or hairy surfaces that work just other animals use it. The information on ing, not stepping on or driving over. as a white shirt to reflect the sun’s rays. plant uses following this activity can be Consider creating a desert garden on the Give students in this group white shirts shared with students. Display pictures of school grounds. Sometimes desert plants to wear. each plant with a description about it on can be obtained from areas that are a classroom bulletin board. Make-Your-Own-Shade Club — If a planned for development with permis- plant can be kept cool, it will lose less sion from the landowner. water through evaporation. Many plants EXTENDING THE EXPERIENCE: are able to keep themselves somewhat Ask each student to choose a plant cooler than the surrounding air tempera- that they think is interesting and do a ture by “making their own shade.” Spines research project to find out more about on cacti and leaves on trees create shade for those plants. Large plants are able to shade the ground over their root system, which allows for more moisture to be Uses Of Plants held within the ground and to be used Beavertail cactus — The young by the roots. Give children in this group Joshua tree — Birds, lizards, pads and fruits are still used as a food sun-visors or hats to wear. packrats, and other animals use the source. Pads are gathered in the spring Joshua tree for food, shelter, and nest- Canteen Kids — Some plants are able when most tender and boiled for building materials. Native Americans to store large amounts of water in their twenty minutes. The outer skin with used the smallest roots (red) for thick leaves or stems. Members of this all the spines is removed. Pads are cut patterns in their baskets. group are called succulents. Cacti are a into strips and stored in water. Fruits Mesquite — Native Americans used good example of this group. After water are used to make jam. the seed pods as an important food is taken up by the roots (which are gen- Brittlebush — Early Catholic priests source. The seeds were ground into erally short in order to quickly absorb burned the dried leaves for incense. flour and made into gruel or bread. surface water after a shower), it is then Native Americans chewed the gum The trunk was used to make mortars chemically changed by the cactus into exuded from the stems and heated and furniture. The sap was used as a a mucilaginous substance. It does not the gum to smear it on their bodies to snack, for glue, and as an ointment for evaporate as quickly as the watery sap relieve pain. wounds. found in large-leafed plants. This mois- ture is stored in the stem. Give this group Creosote bush — Over thirteen Mojave yucca — Leaves were a canteen. different kinds of insects make pounded in water to release the fiber this bush their home, including and worked into cordage for ropes, 5. Ask the students to search for the several species of grasshoppers and nets, hats, and shoes. Thousand- next fifteen or twenty minutes. Use clip- crickets that live only on this plant. year-old sandals made of yucca boards and pencils to record findings. Native Americans used the plant to strands have been found in primitive Students can draw a simple sketch of the treat a wide range of ailments from dwellings. Seeds were ground plant. Each group should try to find at rheumatism to wounds and burns. A into flour. Roots were cleaned and least six members of their “club.” tea was made from the leaves to cure pounded into a soup called “amole.” 6. Gather the groups together and go colds and infections. Lac, the resinous on a “tour” to look at the best example incrustation on the branches, was used from each group. (Have the students by Native Americans to mend pottery choose this plant.) Discuss ways we need and attach arrow points to shafts. that plant — for food, water, medicine,

UNIT VI–4 UNIT VI–5 PLANTS PLANTS

Activity 2 plant on an index card. On a second METHOD: card have them write three or four 1. Find slides or pictures of many of My Favorite Plant descriptive sentences about their plant. the plants listed in the Fun Facts box. OBJECTIVE: Use creative expression in Go back outside and attach the name Divide them according to size — belly describing the environment. cards to each plant. Give a descrip- flowers, below your knees, etc. Share the tion card to each group and have them slides or pictures with your students. MATERIALS: Clipboards, index cards, try to find the matching plant. Switch 2. Find an outside area near your paper, pencils. cards between groups and repeat. school that has several kinds of desert These cards could also be used in the SUBJECTS: Art, language arts, science. plants. This could also be done on a field classroom to play a game of “concentra- trip. SKILLS: Description, discussion, listen- tion.” Spread cards on a flat surface face ing, observation, public speaking, read- down. Turn over two at a time to try to 3. Split the class into small groups. ing, writing. match the description with the name. In addition to each student having a METHOD: clipboard and copy of the activity page, give each group a plant field guide. Have 1. Go outside to a desert area and have each student or group of two or them look at the field guides, and explain three students sit by a plant that they how they can be used to identify plants. think is interesting. Each student should 4. Using the activity page (and the examine the plant closely, describe it on field guides, if possible), challenge the paper, and think of a name for the plant students to identify as many plants as based on its description. True names they can. Remind them of the size cat- are not important. Especially note any egories as an aid in identification. unusual characteristics the plant may have. Look also for signs of ways animals 5. After getting the group back togeth- use that plant — holes around roots, er, list all the plants found. Did they find insects that live on it, etc. Have students plants that are not on the activity page? look for ways their plant is adapted to 6. In what size categories are most the desert. When everyone is finished, desert plants? Compare desert plant have each student or group “introduce” sizes with those of a different area, such their plant to the rest of the class and tell Globe mallow as a dense forest. Are the sizes different? what they have discovered about it. Why? 2. Have each student or group write EXTENDING THE EXPERIENCE: a poem about their plant. A simple form Choose plants from the Fun Facts box to use is this version of a cinquain, a to list on the board. Have each student five-lined stanza. On the first line name pick a plant to draw and describe, similar your plant. On the second line write two Activity 3 to what is done in a field guide. Using descriptive words about it. On the third the size categories in the Fun Facts box, line write three action words about it. On Be A Botanist arrange the pictures and descriptions the fourth line describe its relationship OBJECTIVE: Identify three common into a plant field guide. Loan your book to the environment in four or five words. plants of the Mojave Desert. to other classes to help them identify On the fifth line sum up your feelings desert plants near the school. MATERIALS: Clipboards, crayons, about the plant in one word. Discovery Activity Page #1, plant field EXTENDING THE EXPERIENCE: Do guides, slide projector, slides or pictures research on each plant to find out its of desert plants. common and scientific names. Are either SUBJECTS: Art, language arts, science. of these names based on a description of the plant? Have each group write the SKILLS: Comparison, drawing, observa- common and scientific names of their tion, small group work, writing.

UNIT VI–4 UNIT VI–5 PLANTS Fun Facts — SOME PLANTS OF THE MOJAVE DESERT Note: Some of the desert plants listed below are in the drawing on the opposite page. Locations are given below.

COMMON NAME SCIENTIFIC NAME COMMON NAME SCIENTIFIC NAME

BELLY FLOWERS OVER YOUR HEAD Desert star Monoptilon belliodes Blue palo verde Cericidium floridum Desert heron’s bill Erodium texanum California fan palm Washingtonia filifera (Filaree) (top row, 2nd from left) Monkeyflower Mimulus spp. Catclaw acacia Acacia greggii Purple mat Nama demissum Cottonwood Populus fremontii (top row, 1st from left) BELOW YOUR KNEES Creosote bush Larrea tridentata Chia Salvia columbariae (top row, 5th from left) (bottom row, 3rd from left) Desert willow Chilopsis linearis Desert dandelion Malacothrix californica Joshua tree Yucca brevifolia (bottom row, 5th from left) (top row, 3rd from left) Desert five-spot Eremalche rotundifolia Mesquite Prosopis glandulosa Desert gold poppy Eschscholzia glyptosperma Mojave yucca Yucca schidigera Desert mallow Sphaeralcea ambigua (top row, 6th from left) Desert paintbrush Castilleja angustifolia Ocotillo Fouquieria splendens Forget-me-not Cryptantha spp. (top row, 4th from left) Gilia Gilia spp. Pincushion Chaenactis spp. CACTI Prickly poppy Argemone munita Barrel Ferocactus cylindraceus lecontei (Cowboy’s fried egg) (bottom row, 2nd from left) Sun cup Camissonia brevipes Beavertail Opuntia basilaris (bottom row, 4th from left) BELOW YOUR WAIST Fish-hook Mammillaria tetrancistra Bladderpod Isomeris arborea Golden cholla Opuntia echinocarpa Brittlebush Encelia farinosa (Silver cholla) Burrobush Ambrosia dumosa Mohave mound Echinocereus triglochidiatus- Cheesebush Hymenoclea salsola Mojave prickly pear Opuntia phaeacantha Desert Trumpet Eriogonum inflatum Pencil cholla Opuntia ramosissima (bottom row, 6th from left) (bottom row, 1st from left) Nevada ephedra Ephedra nevadensis Teddy-bear cholla Opuntia bigelovii (Mormon tea) Paper-bag bush Salazaria mexicana Rabbitbrush Chrysothamnus spp. Sweetbush Bebbia juncea (Chuckwalla’s delight)

UNIT VI–6 PLANTS Discovery Activity Page #1

PLANTS How many of these desert plants do you know? you do plants desert these of many How

UNIT VI–6 PLANTS ANIMALS

Although at first glance the desert seems to have little in the way of wildlife, it actually contains large, diverse popu- lations. The desert environment may seem an unlikely place for animals to thrive or even exist. However, desert ani- mals have adapted to their environment, and each fills an important niche in the desert ecosystem. ANIMALS ANIMALS

and other small animals they eat. estivate to avoid this scarcity of food. Beating The Heat Kangaroo rats and pocket mice get The activities in this section have esert animals have developed a much of the moisture they need from been designed to teach children about D variety of strategies for thriving their diet of dry seeds. Seeds stored in the animals of the Mojave Desert. All in a land of extremes. One of the most their humid burrows absorb moisture animals except one have developed common is to be active only at night, from the air. Animals utilize this moisture techniques for dealing with the often when the desert is coolest. Animals when the seeds are eaten. Kangaroo harsh desert environment. Humans, mostly active after dark are called rats also chemically manufacture water instead of adapting to the environment, nocturnal. Foraging for food and water (called metabolic water) from dry seeds often try to adapt the environment to at night also allows animals to use the as they are being digested. meet their needs. These activities will dark for protection from predators. Since Desert bighorn sheep get some of the give students ideas of what they can many desert animals are nocturnal, the moisture they need from what they eat, do to help protect the fragile desert desert may seem empty to those of us but they also have to drink water. In the ecosystem and an understanding of why who travel through during the day — all desert, water is usually found in springs it is important to do so. we see of many desert dwellers are the or rivers and occasionally in ponds and tracks they leave behind. rock pools after a rain. Because these Some desert animals are active only animals rely on this water, their territory in the early morning and at twilight. is limited. They can’t wander too far from Activity 1 Lizards, snakes, rodents, and insects reliable water sources. seek shelter in cool, humid burrows Camouflaged or shade themselves under rocks and bushes. Owls survive by being nocturnal, Sleeping Through It Critters eagles by soaring high above the earth nother method used by some OBJECTIVES: List two ways animals use where temperatures are much cooler. Adesert animals to avoid drought and camouflage to their benefit. Describe the Phainopeplas (a bird) use a different heat is to sleep through it, just as some difficulty predators have when searching method of dealing with the summer heat; cold-climate animals hibernate through for food (camouflaged animals). Name two they migrate to cooler climates when it the winter. This dry, hot weather sleep is common Mojave Desert animals that use starts to warm up. called estivation. camouflage as an adaptation for survival. Because of their large ears, jackrabbits One well-known desert estivator is MATERIALS: Flagging tape, modeling and mule deer have the ability to radiate the spadefoot toad. Spadefoot toads clay, pictures of camouflaged animals heat. Blood vessels in their ears are can survive in underground burrows (especially those native to the Mojave located just under the skin, and air for months or even years, covered with Desert). flowing around them cools the blood. a jelly-like substance that keeps them This cooled blood circulates through the moist. They come out of estivation when SUBJECTS: Art, language arts, science. rest of the body, picking up more heat heavy raindrops cause vibrations in the SKILLS: Application, comparison, to carry to the ears for “disposal.” Ants, earth that wake them. They will then dig description, invention, observation, beetles, and lizards reduce the amount to the surface, find a mate, and lay eggs writing. of heat they absorb by straightening out in the pools created by the rains. The their legs as they walk across the hot toads then burrow back into the ground METHOD: Students will compare pictures desert terrain. and estivate until it rains again. The of insects, animals, and birds. They tadpoles that hatch from the eggs must will observe the benefits of shape and grow quickly, before the pools dry up. protective coloring. They will then create Drinking What Only a few survive to adulthood. a camouflaged critter. You Eat Some animals estivate not only Animals are adapted to their because of heat and dryness, but environment in order to survive. For o animal can survive for long because of a shortage of food. Plants and instance, a horned lizard is usually the N without water. Wood rats get their other sources of food tend to die back same color as the ground it lives on, a water by eating juicy cacti and other in the hottest and driest part of the year. desert side-blotched lizard is colored to plants that contain moisture. Snakes get Some desert rodents, spiders, and snails look like the plants it lives on, and many the moisture they need from the mice

