Colorado; Teacher’s Guide for Cherry Creek Valley Ecological Park Activity Book - Arapahoe County

8/3/2019 Colorado; Teachers Guide for Cherry Creek Valley Ecological Park Activity Book - Arapahoe County

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Second Edition 2008

Teachers Guide

for


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This Teachers Guide was created to be used in conjunction with the Cherry Creek Valley

Ecological Park Activity Book (or Activity Book). Each page of the Teachers Guide:

graphically shows two pages of the Activity Book,includes the Activity Book narrative for the two Activity Book pages,

provides information that expands upon the Activity Book narrative,

provides sources of the additional information, and

lists additional activities that coincide with the Activity Book pages.

The Activity Book was designed with exibility in mind. It is divided into ve sections:

history, seasons, animals, plants, and water. Educators may decide to go through each section

in order or choose an order that is more in line with their curriculum.

The Teachers Guide and the Activity Book are tools to help educators and students

understand and appreciate the Cherry Creek Valley Ecological Park. These books helpeducators integrate the Cherry Creek Valley Ecological Park into their curriculum. Many of

the activities can be taught at the park as well as in the classroom. Educators are encouraged

to visit the Cherry Creek Valley Ecological Park with their students so that each student can

experience rst hand what they learn in the Activity Book.

It is our hope that these books will not only bring people in touch with the beauty of the

Cherry Creek Valley Ecological Park, but that they will also make people aware of our

essential role in protecting our riparian environments from destruction. Education is the rst

step. With tools like this Teachers Guide and the Activity Book, we can prepare the coming

generations to be good stewards of our life-giving creeks, streams, and rivers.

About the Teachers Guide and Activity Book

The Cherry Creek Valley Ecological Park Activity Book and accompanying Teachers Guide

were designed for Parker Jordan Metropolitan District by Valerian llc. Booklets are being paid

for by the Parker Jordan Metropolitan District with public funds. Please contact

R.S. Wells LLC, District Manager, phone 303-779-4525 if there are any questions or concerns.

This book is intended to be used for educational purposes only and may be reproduced or

disseminated only with the prior written consent of the Board of Directors for the Parker Jordan

Metropolitan District, Arapahoe County, Colorado.

Cherry Creek Valley Ecological Park is owned and managed by

Arapahoe County Open Space Park and Trails in cooperation with

Parker Jordan Metropolitan District.

Copyright 2008 Parker Jordan Metropolitan District


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Seasons in the Park 2

Fall Equinox/ Colors of Fall 3

Winter Solstice/ Measuring Your Shadow 4

Spring Equinox/ I Spy! 5Summer Solstice/ Maze 6

Water in the Park 7

The Water Cycle 8

Water Cycle Experiment/ Different Water Bodies 9

Did You Know/ What Needs Water 10

Wildlife in the Park 11

Know Your Animals 12

Match the Tracks/ Where Do They Go? 14

Animal Homes/Draw Your Home 15

Plants in the Park 16

Plant Types/Deciduous Tree Parts 17

Evergreen Tree Parts/My Tree 18

History 19

Long Before People 19

Native Americans 20

Settlers 21

What is Here Today/Biotic or Abiotic 22

Now you Know Your Park!/Eco Word Search 24

Make a Difference/ You Make a Difference 25

Appendix A: Additional Activities

Appendix B: Internet Resources for Supplemental Information

Photocopy-friendly Park Map

Table of Contents


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Development of the Cherry Creek Valley Ecological Park is an ongoing effort. At the time of

the development of this Teachers Guide, the following amenities had been added to the park:

A man-made pond and dockAn interpretive building

Interpretive stations around the park

Picnic tables

Paved parking lots

Boardwalks and trails connecting all park elements

Happy Canyon Trail

Bridge Crossing

Entry signage and crossing

Creek-side outdoor classroom

Council ring

Trail connection to Red Hawk Ridge Elementary SchoolRestrooms

Further development of the park is underway. In the near future, the following amenities will

be added to the park:

Trail connection to the regional trail system

Restoration work occurs in the park as funding allows. Ongoing projects include

irradication of Russian Olive trees and reseeding of native grasses and forbs. Please be

aware of restoration efforts when visiting the park. While these areas provide educational

opportunities, they are also areas sensitive to foot trafc. Please stay on designated trails and

boardwalks unless posted signs allow visitors to do otherwise.

What is Available in the Park?

Park Rules and RegulationsPlease keep the following rules and regulations in mind when bringing groups of students to

the park.

Do not litter in the park. If you come with a large group, please bring extra trash bags.

Use park trash cans or take your trash with you.

Collection of plant material, animals, rocks, or soil is not allowed in the park.

Do not feed the animals in the park. Their digestive systems are not designed to

handle human food.

Vehicles must stay in the parking lot. Motorized vehicles are not allowed in the park.

Pets must be kept on a leash at all times in the park.

Stay on designated trails and boardwalks unless posted signs allow visitors to do

otherwise or you are with an experienced eld guide.

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2.

3.

4.

5.

6.


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RED HAWK RIDGE

ELEMENTARY

SCHOOL

CHERRYCREEK

BRONCOS PARKWAY

PROPOSED TAGAWA

ACCESS

E JAMISON DRIVE

S

JASPER

COUR

T

S.LAREDO

ST.

COURTNEY

DOWNS

COMMUNITY

CREEKVIEW AT

RIVER RUN

COMMUNITY

PICNIC TABLES

BOARDWALK

BUS PARKING LOT

PAVED PARKING LOT

ENTRY MONUMENT

RESTROOMS

CHERRY CREEK TRAIL CONNECTION

BRIDGE CROSSING

BENCH AND EDUCATIONAL SIGNAGE

CHERRY CREEK ACCESS POINT

FLOAT DOCK AND MAN-MADE POND

OUTDOOR CLASSROOM

GATHERING COUNCIL RING

CHERRY CREEK REGIONAL TRAIL

CHERRY CREEK REGIONAL TRAIL MAP

BENCH AND EDUCATIONAL SIGNAGE

RED HAWK RIDGE TRAIL

CONNECTION

HAPPY CANYON TRAIL

INTERPRETATIVE

BUILDING

Cherry Creek Valley

Ecological Park Map


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1

You Are Part of Nature

Do you know what a seed is? Of course you do. And you alsoknow that every seed needs to be planted and nurtured togrow up and be a healthy plant. Well, the same is true for

you and everything else in nature. Nature is made up of allliving things. The universe, earth, plants, and animals areall a part of nature. All living things are divided into two

kingdoms; animals and plants. All animals need food, water,shelter, and habitat to survive. All plants need light, water,soil, and habitat to survive. Come explore the Cherry CreekValley Ecological Park and be sure to s how respect for thepark and the creatures that live here.

1

This is your Activity Book. It will help you learn more aboutthe Cherry Creek Valley Ecological Park (Eco Park).

The Eco Park is a place where animals and plants share aplace that provides energy, water, shelter and space. Thisplace is something called an ecosystem.

What is an ecosystem? An ecosystem is a group of plantsand animals that live together in one place. These are specialgroups that have adapted to live together. You are part ofthe ecosystem. To enjoy this park safely please take a fewsimple steps to be prepared:

HatWhistleWaterSnackNotebookPen/Crayon

Stay on the trail unless you are with an adult guide.

Your Activity Book

2

You Are Part of Nature, page 1:Do you know what a seed is? Of course you do. And youalso know that every seed needs to be planted and nurtured to grow up and be a healthyplant. Well, the same is true for you and everything else in nature. Nature is made upof all living things. The universe, earth, plants, and animals are all a part of nature. Allliving things are divided into two kingdoms: animals and plants. All animals need food,water, shelter, and habitat to survive. All plants need light, water, soil, and habitatto survive. Come explore the Cherry Creek Valley Ecological Park and be sure to show

respect for the park and the creatures that live here.

Your Activity Book, page 2: This is your Activity Book. It will help you learn more aboutthe Cherry Creek Valley Ecological Park (Eco Park).The Eco Park is a place where animals and plants share a place that provides energy,water, shelter, and space. This place is something called an ecosystem.

What is an ecosystem? An ecosystem is a group of plants and animals that live togetherin one place. These are special groups that have adapted to live together. You arepart of the ecosystem. To enjoy this park safely, please take a few simple steps to beprepared:

Hat

WhistleWater

Snack

Notebook

Pen/Crayon

Stay on the trail unless you are with an adult guide.

