Structure and Adaptationdeltastudies.weebly.com/uploads/4/6/2/3/46233367/4...• Field guides to...

DELTASTUDIESCURRICULUM

StructureandAdaptation

4-LS1-1.FromMoleculestoOrganisms:StructuresandProcesses

Constructanargumentthatplantsandanimalshaveinternalandexternalstructuresthatfunctiontosupport

survival,growth,behavior,andreproduction.

SanJoaquinCountyOfficeofEducationSTEMPrograms

Fundingprovidedby

CaliforniaBay-DeltaAuthority

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4-LS1-1StructureandAdaptationAcknowledgementsProjectDirectorJudiWilson,SanJoaquinCountyOfficeofEducationProjectCoordinatorsHeatherFogg,SanJoaquinCountyOfficeofEducationJulieSchardt,SanJoaquinCountyOfficeofEducationProjectFacilitatorOlgaClymire,LakeCountyOfficeofEducationCurriculumWritersAnneMarieBergen,OakdaleJointUnifiedSchoolDistrictLynnHansen,ModestoJuniorCollegeAliciaRaygosa,LincolnUnifiedSchoolDistrictFieldTestersMaryMurray,ModestoCityElementarySchoolDistrictKimOdenweller,StocktonUnifiedSchoolDistrictAliciaRaygosa,LincolnUnifiedSchoolDistrictErinSmith,StocktonUnifiedSchoolDistrictReviewersforTechnicalAccuracyJayBell,LodiUnifiedSchoolDistrictOlgaClymire,LakeCountyOfficeofEducationSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeDonnaSnell,CeresUnifiedSchoolDistrictJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeIllustratorCarolDellinger,DellingerDesignLayoutArtistJo-AnneRosen,Wordrunner

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TechnicalAssistantMelanieNewsome,SanJoaquinCountyOfficeofEducationCommunityPartnersSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeLynnHansen,ModestoJuniorCollegeReneeHill,SanJoaquinCountyDepartmentofPublicWorks,SolidWasteDivisionDonnaHummel,U.S.DepartmentofFishandWildlifeDaleSanders,EnvironmentalEducatorJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeOtherAcknowledgementsDr.FredrickWentworth,Superintendent,SanJoaquinCountyOfficeofEducationDr.GaryDeiRossi,AssistantSuperintendent,SanJoaquinCountyOfficeofEducationCaliforniaBay-DeltaAuthority

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STRUCTURE AND ADAPTATION CONTENTS

NextGenerationScienceStandards 7

Overview 8

StoryLine 9

InstructionalMaterialsRequired 10

Investigation1–DeltaOrganismsandTheirEnvironment 13

Investigation2–BirdAdaptations 29

Investigation3–AdaptationsofVariousOrganisms 39

Investigation4–Camouflage 61

Investigation5–FoodChainsandChangesintheEnvironment 65

Assessment 73

California’sEnvironmentalPrinciplesandConcepts 77

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STRUCTURE AND ADAPTATION NextGenerationScienceStandardsWorkingtowardsPerformanceExpectation:4-LS1-1.Constructanargumentthatplantsandanimalshaveinternalandexternalstructuresthatfunctiontosupportsurvival,growth,behavior,andreproduction.

• ScienceandEngineeringPractices:DevelopingandUsingModels:Modelingin3-5buildsonK-2experiencesandprogressestobuildingandrevisingsimplemodelsandusingmodelstorepresenteventsanddesignsolutions.Useamodeltotestinteractionsconcerningthefunctioningofanaturalsystem.EngaginginArgumentfromEvidence:Engaginginargumentfromevidencein3-5buildsonK-2experiencesandprogressestocritiquingthescientificexplanationsorsolutionsproposedbypeersbycitingrelevantevidenceaboutthenaturalanddesignedworld(s).

• DisciplinaryCoreIdeas:LifeScience1.AStructureandFunction:Plantsand

animalshavebothinternalandexternalstructuresthatservevariousfunctionsingrowth,survival,behavior,andreproduction.(4-LS1-1)

• CrosscuttingConcepts:SystemsandSystemModels:Asystemcanbedescribed

intermsofitscomponentsandtheirinteractions(4-LS1-1)

CommonCoreStateStandardsConnections:ELA/Literacy–W.4.1Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation

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STRUCTURE AND ADAPTATION OVERVIEW UNDERSTANDINGS• Anadaptationisanyphysicalstructureorbehavioraltraitthathelpsalivingthingto

survive.• Habitatisthehomeofaplantoranimal,whichincludestheareawherethe

organismgetsitsfood,water,space,andcover.• Livingorganismscancausechangesintheenvironmentwheretheylive;some

changesmaybedetrimentaltotheorganismwhereasothersarebeneficial.ESSENTIALQUESTIONS• Whatareadaptations?• Howdoadaptationsofanorganismimproveitssurvival?• Howdoescamouflagehelpananimaltosurvive?KNOWLEDGEANDSKILLSStudentswillknow:• Whatarecamouflage,anadaptation,anenvironment,andahabitat.Studentswillbeableto:• Identifyorganismsinaspecificenvironmentanddescribehowtheirstructuresand

adaptationshelpthemtosurvive.• Placeindividualorganismsintothecorrecthabitatbasedontheirstructures.• Writeaparagraphexplainingsomeadaptationsofspecificorganisms.• Describehowcamouflagehelpsananimaltosurvive.• Placeinorganismsinfoodchains.

