Lesson Plan: Winter Ecology Hike An Instructor-Guided Lesson for Students Grades 6-12 NJCCS Addressed: 12 Global climate differences 5.4.12.F.1 Explain that it is warmer in summer and colder result from the uneven in winter for people in New Jersey because the heating of Earth’s surface intensity of sunlight is greater and the days are by the Sun. Seasonal longer in summer than in winter. Connect these climate variations are due to seasonal changes in sunlight to the tilt of the tilt of Earth’s axis with Earth’s axis with respect to the plane of its orbit respect to the plane of around the Sun. Earth’s nearly circular orbit around the Sun. 12 Biological communities in 5.3.12.C.1 Analyze the interrelationships and ecosystems are based on interdependencies among different organisms, stable interrelationships and and explain how these relationships contribute interdependence of to the stability of the ecosystem. organisms. 12 Stability in an ecosystem 5.3.12.C.2 Model how natural and human-made changes in can be disrupted by natural the environment will affect individual or human interactions. organisms and the dynamics of populations. 12 Science involves practicing 5.1.12.D.1 Engage in multiple forms of discussion in order productive social to process, make sense of, and learn from interactions with peers, such others’ ideas, observations, and experiences. as partner talk, whole-group discussions, and small- group work. 12 Science involves using 5.1.12.D.2 Represent ideas using literal representations, language, both oral and such as graphs, tables, journals, concept maps, written, as a tool for making and diagrams. thinking public. 12 Ensure that instruments and 5.1.12.D.3 Demonstrate how to use scientific tools and specimens are properly instruments and knowledge of how to handle cared for and that animals, animals with respect for their safety and when used, are treated welfare. humanely, responsibly, and ethically. 1 © Duke Farms Foundation 6 The number of organisms 5.3.6.C.2 Predict the impact that altering biotic and and populations an abiotic factors has on an ecosystem. ecosystem can support depends on the biotic resources available and on abiotic factors, such as quantities of light and water, range of temperatures, and soil composition. 6 All organisms cause 5.3.6.C.3 Describe how one population of organisms may changes in the ecosystem in affect other plants and/or animals in an which they live. If this ecosystem. change reduces another organism’s access to resources, that organism may move to another location or die. Common Core Standards: English Language Arts: SL.9-10.1 – 9-10.6, SL11-12.1 – 11.12.6 Goal: While on a winter hike through Duke Farms, students will be able to identify adaptations of plants and animals that allow them to survive Central New Jersey’s winter climate. Objective : Students will be able to locate and identify winter plant and animal adaptations Objective : Students will be able to identify differences in winter habitat diversity Objective : Students will be able to compare and contrast human winter survival with that of plants and animals PRE-VISIT EXERCISE 1. Review what makes winter with your students. At the link below you will find a great video explaining why the earth has seasons. At this link you can also find worksheets, quizzes and activities based on the seasons. http://www.neok12.com/php/watch.php?v=zX46597e6176056b697f7059&t=Seasons 2. Go on a hike with your students through a natural area near your school. Have them note any signs of life they see as they walk. Do they see plants? How do they look compared to other times of the year? Do they see animals? What are they doing? What is the weather like outside? 2 © Duke Farms Foundation Materials Needed: • Clipboards with pencil/pen attached • Duke Farms Educator Kit (requires a $300 refundable deposit) 1 per group of 25 (optional) • Winter Ecology Hike Lesson Plan - I per instructor • Winter Ecology Activity Sheet Set – 1 per student • Duke Farms Map – Available at Front Desk in Orientation Center • Copies of the Map Route – 1 per student group. Duration: 2.5 hours Distance traveled by foot: 2.8 miles (can be shortened) – This is a suggested route and the activities can be completed along any route you choose to take at Duke Farms. Vocabulary: Adaptation, Hibernation, Migration, Toleration (Resistance), Deciduous, Buds, Dormancy, Torpor, Evergreen, Winter, 3 © Duke Farms Foundation Background: From “Winter Ecology Teacher’s Guide: National Park Service US Department of the Interior What is Winter? Winter is the season of the longest night, the shortest day, the least light, as well as the presence of snow, cold and wind chill. It is the slowest growing season for plant life. Food