Activity

Book

Narrative


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2

Today is:

3

Seasons in the ParkThe Earth is always moving and changing. The Earth travelsin a circle around the sun. Each trip around the sun takesone year. One way that we can tell the Earth is spinningis by observing day and night. As the earth takes its patharound the sun, sometimes we get more energy from the sun(summer) and sometimes we get less (winter). In Colorado

we have four seasons: fall, winter, spring and summer.

Circle the answer that best fts each question.1. Which season is it now?

A . F al l B . W in ter C . S pr in g D . S umme r

2. The sun is...

A. Shining. B. Covered by clouds.

3. The sun is...

A. high in the sky and warm. B. low in the sky and cool.

4. What do the clouds look like? (Draw a picture below ofwhat you see.)

4

This section of the Activity Book gives an overview of the seasons. Students will

learn about all four seasons and do activities to reinforce events that happen during

each season.

Teacher

Information

Seasons in the Park, page 4:The Earth is always moving and changing. The Earthtravels in a circle around the sun. Each trip around the sun takes one year. One waythat we can tell the Earth is spinning is by observing day and night. As the earth takesits path around the sun, sometimes we get more energy from the sun (summer) andsometimes we get less (winter). In Colorado we have four seasons: fall, winter, spring,and summer.

Circle the answer that best ts each question.1. Which season is it now?A. Fall B. Winter C. Spring D. Summer

2. The sun is...A. Shining. B. Covered by clouds.

3. The sun is...A. high in the sky and warm. B. low in the sky and cool.

4. What do the clouds look like? (Draw a picture below of what you see.)

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3

Around September 20th days and nights are of equal length.Days are getting shorter and soon there wont be enoughsunlight to keep the leaves green. Trunks, branches, androots will stay alive and grow new leaves when there is morelight in the spring. Trees and plants adapt to the energyshortage by dropping their leaves. How do you save energy?

Fall Equinox

5

One of the rst signs of fall is that the leaves start tochange color and drop to the ground. Find a leaf and tracethe shape. Use crayons to show the color of fall.

Colors of Fall

6

Sources

http://ccc.atmos.colostate.

edu/climateofcolorado.php

http://www.learninghaven.

com/science/articles/

seasons.htm

http://www.cloudsrus.com/http://www.cet.edu/ete/

modules/k4/

Fall Equinox, page 5:Around September 20th days and nights are of equal length.Days are getting shorter and soon there wont be enough sunlight to keep the leavesgreen. Trunks, branches, and roots will stay alive and grow new leaves when there ismore light in the spring. Trees and plants adapt to the energy shortage by droppingtheir leaves. How do you save energy?

Colors of Fall, page 6: One of the rst signs of fall is that the leaves start to changecolor and drop to the ground. Find a leaf and trace the shape. Use crayons to show thecolor of fall.

Additional Activities in

Appendix A

6. Seeing Eye Buddies (ongoing

throughout the year)

7. Pine Cone Bird Feeder

Fall is the time for animals and plants to get ready for winter. Animals like

squirrels store food, while others like bears eat as much as they can in order

to store fat for hibernation. Shorter days tell trees to store energy for winter,

which causes some trees to stop sending nutrients to their leaves. The end

result is that leaves change colors in the fall. Trees that lose their leaves are

called deciduous trees. Trees that keep their leaves throughout the year and

stay green are called evergreen.

Weather during the fall is usually pleasant with temperatures ranging from

the 70s around the end of summer to the 40s when winter rolls around.

In general, the climate of the Denver area is semi-arid with precipitation

gradually increasing as you go eastward into Kansas and Nebraska (due to

the rain shadow from the mountains). Winters are dry with some very cold

temperatures alternating with some surprisingly warm days. Spring and

summer weather is wetter (70 to 80 percent of the annual total) with highly

changeable weather, often windy, and some occasional thunderstorms.

Across Colorado, climates can vary greatly due to elevation changes. The

difference (35 degrees F) in annual mean temperature between Pikes Peak

and Las Animas, 90 miles to the southeast, is about the same as that betweensouthern Florida and Iceland.

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4

Around December 20th days are short and nights are thelongest of the year. How do you know when winter is here?The nights are long and the days are short. The sun is low inthe sky. Are we getting much energy from the sun? Manytrees have no leaves. Instead of rain there is snow! When

you are outside on a winter day blow in the air and see your

breath! How do other animals adapt to the winter weather?How do you adapt to winter weather?

Winter Solstice

7

Measuring Your ShadowMaterials:pen or pencilyard stick or measuring tapea friend

Your shadow varies in its size and direction depending on thetime of the day.

Procedure:The rst measurement you take of your shadow shouldbe early in the morning. With the help of a friend, standin a place where it is easy to measure your shadow.Record the measurement in your notebook and note thetime you took the measurement and the direction yourshadow was going.Mid-day take a second measurement of your shadow andrecord the results in your notebook.At the end of the day take a third measurement of yourshadow and record the results in your notebook.

Stand in the same place and face the same direction eachtime.

Conclusion:What are the differences of the 3 recordings?Why do you think they are different?

1.

2.

3.

4.

Time Length of Shadow Direction of Shadow

8

Sources

http://www.zoomschool.com/coloring/Hibernate.shtml

Winter is a result of Earths tilt away from the sun. This causes the days to

become shorter and the temperatures to be colder because we are farther

away from the sun. During the winter, plants and animals need to save

energy and stay warm. The snow makes a blanket that insulates the ground,

protecting it from extreme cold. Some animals, such as bears and bats,

hibernate during the winter to save energy.

Hibernation is when an animal slows its metabolism to a very low level,with body temperature and breathing rates lowered, gradually using up

the body fat reserves stored during the warmer months. Before entering

hibernation, most animals eat a large amount of food and store energy in fat

deposits in order to survive the winter. Some animals, such as birds, even

migrate south in the winter in search of warmer weather and food.

Winter Solistice, page 7: Around December 20th days are short and nights are thelongest of the year. How do you know when winter is here? The nights are long andthe days are short. The sun is low in the sky. Are we getting much energy from thesun? Many trees have no leaves. Instead of rain there is snow! When you are outsideon a winter day blow in the air and see your breath! How do other animals adapt to thewinter weather? How do you adapt to winter weather?

Measuring Your Shadow, page 8: Materials: pen or pencil, yard stick or measuring tape,a friend.You shadow varies in its size and length depending on the time of the day.Procedure:

The rst measurement you take of your shadow should be early in the morning.With the help of a friend, stand in a place where it is easy to measure your shadow.Record the measurement in your notebook and note the time you took themeasurement and the direction your shadow was going.Mid-day take a second measurement of your shadow and record the results in yournotebook.At the end of the day take a third measurement of your shadow and record theresults in your notebook.

Conclusion:

What are the difference of the 3 recordings?Why do you think they are different?

1.

2.

3.

4.


Appendix A

8. The Night Tree9. The Earth is Tilted

10. How the Earth Moves Around

the Sun

11. Direct Light Produces More

Heat

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5

Around March 20th days and nights are of equal length.Spring, leaf, ower, here come the rain showers! In thespring (the Vernal Equinox) days get longer and trees andplants turn green and grow new leaves! The days get warmerand the creek lls with water from rain and snow melt. Songbirds and water birds return to the park and many start toprepare for new babies. Spring is a great time to visit the

park to see everything begin to bloom and grow!

Spring Equinox

Have fun when you visit the Eco Parkbut it is also important to follow theseimportant rules:

Be careful around the open water.Stay on the trails.Try not to disturb animal families,they need their privacy.

9

I Spy!Time to explore new places and things. See how many ofthese things you can fnd. Cross out the items with an X as

you fnd them.

Gazebo

Insect

Bird

Flower

Creek

Leaves

Bridge

Animal Tracks

Boardwalk

10

Sources

http://www.vtaide.com/

png/foodchains.htm

http://www.stoller-eser.

com/trial/colorbook/food_web.html

Spring Equinox, page 9: Around March 20th days and nights are of equal length.Spring, leaf, ower, here come the rain showers! In the spring (the Vernal Equinox) daysget longer and trees and plants turn green and grow new leaves! The days get warmerand the creek lls with water from rain and snow melt. Song birds and water birdsreturn to the park and many start to prepare for new babies. Spring is a great time tovisit the park to see everything begin to bloom and grow!Have fun when you visit the Eco Park but it is also important to follow these important

rules:Be careful around the open water.Stay on the trails.Try not to disturb animal families, they need their privacy.