UNIT VII–2 UNIT VII–3 ANIMALS ANIMALS

snakes use their coloring as camouflage when they rest in the shade of bushes. Often, animals adapt to changes in GLOSSARY their habitats by using camouflage to adapt — to fit in, to be suited for mimicry — a form of protective avoid predators. Camouflage gives the getting the things needed for survival. coloration, or acting, in which an organism the ability to blend with its adaptation — special tools for animal closely resembles another kind surroundings. survival, physical or behavioral of animal or object in its environment. 1. Introduce or review the concept of characteristics that make an organism The animal being mimicked usually has adaptation. Show students pictures of more suited to its environment. toxin which causes predators to avoid desert animals that use camouflage as it. By imitating the toxic animal, the biological community — all of the other animal may avoid getting eaten. an adaptation for survival. Have students living things, both plants and animals, brainstorm types of camouflage and the living in a particular environment, niche — an organism’s special function benefits of this adaptation. working together to fulfill their within its environment. 2. Mark off two different areas outside individual needs. predation — the natural act of animals with flagging tape. Make the two areas a camouflage — an adaptation which that kill other animals for food. short distance apart. Separate the class enables an organism to blend with its predator — any animal which hunts into two groups and assign each group environment. live animals for its food. an area. ecosystem — the interaction of the suitable arrangement — when those 3. Pass out a small ball of clay to biological community (all living things) things necessary for survival (food, each student. Instruct the students to and the physical environment (water, water, shelter, space) are accessible, go to their area and create camouflaged air, minerals). adequate in quantity, and in keeping critters with their balls of clay by using with the biological lifestyle of a species. fallen sticks, leaves, or bits of gravel. environment — all those factors, Instruct the students to create critters both living and non-living, which make territoriality — a behavior pattern in that blend with their environment. Give up the surroundings of an organism. animals consisting of the occupation them about fifteen minutes to work. habitat — the place where a plant and defense of a living space. or animal lives, an organism’s home. 4. Have group one place their critters Provides food, water, shelter, and in area one. Make sure to tell them they space in a suitable arrangement. cannot hide the critters. They must be camouflaged in their surroundings. Give them about five minutes to place their 6. Call time after ten minutes and 8. Remove sticks or rocks from the critters. At the same time, have group have both groups display their food in clay and return those items to their two place their critters in area two. Be a designated area. Hold a viewing party, natural setting. sure to emphasize that neither group can asking students to see if their clay critter watch where the other group is placing EXTENDING THE EXPERIENCE: was found. its critters. Students can write about the experience 7. Travel in a group to the and what they learned about camouflage. 5. Ask both groups to step away from undiscovered critters. Discuss with their area. Inform the students that they students why some critters were found have magically turned into birds and and others were not. What special must now find food. Ask them to hold trait or habitat helped camouflage the one cupped hand on their stomach (to critters? What animals in the Mojave hold their food). Two fingers on their Desert use camouflage as an adaptation other hand become their beak. Group for survival? Can you think of any other one will now have to find food (the types of adaptations? camouflaged critters) in area two, group two in area one. Count to three for the food search to begin.

UNIT VII–2 UNIT VII–3 ANIMALS ANIMALS

Activity 2 Activity 3 EXTENDING THE EXPERIENCE: Have students create posters or bumper The Comforts Of Desert Homes stickers that support preservation of desert animals’ homes. Have students Home Bingo choose a natural area in or near the OBJECTIVES: Examine and list the OBJECTIVES: Identify three different schoolyard to adopt and improve as minimum requirements for human life. types of animal homes and who might a habitat for animals. Improvement Compare these requirements with those live there. State two ways animal homes of habitat can include litter pick-up, of desert animals. are inadvertently destroyed by humans. fencing against trampling, planting native vegetation, and constructing anti-erosion MATERIALS: Discovery Activity Page #1, MATERIALS: Crayons, paper. devices. pencils or wax markers. (You may wish SUBJECTS: Art, science, social studies. to consider laminating the bingo cards SKILLS: Analysis, application, discussion, so they can be used several times and drawing, inference, listing, observation. marked with wax pencils.) Activity 4 METHOD: SUBJECTS: Art, language arts, physical 1. Ask students to draw pictures education, science. Night Sounds of their own homes. Have them think SKILLS: Description, discussion, drawing, OBJECTIVES: Define the concepts of about and draw pictures of the four most listing, observation. animal communication, predation, important things in their homes. territoriality, mate-seeking, adaptation, METHOD: All animals need a home and mimicry. Provide examples of 2. Make a list of what the students of some sort. This home will usually how these physical and behavioral feel are important. Differentiate between provide them with shelter and protection adaptations allow animals to survive in needs and wants. Challenge children from predators. Different animals have their environment. to think about what is essential for different needs and, therefore, have survival. Make sure this includes food, different types of homes. MATERIALS: Blindfolds, noisemakers. water, shelter, and space. Explain that (You will need a pair of identical these must also be available in a suitable 1. Ask students to describe their noisemakers for each pair of students. arrangement. Whenever one of these homes. Identify the type of animal homes Examples of noisemakers: shakers basic needs is threatened or removed found in the area (nest, burrow, hole, and maracas, film canisters containing the animal may not be able to survive. water, crack, etc.). pebbles, rubber bands that can be 3. Show students pictures of desert 2. Give each student a bingo card twanged, whistles, bells, blocks of wood animals and ask them to draw one and marker. Take them on a short walk that can be clapped together.) through the desert. Have students find of these in its habitat. Make sure this SUBJECTS: Language arts, math, science, an animal home and name an animal drawing includes where the animal gets social studies. food, water, shelter, and space. that might live there. Place an X on the appropriate square. Play continues until SKILLS: Application, computation, 4. Compare the needs of humans with everyone gets bingo. discussion, evaluation, listening. those of other animals. 3. Conclude with a sharing circle. Ask METHOD: This game is designed EXTENDING THE EXPERIENCE: Have students to describe the most interesting to demonstrate the importance of students go outside and look for animal and unusual homes that were found. sound in such animal behaviors as homes. When a home (crack, burrow, Can they name any homes that probably communication, predation, territoriality, nest, etc.), is found, discuss what might exist in the area but were not found? mate-seeking, adaptation, and mimicry. live there and why it chose this location. Ask each student what his/her favorite 1. Spend some time familiarizing Are all of the essentials needed for desert animal is and where it lives? students with the terms listed in the survival found nearby? Would that animal be harmed if its home objectives. were destroyed? Where might it find a new home? 2. Explain the procedures of the activity to the students.

UNIT VII–4 UNIT VII–5 ANIMALS ANIMALS

3. Blindfold students and have them stand in two parallel lines at least forty feet apart. The students should be Fun Facts — SOME ANIMALS standing back to back, with their hands OF THE MOJAVE DESERT behind their backs. BIRDS MAMMALS 4. Walk behind each line placing one Common raven Corvus corax Black-tailed jackrabbit Lepus californicus noisemaker in each student’s hands. For Gambel’s quail Callipepla gambelii Coyote Canis latrans the first round, everyone gets something. Greater roadrunner Desert cottontail rabbit Have the participants all practice Geococcyx californianus Sylvilagus audubonii making noise with their devices. Remind Red-tailed hawk Buteo jamaicensis Desert kangaroo rat Dipodomys deserti students they will not only be making Turkey vulture Cathartes aura Desert bighorn sheep a noise, but must listen closely for the Ovis canadensis nelsoni sound of their partner. FISH Desert wood rat Neotoma lepida 5. The leader gives a signal to begin. Bonytail chub Gila elegans Townsend’s big-eared bat The participants attempt to find their Colorado squawfish Ptychocheilus lucius Plecotus townsendii “mate” by using the noisemakers. When Desert pupfish Cyprinodon spp. White-tailed antelope squirrel they find their “mate,” they should Humpback chub Gila cypha Ammospermophilus leucurus Razorback sucker Xyrauchen texanus halt, stop making noise, stand quietly REPTILES AND AMPHIBIANS together, and wait for the other pairs to INSECTS AND ARACHNIDS Desert tortoise Gopherus agassizii find each other. Broad-necked darkling beetle Red-spotted toad Bufo punctatus 6. It will be easy for the last two Coelocnemis californicus Collared lizard Crotaphytus insularis animals to find each other, since they will Giant desert hairy scorpion Chuckwalla Sauromalus obesus be the only two making any sound! After Hadrurus arizonensis Rosy boa Lichanura trivirgata all the “mates” have been found, take Desert tarantula Aphonopelma chalcodes Sidewinder Crotalus cerastes off the blindfolds, return to a circle, and discuss the activity. on predators. Examples include: must option (mimicry). Did it affect the game? POSSIBLE RESULTS: capture animal within three seconds Are predators the only living things that 1:1 ratio after noise has been made; can only use mimicry? Although gopher snakes critter finds its mate capture one or two animals per game. are not poisonous, they have very 2:1 ratio Play the game again. similar coloration to rattlesnakes, they two critters find the same mate coil up like rattlesnakes, and they have 10. After playing a third round, 1:0 ratio been observed whipping their tails in discuss how the new rules affected no mate available or mate not found dry weeds, producing a rattle-like sound. predators. What factors in nature limit a Why? 7. Are some animals able to find predator’s success? Conclude by having mates more easily than others? Why? If students name the most important the concept of predation does not arise factors in the survival of animals, as in the discussion, inject it briefly before presented in this game. Do skills in playing a second round. using senses help animals survive in Activity 5 their environment? How? 8. Have students face outward in the Birds And Lizards lines again to play a second round. This EXTENDING THE EXPERIENCE: time, one or two persons will not get a Introduce the idea of predators imitating OBJECTIVES: List two ways animals use noisemaker. They will be the predators. (mimicking) the noise sources in some camouflage to their benefit. Describe Predators can capture (touch) prey only way. This will help students to see how the difficulty predators have when after the prey makes noise. Play again. predators adapt, making it easier for searching for food (camouflaged ani- them to capture prey. The game may mals). Name two common Mojave 9. After playing a second time, discuss then be played again. Discuss this new Desert animals that use camouflage as some limitations that may be placed an adaptation for survival.

UNIT VII–4 UNIT VII–5 ANIMALS ANIMALS

MATERIALS: Pictures of Mojave Desert 2. Share the pictures of birds and liz- camouflaged animals. Have them find lizards and birds, such as roadrunners, ards with the students. These birds hunt pictures of brightly colored animals. How loggerhead shrikes, and American kes- and eat lizards (and they eat other things can they survive when they are so easily trels; rope to designate starting line; as well.) Discuss the physical and behav- seen? Are there ever any advantages to quart-size plastic bags; pipecleaners cut ioral adaptations that each animal (lizard being brightly colored? into two-inch strips (two or more strips or bird) uses to survive. For what kind of for each participant). Note: The pipe- habitat might each lizard be best suited, cleaners need to be at least three differ- judging from its coloration? ent colors. One color should blend read- 3. Divide the group into two or three Activity 6 ily into the environment — for example, equal teams, each bearing the name of a light tan for dry leaves and weeds. One lizard-eating bird. Have students line up Keeping Cool color should blend a little less well, and behind the starting line. Allow plenty of OBJECTIVES: Demonstrate the concept one color should not blend at all. Tan, space between teams. The first person in of thermo-regulation and how exother- green, and hot pink are good choices. line in each team receives a plastic bag, mic (see definition in Method section) SUBJECTS: Physical education, science. which represents the bird’s stomach. animals must work to keep their body temperature regulated. Name two strate- SKILLS: Observation, psychomotor 4. Students will quickly walk, not run, gies employed by exothermic animals development. from the starting line to the lizard area, pick up the first lizard they see (they for regulating body temperature. Name METHOD: This is a simple game, easily may only retrieve one lizard at a time), two common exothermic animals of the adaptable to a variety of animals and place it in the “stomach,” and quickly Mojave Desert. environments. The game is played out- walk back to the starting line, where they MATERIALS: Fahrenheit thermometers of-doors (although it can work indoors hand the “stomach” to the next team- (each team of two needs one), sets of on a multi-colored carpet). It works best member. The leader goes to the back cardboard insects (seven insects in each if played in an area with some ground of the line. If you choose to make this a set), masking tape, scratch paper and vegetation as opposed to a bare surface. competitive game, the winning team is pencil, watch for activity leader. The game is a relay and a hunt combined the one that goes through the entire line into one. first. Note: Make insects out of colored card- Loggerhead shrikes (a bird) eat large board. Attach thermometers to colored 5. After playing one round, have the insects, small birds, mice, and lizards. cardboard. Each team needs a thermom- groups examine the contents of their When hunting is good, it stores excess eter and insects with matching colors. plastic bags. Which color lizard was food by impaling it on thorns, cactus “eaten” the most, the second-most, and SUBJECTS: Language arts, math, science. needles, or barbed wire. Roadrunners the least? The brightly colored, non- feed on insects, scorpions, lizards, and SKILLS: Analysis, application, discussion, camouflaged lizard should be the most snakes. They usually run after their prey inference, problem solving, prediction, abundant. rather than fly. American kestrels are small group work. small hawks and include lizards in their 6. Play another round or two of the METHOD: Students will use a thermome- diet. activity. The time it takes for a team to ter to simulate a lizard. The thermometer complete a round will grow longer as it 1. Before the game begins, prepare “lizard” will have to travel to find food, becomes more difficult to hunt for the the field by scattering pipecleaners in an while maintaining a pre-determined aver- lizards. After the game is over, have stu- area approximately fifteen feet square. age temperature. dents scour the area to search for lizards Some of the pipecleaners should be eas- All animals must maintain body tem- that still might be hiding. The students ily seen, and some should hide a bit. The peratures within certain ranges to stay will be surprised at how many lizards pipecleaners represent camouflaged and active and alive. Animals can be divided they missed! non-camouflaged lizards. Don’t allow into two general groups according to the the students to observe your placing of EXTENDING THE EXPERIENCE: Have way they maintain their body tempera- the “lizards.” With a rope or by drawing students research how camouflage tures — endotherms (inside heat) and a line, designate a starting line approxi- is used by other animals world-wide. exotherms (outside heat). Mammals and mately forty feet from the “lizards.” Challenge them to find pictures of the birds are endotherms and produce heat best camouflaged and the most strangely