supplies dwindle and it is a hard time for animals. Winter poses many challenges to plants and animals. Winter Ecologist, James Halfpenny, refers to these challenges as the SCREW factors: snow, cold, radiation, energy, and wind. In northern latitudes winter is the longest and most difficult season of the year. Temperature , snow depth, snow density as well as the duration of winter (a deep snow pack and late season snow extend the winter season) determine the severity of winter and play a role in how many animals survive. Many animals will die during winter. Winterkill refers to the combined effects of bad weather, malnutrition, starvation, disease and predation. Winter is a time for economy: food is scarce and energy must be conserved. It is truly a time of survival of the fittest. Winter solstice (December 21) is the shortest day of the year and the day winter “officially” begins. Interestingly enough, the earth is actually closer to the sun in winter (see diagram) not further away. What Causes Winter? As the earth travels around the sun, different regions receive more direct sunlight than others. The tilt of the earth on its axis is responsible for the different seasons in the northern and southern hemispheres . In the summer, when the North Pole is tilted toward the sun, the northern hemisphere gets more direct sunlight and the days are longer than during spring, fall and winter. In winter, the tilt is away from the sun and sunlight strikes the northern hemisphere at a lower angle. Latitude is what determines both the length of the day and the angle of the sun (Waterton/Glacier International Peace Park is pretty far north and straddles the 49th parallel along the Canadian border). The amount of sunlight striking the earth’s surface ( solar insolation ) and the length of the day are determined by the position of the sun in the sky. The reduced amount of winter sunlight striking the earth due to shorter days and angle of the sun causes colder temperatures. As the land and its air mass cools, surface waters turn to ice and precipitation freezes to cover the land with snow. At northern latitudes and in mountainous terrain, winter comes early and stays late. At higher elevations the atmosphere is thinner and holds less warmth. Consequently, it’s colder, snow lasts longer, and the length of the growing season is greatly reduced. Snow Snow has many different “personalities” depending upon how much water, ice, and air it contains. Snow with high water content can easily be formed into snowballs. Powder snow is so fluffy and dry that it’s nearly impossible to pack. Temperatures and wind can affect what happens to snow after it falls. It can be a light fluffy layer or it can harden into an icy surface. Snow crystals not only change as they fall through the air, but they continue to change within the snow pack over time, in a process know as age-hardening. Let’s consider the water content of snow first as this is an important resource for people. Now let’s consider how temperature affects snow and thus animals. Fallen snow is not always 4 © Duke Farms Foundation the same temperature. When the bottom layers of snow are much warmer than the top layers, water vapor creates a bottom or in-between layer that is granular and resembles sugar. This type of snow allows small animals like mice, voles and shrews to readily tunnel through it. Because it contains a lot of air it also is good insulating snow for grouse to hunker down in on a cold night. Animals that paw through snow like deer can easily uncover grasses.But air temperatures and wind can also alter snow crystals over time to form a hard, compacted snow mass with an even temperature throughout. This type of snow is difficult for mice to burrow through. (Yet, this same snow allows rabbits and deer to reach up higher in shrubs and trees in search of food.) Compacted snow such as this can cause a build-up of carbon dioxide in the lower layers as a result of decaying vegetation. Many of the small “mouse holes” seenon the surface are actually vent holes that allow carbon dioxide to escape. Without them, miceand other subnivean (under the snow) dwellers could die.Why does temperature affect snow this way? Melting and refreezing changes the physical characteristics of the snow. It causes snow crystals to reshape and form a very solid layer. The strength of the snow varies, depending upon whether it is in the melt or freeze stage. Some animals can travel on the surface, while others not as well adapted, will fall through and flounder, becoming easy prey for predators . An icy crust allows small animals to move with ease, but may cut a deer’s legs, allowing bacteria and infection to spread in an animal already in a weakened condition.