I Spy!, page 10: Time to explore new places and things. See how many of these thingsyou can nd. Cross out the items with an X as you nd them.


Appendix A

12. Food Chain and Webs

13. Create a Food Web

14. All Connected

Spring is the time of year when everything seems to come back to life. The

days are longer so plants begin to come out of dormancy. The trees bud, the

grass turns green, and the owers bloom. Animals come out of hibernation

and start foraging for food, birds return and begin making new nests, the sh

make visits to the surface of the water, and people come to the park to enjoythe warm weather.

Spring is a great time to observe the web of life and to see how everything

in our environment is connected. Within each ecosystem, organisms can

be grouped into trophic (feeding) levels. Species at one level provide life

energy (food) for the species in the next level. Producers produce their own

food and serve mostly as food for others. Consumers mostly eat or consume

animals and plants, and decomposers help break down, or decompose, all

dead materials. Plants are producers. Consumers include large animals

like deer and mountain lions, or smaller species such as lizards and mice.

Decomposers are mostly small microorganisms such as fungi and bacteria.

It is important to realize that while one species might be a consumer some

of the time, it may itself be food at another time. The biggest predator may

someday be food for the smallest decomposer. The relationships are not

simple and direct because they continuously evolve.

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6

After spring comes summer! Around June 20th days arethe longest of the year and the nights are the shortest.One sign that summer is here is that days are long and hotbecause the sun is high in the sky. All energy comes fromthe sun. Plants get energy from the sun. Animals get energyfrom the plants and other animals they eat. Summer is agood time to bring your energy to the Eco Park.

Summer Solstice

11

Bees are very important to our ecosystem because theypollinate trees, owers, and other plants which produce foodfor us to eat. Without bees and other pollinators, therewould be no food available for us to eat. Other pollinatorsare ies, wasps, butteries, moths, birds, and bats. Help thebee nd his way to the Wild Plum blossom.

12

Summer is the hottest time of year and when everything in the environment

is in full swing. This is a good time of year to explore the outdoors and see

how humans t in. Our environment provides us with the most basic human

needs such as food, shelter, medicine, fresh air, and water. In addition,

humans have used a wide variety of plant and animal species to produce

forms of transportation, musical instruments, tools, weapons, food holders,

and many other products. In general, people enjoy spending time outdoorsand many feel that each species in our environment should be respected

and protected simply because it exists. For these reasons we should do what

we can to protect our environment. Everything (animals, plants, weather,

seasons, food cycles, etc.) works together and humans are a big part of it.

With a little care we can make a big difference and protect places like the

Cherry Creek Valley Ecological Park for people in the future to enjoy, just

like we have.

Aside from what they have learned from the book and the activities, here are some things

that the children can do to make a difference in improving the environment:

- Save electricity turn off the lights, the television, and other electronic devices

when you are through with them.- If possible bike, bus, or walk to where you are going instead of taking a car.

- Recycle cans, bottles, plastic bags, and newspapers.

- Conserve water turn off the water when youre not using it and tell an adult if

you see a leak somewhere.

- Put litter in garbage cans. If you see trash on the ground, pick it up and toss it in

the nearest trash can.

Summer Solstice, page 11: After spring comes summer! Around June 20th days are thelongest of the year and the nights are the shortest. One sign that summer is here isthat days are long and hot because the sun is high in the sky. All energy comes fromthe sun. Plants get energy from the sun. Animals get energy from the plants and otheranimals they eat. Summer is a good time to bring your energy to the Eco Park.

Bee Maze, page 12: Bees are very important to our ecosystem because they pollinate

trees, owers, and other plants which produce food for us to eat. Without bees andother pollinators, there would be no food available for us to eat. Other pollinators areies, wasps, butteries, moths, birds, and bats. Help the bee nd his way to the WildPlum blossom.

Sources

http://www.epa.gov/kids/


Appendix A

15. Elementary Ecosystems

16. Bug Study

17. Just Turn it Off

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7

Water in the Park

13 14

Water in the ParkWater is very important to all forms of life. Without water,plants and animals would not be able to live. In this section,

you will learn about the Water Cycle and how water movesaround the Earth. You will also learn about watersheds andsome of the neat things that make water so special.

Put a check mark by the statements that are true.

Water is...___ wet (when it falls as rain)___ cold (when it is ice)___ hot ( when it is boiling)___ hard to see (when it is vapor)

Water can be found...___ in the ground___ in the sky___ in lakes and streams___ in the oceans___ in water fountains___ in glaciers

Water is used by...___ farmers___ businesses___ wildlife___ plants

This section of the Activity Book teaches students about the water cycle,

bodies of water, shapes of water, and what lives in the water. Several

activities reinforce these topics.

Teacher

Information

Water in the Park, page 14:Water is very important to all forms of life. Withoutwater, plants and animals would not be able to live. In this section, you will learn aboutthe Water Cycle and how water moves around the Earth. You will also learn aboutwatersheds and some of the neat things that make water so special.

Put a check mark by the statements that are true.

Water is...___ wet (when it falls as rain)___ cold (when it is ice)___ hot ( when it is boiling)___ hard to see (when it is vapor)

Water can be found...___ in the ground___ in the sky___ in lakes and streams___ in the oceans___ in water fountains___ in glaciers

Water is used by...___ farmers___ businesses___ wildlife___ plants

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8

16

RiverOcean

River

Vapor

Plants

Ground Water

As water vapor cools it turns back into a l iquid. This is calledcondensation. Liquid water is heavy and cool. Sometimes it is cold,so cold that it turns to ice (solid) and falls back to the Earth assnow, hail or sleet.

Sources

http://waterknowledge.colostate.edu/

http://ga.water.usgs.gov/edu/

The water we use in the Denver area comes mostly from snow melt and rain

showers that ll up man-made reservoirs during the spring. Because the

amount of precipitation naturally varies, we must be conservative with our

water so that we will still have some during dry periods. Because our water

is always moving around, as shown in the water cycle, we must also be

careful of the types of pollutants we put in our water. These pollutants may

contaminate the water we drink, the water animals and plants use, or even

the water from rain.

Some facts about snowfall in Colorado:The record for the maximum 24-hour snowfall in the United States

is 75.8 inches at Silver Lake in the mountains west of Boulder. This

was the result of a storm which occurred on April 14-15, 1921.

Denver has an average annual snowfall of 60.7 inches. The snowiest

season on record occurred in 1908-1909, with 118.7 inches of snow.

The Water Cycle, page 15 &16: The suns energy heats liquid water in the oceans, lakes,and rivers. The heated water turns into vapor (gas). When water vapor is warmerthan the air it rises into the sky where you see it as clouds. This is called evaporation.Plants release water vapor into the air. This is called transpiration. As water vaporcools it turns back into a liquid. This is called condensation. Liquid water is heavyand cool. Sometimes it is cold, so cold that it turns to ice (solid) and falls back to theEarth as snow, hail, or sleet.


Appendix A

18. Three States of Water

19. The Water Cycle20. Oil Pollution

Teacher

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Activity

Book

Narrative

15

Clouds

Lake

Lake

Mountain

Cr ee k Cr ee k Vapor

Rain

Snow

Plants

Plants

Ground Water

The Water CycleThe suns energy heats liquid water in the oceans, lakes, and rivers.The heated water turns into vapor (gas). When water vapor iswarmer than the air it rises into the sky where you see it as clouds.This is called evaporation. Plants release water vapor into the air.This is called transpirtation.

(Precipitation)

(Precipitation)

(Condensation)


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9

17

Water Cycle ExperimentMaterials:

handful of soilwaterplastic zip-top bagstrong tapesunny window

Procedure:1. Put the soil in the zip-top bag.2. Sprinkle a little water on the dirt, just

enough to make it moist.3. Close the bag tight and tape it to the

sunny window.4. Watch what happens in the bag.

What do you think will happen?

What happened?

Do you know why?

18

Ocean

Creek River

Puddle

Pond

Lake

Different Water BodiesWater lls many different holes on the Earths surface.These areas of water on the ground are called waterbodies. All water bodies are part of a watershed. An areaof land where water drains into the same place is called awatershed. Which water body below does Cherry Creekbelong to?

Sources

http://waterknowledge.colostate.edu/

Water Cycle Experiment, page 17: Please see instructions in the activity book for thisexperiment.