UNIT VII–6 UNIT VII–7 ANIMALS ANIMALS

within their bodies, allowing them to even a few degrees from 98.6°F, we can or too low. maintain a fairly constant body tempera- get sick or even die. (E) After two minutes the leader calls ture, regardless of outside temperatures. 5. Explain that unlike humans, animals out “insect” again, and the process is All other animals (amphibians, fish, such as lizards, snakes, and frogs get repeated. reptiles) obtain most of their heat from most of their body heat from their sur- the environment. Many exotherms regu- (F) After all insects have been “eaten,” roundings. On hot days, a lizard’s body late their body temperatures by moving the students will gather together and dis- temperature goes up; on cold days, the into warmer or cooler spots in their cuss their lizards’ search for food. lizard’s body temperature goes down. environment. Lizards and snakes, for Introduce the terms endotherm and exo- 8. Allow the teams a few minutes to example, alternate between basking in therm to the group. place their insects around the area and the sun and resting in the shade to keep begin the game. their body temperatures within the range 6. Tell the students that they are going that permits them to stay active and to play a game in which they pretend 9. Discussion questions at the end of alive. Exotherms can also regulate their their thermometers are a special kind of the activity might be: Were you able to body temperature by burrowing and by lizard. Give a set of insects to each team. keep your lizard within the safe range? varying the angle of their exposure to the The set’s color should match the color of Did any lizard heat up or cool down too sun. their “lizard.” much? If so, what might have happened to your lizard? Did your lizard have to do PREPARATION: This game is to be played 7. Explain the procedures of the game: a lot of scurrying around to survive? outdoors and works best on a sunny, (A) Each team will place its lizard’s warm day. Find an area where two lines What might happen to a desert lizard food (the insects) in various places can be drawn about fifty feet apart. If if you took it home for a pet? How can within the activity area. Be sure some are possible, choose a location containing lizards cool off or heat up other than by placed in sun, some in shade, and some shrubs or rocks that provide shade spots moving to the shade or sunlight? How in partial shade. and some full sunlight areas. do you cool off when you get too hot? (B) Teams have about fifteen minutes What do you do now that you could not ACTIVITY: to move their lizards around as they do if your body temperature responded 1. Let the children pair up, and give look for food. The lizard can eat only one to surrounding temperatures in the same one thermometer to each team. Explain insect every two minutes. Each team way as your lizard? how to read the thermometer, then chal- watches the thermometer window at all lenge each team to find the highest and EXTENDING THE EXPERIENCE: Real liz- times to be sure the lizard does not get the lowest temperatures in the activity ards commonly burrow into the ground too hot or too cold. The top of the mer- site. to escape hot and cold temperatures. Let cury column should always be visible in the teams play another game in which 2. After about five minutes, call the the window. they can bury their lizards in order to group together. Add the highest tempera- (C) If the temperature is going too maintain the lizards’ temperatures at a ture found by the group to the lowest low, the lizard must warm up in the sun. If safe level. temperature and divide by two to find it is going too high, the lizard must cool the average temperature. down in the shade. Perhaps a partially 3. Instruct the teams to place one shaded area will be just right as the liz- piece of masking tape on their thermom- ard digests its insect and waits for the eter two degrees above the average tem- next one. The students may not use their perature and another piece of tape two own bodies as shade for the lizards. degrees below the average. (D) When the leader calls out “insect,” 4. Ask if anyone in the group has ever the teams move their lizards along the had a fever. Explain that humans and ground to the first insect. The insect other mammals produce heat inside is gathered up, and each team decides This activity is adapted from an OBIS their bodies and have a steady tempera- where the lizard will rest as it digests its activity. Copyright by Delta Education, ture regardless of outside temperatures. food. The lizard may move during this Inc. Hudson, NH 03051. Reprinted by If our body temperatures go up or down time if the temperature is going too high permission of the copyright holder.

UNIT VII–6 UNIT VII–7 Discovery Activity Page #1

ANIMALS ENDANGERED SPECIES

What is an endangered species? An endangered species is a plant or animal in danger of becoming extinct throughout all or a significant portion of its range. The United States Fish and Wildlife Service manages this nation’s endangered species program, including developing and maintaining the federal list of endangered and threatened species. ENDANGERED SPECIES ENDANGERED SPECIES

way for creatures that do.” Teaching This unit is designed to enable Extinction Is environmental ethics with its emphasis students to become aware of endangered Forever on the intrinsic value of all species species, the causes and threats leading will have the positive effect of helping to their extinction, and the reasons why xtinction is a natural process. For people understand the benefits of the their preservation is important to each E millions of years different types of endangered species program. of us. Students will realize that they, as plants and animals have lived and then These benefits may be summarized as individuals, are empowered to foster have become extinct. We don’t always follows: change. They will be able to take actions know why a species has become extinct, contributing to the removal of threats to 1. Endangered species generally serve but we do know that extinction can be the well-being of species. caused by natural occurrences. Many as indicators of larger environmental times extinction is caused by more than problems and, when detected, allow one natural event, including climate analysis and correction of more involved change, disease, overpopulation, or problems during the pursuit of a competition for food. preservation program. Activity 1 When a species becomes extinct 2. The “Era of Endangered Species” Living On The Edge because of a natural process, it usually has initiated a process of maturation means its environment has changed, OBJECTIVES: List two reasons some within fish and wildlife agencies as they plants and animals in the Mojave Desert and more than likely the species will be begin to consider all species in their replaced by a new, emerging one. It can are endangered. Describe two ways you program planning, not simply those with can help protect endangered species. be disturbing when a species becomes an obvious economic value. extinct, but we can more readily accept MATERIALS: Discovery Activity Page #1. that loss when it comes naturally. 3. By preventing the unnatural However, most of the extinction and extinction of life forms, we automatically SUBJECTS: Language arts, science. near extinction that is occurring today preserve any benefits to humans which SKILLS: Analysis, comparison, is not natural. And there has been a they may possess, but which research discussion, inference, observation, great increase in the rate of extinction. may not yet have revealed. synthesis, prediction, reading. This increase is primarily caused by the 4. Perhaps the most important reason METHOD: activities of humans. for preserving endangered species is the 1. Hand out the activity page. realization that all life is connected and Tarantulas Are interdependent. 2. Explain to students that some plants and animals have limitations as to Terrific where and how they can live. The more No Place To Go limitations they have, the more likely ne of the most difficult tasks they are to become endangered. Provide educators face is teaching children ecause of its variety of habitats, O clear examples, such as polar bears or about the intrinsic value of each species B the Mojave Desert is home to a fish. on the face of the Earth. Presently, in tremendous diversity of plants and the environmental field, there is a strong animals. Some of these habitats are 3. Have the children look at the paired push to educate about the non-monetary being destroyed or altered by humans. pictures on the activity page and circle value of each species. This is being Groundwater pumping, construction the one in each pair which is most at accomplished through the teaching of of roads, agricultural pollutants, risk. environmental ethics. construction of large residential tracts, 4. After the children have made their One leader in the environmental grazing of domestic stock, and many choices, review their selections. Ask ethics field, Hugh W. Nibley, states: “We other factors affect the desert ecosystem them why they made the choices they have taught our children by precept and the plants and animals living there. did. and example that every living thing As these habitats are destroyed, the exists to be converted into cash, and danger of extinction increases. Today 5. After you have gone over all the that whatever would not yield a return the Mojave Desert is home to many answers, ask the children which of the should be quickly exterminated to make threatened and endangered species. plants and animals they would want

UNIT VIII–2 UNIT VIII–3 ENDANGERED SPECIES ENDANGERED SPECIES

to be? Why would they want to be that plant or animal? Which plant or animal GLOSSARY would they not want to be? Why? Which plants and animals are most likely to biological community — all of the water that has percolated down. Water become endangered? Why? What actions living things, both plants and animals, that supplies wells and springs. living in a particular environment, can students take to help organisms habitat — the place where a plant most at risk? working together to fulfill their or animal lives, an organism’s home. individual needs. EXTENDING THE EXPERIENCE: Create an Provides food, water, shelter, and entire desert ecosystem in an area of the ecosystem — the interaction of the space in a suitable arrangement. biological community (all living things) school, from floor to ceiling, with wildlife native species — a plant or animal peeping out from all corners. Include and the physical environment (water, that evolved or was transported to an life hiding below the soil and life soaring air, minerals). area through natural means. in the sky. Illustrate positive actions endangered species — a species of species — a genetically and adaptively humans can take to protect and preserve plant or animal in danger of extinction desert ecosystems. unique plant or animal able to throughout a significant portion of its reproduce itself and to evolve. range. suitable arrangement — when those exotic native — not , something that things necessary for survival (food, Activity 2 did not exist in the area before humans water, shelter, space) are accessible, brought it from another place. adequate in quantity, and in keeping And Then There extinct species — a species which has with the biological lifestyle of a Were None vanished from existence. species. groundwater — water that is stored threatened species — a species OBJECTIVES: Define, compare, and beneath the surface of the ground, present in its range but in danger contrast the terms endangered and coming from precipitation and surface because of a decline in numbers. extinct. Analyze the impact of human social, economic, and political activities on other living things. Name two 2. Have students stand in a large sitting. Discuss the results of the activity endangered plant or animal species circle. Tape a card with the name of an by asking questions such as these: How living in the Mojave Desert. animal or plant to each student’s shirt. many of you have tokens left? How many have none? Why? Is this realistic? Why or MATERIALS: Six small tokens (or slips 3. Distribute six tokens to each why not? What are the important ideas of paper) for each student, tape, index student. Tell them the tokens represent about animal populations in this activity? cards. all the individuals of their species found SUBJECTS: Language arts, science, social in a specific area. Tell them each token 6. Write the words extinct and studies. may represent more than one individual. endangered on the chalkboard. Tell students their populations became 4. Read these instructions: I am SKILLS: Analysis, comparison, inference, endangered when they became small going to read some survival factors for observation, prediction, public speaking, in number. Endangered refers to any your organism (taken from the survival reporting, research. population of plants or animals in danger factors list on page 4). Each time I read of extinction. There are still some left. METHOD: The students will do an a statement that limits or reduces your Extinction is final. The plant or animal is activity which demonstrates how natural chances of survival, put one token on gone forever. populations are effected by human the floor in front of you. Whenever I say, interference. “Human Population Growth,” everyone 7. What factors influence the survival 1. Referring to the Fun Facts list in puts down a token. When you have only of populations of plants and animals in this unit, write the names of the plants two left, sit down on the floor and say, the Mojave Desert? Can students think or animals on index cards. Make one for “I’m in big trouble.” of some factors this activity did not consider? each student. 5. Continue to play until everyone is

UNIT VIII–2 UNIT VIII–3 ENDANGERED SPECIES ENDANGERED SPECIES

EXTENDING THE EXPERIENCE: Have SURVIVAL FACTORS each student select an endangered or threatened species to research. Have • People have released exotic fish into your habitat and they are over populating. them present short reports, giving each • A long-term drought has affected the water level in your habitat. species’ current status and highlighting any programs under way to protect • Because you are rare and beautiful, you have been gathered or stolen by the plant or animal. Find out what collectors. regulations regarding endangered • Human population growth species affect development in your • The exotic tamarisk tree has invaded your habitat, using up the water you community. Research situations where depend on. the presence of an endangered species has halted or threatened to halt a • A poacher has shot you illegally. development. What have been the local • The thickets of willows and other shrubs you live in are being trampled by reactions? domestic livestock and feral burros. • Spreading urban cities are reducing the habitat you live in. • Dams have been built upstream from you causing water temperatures to Activity 3 decline and the water to be too clear. What • Illegal off-road vehicle use has caused damage to your burrow. • A major road is built across your habitat dramatically increasing traffic. Endangered • Wetlands that you need to survive are drying up due to groundwater pumping. Or Threatened • Human population growth Species Am I? • Illegal use of off-road vehicles is destroying vegetation you use for food and OBJECTIVES: Compare and contrast the shelter. terms endangered and threatened. Name • Introduced exotic species of fish are competing with you for your food supply. two endangered plants or animals found in the Mojave Desert. • A strip mine is operating on the slope you live on. MATERIALS: Masking tape, index cards. • Agricultural fertilizers have washed into the marsh you live in. SUBJECT: Language arts, science. • Pesticides have polluted the spring you live in. SKILLS: Application, discussion, • The pesticide DDT sprayed in Central and South America is carried to you listening, problem solving. through the migratory birds you prey on, causing your eggshells to be too weak to survive. METHOD: 1. Referring to the Fun Facts list in • You are a predator thought to be a threat to domestic livestock. this unit, write the names of plants and • Willow and cottonwood trees you need for nesting have been destroyed animals on index cards. Repeat species because of diversion and overuse of water upstream. so there are three or four of each. • Someone enters the cave you are hibernating in causing you to wake in the 2. Select three or four students to middle of winter when it is too cold for you to survive. come to the front and turn so their backs • Past hunting practices have significantly reduced your population. are facing the rest of the group. Tape the cards for one species on the students’ • The edge of the small spring you live in is being trampled by humans and backs. livestock, causing salt and mud to cloud the water, depleting your oxygen supply. 3. Have these students ask questions about their species that can be answered • Human population growth “Yes” or “No” by the rest of the group.

UNIT VIII–4 UNIT VIII–5 ENDANGERED SPECIES ENDANGERED SPECIES

For example, “Do I fly?” chairs representing habitats. more or fewer native species of plants and animals? What are native plants and 1. Have students draw a picture of a 4. After the students have animals which have become threatened, Mojave Desert plant or animal and label successfully guessed their identity, take endangered, or extinct? What exotic it. Have them also draw a picture of its some time to add interesting information plants and animals now live in this area? habitat. about the species, including its status Locate natural springs and other natural as threatened or endangered and some 2. Tape a picture of a plant or animal water sources. Are these water sources threats to its survival. If the students on each student. Tape a picture of a still accessible to wildlife? What actions cannot guess their identity, have the rest habitat on each chair. can students take to protect desert of the group help by describing some of plants and animals near their homes? 3. Place chairs in a row, alternately the species’ characteristics. facing left and right. Students stand in a 5. Repeat for the other species. circle around the chairs. There should be one less chair than there are students. EXTENDING THE EXPERIENCE: When the music starts, indicate the Why all the fuss about endangered direction students are to start walking. species? How can we prevent organisms When the music stops, they are to from becoming endangered or extinct? find a seat. Remove a chair after each Do we have any responsibilities when round. Explain that this habitat has been organisms become endangered? What removed because of a human impact, is one action you can take to prevent an such as bulldozing for a housing site or organism from becoming endangered? collecting native species of plants. Play until just one species is left, the survivor. 4. Play several rounds of the game, Activity 4 varying each set by introducing additional factors, such as imaginary Who Lives Here? roads or fences species can’t cross or natural disasters which eliminate OBJECTIVES: Name two things that additional habitat. happen to a community of plants and animals when habitat is destroyed. List 5. Summarize this activity with a some of the human activities which discussion. How many different desert change the desert. Discuss what happens plants or animals did we begin with? to the plants and animals that live in a How many different habitats? What habitat when it has been disturbed. happened to the habitats? What are some reasons for human activities MATERIALS: Chairs, crayons, drawing which are changing the desert (need paper, record or tape player, recording of for more homes, increased roads, the song “Home on the Range.” increased demand for recreation, desire SUBJECTS: Art, language arts, music, to make the desert like another habitat science, math. by introducing exotic species)? What happens to the plants and animals when SKILLS: Analysis, comparison, an area is disturbed? discussion, drawing, inference, listening. EXTENDING THE EXPERIENCE: METHOD: One of the greatest threats Have students research descriptions, to plants and animals today is habitat accounts, and photographs of their local depletion. What happens to these plants area as it was seen by early pioneers and animals when their habitats are and explorers. Compare and contrast disturbed? In this activity children will the area today with the past. Are there play a game of musical chairs with the

UNIT VIII–4 UNIT VIII–5 ENDANGERED SPECIES

Fun Facts — SOME THREATENED AND ENDANGERED SPECIES OF THE MOJAVE DESERT

COMMON NAME SCIENTIFIC NAME FEDERAL STATUS Plants Bear-paw poppy Arctomecon californica C Foxtail cactus Escobaria vivipara var. alversonii C

Eureka Valley Evening Primrose Oenothera arita eurekensis E Panamint daisy Enceliopsis covillei C Sticky buckwheat Eriogonum viscidulum C Mammals Amargosa southern pocket gopher Thomomys umbrinus amargosae C Desert bighorn sheep Ovis canadensis nelsoni S Mountain lion Felis concolor C Townsend’s big-eared bat Plecotus townsendii C Birds Bald eagle Haliaeetus leucocephalus T California brown pelican Pelecanus occidentalis californicus E Least Bell’s vireo Vireo bellii pusillus E Mexican spotted owl Strix occidentalis lucida T Yuma clapper rail Rallus longirostris yumanensis E Reptiles Coachella Valley fringe-toed lizard Uma inornata T Desert tortoise Gopherus agassizii T Amphibians Lowland leopard frog Rana yavapaiensis C Fish Bonytail chub Gila elegans E Colorado squawfish Ptychocheilus lucius E Devil’s Hole pupfish Cyprinodon diabolis E Mohave tui chub Gila bicolor mohavensis E Humpback chub Gila cypha E Razorback sucker Xyrauchen texanus E Insects and Snails Badwater snail Assiminea infima C Devil’s Hole warm springs riffle beetle Stenelmis calida calida C

KEY TO FEDERAL STATUS: E — Endangered T — Threatened C — Candidate S — Sensitive

UNIT VIII–6 ENDANGERED SPECIES Discovery Activity Page #1

DESERT DYNAMICS ENDANGERED SPECIES

The peregrine falcon eats The raven eats a variety of The desert pupfish lives in The striped bass lives in both other birds that migrate from food and lives in many differ- small pools of water that can fresh water and salt water. countries where dangerous ent environments. dry up if too many wells pump pesticides are still used. out the water.

The desert tortoise lives mostly The collared lizard lives The desert bighorn sheep must The kangaroo rat doesn’t drink in the Mojave Desert and throughout the Southwest and live near springs in order to get water; it makes all the water it moves too slowly to get out of can move very quickly. the water it needs to survive. needs in its digestive system. the path of off-road vehicles.

The Townsend’s long-eared bat The coyote lives in many loca- The fan palm tree lives near The mesquite is a common lives in very isolated caves. tions throughout the country. seeps and springs and relies on plant and gets the little water it this water to survive. needs from occasional rain.

UNIT VIII–6 ENDANGERED SPECIES DESERT PEOPLE Glaciers periodicaly blanketed much of the world during the Pleistocene Epoch, approximately 2.5 million to ten thousand years ago. The rivers of ice gradually receded as the epoch ended. As conditions improved, early hunters pursued herds of large animals. The land and climate differed dramatically from today. It was cooler. Lakes and swamps existed where no water remains now. Lush grasslands covered the plains, supporting mammoths, mastodons, horses, camels, and, in some areas, bison. DESERT PEOPLE DESERT PEOPLE

hese early people, called “Paleo T Indians,” are known mainly from their stone tools. One distinctive style of stone tool is called the Clovis Point. This leaf-shaped point measures four to five inches in length and was attached to a wooden spear shaft. Hunters used a spear thrower, or atlatl, to propel the spear. Most atlatls were little more than a wooden shaft with a hooked end. The weapon’s hollow tip fitted over the hook. A quick snap of the arm launched the spear. This revolutionary tool increased the force and speed of the spear. While improved weapons and hunting techniques possibly reduced some animal populations, erratic climatic changes probably had greater impact. Sixty animal species disappeared by the end of the fall. They lived in caves, rock shelters, was taken — birds, bighorn sheep, jack the Pleistocene Epoch. and shelters constructed of poles and rabbits, chuckwallas, even insects. brush. Drying and smoking preserved the meat Plants dominated the diet and for later use. provided numerous medicines. Wooden The desert also provided clothing. digging sticks were used to dig roots Rabbit skins were woven into capes and tubers. Coiled baskets held seeds and blankets. Densely woven sandals and nuts. Flour was ground from seeds of yucca fibers protected feet. Shells by rubbing a mano against a flat milling from the Pacific Ocean and the Gulf stone (metate). The flour could be of California were obtained in trade cooked fresh or stored in cache pits. and used for necklaces and other Cooking was done in ceramic vessels adornments. called ollas (ô’yäs) or by heating rocks The desert’s rhythm governed all in a fire and then placing them in baskets aspects of life. This seasonal search Changing filled with liquids. for food and resources continued for Meat supplemented the diet. Game some groups until the introduction of Lifeways was obtained by netting, trapping, domesticated foods encouraged a more tarting ten thousand years ago, the snaring, or hunting. Almost any animal sedentary lifestyle. For others, the S climate in the Mojave Desert region hunting-gathering way of life continued gradually became more arid. This change until historic times. meant only desert-adapted plants and animals survived. As the world changed Gardening so did the people. Between nine and ten thousand years In The Desert ago, a Desert Archaic culture began to omesticated corn, beans, and emerge. These hunter-gatherers lived in squash arrived in the desert small groups, moving from place to place D southwest some five thousand years ago. as food became available — agave in the However, people did not come to depend spring, cactus and mesquite beans in the on cultivation until as late as A.D. 800. At summer, acorns and pinyon pine nuts in first, farming was casual. Seeds tossed

UNIT IX–2 UNIT IX–3 DESERT PEOPLE DESERT PEOPLE on partially cleared fields received little Storing attention while the groups continued GLOSSARY to exploit native resources. In the fall, The Harvest they harvested the domesticated plants atlatl — a throwing device, from the along with native seeds and nuts. Later, epending on available materials, Aztec word meaning “spear-thrower.” farming practices intensified. D baskets or ceramic vessels were mano — a stone used for grinding As farming gained importance, groups used. Initially, Desert Indians made food by hand on a metate. built scattered villages on river terraces. plain utilitarian vessels for cooking and metate — a stone with an indented The Anasazi living in Nevada initially storage. Later, some groups fashioned upper surface for grinding food. built pit houses — structures partially highly decorative wares. Stylized petroglyph — a picture or design that dug into the ground and then roofed pottery often reflected group identity is carved, pecked, or etched onto a with timbers and mud. Later they built and changing time periods. Today, rock surface. mortar and stone blockhouses known archeologists use the different styles of pictograph — a picture or design as pueblos. Other groups fashioned pottery as guides to understanding the painted onto a rock surface. structures with mud and sticks, or people who made them. shaman — a medicine person who continued to build brush shelters. communicates with spirits to gain power or to cure illnesses.