Different Water Bodies, page 18: Water covers most of the Earths surface. These areasof water on the ground are called water bodies. An area of land where water drainsinto the same water body is called a watershed. Which water body below does CherryCreek look like?

Facts about Colorado water bodies:

South Platte River Basin

- The South Platte River Basin drains 19,020 square miles.

- Major reservoirs in the South Platte Basin include Lake Granby,

Grand Lake, Carter Lake, Horsetooth Reservoir, Chateld

Reservoir, Cherry Creek Reservoir, Barr Lake, Riverside

Reservoir, Empire Reservoir, Sterling Reservoir, and Julesburg

Reservoir.

- Major tributaries to the South Platte include the Poudre, Big

Thompson, St. Vrain, Boulder Creek, Clear Creek, and Cherry

Creek.

Blue Mesa is the largest reservoir in Colorado.

The Colorado River used to be called the Grand River.

87 percent of the water leaving Colorado ows out of the Colorado

River basin toward the Pacic Ocean. The remaining 13 percent of

the water leaving Colorado ows out of the Missouri, Arkansas, and

Rio Grande river basins toward the Atlantic Ocean.

The Platte River, whose name means at, was named by early

French trappers and explorers. The Native Americans in the region

called it Nibraskier, a similar word for at.Grand Lake is 265 feet deep - the deepest natural lake in Colorado.

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10

19

Did you Know?Circle the correct answer for each question.

1. How much water does a person use daily?

A. 50 gallons B. 10 gallons C. 125 gallons

2. How much of a tree is water?

A. 1/4 B. 1/2 C. 3/4

3. How much water is used to ush a toilet?

A. 1 -2 ga ll on s B . 2 -7 ga ll on s C . 7 -1 0 g al lo ns

How much has the amount of water decreased overthe past million years?

A. None B. 10,000 gallons C. 1,000,000 gallons

5. How long can a person live without water?

A. 1 day B. 7 days C. 2 weeks

6. Where does the water from the Cherry Creek ow to?

A. Gulf of Mexico B. Pacic Ocean C. Atlantic Ocean

7. How much of an elephant is water?

A. 1/4 B. 1/2 C. 3/4

(Answers can be found on page 23 of the Teachers Guide.)

4.

20

What Needs WaterLook around the Eco Park.Make a list of things that need water to live and need waterto be made.

HINT:A shirt is made of cotton.Cotton comes from a plant.The plant drinks water.What else do you see that uses cotton?

Wood comes from trees.Trees need water to grow.What do you see that is made of wood?

1.________________________________________

2.________________________________________

3.________________________________________

4.________________________________________

5.________________________________________

6.________________________________________

7.________________________________________

8.________________________________________

Sources

http://www.microscope-

microscope.org/

applications/pond-critters/pond-critters.htm

Answers for page 19.1. A; 2. C; 3. B; 4. A; 5. B; 6. A; 7. C

Page 20: When you look at fresh water with a microscope you

will likely see a variety of tiny living things. Sources of fresh

water samples can include ponds, lakes, rivers, aquarium tanks,

or even an old rain puddle.

You might see bacteria which belongs to the Kingdom Monera.

You likely will see tiny animals like rotifers, which belong to

the Kingdom Animalia and of course there are the Protozoans

and Algae, which belong to the Kingdom Protista. The algae

are single celled plant-like protists and the protozoans are singlecelled animal-like protists. Remember, the Protists are neither

animals or plants but are in a kingdom of their own!

Protozoans are further classied according to how they move,

and there are four types. The phyla Mastigophora move with a

long whip-like extension called a agella. The Ciliophora have

hundreds of tiny little hairs which beat in unison like little oars

to move them through the water. The Sarcodina includes the

Amoebas and they move like a owing blob of jelly using what

is called a pseudopod, or false foot. The last type of protozoan

is the Sporazoans. They are very small spore-like with noapparent means of locomotion. Some are harmful like those

that cause malaria.

Scientists estimate that there are more than 50,000 different

species of protozoans. Even at that, there are many new protists

yet to be found as new species are identied regularly.

Did You Know?, page 19: Please see instructions in the activity bookfor this experiment.

Pond Water Experiment, page 20: Please see instructions in the activitybook for this experiment.

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21

Wildlife in the Park Wildlife in the ParkThe Eco Park is home to wildlife. Wildlife is another namefor animals and insects. Deer, beavers, snakes, and dragonyare all wildlife. Th ey can all live without care of people.Dogs, cows, and parakeets do not count as wildlife. Theyneed regular care from people. In this section, you will learnabout many animals and insects that can be seen at the park.

When you are completing the activities for this sectionremember that all the animals and insects are connected aspart of the ecosystem and that they depend on each otherand Cherry Creek to survive.

How to watch wildlife:

Wear clothing that is not brightly colored

Keep still. Wait for animals to nd you. Do not follow

them.

Do not stand where you are fully visible. Crouch down low

to disguise yourself.

Move slowly and quietly when you do move.

Freeze if an animal you are watching looks your way.

Listen for animal noises like buzzing and plopping.

Sniff out unusual smells.

Use your senses to explore the Eco Park just like an

animal would.

Do not feed or bother the wildlife.

22

This section of the Activity Book gives an overview of the animals that can

be found in the ecological park. Students will learn about the animals, what

color they are, and their habits.

Teacher

Information

Wildlife in the Park, page 22: The Eco Park is home to wildlife. Wildlife is another namefor animals and insects. Deer, beavers, snakes, and dragonies are all wildlife. They canall live without the care of people. Dogs, cows, and parakeets do not count as wildlife.They need regular care from people. In this section, you will learn about many animalsand insects that can be seen at the park. When you are completing the activities forthis section remember that all the animals and insects are connected as part of theecosystem and that they depend on each other and Cherry Creek to survive.



Keep still. Wait for animals to nd you. Do not follow them.

Do not stand where you are fully visible. Crouch down low to disguise yourself.





Use your senses to explore the Eco Park just like an animal would.


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Deer Deer Tracks

Rabbit Rabbit Tracks

24

Mammals

Beaver Beaver Tracks

25

Reptiles, Amphibians, and Fish

Frog

Turtle

Snake

Frog Tracks

Snake Tracks

Turtle Tracks

Fish

23

Know the WildlifeThere are many different animals and insects in the park.You may not see these animals when you are exploring theEco Park but they are here. Look for clues! What colors arethese animals?

Fox Fox Tracks

Raccoon Raccoon Tracks

Mammals

Fox: Weight: from 3 to 6 lbs. Physical characteristics: long ears, long bushy tail, reddish-brown fur.Diet: rodents, eggs, birds, insects, amphibians, reptiles, sh, grass, berries, nuts, and dead carcasses.Shelter: dens. Other: They hunt at night.

Beaver: Size/weight: 3 long, up to 55 lbs. Physical description: broad, nearly naked, at tail;webbed feet. Shelter: dens. Diet: tender upper leaves, branches, and bark of trees. Other: Largestof the rodents. Besides humans, no other animal has such inuence on its surroundings. Theycan drop a 5-inch diameter tree in 30 minutes.

Raccoon: Size/weight: 2 to 3 long, 8 to 22 lbs (heaviest in the fall). Diet: nearly anything.Shelter: tree cavities, abandoned burrows. Other. Raccoons can be found anywhere today, butonce lived only in the riparian areas of the eastern plains. Active at night.

Fish: Types of sh that have been found in Cherry Creek include minnows and trout. Sizes and

colors vary. Fish eat insects and plant matter.

Cottontail Rabbit: Size/weight: about 16 long, about 2 lbs. Physical characteristics:brownish-gray, white tail. Shelter: shallow depression within brushy areas. Diet: vegetation,herbaceous and woody. Other: Feed in the morning and late afternoon.

Deer: Size/weight: 4 to 6 feet long, around 3 tall at the shoulder; bucks around 400 lbs, does around200 lbs. Other: Two species in Colorado - mule deer and white-tailed deer.

Western Rattlesnake: Size: up to 48 long. Diet: prairie dog young, other rodents, birds, lizards,and frogs. Shelter: abandoned burrows. Other: has a rattle on the end of the tail that it shakes to warncreatures to stay away. They do most of their hunting at night.

Frog: Frogs are amphibians, animals that spend part of their lives under water and the rest on land.Most frogs have teeth. Diet: Insects, sometimes small sh and worms. Shelter/Habitat: Near water. In

really cold weather, frogs may bury themselves in the sand/mud and hibernate through winter.