UNIT IX–2 UNIT IX–3 DESERT PEOPLE DESERT PEOPLE

until the Spanish arrived in the sixteenth • Death Valley National Park — Changing Times century. These peoples, and the Cahuilla, Chemehuevi, Serrano, Southern arming produced a steady source nameless ones that preceded them, left Paiute F of food. But more food meant a rich legacy in human adaptation to one • Mojave National Preserve — more people. Village sizes increased, of the world’s harshest environments Kawaiisu, Serrano, Shoshone, Southern and social organization became more — a legacy that offers important lessons Paiute complex. Groups like the Anasazi to contemporary inhabitants of these flourished briefly, but farming in the lands. • Joshua Tree National Park — desert was risky. Croplands became Cahuilla, Chemehuevi, Pinto*, Serrano exhausted. Prolonged droughts brought • Lake Mead National Recreation Area further hardships. Social tensions may Traditional — Anasazi*, Chemehuevi, Havasupai, have intensified. The picture remains Territories Hualapai, Mohave, Southern Paiute, unclear, but we do know that groups Yavapai raditional territories of contemporary like the Anasazi abandoned the Mojave • Red Rock Canyon National and prehistoric Mojave Desert Desert by A.D. 1150, retreating eastward. T Conservation Area — Anasazi*, inhabitants overlap the boundaries The groups that remained —Cahuilla, Chemehuevi, Desert Archaic*, Mohave, of numerous federal parks and Chemehuevi, Hualapai, Mohave, Serrano, Southern Paiute Southern Paiute, Shoshone, and others recreation areas. These associations are —continued their traditional lifestyle summarized below: * Prehistoric groups

Activity 1 been unearthed from dry caves. This corn. This is squash. This is melon. This corn, dated approximately 5,000 B.C. is is beans.” The Mohave began to plant Communication believed to have evolved from teosinte, these along the river bottom and no longer a wild grass found in many areas of wandered through the desert. OBJECTIVES: List methods by which Mexico. The plant and knowledge of its 4. Discuss the fact that if one of these information can be transferred from propagation gradually passed from group methods is lost or destroyed, such as culture to culture. Name at least three to group up through northern Mexico archeological evidence, we lose the reasons why preserving the knowledge and eventually into the Southwest.) of past cultures is important to modern ability to unlock some of the secrets of cultures. 2. Ask the students to help identify the world around us. some of the methods by which 5. Have the students recall an MATERIALS: Pictures of pictographs information might have been transferred important event or experience in and/or petroglyphs from your local area, a from one culture to another. Talk about their lives. Have them create a story myth or legend from a local tribe, a visit the following methods — petroglyphs, about that event using pictographs or to an archeological site. pictographs, songs, stories, archeological petroglyphs to record it. Have students evidence, conversations. SUBJECTS: Art, language arts, social share their stories with the class. studies. 3. Illustrate the transfer of knowledge EXTENDING THE EXPERIENCE: by telling the following Mohave myth SKILLS: Analysis, communication, Make a list of our most commonly used or another myth or legend from a local discussion, drawing, listening, food crops (corn, squash, beans, grains, tribe. observation, reading, reporting, research, potatoes). Research the origins of these small group work, writing. Mastambo was standing with his arms crops and which native people originally METHOD: folded. He took two steps toward the west, used them. Create a bulletin board with 1. Begin with an introduction of how thinking about food. He went north two pictures of modern crops and their we have learned valuable information steps still thinking, then he went south predecessors from the wild, as well as about the uses of certain plants and two steps and stood. Now he made a little the people who eat them today and the animals from other cultures. (Example: hole and spat white saliva into it. Soon native people who cultivated them in the In the Tehuacan Valley of central Mexico, something small grew from the hole. Then past. tiny cobs of an early variety of corn have Mastambo said, “Listen to me. This is

UNIT IX–4 UNIT IX–5 DESERT PEOPLE DESERT PEOPLE

Activity 2 Desert Pharmacy OBJECTIVES: Name medicinal uses of two desert plants. MATERIALS: Discovery Activity Page #1, natural plant parts (i.e. mesquite seeds, leaves, acorns). SUBJECTS: Language arts, science, social studies. SKILLS: Analysis, application, communi- cation, discussion, observation, problem solving, reporting, research, writing. METHOD: 1. Read or tell a story about a shaman or medicine person and the role he or she played in the lives of desert people. 2. Choose one student to be a traditional doctor (medicine person) and another to be a modern doctor. Have the remaining students form a circle, placing their hands behind their backs. Each student in the circle represents a different kind of plant growing in the Mojave Desert. Place the modern doctor in the center of the circle and the medicine person outside the circle. 3. Ask the modern doctor to close his/her eyes. Give the medicine person a small natural object found in the area. This object symbolizes folk medicine. (Be sure to select an object such as a fruit, nut, or seed that would not damage a plant if it were picked. Remember, these cannot be collected in National Park Service areas.) 4. As the medicine person walks around the circle, he or she says, “I know a plant which modern medicine seeks. Can the good doctor find it in my medicine chest?” After the medicine person has secretly left the folk medicine in the hands of one of the “plants,” he or she stops. The modern doctor must then guess which of the plants has the medicine.

UNIT IX–4 UNIT IX–5 DESERT PEOPLE

5. The doctor gets one guess. If curing illnesses and diseases. two types of pottery (utilitarian and correct, he or she becomes the next decorative) and the different uses of EXTENDING THE EXPERIENCE: Have medicine person, the former medicine each type. Utilitarian: storage, cooking, students research a plant specific to the person becomes a plant, and the plant and drinking vessels. Decorative: Mojave Desert and write a story about with the folk medicine becomes the ceremonial objects and decorative art. its medicinal uses. If possible, have a modern doctor. If the doctor is incorrect, local herbalist or pharmacist visit the 3. Discuss how the size, shape, and he or she becomes a plant, the plant with class to discuss modern uses of ancient design of a pottery vessel might vary the folk medicine becomes the doctor, medicines. Compile all the information depending on its use. How does the and the original medicine person hides into a medicinal plants book. design and shape of ancient pottery the folk medicine again. If the medicine compare with the design and shape of person successfully hides the folk objects we use today? medicine from the doctor three times, he or she becomes a plant, and a new 4. Using a piece of modeling clay, medicine person is chosen. demonstrate how a pottery vessel might Activity 3 have been made. Where would the potter 6. Using the activity page, summarize have found clay? Knead the clay and, this activity by describing the uses of Native American using coils, form a vessel. Smooth out plants by desert people to cure injuries the coils using your hand or a wooden or illnesses. How would this information Pottery paddle. What happened to the vessel be passed down from one generation OBJECTIVES: State two major functions after it was formed? to another? How would remedies be of pottery. Develop one pottery piece. discovered? Name four ways to decorate pottery. 5. Using the illustrations on the activity page, discuss the various 7. More than three thousand plants MATERIALS: Discovery Activity Page techniques used to decorate a vessel and are used by tribal people throughout the #2, one piece of modeling clay for each the pattern created. Why decorate the world. Many of these medicines were student, various natural tools for making vessel? used long before modern application. pottery designs (sticks, fiber, seashells, Use the following examples: pine cones, feathers). 6. Divide the students into groups of four. Give each student a piece of • Quinine comes from the bark of SUBJECTS: Art, social studies. modeling clay, and provide each group various kinds of cinchona trees which SKILLS: Classification, comparison, with tools for decorating their pottery grow in South America and was used by description, discussion, invention, small vessels. Encourage students to try South American Indians to cure malaria. group work. ancient or imaginative shapes. When Spaniards arrived in the Americas in the 1600s they learned its value from METHOD: EXTENDING THE EXPERIENCE: Native Americans. United States troops 1. Discuss with students the former Visit a museum displaying pottery made used large quantities in World War II lifestyles of Native Americans living in by Native Americans. Ask an artisan to and Viet Nam. Today quinine is used to the Mojave Desert. Discuss the type visit the class and demonstrate clay art. regulate heartbeats. of tools the hunter-gatherers used. Then discuss how agriculture allowed • May apple (American mandrake) a more sedentary lifestyle and how is a plant growing in eastern North pottery provided a more durable storage America, bearing a single white flower container for these agri-gatherers. and an oval yellow fruit. It was used by (Pottery was also used by hunter- Penobscot Indians to treat cancer. Study gatherers.) of this plant led to the discovery of a useful anticancer drug from a related 2. Ask students to make a list of plant in India. vessels in their own homes that are strictly utilitarian (pots and pans) and 8. Conclude the activity by discussing those that are decorative (flower vases the importance of preserving native or pieces of sculpture). Discuss the plant communities that may be used for

UNIT IX–6 DESERT PEOPLE Discovery Activity Page #1 A Desert Pharmacy Many cultures still use some of these remedies. Remember, plants cannot be collected in National Park Service areas. DESERT PEOPLE It is not advisable to use any of these remedies yourself. CHIA Chia was one of the most important seed plants for the Native Americans. Seeds were harvested LUPINE by beating ripe seed heads over flat, tightly woven A lotion baskets. The seeds swell when placed in water. made of the Because of this they were leaves was used to PRICKLY POPPY sometimes placed under the treat Juice of a fresh plant eyelids to remove foreign mat- poison ivy was used to burn off ter. They were also used in blisters. warts. The tea was poultices for infections. Hot applied to sunburn mush was wrapped to relieve pain and in a cloth and applied swelling. An oint- to the infected area. ment made from Powdered seeds the seeds was used were added to water on sunburn and other to make a nutritious minor burns. drink or gruel.

CREOSOTE BUSH LOCO WEED Creosote bush was used in PRICKLY PEAR This plant the treatment for many ail- Skinned pads were was used ments and diseases, including used as a poultice for to treat colds, chest infections, intestinal infections and cuts. stomach discomfort, cancer, nausea, They were placed disorders. wounds, poisoning, and swollen against the injured Crushed leaves limbs due to poor circulation. area for several hours were used to Sprigs of twigs and leaves were to absorb fluids. soothe a boiled as a tea and drunk, placed Pieces were held bad back. over fire to create steam that in the mouth was inhaled in a sweat house, to relieve or pounded into a powder Flower gum and pressed into a poultice on pain. Leaf wounds. In the case of a snake or spider bite or scorpion sting, creosote leaves were chewed and placed on the swelling. Fruit

FILAREE Filaree was used to treat excessive bleeding and animal bites. Female Cone EVENING PRIMROSE MORMON TEA The whole plant Some people still brew was used as a a tea by steeping the green poultice on spider or dry twigs in boiling water. bites. The ground The tea was used to treat plant was used as a kidney ailments and stomach disorders, dusting powder on sores. as well as to purify the blood.

UNIT IX–6 DESERT PEOPLE Discovery Activity Page #2 Decorated Pottery

Incising Using a Pointed Stick Cord Impressions

Net and Fabric Impressions Using a Dowel Shell or Fingernail

Painting Designs Combing with a Notched Stick

DESERT PEOPLE WESTWARD EXPANSION In addition to Native American habitation, explorers, miners, cattle ranchers, and homesteaders have shaped the Mojave Desert. Iron work from abandoned wagons, dirt roads, pieces of mining equipment, mine shafts, dams, reservoirs, and remains of early homes dot the desert as reminders of past inhabitants. WESTWARD EXPANSION WESTWARD EXPANSION

reach California via this trail. He was them their wagons, oxen, and almost Early Explorers a fur trapper looking for new hunting their lives. Because of this experience, ong before the Spanish and travelers areas, as were many to follow, and was a departing member of the party waved L from the American colonies arrived, also one of the first to travel through and said, “Good-bye, Death Valley,” giving a trade trail stretched across the Mojave Death Valley. The Mormons came west the area its name. Desert. The trail, blazed by the Mohave in 1846, and later in 1855 Brigham Young The push for commercial trade Indians, allowed trade with west coast established the Las Vegas Mission. between California and other young Native Americans. It crossed the desert According to legend, early Mormons western states caused the development along the bed of the Mojave River, then named the Joshua tree. In the often- of other routes. The Old Spanish Trail climbed over the Cajon Pass, one of the strange silhouettes of branches, they took a circuitous route from Santa Fe, best passes from the California desert to saw the outstretched arms of the biblical New Mexico, through Utah and on to the the coast. prophet Joshua leading them westward. Los Angeles basin. It followed a route In 1776, while the American colonies When the war with Mexico ended in through the Mojave Desert that today is were winning their independence from 1847, California passed into American Interstate 15. England, Father Francisco Garces, a hands. The next year gold was Later, in the 1850s, more direct Spanish priest, was exploring the Mojave discovered, and gold seekers crossed routes were surveyed and improved by Desert. Using the Mohave Indian Trail, the Mojave Desert on their way north. François X. Aubry and Edward Fitzgerald he walked across the desert with Native In 1849, a group of emigrants known as Beale. Besides the need for passable American guides, arriving at the San the Bennet-Arcane party passed through wagon routes, there was a strong drive Gabriel Mission. In 1826 Jedediah Smith Death Valley looking for a shortcut to the to establish a railroad reaching from the became the first American explorer to California gold fields. The shortcut cost Atlantic to the Pacific. The huge land acquisitions resulting from the Mexican War, along with the discovery of gold in California and its admission as a state, made such a railroad a necessity to keep the distant parts of the Union connected. The most direct route established to Los Angeles became known as the 35th Parallel Route or Beale’s Wagon Road. The route this trail followed through the Mojave Desert eventually became the site of the Santa Fe Railroad and Interstate 40. Beale’s Wagon Road opened in 1858. During the first summer, five emigrant trains attempted the trail. Mohave Indians attacked the trains, killing many people. At the same time, a postal route was established over the 35th Parallel Route from Kansas City, Missouri, to Stockton, California. When the first mail arrived in Stockton, it was reported that the Mohaves attacked the carriers. Because of these incidents and others, Major William Hoffman led the “Colorado Expedition” against the Mohaves in early 1859. The Mohaves surrendered to Major Hoffman, and Fort Mojave and the Fort Mojave Indian Reservation were

UNIT X–2 UNIT X–3 WESTWARD EXPANSION WESTWARD EXPANSION

established on the Colorado River at the Providence Mountains region. The Rock is for gold and non-metals, such as clay east (Arizona) side of Beale’s original Springs Silver District began operating and talc. crossing point. in 1863. This area later became known In the late 1800s steam-powered as the Macedonia Mining District. These boats, similar to Mississippi river mines were abandoned in 1866 due The Coming Of boats, traveled the sixty miles up to a combination of Native American Cattle from the mouth of the Colorado River. objections and isolation. During the These boats, carrying both cargo and 1870s, the Clark Mountain Mining District attle ranchers in other areas passengers, were pulled through the was established and with it the town of C probably heard rumors of fine canyon using winches and cables strung Ivanpah. This was the only community pastures in the high desert from miners through ring bolts in the canyon wall. of any size within the eastern Mojave traveling through. The high desert then Originally, these steamboats were to Desert. had adequate rainfall to provide good supply Fort Mojave. However, when it Red Rock Canyon’s Sandstone Quarry browse in the winter and fall. The first was discovered they were incapable of produced sandstone for buildings in San attempts at cattle raising took place the task, another route had to be found. Francisco and Los Angeles. Gold was in the early 1860s — stockmen grazed Using government teams with civilian discovered in Eldorado Canyon in the cattle in the high desert in the winter teamsters, wagon masters, and herders, late 1800s. This single mine produced and along the river or wash bottoms in the Mohave Indian Trail became a wagon $1,700,000 worth of gold. In 1865 the first the summer. These ranches provided road. Supplies could then be brought mining claim was filed in what is today cattle, hay, and food for local miners. A overland from Los Angeles. Emigrants Joshua Tree National Park. It was for the decrease in rainfall and restrictions set rarely used the road, but prospectors Jeff Davis Mine in Rattlesnake Canyon. after the establishment of some park and frontiersmen did provide traffic for Small prospectors in the Mojave areas have brought the cattle industry the road and a purpose for Fort Mojave. Desert made very little money. It was to an end in many areas of the Mojave When Prescott became the capital of “boom-or-bust” mining. As soon as a Desert. Arizona, a new road was opened from strike played out, miners moved on, there to Fort Mojave. Prescott was also leaving ghost towns behind. supplied through California, so the The biggest problem preventing Land For Free Mojave Road became an important route profitable mining, even by organized tarting in the early 1900s, land was for twenty years, until the opening of the companies, was the cost of S homesteaded in the Mojave Desert. railroad. transportation. The coming of the In many areas 160-acre parcels were Santa Fe Railroad changed everything. available. Claimants had three years to Along the railroad line, water and other “prove up” on their property. “Proving Dreams Of Wealth supplies were available to facilitate the up” meant building a small cabin and an ining in all areas of the desert exploitation of the desert. In the years outhouse. When the “proof,” a photo was M created boom towns with colorful 1900 – 1919, when rail transportation mailed to Washington, D.C., the claimant names and characters. On Christmas was fully developed, more mines were received a deed to the property. Day, 1860, the first producing mine in open and profitable than at any previous There were several wet years Death Valley was opened. The mine was time. Towns such as Ivanpah, Cima, beginning in 1912, and crops were good named Christmas Gift. The mining boom Kelso, Goffs, Fenner, and Essex owe their enough to attract more people to the in Death Valley began with Panamint City creation to the railroad. area. Veterans of World War I, suffering and continued with Chloride City, Keane Demand increased for copper, lead, the effects of mustard gas, came hoping Wonder, Bullfrog, Rhyolite, Greenwater, zinc, gold, and silver. During World War to benefit from the dry desert air. Later, Harrisburg, Skidoo, and Ashford Mill. I, demand also increased for chromium, because of hard times created by the Borax, “the white gold of the desert,” manganese, tungsten, and vanadium. Depression, some people sought out a was discovered and has been mined Mining slowed down after the end of the rural lifestyle where they could raise profitably in the Death Valley area since war. However, with World War II came their own food without relying on the 1880s. another increase in demand for base unstable markets and unpredictable Mining in what is today the Mojave metals; mines were reopened for the prices. National Preserve began in the duration of that war. Today, most mining But the rains didn’t last. The scarcity

UNIT X–2 UNIT X–3 WESTWARD EXPANSION WESTWARD EXPANSION

of water led to conflicts between MATERIALS: A room arranged as a 3. Provide time (a few days to a week) homesteaders and ranchers over water courtroom. for students to research their positions rights. In the Mojave National Preserve and to develop their cases. During this SUBJECTS: Drama, social studies. the Rock Springs Land and Cattle time, ranchers and homesteaders will Company had enjoyed exclusive use of SKILLS: Analysis, application, discussion, prepare their testimony, judge and the water and the land for the last fifteen evaluation, inference, listening, problem jury will prepare to hear the case (plan years and had filed claims on them. solving, public speaking, research. procedures, etc.), and lawyers and Homesteaders drilled water wells, but witnesses will also prepare. METHOD: Students participate in a role- were unsuccessful. In many cases, water playing activity. In the early twentieth 4. After all testimony has been given had to be hauled several miles even for century there were many conflicts and opportunity for rebuttal provided, household purposes. Crops depended on between ranchers and homesteaders, the jury should meet briefly to reach rainfall. Several years passed with little particularly over water rights. The main a decision. They should then return to or no rainfall and the crops failed. purpose of this exercise is to provide report to the entire class, explaining the This scenario was repeated in many students with the opportunity to look at reasons for their decision. areas. Besides the scarcity of water, life various points of view in a land use issue. in the desert presented other challenges. 5. Ask the students to discuss the Temperatures were extreme for those 1. Set up a role-playing situation in results. What were the issues involved? used to more temperate climates. Few which students become: What arguments support each side? homesteaders met the challenge. Many Which arguments, if any, seem most • cattle ranchers farms and small homesteads were persuasive? Which do not and why? abandoned, leaving behind the tiny • homesteaders What additional information, if any, cabins which still litter the desert in would have been helpful to have in • jury (twelve members) some places. reaching a decision in this situation? • judge Where and how could we get that information, if we need it? The Real Gold • two lawyers EXTENDING THE EXPERIENCE: • witnesses (as many as needed oover Dam, which was completed Have students research any local — identify characters and perspectives H in 1935, created Lake Mead. conflicts regarding water and mineral which would be useful) It took five thousand men, working rights and other land use issues. Select day and night, five years to complete 2. Provide students with background students to present varying points of construction of the dam. Davis Dam was information: The year is 1910. The view. Follow these issues with newspaper completed in 1953, downstream from cattle companies have had exclusive articles posted on a classroom bulletin Hoover Dam, and controls the flow of use of the water and land for the last board. water from Lake Mohave. fifteen years. The companies’ claims are Today over twenty million people now up for renewal. The United States can prosper in the area, thanks to the government has set aside parcels of land availability of the real gold — water. The for homesteaders adjacent to the cattle Activity 2 area’s future depends on the wise use of ranches, and more people are beginning this limited resource. to move into the area. The homesteaders Pulling Up Stakes need water for irrigating their crops and OBJECTIVES: Discuss and write about for personal use. However, the springs Activity 1 the inspirational value of the experience used by the ranches are the sole water of the early settlers. Water Conflicts sources. Wells on the homesteaders’ land have so far been unsuccessful in MATERIALS: Samples of pioneer poetry, OBJECTIVES: Describe circumstances providing enough water. A conflict over cowboy songs, and early expressions; in which interests may conflict in land water rights has arisen. Ask them to writing and drawing materials. and water rights. Evaluate points of describe any similar situations they may view which may arise under such SUBJECTS: Art, language arts, social know about. circumstances. studies.

UNIT X–4 UNIT X–5 WESTWARD EXPANSION WESTWARD EXPANSION

Fun Facts — A MINER’S VOCABULARY amalgamation — a process using drift — a mine tunnel following quartz — a crystalline mineral, often mercury to collect fine particles of the direction, or “drift,” of a vein, transparent, in which gold and silver gold or silver from pulverized ore. opposite of a cross-cut. veins are most commonly found. Both precious metals attach to the giant powder — a miner’s salting — planting rich ore samples in silvery liquid, while rock does not. expression for dynamite. an unprofitable mine to attract unwary They can later be collected by heating buyers. the mixture until the mercury forms grubstaking — supplying a a gas and rises, leaving the gold and prospector with food and gear in shaft — a vertical or inclined silver behind. return for a share of his findings. excavation, usually a mine’s main entrance and hoist way leading to the bonanza — discovery of an hard rock — ore that can be tunnels where the ore is dug. exceptionally rich vein of gold or removed only by blasting, as sluice — a wooden trough for silver. opposed to ore that can be worked washing placer gold. As soil is with hand tools. claim — a parcel of land that a person shoveled into a steady stream of is legally entitled to mine because he high grading — the theft of chunks water, gold and other heavy particles had staked it out and recorded his of ore by mine employees, who sink to the bottom where they are title. The dimensions vary according usually took only the valuable high- caught by cleats, known as riffles. to local laws and customs. grade pieces. Some small, portable sluices, or claim jumping — stealing someone rockers, can be rocked back and forth lode — a clearly defined vein of rich else’s mining property, usually after it like a cradle to hasten the washing of ore. The principal vein in a region is had been staked out but before it had gold. called the “mother lode.” been officially recorded. stamp mill — a device that was colors — the particles of gold muck — the debris left behind after powered by steam or water in which gleaming amid the residue in a blasting hard rock. The miner who ores were pounded to a fine powder prospector’s pan after washing. shoveled this ore-bearing material by heavy iron stamps, rising and into a car or chute was known as a falling like pile drivers. coyoting — a method used by mucker. miners to reach gold deposits resting widow-maker — a compressed-air on bedrock without excavating all placer — a deposit of sand, dirt, drill, used to bore holes for dynamite of the overlying soil. After a vertical or clay, often in an active or ancient in hard rock. Prolonged inhalation of shaft (called a coyote hole) was sunk, stream bed, containing fine particles the fine dust created by early models tunnels radiating like wheel spokes of gold or silver, which can be mined of this drill subjected miners to a were dug along the bedrock. by washing. deadly lung disease called silicosis. cross-cut — a mine tunnel going pyrite — fool’s gold, a mineral winze — a passageway usually across an ore vein, used for ventilation composed of silicon and oxygen that connecting two tunnels at different and communication between work is often mistaken for real gold. levels. areas.