Turtle: Turtles of the area include snapping turtles, box turtles, yellow mud turtles, spiny softshells,and painted turtles. They all have relatively hard shells and small heads and legs. They spend a lot oftime in the water, but they also like to sun themselves on logs and rocks. Diet: plants, insects, snails,slugs, craysh, leeches, mussels, tadpoles, frogs, sh eggs, small sh, and dead animals.

Know the Wildlife, page 23: There are many different animals and insects in the park.You may not see these animals when you are exploring the Eco Park but they are here.Look for clues! What colors are these animals?

Know the Wildlife, pages 24 & 25: There are no narratives for these pages of theactivity book.

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Birds

Heron Tracks

Hawk

Hawk Tracks

Heron

27

Insects

Dragonfy

Bugs are wildlife. They are an important part of anecosystem. There are many colorful bugs at the Eco Park.

Bugs have no backbones. They wear their skeletons on theoutside of their bodies. They have at least 3 pairs of legs;sometimes as many as 15 pairs of legs. How many pairs oflegs do you have?

Ant Bumble Bee

28

Mosquito

Grasshopper

Spider

Insects

Tick

Daddy Long Legs

Answers for page 27 & 28.Ant- Insect; Bumble Bee- Insect; Dragony- Insect; Tick- Arthropod; Mosquito- Insect;Grasshopper- Insect; Spider- Arthropod

Heron: Size: 38 tall, wingspan is 70 wide. They have a white crown and face with a blue-gray body.Diet: Mostly sh, some small mammals, reptiles, and amphibians. They live in large nests within densetree cover.

Red-tailed Hawk: Size/weight: about 19-23 long, about 2.5 lbs. Physical characteristics: back,head, and wings are brown with paler markings; white chest; tail feathers are reddish-brown. Diet:rodents, reptiles, amphibians, and small birds. Shelter: nests of bark, sticks, and leaves high in the trees.Other: Often catch food while in ight.

Ant: Ants range in color from red to black, and they can range in size from 1/4 for a worker carpenterant to 3/4 for a queen carpenter ant. Although ants are frustrating when they get in homes, ants do helpthe environment. They help control the population of damaging pests such as termites.

Honey Bee: Honey bees eat nectar from owers. They can y about 15 mph. While eating, theyalso collect pollen in the pollen baskets attached to their legs. Some of the pollen lands on otherowers, pollinating them. Bees use the pollen to make honey, which is fed to newborn bee larvae.There are three types of bees: the queen (lays eggs), workers (females who gather food, buildhoneycomb, tend to eggs, guard the hive), and drones (males who mate with the queen).

Dragony: Dragonies eat other insects that they catch in mid air. There are many kinds ofdragonies with most found near water. They have long, thin bodies and with two pairs of long,delicate wings.

Tick: Ticks are more closely related to spiders and scorpions than insects. Like a spider, a tick has onemain body section; while, an insect has three separate body sections. There are two main types of ticks:hard and soft. Hard ticks are most commonly found in the woods and on pets. Soft ticks have tough,leathery skin with no apparent head. They can be found in caves, cabins and on birds.

Grasshopper: Grasshoppers can hop, walk, and y. There are thousands of different kinds ofgrasshoppers and they come in browns, greens, and olive greens. They eat plants while holdingthem between their small front legs.

Mosquito: There are thousands of different kinds of mosquitoes. They can y 1 to 1.5 mph.Females drink blood and plant nectar, males drink only nectar. Interestingly, not all mosquitoes

bite humans.

Spider: There are many types of spiders that live all over the earth. They come in all shapes andcolors. Most spiders live for about one year. They produce silk from silk glands to make webs,traps, shelters, cocoons, and diving bells (for those spiders that hunt under water).

Know the Wildlife, page 26, 27 & 28: Bugs are wildlife. They are an important part ofan ecosystem. There are many colorful bugs at the Eco Park. Bugs have no backbones.They wear their skeletons on the outside of their bodies. They have at least 3 pairs oflegs; sometimes as many as 15 pairs of legs. How many pairs of legs do you have?

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30

Where Do They Go?Do you have a favorite animal that you can nd in thesummer, but it is not around in the winter? Some animalsmove from one place to another when the weather gets cold.This is called migration. Other animals sleep through thewinter months. This is called hibernation. Some animalslive in the Eco Park all winter long. Extra-thick fur or down

feathers help to keep these animals warm.

Fun Fact:

Birds hide in dense bushes to stay dry during rain storms.

Great horned owls pant to keep cool from the hot sun.

Bears teeth keep growing so they have to chew on treesto keep them in their mouths.

During rain showers, butteries use leaves as if theywere umbrellas.

Cold-blooded animals, like snakes, will sun themselves tokeep their bodies warm.

Match the Tracks

29

Can you match which tracks are made by each animal? Drawa line from the animal to the tracks that each makes.

No additional information for these pages.

Match the Tracks, page 29: Can you match which tracks are made by each animal?Draw a line from the animal to the tracks they each make.

Make Your Own Animal, page 30: The Eco Park is home to wildlife. Wildlife is anothername for animals and insects. Deer, beavers, snakes, and dragony are all wildlife.They can all live without care of people. Dogs, cows, and parakeets do not count aswildlife. They need regular care from people. In this section, you will learn aboutmany animals and insects that can be seen at the park. When you are completing theactivities for this section remember that all the animals and insects are connected aspart of the ecosystem and that they depend on each other and Cherry Creek to survive.



Keep still. Wait for animals to nd you. Do not follow them.

Do not stand where you are fully visible. Crouch down low to disguise yourself.





Use your senses to explore the Eco Park just like an animal would.


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This section of the Activity Book teaches students about plant types and

plant parts. It also has activities that will hone observation skills, building on

the seasonal changes of plants.

Plants in the Park, page 34: Plants are a part of the ecosystem of the Eco Park. Theyhelp create the oxygen that we breathe, and they are food for people and animals. Inthis section, you will learn about what makes different types of plants unique and howto identify them in the park. There are also some fun activities for you to complete!

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33

Plants in the Park Plants in the ParkPlants are a part of the ecosystem of the Eco Park. Theyhelp create the oxygen that we breathe, and they are foodfor people and animals. In this section, you will learn aboutwhat makes different types of plants unique and how toidentify them in the park. There are also some fun activitiesfor you to complete!

34


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Plant Types

Trees

Shrubs Grasses Flowering Plants

There are four main types of plants in the park. How manyof each type can you nd in the park?

35

Deciduous Tree Parts

Cottonwood trees haveseeds like this one.

Leaves on acottonwood branch

There are some kinds of trees that we call deciduous treesbecause they drop their leaves in fall and sprout new leavesin spring.

This is the trunk.It has bark whichprotects the tree.

The tree canopyis made up ofmany, many fatleaves. Theleaves transformenergy from thesun into food.

This is a branch.Branches movewater up to theleaves and twigsand down to theroots.

This is the rootof the tree. Theroots absorb waterand nutrients fromthe soil.

36

Plant Types, page 35: There are four main types of plants in the park. How many of

each type can you nd?

Deciduous Tree Parts, page 36: There are some kinds of trees that we call deciduous

trees because they lose their leaves in winter and grow new leaves in the spring.

Plains Cottonwood (Populus deltoides): This

deciduous tree gets 80 to 100 tall and 40 to 60

wide. These trees have yellow fall color. They live

along stream banks.

Sandbar Willow (Salix exigua): This shrub can get

from 3 to 20 tall and wide. It is thicket-forming

and spreads by suckers.

Saskatoon Serviceberry (Amelanchier alnifolia):

This shrub gets 15 tall and half as wide. Creamy-

white owers appear in the spring. Red berries

that are an important food source for birds.

Sedges (Carex spp.): There are many different

species of sedge. These grasses grow in wet soil

near stream banks alongside reeds and rushes.

Yarrow (Achillea millefolium): This is a perennial

little owering plant that reaches 1 to 1.5 tall.

It spreads like a groundcover and has very soft

leaves. White, yellow, or pink owers appear in

summer.

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Sources

http://plants.usda.

gov/


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There are some kinds of trees that we call evergreen treesbecause they do not lose their leaves. They stay green allwinter.

Needles(Needles are a type of leaf)

Some trees have seeds likethis one. This seed came

from a cone.

Evergreen Tree Parts

The tree canopy is

made up of many,many needles. Theneedles transformenergy from thesun into food.

This is the rootof the tree. Theroots absorb waterand nutrients fromthe soil.

This is thetrunk. It hasbark whichprotects thetree.

This is a branch.Evergreen branchescan sometimes behard to see throughthe needles. Branch-es move water up tothe leaves and twigsand down to theroots.

37

My TreeMaterials:notebookpen or penciladult to take you to the park

You can adopt a tree in the park andobserve and record the changes that it goesthrough during the year.

Procedure:1. In the Eco Park nd a specail tree that is

along the trail that you like.2. If you think you might not be able to nd your tree next

time you visit, tie a piece of string onto one of itsbranches.

3. Make a rubbing of a section of its bark. Use this as apicture for the front of your book.

4. On the rst day, also write what you see in your book.You might write, My tree is very tall. It has yellowleaves and it has a big chunk of bark taken off of it.Draw a picture of it.

5. If your tree is a deciduous tree, dry and press one ofits leaves to add to a page in your book. If it is anevergreen tree, paste some of its needles in the book.

6. Go to the park at least once a month. Write the date,something about the tree that has changed, and drawanother picture.

7. Do some research on your tree. Find out its name, otherareas it grows in, what animals live in it or eat it, andother information. Include these facts in your book.

8. At the end of the year, have an adult help you bind all ofthe pages together.

38

Sources

http://plants.usda.gov/

Russian Olive (Elaeagnus angustifolia): This tree

is considered a noxious weed in Colorado! Students

should know that this tree has a tendency to replace

native species along stream banks. It was once used for

windbreaks and wildlife habitat. It is no longer sold as

nursery stock in Colorado. Russian olive has a pungent

smell when blooming, later producing olive-like fruit.

It reaches heights of 30 and is just about as wide.

Rubber Rabbitbrush (Chrysothamnus nauseosus): This

shrub blooms in autumn. It gets up to 4-6 wide and

6 tall. It has silvery leaves that are soft to the touch.

It typically likes well-draining soils and is drought

tolerant.

Evergreen Tree Parts, page 37: There are some kinds of trees that we call evergreen

trees because they do not lose their leaves. They stay green all winter.

My Tree, page 38: Please see instructions in the activity book on how to make a treebook.

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39

A long, long time ago Cherry Creek was a lot different thanit is today. There were lots of animals before there werelots of people and more land for the animals to build shel-ters and nd food. The animals came in many different bodyshapes and sizes and roamed around freely.

Long Before People

40

There were many animals that lived in the wild. Connect thedots and nd out what kind of animal this is!

Long Before People

Colorados landscape can be divided into three major geologic zones:

Eastern Plains, Rocky Mountains, and the Colorado Plateau. The eastern

plains cover the eastern portion of the state including the Denver area and

consist of rolling grasslands and shrublands. Buffalo once roamed these

lands as wild animals.

The buffalo that Americans refer to are actually bison. It is also called the

American Buffalo. It is the heaviest land animal in North America. The

bison has a large head with relatively small, curving horns. It has a shaggy

coat of brown hair on its shoulders and legs, while its body has shorter, ner

hair. It lives in parks and reserves, inhabiting at grasslands. Bison can runat speeds up to 30 mph (48 kph). Although bison almost went extinct in the

late 1800s due to over-hunting, it is now recovering.

A bison can grow up to 6 feet (1.8 meters) tall and weigh up to a ton (900

kg). Bulls (males) are larger than cows (females). Both bulls and cows have

horns. Buffalo have a life span of 12 to 15 years.

These herbivores (plant eaters) graze on grass, twigs, and shrubs. They

swallow their food without chewing it and later regurgitate a cud and chew

it, similar to what cows do.

Sources

- http://www.enchantedlearning.com/subjects/mammals/bison/Bisoncoloring.html

- http://www.kidsplanet.org/factsheets/bison.html

Teacher

Information

Long Before People, page 39: A long, long time ago Cherry Creek looked different thanit does today. The land was full of animal life but very few of the animals were people.Animals came in many different body shapes and sizes. Are you an animal?

Buffalo, page 40: There were many animals that lived in the wild. Connect thedots and nd out what kind of animal this is!

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Appendix A

1. My Buffalo Coloring Activity

2. Natural Figures


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A long time ago, there were people who lived here in groupscalled tribes. Each tribe had a name. Some tribes werecalled Arapaho and others were called Cheyenne. The peoplelived off the land. They hunted bison, gathered roots,berries, and plants to eat. They used bones, stones, andplants to make toys, tools, and decorations. They made

clothes and made their own shelter using bison skins.

Native Americans

41 42

Native Americans had very colorful clothes and some livedin teepees. The color and patterns they put on their clothesand teepees communicated to others who they were.

How do you communicate to others about who you are?Draw colorful patterns anddesigns on the teepee thatrepresent you.

Native AmericansSources

http://www.accessgenealogy.

com/native/colorado/

The Plains Indians were one of the rst inhabitants of the area. They were

nomadic people living in temporary and mobile settlements made up of teepees.

Tribes primarily hunted buffalo and followed herds across the Great Plains.

Every part of a hunted buffalo was typically used, from the hides, which were

used for teepees; to the stomachs, which were used for water containers.

Before European settlers, eastern Colorado was inhabited by Arapaho and

Cheyenne Indians. The Arapaho Indians lived much like their ancestors,tracking buffalo in small, mobile settlements. The word Arapaho is believed to

mean trader. They are thought to have moved into Colorado from Minnesota

and North Dakota. In the mid-1800s, the tribe split into the Northern Arapaho

tribe and the Southern Arapaho tribe. Today, the tribes live on reservations in

Wyoming and Oklahoma.

The Cheyenne Indians were widely spread with bands reaching across the Great

Plains. A unique feature of the Cheyenne was that all the bands were unied

under a complex political system. Unlike the Arapaho, the Cheyenne Indians

were primarily an agricultural based society throughout their history.

Native Americans established a trail along Cherry Creek that was used by

trappers, gold seekers, and traders. It was known by several names, the most

popular being the Cherokee Trail and the South Branch of the Smoky Hill Trail.

Native Americans, page 41:A long time ago, there were people who lived here in groupscalled tribes. Each tribe had a name. Some tribes were called Arapaho and others werecalled Cheyenne. The people lived off the land. They hunted bison, gathered roots,berries, and plants to eat. They used bones, stones, and plants to make toys, tools, anddecorations. They made clothes and made their own shelter using bison skins.

Native Americans, page 42: Native Americans had very colorful clothes and some lived

in teepees. The color and patterns they put on their clothes and teepees communicatedto others who they were. How do you communicate to others about who you are?Draw colorful patterns and designs on the teepee that represent you.

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Almost 200 years ago, more people moved here fromEurope and the Eastern United States. Settlers from theEast traveled West along rivers, creek, and streams. Thesettlers followed Cherry Creek as they made their way tonew homes in Colorado. Why would they follow the CherryCreek? Look around the park. If you were settling here,what would you use for food, water, and shelter?

Settlers

43 44

Settlers used wagons and pack animals to move all of theirbelongings. What do you think the settlers brought withthem? What do you think the settlers ate?

Settlers

Bison

Corn

Berries

Deer

Oats

ChickenPig

Sources

http://www.denvergov.org/

aboutdenver/history.asphttp://www.saskschools.ca/

~gregory/settlers3.html

http://cuyahogafallshistory.

com/Beginnings/settlers_food.

htm

The gold rush of 1858-59 brought settlers to Colorado from the eastern U.S.

William Green Russell found gold at the conuence of Cherry Creek and the South

Platte River and constructed the Pine Grove Post Ofce. The post ofce handled

mail and provisions, as well as provided refuge for travelers seeking gold in the

area. Cherry Creek is thought to have received its name from the wild choke cherry

shrubs that grew along its banks. As more people came, General William Larimer,

Jr. founded the settlement in November 1858 as Denver City in honor of then

Kansas governor James W. Denver (Colorado was not a state at this point and still

part of Kansas). The name was eventually shortened to Denver and, with its central

location, the city became a hub for several railroads in the late 1800s. Denver was

on its way to becoming the major metropolitan area that it is today.

The pioneers depended on their guns as well as the spade in order to eat.

Agriculture was difcult in spite of the good soil. After clearing land and tilling

there where still stumps and boulders and roots that made cultivation difcult.