SKILLS: Description, drawing, invention, and then write a poem or story. water, shelter, and food. Imagine being observation, writing. a miner and searching for gold. Imagine 1. Ask everyone to close their eyes homesteading and creating a farm out METHOD: Students will imagine for a few minutes and imagine what it of the desert. Imagine yourself to be a themselves to be early settlers in the must have been like to be one of the rancher and raising cattle. You can guide western desert (miners, ranchers, early settlers. Imagine crossing the their imagery with a few words or leave trappers, explorers, homesteaders, etc.) desert, on foot or by wagon, looking for them on their own. Read to the students

UNIT X–4 UNIT X–5 WESTWARD EXPANSION

from an actual pioneer diary or pioneer of what it is and how it was used on the SKILLS: Comparison, discussion, poetry related to early life in the desert. back of each, and laminate. Make enough interview, listening, writing. to give one to each group of three or four 2. Have students draw pictures to METHOD: students. describe what they imagined and then 1. Hand out the activity page, go ask everyone to write a short poem 2. Split the class into groups. Give over the directions, and have students or story. Poems can be free verse or each group a picture, telling them not complete it at home. rhyming. Consider writing a group poem to let other groups see the names or 2. When the activity page is or story. Stories might begin with “The descriptions. Allow groups to go off to completed, discuss the results. How old first day I arrived in the desert I . . . ” separate areas to discuss their pictures. were the oldest people they talked with? Each group will decide who is to present 3. Encourage students to share their Can they think of other activities they’ve the real description of the object. Others poems and stories with the class. Put done that people did way back then? in the group are to make up phony, yet them together in a class book about the perhaps believable, descriptions (and EXTENDING THE EXPERIENCE: westward movement. Share the book names, if they wish). Have students interview older people with other classes. they know who have lived in the 3. When the class gets back together, EXTENDING THE EXPERIENCE: community a long time. Help prepare have each group come tot he front one Do research on early routes that settlers questions to ask. The interviews could at a time. Holding up the picture, each followed coming west. Have students be done in small groups. They may student describes what it is and how it draw maps to go with their stories or want to tape-record them. Select some was used. poems, showing the possible route their of these old-timers to come to talk to story or poem might be describing. 4. The class votes to select which the whole class. Use the information group member they think is telling the gathered to put together a class book on truth. Repeat for each group. Discuss the local history. creativity of the other descriptions. Activity 3 EXTENDING THE EXPERIENCE: To Tell Place a butcher paper time line along a classroom wall. Copy the dates and the The Truth inventions from page 7 onto index cards. Pass out cards to students. Have them OBJECTIVES: Name an early American place the cards on the time line. Then tool or piece of machinery and describe have students select a date and draw a its use. picture of how their early home might MATERIALS: Butcher paper; drawing have looked, inside and outside. Remind materials; index cards; masking tape; them to pay attention to furnishings and pictures of old tools, machinery, and other items. appliances. SUBJECTS: Art, drama, language arts, social studies. Activity 4 SKILLS: Description, discussion, drawing, invention, observation, public speaking, Way Back Then small group work, writing. OBJECTIVES: Name two activities people METHOD: did in the 1800s that are still done today 1. Find pictures of old tools, and two that are no longer done by most machinery, and appliances. Excellent people. sources are books by Eric Sloane, such as A Museum of Early American Tools. MATERIALS: Discovery Activity Page #1. Enlarge the pictures, attach a description SUBJECTS: Language arts, social studies.

UNIT X–6 UNIT X–7 Changing Times

FAIRY TALES 1880s hotdog 1879 first electric light 9th century Cinderella (called frankfurter, came late 1800s bathtub 1553 Puss-in-Boots from Frankfurt, Germany (tin or wooden tub WESTWARD EXPANSION used before) 1636 Sleeping Beauty with immigrants) 1890s flashlights 1697 Little Red Riding Hood 1880s hamburger 1697 Mother Goose 1906 electric iron (came from 1812 Hansel and Gretel 1939 washer, dryer 1812 Snow White Hamburg, Germany automated with immigrants) 1831 Goldilocks and the COMMUNICATION, MUSIC, 1893 Cracker Jacks Three Bears AND PHOTOGRAPHY 1835 The Princess and the Pea 1895 fig newton 1860 pony express between 1902 ice cream cone SONGS St. Joseph, Missouri 1928 Double Bubble gum 1609 Three Blind Mice and Sacramento 1744 London Bridge 1930 chocolate chip cookie 1876 first telephone 1765 Twinkle, Twinkle (at Toll House Inn) communication 1877 cylinder phonograph Little Star CONVENIENCES 1818 Silent Night 1887 first flat record 1832 America 1826 matches 1899 Kodak box camera 1848 Oh Susanna 1870 can opener 1920 radio shows 1853 Pop Goes the Weasel 1870s rubber hose 1945 television 1867 Mary Had a Little Lamb (used leather 1970s VCR searly 1883 Polly Wolly Doodle fire hoses before) 1980s personal computers 1884 Clementine 1883 brown paper bag 1980s Nintendo 1884 toilet paper 1899 She’ll Be Coming GETTING AROUND Round the Mountain 1907 paper towel 1920 hair dryer mid-1700s Conestoga AMUSEMENTS 1924 Kleenex (covered) wagon 40,000 dolls, Africa and Asiayrs. 1947 aluminum foil 1810 steamboat ago 3,000 B.C. marbles, Egypt 1940s, 1950s plastics 1813 buckboard wagon 1830s railroad car and engine 3,000 B.C. tops, Babylonia CLOTHING 2,000 B.C. checkers 1869 transcontinental 1,200 B.C. kite, China 1820 blouse railroad (first used as military 1860s Levis jeans 1903 Wright brothers fly signaling device) (Levi Strauss began 1909 first model T on sale 1,000 B.C. hula hoop, Near East making pants for 1939 jet engine 1,000 B.C. yo-yo, China gold miners) 1961 first man in orbit 1893 zipper 5th century chess SPORTS 10th century firecrackers, China (to replace shoelaces 1570 Parcheesi, China on high boots, not on 10th century lawn bowling 1902 teddy bear clothing until 1920s) 1572 ice-skatingearly (named for bear cub 1910 sneakers 1800s roller-skating Teddy Roosevelt (Keds started in 1917) mid-1800s swimming as a sport 1855 ice hockey refused to shoot) AROUND THE HOUSE 1913 crossword puzzle 1860 croquet comes to 1931 Scrabble early 1800s people used spinning U.S.1866 baseball becomes 1933 Monopoly wheels, candles for light, popular1869 football and plows (developed from rugby) FOODS 1803 ice box 1873 tennis, Wales 4,000 B.C. pie (wooden chest with tin 1880s skiing as a sport container to hold ice) (first used in war) 2,000 B.C. cookie 1860s gas lights 1885 modern bicycle 1847 doughnut with hole 1870s flush toilets becoming 1886 soccer comes to U.S. 1853 potato chip popular 1891 basketball invented

UNIT X–6 UNIT X–7 Discovery Activity Page #1 Way Back Then This is a list of some activities people did in the 1800s and early 1900s. How many have you done? What about your parents? How about one of the oldest people you know?

HAVE YOU EVER: YOU YOUR PARENTS AN EVEN OLDER PERSON

Carried firewood?

Cut wood with a hand saw?

Watched a hen lay an egg?

Fed chickens?

Ground corn for corn bread?

Baked bread?

Churned butter?

Milked a cow?

Planted a vegetable garden?

Picked and eaten wild greens?

Ridden a horse?

Brushed a horse?

Ridden in a horse-drawn wagon?

Seen a field plowed with a horse-drawn plow?

Dyed yarn with plant dyes?

Spun wool?

Tracked an animal?

Gone fishing?

Cleaned a fish?

Visited a farm, mine, or cattle ranch?

Sung a pioneer song?

Made a pioneer toy?

Dug a fence post?

Panned for gold?

WESTWARD EXPANSION MAKING A DIFFERENCE

Often students think they are too young to make a difference. Many Americans believe that an individual can’t change a majority. History has proven the opposite is true. McDonald’s changed from styrofoam to paper because of a school campaign and boycott. Your class can make a difference. It’s up to you, the teacher, to challenge your students to work to change the world for the better. MAKING A DIFFERENCE MAKING A DIFFERENCE

fter having explored the different Advertise — Radio and television Aaspects of the Mojave Desert, you stations are required to present public and your class may be wondering what service messages. Have your class you can do to make a difference. Your contact the local stations and offer students can now become teachers, to write and record a public service passing the information they have message on preservation of the Mojave learned to others. They can help others Desert. Why not involve drama and to recognize the different Mojave Desert music teachers in this effort? Students ecosystems and to understand why each can also contact local groups for is important. There are a variety of ways information and support of desert to share the information learned. environments. Bulletin Boards — A school bulletin board presents an opportunity for creative sharing, combining art, writing, and research into one project. Bulletin plants are used in landscaping? Are the board displays can include the different plants native to the desert, or do they desert communities, inhabitants, and require lots of water? Xerophytic plants habitats. Endangered species and their are those adapted for growth under protection can provide a focus for each dry conditions. If your school did not community. Boards can also show how landscape for the desert, have the class each community is intertwined with find out about planting a native plants the others. This will give students an garden. Often local nurseries will donate opportunity to conduct research and to desert plants for such projects. Let the look more closely at individual species class explore the avenues of change. Who must be contacted, and what of plants and animals. If a board is not Celebrate — As a culmination of must be done to effect change? Each available, consider creating an entire Mojave Desert studies, your students school will have different procedures. desert ecosystem hallway, from floor to may want to plan a “Desert Celebration.” Your students may find it challenging ceiling, with wildlife peeping out from all This is a way to get the entire school to change the minds of administrators, corners. involved and to create awareness of the school personnel, other students, and wonders of the desert. The class can Adopt — In many areas there are parents in regard to the benefits of make canvas grocery bags decorated “adoption” programs. Your students xerophytic landscaping. might adopt a beach, an area in the with desert scenes. Students can make desert, a piece of highway, or even a Write — Most areas have local nature individual pledges, both written and schoolyard. It will be their responsibility clubs or chapters of better known spoken, to help protect the desert. for the school year to keep the area clean national groups such as the Sierra Club The written pledges can be collected and litter free. At the same time students and The Nature Conservancy. These and displayed in a public area. Desert can explore the concept of the “Three organizations usually have members community mobiles can be made Rs”: reduce, reuse, and recycle. Adopt willing to come to classes and speak and hung in the classroom, cafeteria, the concept of the three Rs in your about the resource issues with which auditorium, and front office. A large classroom. How can the students reduce, they are most concerned. Have your mural of the desert can be made reuse, and recycle the things they use class contact a group to learn about and hung in the school. Many local in school? Now look at home. How can these issues. Your students can then businesses and malls welcome the students apply those concepts to their voice their opinions through letters opportunity to display school creations. home life? Relate these discoveries to to local and national politicians. Most Students can create posters, bumper the preservation of the desert and the politicians listen seriously to the stickers, and buttons as a way of Earth. concerns expressed by students, even enhancing desert awareness. though they are not yet voters, and Go Native — Have the students this can be an important empowering look at your schoolyard. What types of experience for young people.

UNIT XI–2 UNIT XI–3 MAKING A DIFFERENCE MAKING A DIFFERENCE

Volunteer — Within the Mojave Desert there are a variety of parks and Other Class Project Ideas: agencies — local, state, and federal — • Create a slide program or video about your local desert. that can offer your class an opportunity to make a difference in the community. • Create a play starring desert creatures. Frequently there are a number of • Create a parade float in support of desert conservation. projects, such as revegetation of picnic areas or the creation of trail brochures, • Create a book of collected poems students have written about their that cannot be funded and, therefore, desert home. remain unfinished. Individual volunteers • Create and perform a desert rap. How about a raptor rap or a reptile rap? and volunteer groups are often sought to contribute to the project’s completion. • Sponsor a Desert Dime-A-Dance and give the proceeds to a desert Contact these agencies regarding conservation program. projects that can involve your class.