Later, plows were was used to work the land. The plow was pulled by oxen or

horses. It took a lot of hard work to produce a small crop. Wheat, barley, rye, and

oats were planted. There had to be enough to feed the animals in the winter. Cows

were raised for meat and for milk which was churned into butter or made into

cheese. Chickens provided eggs and meat. Ducks, geese, and pigs were also raised.

Oxen or horses pulled plows and wagons. Settlers also hunted deer, rabbits, wildducks, and prairie chickens, or caught sh. Hogs and sheep were precious animals.

They were brought to this vicinity at great expense. The sheep furnished meat for

the table and wool for clothing. The hogs furnished a welcome relief to the diet,

and supplied the cupboard with lard and hides for shoe soles.

Settlers, page 43: Almost 200 years ago, more people moved here from Europe and theEastern United States. Settlers from the East traveled West along rivers, creek, andstreams. The settlers followed Cherry Creek as they made their way to new homesin Colorado. Why would they follow the Cherry Creek? Look around the park. If youwere settling here, what would you use for food, water, and shelter?

Settlers, page 44:Settlers used wagons and pack animals to move all of their belongings.

What do you think the settlers brought with them? What do you think the settlersate?

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The Eco Park is a very special place where plants and animalsand their homes are protected. It is a place for people tohave fun and a place to explore nature. There are manyliving and non-living things that can be found in the Eco Park.Living things such as grass, leaves, and butterfies are calledbiotic. Non-living things such as rocks, a sign, or a bench areabiotic. What is in the park now?

What is Here Today?

45 46

Biotic or Abiotic?Circle the abiotic things found in this picture. These are thethings that are not alive. Have you seen any other abiotic orbiotic things on your visit to the Eco Park today?

Sources

http://www.wildlife.state.co.us/education

http://www.epa.gov/wed/pages/ecoregions/ecoregions.htm

What is Here Today, page 45: The Eco Park is a very special place where plants andanimals and their homes are protected. It is a place for people to have fun and a placeto explore nature. There are many living and non-living things that can be found in theEco Park. Living things such as grass, leaves, and butteries are called biotic. Non-living things such as rocks, a sign, or a bench are abiotic. What is in the park now?

What is it Like Now, page 46:Circle the abiotic things found in this picture. These arethe things that are not alive. Have you seen any other abiotic or biotic things on yourvisit to the Eco Park today?

Additional Activities In

Appendix A

3. Wetland Field Study Scavenger

Hunt4. Critter Scope

5. Animal Diversity

Colorados location and natural features make it home for a wide variety of

animals and plants. Ecosystems (the combination of all the living and non-

living elements of an area) around the Denver area include grasslands, sage

shrublands, and montane shrublands.

Grasslands are dominated by buffalo grass and blue grama. They are

typically very dry due to the rain shadow of the Rockies. Bison once roamed

these areas but today they have been domesticated. The remaining wildlife

includes pronghorns, prairie dogs, golden eagles, burrowing owls, and the

lark bunting (the state bird). You can also nd tarantulas, grasshoppers,

yucca plants, and prickly-pears. Other names for grassland are prairie, plain,

steppe, pampa, savannah, and veld.

Sage shrublands, located above the grasslands in elevation, are dominated

by sagebrush, which are easily found with their distinct sage odor (they are

not the same species as the culinary sage). The shrubland is the driest and

hottest of Colorados ecosystems and is a harsh environment for animals

and plants. However, many animals thrive including the golden eagle,

jackrabbit, coyote, prairie dog, and several lizards and snakes, and many

plants including the greasewood, juniper, and pinon pine.

Montane shrublands are located between the grasslands and the forests of

the Rocky Mountains. They are dominated by ponderosa pine and gambel

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The Eco Park is a very special place where plants and animalsand their homes are protected. It is a place for people tohave fun and a place to explore nature. There are manyliving and non-living things that can be found in the Eco Park.Living things such as grass, leaves, and butterfies are calledbiotic. Non-living things such as rocks, a sign, or a bench areabiotic. What is in the park now?

What is Here Today?

45 46

Biotic or Abiotic?Circle the abiotic things found in this picture. These are thethings that are not alive. Have you seen any other abiotic orbiotic things on your visit to the Eco Park today?

oak. Wildlife varies greatly compared to the grasslands and shrublands.

Common wildlife includes the magpie, great horned owl, wild turkey,

chipmunk, squirrel, and mountain lion.Riparian areas (lands bordered by streams, rivers, and ponds) can be found

in all of Colorados ecosystems. They are rare areas making up less than

three percent of the land in Colorado but used by over 90 percent of the

wildlife. Some unique wildlife found in riparian areas includes: blue herons,

river otters, beavers, salamanders, frogs, trout, bass, and perch. Riparian

areas are usually dominated by cottonwood and willow trees and are also

home to many aquatic insects. Riparian areas provide several functions such

as wildlife habitat, water quality improvement, recreation, tourism areas,

and ood control.

In Denver and the surrounding communities, nature no longer conformsto these natural ecosystems. Urbanization, agriculture, and other activities

by man have altered the environment and created a different man-made

ecosystem. We have brought in new plants, replaced the grasslands with

concrete and farm elds, and controlled water for drinking and irrigation. It

is important that we learn how we t into the natural environment that was

acting as a functioning system long before we arrived, while still providing

for our human needs.

In the Eco Park today, there are many kinds of animals that call the park

home, including several species of hawks, mallard ducks, horned owls,

cottontail rabbits, coyotes, foxes, prairie dogs, as well as several types ofsmall birds. It is a unique haven for these animals within Colorado.

No student narrative. Teacher information continues from the previouspage.

Sources Continued

http://www.enchantedlearning.com

http://www.earthlife.net- http://www.ento.vt.edu/~sharov/3d/3dinsect.html

http://www.zoomschool.com/subjects/plants/

Teacher

Information

Activity

Book

Narrative


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Now You Know Your Park

Well, you have almost completed the book. On the next pageis a fun word search to help you remember some of thethings you learned from completing the previous activities.Complete the Eco Word Search and you will have completedthe book! What do you think of when you think of the EcoPark?

47 48

Now You Know Your Park, page 47: Well, you have almost completed the book. Onthe next page is a fun word search to help you remember some of the thingsyou learned from completing the previous activities. Complete the Eco WordSearch and you will have completed the book! What do you think of when youthink of the Eco Park?

No additional information for these pages. TeacherInformation

Activity

Book

Narrative


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Here are some things that students can do to help the park when they visit.

See if your students can think of other things to add to this list:

Pick up trash lying on the ground and put it in the trash cans.

Remind people with dogs to pick up after them and always pick up

after your own dog.

Stay on the trails when walking through sensitive areas.

Never take home any animals, plants, or other things found in the

park. Take pictures instead.

Never move baby animals that you nd in the park. They might look

hurt or lost, but you might do more damage if you touch them than ifyou leave them alone.

Read the interpretive signs and have fun knowing that you are a

protector of the park!

You Make a Difference, page 50: You have completed your Activity Book. You can makea difference and keep nature and the Eco Park a special place for everyone. There ismuch more you can learn about ecosystems. Always remember the seed and what itneeds to grow, just like you. You can make a difference!

Teacher

Information

Activity

Book

Narrative

Make A Difference!

Energy, Water, Soil,

and Place49

You Make a DifferenceYou have completed your Activity Book. You can make adifference and keep nature and the Eco Park a specialplace for everyone. There is much more you can learn aboutecosystems. Always remember the seed and what it needsto grow, just like you. You can make a difference!

50


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Appendix A:

Additional Activities


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Activity 1 - My Buffalo Coloring Page

Source: Valerian llc.


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Activity 2 - Natural Figures

Source http://www.evergreen.ca/en/lg/lessons/gures.html

Description

Have students look for geometrical shapes in nature to help them appreciate the diversity of

the natural environment.

Curriculum Framework

Topic: Characteristics and Needs of Living Things

Strand: Life Systems

Specic Lesson Goals:

Classify characteristics of animals and plants by using the senses.

Describe patterns that they have observed in living things.

Use appropriate vocabulary in describing their investigations, explorations, and

observations.Record relevant observations, ndings, and measurements, using written language,

drawings, charts, and concrete materials.

Identify a familiar animal or plant from seeing only a part of it.

Topic: Everyday Structures

Strand: Structures and Mechanisms

Specic Lesson Goals:

Identify ways in which various structures are similar to and different from others in

form and function.Classify various structures in their environment according to specic features and

functions.

Identify geometric shapes in ordinary structures.

Describe patterns that are produced by the repetition of specic shapes or motifs in

various materials and objects.

Use appropriate vocabulary in describing their investigations, explorations, and

observations.

Record relevant observations, ndings, and measurements, using written language,

drawings, charts, and concrete materials.

Preparation

Length of Lesson: Outdoors - 1 hour

Resources Required: Shape sheet


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Procedure

Prior to going outside, have the students brainstorm examples of shapes that can be

found in nature. Provide each student with a shape sheet and explain that they are to ndcorresponding shapes (i.e. triangle) in nature to match those on the sheet. Explain each shape

and descriptive picture on the sheet so that the students have a complete understanding of

what they are looking for.

Take the students out to the playground and have them search for objects that are similar

to the shapes that appear on their sheet. Once they have found an object that matches the

description, instruct them to draw a picture of the object in the area provided. Once the

children have nished drawing at least one natural object in relation to each shape (more if

time permits), have the students gather together as a group and discuss the shapes that they

have found.

Student Evaluation

Students can be rated on group participation and cooperation.

Educator Notes

This is an excellent hands-on activity for students in rst grade.


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Activity 3 - Wetland Field Study Scavenger Hunt

Take this list with you on your wetland walk. When you nd something on the list, put an X

on the park map where you found it and the name of what you found next to the X. You can

also draw pictures or describe with words the things you see, feel, hear and smell.

NAME__________________________ DATE___________________________

WETLANDS VISITED_______________________________________________________

WEATHER ________________________________________________________________

THINGS TO SEE THINGS TO FEEL

__ A lilypad oating on a pond __ Slime or scum

__ A spiders web __ Rotten wood

__ A Water Strider skating __ A fuzzy plant

__ A birds nest (just look) __ A thistle (gently)

__ A cloud moving __ Wet mud

__ A cattail __ A mosquito bite

__ A pollywog or frog __ Shade

__ A bird ying overhead __ A tree trunk

__ A owering plant __ A slug or insect crawling over your hand

___Other:_____________________ __ Other:____________________

THINGS TO HEAR THINGS TO WATCH FOR

__ A mosquito buzzing __ A slug moving

__ Wind blowing through grass __ An animal trail

__ Animal jumping into water __ A bird getting food

__ Water sounds __ A seed traveling __ The call of a red-winged blackbird __ An animal eating another one

__ The whirr of a dragonys wings __ An animal swimming

__ Tree leaves rustling __ A spider with a bug

__ Birds talking to each other __ A plant growing in the water

__ Other: _____________________ __ Other:____________________

THINGS TO SMELL Notes:

__ Fresh air

__ A garter snake

__ Crushed green leaves

__ Two kinds of owers__ Water in a marsh

__ Damp soil

__ A wild rose

__ Wild mint

__ Other: _____________________

Source http://vathena.arc.nasa.gov/curric/land/wetland/scavhunt.html


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Source http://www.epa.gov/nps/kids/CRITTER.HTM

Activity 4 - Critter Scope

Did you ever wonder what life is like under water? Well now is your chance to nd out

where different insects and their larvae or nymphs live in a stream. The critter scope is an

exploring tool that can peek into the lifestyles of the wet and wiggly world.

Materials

A can opener

A clean coffee can or large juice can

Waterproof tape or duct tape

Clear plastic wrap

A large and strong rubber band

Scissors

Procedure

Carefully remove both ends of the can and cover sharp edges with tape.

Place plastic wrap around one end of the can, leaving about one inch extra around the

edge.

Put a rubber band around the can and plastic to keep the plastic wrap tight.

Cut excess plastic wrap away and put tape over the rubber band and plastic wrap.

Take your critter scope for a test run in a sink. Look through the open end and place

the closed end (the one with the plastic on it) in the water.

Now you are able to visit the wet and wiggly world of a stream.

Note: You can also try using a clear plastic cover from a fast food salad container as a critterscope too!

1.

2.

3.

4.

5.

6.


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Source http://www.sciencelinks.com/lessons_printable.cfm?DocID=395

Note: Go the Web site to access the links underlined in this activity.

Activity 5 - Animal Diversity

Purpose

To motivate and guide student observations of animal and plant similarities, diversity, and

appropriateness to live in different environments. To show that stories sometimes give plantsand animals attributes that they dont really have.

Context

This lesson exposes children to a wide range of animals and guides them through observation

of animal similarities, differences, and environmental adaptations. This lesson can be used

as part of a study of plants and animals. Before doing the lesson, students should know the

meanings of the terms plant, animal, and living.

As Benchmarks for Science Literacypoints out, Observing is not enough. The students

should have reasons for their observationsreasons that prompt them to do somethingwith the information they collect. Students should be encouraged to ask questions, to

nd answers by careful observation, and to compare their ndings with those of other

students. They can use their ndings to create exhibits with photos, drawings, and even live

specimens. (Benchmarks for Science Literacy, p. 102.)

Research shows that lower elementary students tend to consider only vertebrates as animals,

or they tend to group animals by similarities in external appearance, behavior, or habitat.

Young students also dene plants in a narrow way, failing to classify grass, trees, and

vegetables as plants. In addition, these students typically use criteria such as movement,

breath, reproduction, and death to decide whether things are alive. Thus, some believe re,clouds, and the sun are alive, but others think plants and certain animals are nonliving.

(Benchmarks for Science Literacy, pp. 340341.) In their study of plants and animals,

students should be guided to an understanding that internal structures and processes can be

more signicant than external features in classication.

Because this lesson includes only online observations, students also will need ongoing

opportunities for hands-on observation (using hand lenses, if appropriate) with many kinds of

living plants and animals in as many environments as possible. Also, because the main lesson

concentrates only on animals, students will need similar lessons that deal with plants. Ideas

in this lesson are also related to concepts found in the following benchmark:

5A The Living Environment: Diversity of Life (K-2) #3


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Planning Ahead

Materials:

Animal Diversity student E-Sheet (Note: This student E-Sheet helps students access

the Where Can Animals Live? online book, which is used in the Development

section.)

Where Can Animals Live? teacher sheet

The Adventures of Marco and Polo, by Dieter Wiesmuller

Motivation

To introduce the lesson, present a living animal or plant as a hands-on classroom example.

Ask students to talk about, or draw things, that they observe. Then, have them share their

observations with the class.

Ask students:

What do you see, hear, smell, or feel as you observe this plant/or animal?

How can plants/or animals be like each other?

How can they be different from each other?

Explain to students that theyre about to see an online book with pictures of many animals.

Their job is to observe things about these animals and to gure out how they are alike and

different from each other. Another thing students will study is where these animals live andwhy they can live there successfully.

Development

Using the Animal Diversity student E-Sheet, present the Where Can Animals Live? online

book to the class. Pause as each graphic is displayed and ask students the questions shown

with the pictures one at a time. Encourage independent questions and discussion.

Stimulate students thinking about the animals theyre observing and why they live in certain

places by asking questions such as:

Where does this [animal] live?

Do you think it could live in [somewhere different]? Why or why not?

Do you think [something else] also could live in this [animals] environment? Why or

why not?


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As the class goes through the online book, students answers will vary. Encourage them to

focus on true similarities of the animals in relation to their environments. See the Where Can

Animals Live? teacher sheet for sample student responses.

Assessment

Ask a series of questions to tie together student observations during the lesson. Ask students:

What are some ways in which all of these animals are alike?

How are they different?

What are some features that help animals live in cold environments? In hot

environments? In forests or in the water?

To illustrate the main concepts of the lesson, read the book titled The Adventures of Marco

and Polo by Dieter Wiesmuller. This story explores the life of a monkey (Marco) and

penguin (Polo) that become friends. They visit each others homes and decide that theyd like

to live together. However, when they try to do that, they realize that they each have their own

needs and need to live in their own environments.

Use this story (or another one like it) to illustrate ideas in the related benchmark for this

lesson: Stories sometimes give plants and animals attributes they really do not have.

Extensions

Younger students can study animal features more closely through the Friends of the NationalZoo Coloring Pages. These pages offer outlined images of eight animals (lion, amingo,

giant panda, giraffe, komodo dragon, orangutan, sea lion, and toucan) that can be printed out

for coloring.

If your computers brows

Colorado; Teacher’s Guide for Cherry Creek Valley Ecological Park Activity Book - Arapahoe County

Documents

Transcript of Colorado; Teacher’s Guide for Cherry Creek Valley Ecological Park Activity Book - Arapahoe County