UNIT XI–2 UNIT XI–3 RESOURCES Entries preceded by * are children’s books. Animals Borror, Donald J., and Richard E. White. Peterson Field Guides — Insects. Boston: Houghton Mifflin Co., 1960. Burt, William H., and Richard P. Grossenheider. Peterson Field Guides — Mammals. Boston: Houghton Mifflin Co., 1980. Cornett, James W. Wildlife of the North American Deserts. Palm Springs, Calif.: Nature Trails Press, 1987. Jaeger, Edmund C. Desert Wildlife. Stanford, Calif.: Stanford University Press, 1961. Klauber, Laurence M. Rattlesnakes: Their Habits, Life Histories, and Influence on Mankind. Berkeley: University of California Press, 1982. Minckley, W.L., and James E. Deacon. Battle Against Extinction. Tucson: University of Arizona Press, 1991. (out of print) Olin, George. Mammals of the Southwest Deserts. Tucson: Southwest Parks and Monuments Association, 1982. Ortleb, Edward P., Nancy D’Arcy, Dolois Pepple, and Diane Robinson. Wildlife Populations and Resources. St. Louis: Milliken Publishing Co., 1991. * Skramstad, Jill. Wildlife Southwest. San Francisco: Chronicle Books, 1992. Stebbins, Robert C. Peterson Field Guides — Western Reptiles and Amphibians. Boston: Houghton Mifflin Co., 1985. Steinhart, Peter. California’s Wild Heritage — Threatened and Endangered Animals in the Golden State. San Francisco: Sierra Club Books, 1990. (out of print) Stoops, Erik D., and Annette Wright. Snakes and Other Reptiles of the Southwest. Phoenix: Golden West Publishers, Inc., 1993. * Warner, Rita. Desert Wildlife of the Southwest: Coloring Album. Mesa, Ariz.: M.C. Creations, 1974. (out of print) Whitaker, John O., Jr. The Audubon Society — Field Guide to North American Mammals. New York: Alfred A. Knopf, Inc., 1980. Zim, Herbert S., and Clarence Cottam. Insects. New York: Golden Press, 1987. ______, Gabrielson, and Robbins. Birds. New York: Golden Press, 1987. ______, and Hoffmeister. Mammals. New York: Golden Press, 1987. Deserts — General * Baylor, Byrd, and Peter Parnall. Desert Voices. New York: Charles Scribner’s Sons, 1981. * ______. The Desert is Theirs. New York: Macmillan Publishing Co., 1975. Chase, J. Smeaton. California Desert Trails. Boston: Houghton Mifflin Co. Cornett, James W. Desert Palm Oasis. Santa Barbara, Calif.: Companion Press, 1989. Jaeger, Edmund C. The California Deserts. Stanford, Calif.: Stanford University Press, 1965. RESOURCES RESOURCES

* Jernigan, Gisela. One Green Mesquite Tree. Tucson: Harbinger House, Inc., 1988. (out of print) * ______. Agave Blooms Just Once. Tucson: Harbinger House, Inc., 1992. Larson, Peggy. A Sierra Club Naturalist’s Guide — The Deserts of the Southwest. San Francisco: Sierra Club Books, 1977. Krutch, Joseph Wood. The Voice of the Desert. New York: Morrow Quill Paperbacks, 1955. (out of print) MacMahon, James A. The Audubon Society Nature Guides — Deserts. New York: Alfred A. Knopf, Inc., 1985. * Pearce, Q.L., and W.J. Pearce. Nature’s Footprints in the Deserts. Englewood Cliffs, N.J.: Silver Press, 1990. (out of print) * Posell, Elsa. A New True Book — Deserts. Chicago: Children’s Press, 1982. (out of print) * Ruehrwein, Dick. Desert Palm Oasis. Cincinnati: Creative Co., 1990. (out of print) * Sabin, Louis. Wonders of the Desert. Mahwah, N.J.: Troll Associates, 1982. * Sharmat, Majorie Weinman. Gila Monsters Meet You at the Airport. New York: Macmillan Publishing Co., 1980. * Siebert, Diane. Mojave. New York: Harper Collins Publishers, 1988. Geology * Baylor, Byrd. If You Are a Hunter of Fossils. New York: Macmillan Publishing Co., 1980. Chesterman, Charles W. The Audubon Society Field Guide to North American Rocks and Minerals. New York: Alfred A. Knopf, Inc., 1979. Chronic, Halka. Roadside Geology of Arizona. Missoula: Mountain Press Publishing Co., 1983. Fiero, Bill. Geology of the Great Basin. Reno: University of Nevada Press, 1986. Harris, Ann G., and Esther Tuttle. Geology of National Parks. Dubuque: Kendall Hunt Publishing Co., 1990. (out of print) Rhodes, Frank H. Geology. New York: Golden Press, 1991. Human History Bean, Lowell, and Harry Lawton. The Cahuilla Indians of Southern California. Banning, Calif.: Malki Museum Press, 1992. * Bean, Lowell, and Lisa Bourgeault. Indians of North America: The Cahuilla. New York: Chelsea House Publishers, 1989. Ceram, C.W. The First American. New York: Harcourt Brace Jovanovich, Inc., 1971. (out of print) Heizer, Robert F., and M.A. Whipple, eds. The California Indians: A Sourcebook. Berkeley: University of California Press, 1971. (out of print) Hinton, Leanne, and Lucille J. Watahomigie. Spirit Mountain: An Anthology of Yuman Story and Song. Tucson: Sun Tracks and The University of Arizona Press, 1984. Johnston, Francis J. The Serrano Indians of Southern California. Banning, Calif.: Malki Museum Press, 1980. (out of print) Joshephy, Alvin M. The Indian Heritage of America. New York: Alfred A. Knopf, Inc., 1973. Kroeber, A.L. Handbook of the Indians of California. New York: Dover Publications, Inc., 1976.

UNIT XII–2 UNIT XII–3 RESOURCES RESOURCES

Lister, Robert H., and Florence C. Lister. Those Who Came Before. Tucson: University of Arizona Press, 1983. (out of print) Macfarlan, Allan, and Paulette Macfarlan. Handbook of American Indian Games. New York: Dover Publications, 1985. Martin, Paul S., and Fred Plog. The Archeology of Arizona. New York: Doubleday Natural History Press, 1973. (out of print) Martineaue, LaVan. Southern Paiutes. Las Vegas: KC Publications, 1992. Miller, Ronald Dean, and Peggy Jeanne Miller. The Chemehuevi Indians of Southern California. Banning, Calif.: Malki Museum Press, 1992. Powell, John Wesley, and Wallace Stegner. The Exploration of the Colorado River and Its Canyons. New York: Penguin Books, 1987. Reader’s Digest. America’s Fascinating Indian Heritage. New York: The Reader’s Digest Association, Inc., 1978. Reisner, Marc. Cadillac Desert. New York: Penguin Books, 1987. Ruppert, David E. Lake Mead National Recreation Area: An Ethnographic Overview. Tucson: The Western Archeological Center, 1976. (out of print) Stevens, Joseph E. Hoover Dam. Norman: University of Oklahoma Press, 1988. Other Activity Guides Caduto, Michael J., and Joseph Bruchac. Keepers of the Animals. Golden, Colo.: Fulcrum Publishing, 1991. (has a separate educator’s guide) Caduto, Michael J., and Joseph Bruchac. Keepers of the Earth. Golden, Colo.: Fulcrum Publishing, 1989. (has a separate educator’s guide) Cornell, Joseph. Sharing Nature with Children. Nevada City, Calif.: Dawn Publications, 1979. Delta Education, Inc. Outdoor Biological Instructional Strategies. Nashua, N.H. Field, Nancy, and Sally Machlis. Discovering Endangered Species — A Learning and Activity Book. Middleton, Wis.: Dog-Eared Publications, 1990. Herman, Marina Lachecki, Joseph F. Passineau, Ann L. Schimpf, and Paul Treuer. Teaching Kids to Love the Earth. Duluth: Pfeifer-Hamilton, 1991. Jauna, John, et al. 50 Simple Things Kids Can Do to Save the Earth. Kansas City: Andrews and McMeel, 1990. National Wildlife Federation. Ranger Rick’s NatureScope —- Discovering Deserts. Washington, D.C., 1985. ______. Ranger Rick’s NatureScope — Geology: The Active Earth. Washington, D.C., 1985. Western Regional Environmental Education Council. Project Wild. Boulder, Colo., 1983. (out of print) Park-Specific Publications Casebier, Dennis G. Mojave Road Guide. Norco, Calif.: Tales of the Mojave Road Publishing Co., 1986. (out of print) Cates, Robert. Joshua Tree National Park: A Visitor’s Guide. Chatsworth, Calif.: Live Oak Press, 1990. Cinkoske, Cheri. Red Rock Canyon: The Story Behind the Scenery. Las Vegas: K.C. Publications, 1990.

UNIT XII–2 UNIT XII–3 RESOURCES RESOURCES

Clark, Bill. Death Valley: The Story Behind the Scenery. Las Vegas: K.C. Publications, 1992. Collier, Michael. An Introduction to the Geology of Death Valley. Death Valley: Death Valley Natural History Association, 1990. (out of print) Ferris, Roxana S. Death Valley Wildflowers. Death Valley: Death Valley Natural History Association, 1981. (out of print) Grater, Russell. Snakes, Lizards and Turtles of the Lake Mead Region. Tucson: Southwest Parks and Monuments Association, 1981. Holland, James S., and Russell K. Grater. Flowering Plants of the Lake Mead Region. Tucson: Southwest Parks and Monuments Association. Leach, Nicky J. The Guide to National Parks of the Southwest. Tucson: Southwest Parks and Monuments Association, 1992.

Lingenfelter, Richard E. Death Valley and the Amargosa: The Land of Illusion. Berkeley: University of California Press, 1986. Maxon, James C. Lake Mead – Hoover Dam: The Story Behind the Scenery. Las Vegas: K.C. Publications, 1990. Norris, Larry L., and WIlliam Schreier. A Checklist of the Birds of Death Valley. Death Valley: Death Valley Natural History Association, 1982. (out of print) Rae, Cheri. East Mojave Desert: A Visitor’s Guide. Santa Barbara, Calif.: Olympus Press, 1992. (out of print) Trent, D.D. Geology of the Joshua Tree National Park. Twentynine Palms, Calif.: Joshua Tree Natural History Association, 1990. (out of print) Trimble, Stephen. Joshua Tree: Desert Reflections. Twentynine Palms, Calif.: Joshua Tree Natural History Association, 2004. Plants Bowers, Janice Emily. Desert Wildflowers of the Southwest. Tucson: Southwest Parks and Monuments Association, 1989. (out of print) Clarke, Charlotte Bringle. Edible and Useful Plants of California. Berkeley: University of California Press, 1977. Cornett, James W. The Joshua Tree. Palm Springs, Calif.: Palm Springs Desert Museum, 1991. (out of print) Dodge, Natt N. Flowers of the Southwest Deserts. Tucson: Southwest Parks and Monuments Association, 1985. (out of print) Elmore, Francis H. Shrubs and Trees of the Southwest Uplands. Tucson: Southwest Parks and Monuments Association, 1976. Fischer, Pierre C. Common Cacti of the Southwest. Tucson: Southwest Parks and Monuments Association, 1989. (out of print) Jaeger, Edmund C. Desert Wildflowers. Stanford, Calif.: Stanford University Press, 1969. Moore, Michael. Medicinal Plants of the Desert and Canyon West. Santa Fe: Museum of New Mexico Press, 1989. Nabhan, Gary Paul. Gathering the Desert. Tucson: University of Arizona Press, 1990. Safety Dodge, Natt N. Poisonous Dwellers of the Desert. Tucson: Southwest Parks and Monuments Association, 1976.

UNIT XII–4 UNIT XII–5 RESOURCES RESOURCES

Ganci, Dave. The Basic Essentials of Desert Survival. Merrillville, Ind.: ICS Books, Inc., 1991. Lehman, Charles. Desert Survival Handbook. Phoenix: Primer Publishers, 1993. Videos Encounter Video, Inc. Kids Explore America’s National Parks. Portland, Ore.: Children’s International Network. Finley-Holiday Film Corporation. Death Valley: Life Against the Land. 1989. ______. Red Rock Canyon. Sun Time Productions. Hoover Dam. Survival Anglia. Desert Song. 1992. Worldwide Video. Joshua Tree National Park. 1989. Websites NATIONAL PARK SERVICE www.nps.gov DEATH VALLEY NATIONAL PARK www.nps.gov/deva JOSHUA TREE NATIONAL PARK www.nps.gov/jotr LAKE MEAD NATIONAL RECREATION AREA www.nps.gov/lame MOJAVE NATIONAL PRESERVE www.nps.gov/moja RED ROCK CANYON NATIONAL CONSERVATION AREA www.redrockcanyon.blm.gov DESERTS USA www.desertusa.com CALIFORNIA DESERT MANAGERS GROUP www.dmg.gov E-NATURE. COM www.enature.com Sources for Supplies CAROLINA BIOLOGICAL SUPPLY COMPANY 2700 York Road Burlington, NC 27215

UNIT XII–4 UNIT XII–5 RESOURCES

DELTA EDUCATION P.O. Box 915 Hudson, NH 03051 WARD’S NATURAL SCIENCE ESTABLISHMENT, INC 5100 West Henrietta Road P.O. Box 92912 Rochester, NY 14692-9012 Natural History Associations The following natural history associations sell many of the above resources and others. Most associations provide discounts to members. Money raised by these groups is donated to the parks for educational publications and projects. DEATH VALLEY NATURAL HISTORY ASSOCIATION P.O. Box 188 Death Valley, CA 92328 760-786-3285 JOSHUA TREE NATIONAL PARK ASSOCIATION 74485 National Park Drive Twentynine Palms, CA 92277 760-367-5525 RED ROCK CANYON INTERPRETIVE ASSOCIATION HCR 33, Box 5500 Las Vegas, NV 89124 702-363-1921 SOUTHWEST PARKS AND MONUMENTS ASSOCIATION 221 N. Court Avenue Tucson, AZ 85701 520-622-1999

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