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STRUCTURE AND ADAPTATION STORYLINE TeacherswillbeginthisunitbyintroducingthestudentstotheSacramento-SanJoaquinDeltaandtothreetypesofenvironmentsfoundthere:land,water,andtheshoreline.ThiswillbedonethroughLesson1,“DeltaOrganismsandTheirEnvironment”,wherestudentswillproduceamuralofavarietyoforganismslivinginthethreetypesofenvironments.Theywilllearnwhichplantsandanimalsliveineachoftheseenvironmentsandhowtheseareasprovidesuitablehabitatsfortheseorganisms.Studentswillalsoidentifyatleastoneadaptationthatallowsaspecificorganismtoliveinaparticularhabitat.Thesecondlesson,“BirdAdaptations”concentratesonadaptationsofstructuresthathelpbirdstosurviveintheirhabitat.Studentswillconductaninvestigationtolearnthatthebeakstructureofmostbirdsisadaptedtoacquiringaspecifictypeoffoodinthebirds’habitats.Theywillalsoidentifyotheradaptations,suchasfeetandlegsthatbirdshavetohelpthemtosurviveinspecifichabitats.InLesson3,“AdaptationsofVariousOrganismsintheDelta”studentsidentifyadaptationsofavarietyoforganismsthatliveintheSacramento-SanJoaquinDeltaanddeterminehowthesespecializedcharacteristicsmayimprovetheorganisms’chancesforsurvival.Theycreatebookletsorpostersaboutaspecificorganism. InLesson4,“Camouflage”studentsfurtherexploretheconceptofadaptationsastheylearnhowsomeanimalsusecamouflagetoimprovetheirchancesforsurvival.Lesson5,“FoodChainsandChangesintheEnvironment”providesthestudentswiththeideathatanimalshavetoeatcertainfoodsintheirfoodchaintosurvive.Iftherearetoomanyanimalsinanarea,changesintheenvironmentwilloccurandsomeofthesechangesareharmfulandothersarebeneficial.

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STRUCTURE AND ADAPTATION Instructional Materials Required ProvidedinDeltaStudieskitforcheckoutorbyteacherLesson1

• Onelargepiece(atleastsixfeetlong,oradaptthesizetoavailablespace)orcraftorbutcherpaper.

• AlargemapoftheSacramento/SanJoaquinDeltaLesson2

• Forthesixstations:o Station1:Severalfoampeanuts(polystyrenepackingpeanuts)orone

polystyrenecupbrokeninto1”squarepiecesfloatinginabowlofwatero Station2:Pipecleanercuteinto1”piecesburiedunderthesandorsoilin

abowlo Station3:Sunflowerseedsinabowlo Station4:Ricegrainspressedintoapieceofpolystyreneorapiceofclayo Station5:Cottonballsinabolwo Station6:Grassclippingsorpapershreddedlikepiecesofgrassinabowl

ofwater• Fivesetsof“beaks”witheachsetcontaining:Onepairofchopstickes,one

clothespin,oneslottedspoonorpastaserver,onepairoftweezers,andonetong• FieldguidestobirdssuchasPetersonFirstGuidetoBirdsofNorthAmericaby

RogerToryPeterson;BirdsofNorthAmerica:AGuidetoFieldIdentificationbyChandlerS.Robbins,BertelBruun,andHerbertS.Zim;TheAudubonSocietyFieldGuidetoNorthAmericanBirds:WesternRegionbyMuklosD.FUdvardy

• Optional:Hawktalonandbeakmolds.Lesson3

• Otherthanartmaterialssuchascoloredpencils,crayonsandfelt-tippedpens,noadditionalspecialmaterialsareneeded.

• Lesson4

• Book:ISeeAnimalsHidingbyJimArnosky• Smallplasticinsectsorotheranimalsorcolorfulpicturesofanimalsthatcan

blendintoanenvironment

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• Video:Camouflage,Cuttlefish,andChameleonsChangingColors,NationalGeographicKidsVideo

Lesson5• Book:WhoEatsWhat?ByPatriciaLauber• Plasticcups:fourextralarge,ten8-10oz,and253oz.• Popcorn(obtainaboutone-halfofagrocerysackofpopcornorthreemicrowave

popcornbags)orthesameamountofdrymacaroniExcellentResourse:California’sEducationandtheEnvironmentCurriculumunit3.3aStructuresforSurvivalinaHealthyEcosystemAvailablefreeonlinehttp://www.californiaeei.org/curriculum/unit?unitid=16

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Investigation 1 Delta Organisms and Their Environment OBJECTIVE StudentswillproduceamuralwiththreetypesofenvironmentsfoundintheSacramento-SanJoaquinDelta:land,water,andtheshoreline.Theywilllearnwhichplantsandanimalsliveineachoftheseenvironmentsandhowtheseareasprovidesuitablehabitatsfortheseorganisms.Studentswillalsoidentifyatleastoneadaptationthatallowsaspecificorganismtoliveinaparticularhabitat.BACKGROUNDThestudentsparticipatinginthislessonmostlikelyliveintheSacramento-SanJoaquinDeltaarea.TheSacramento-SanJoaquinDeltaisavaluableresourcethatreceiveswaterrunofffromnumerousrivers,suchastheSanJoaquinRiver,theSacramentoRiver,andalltheirtributaries.Thenorthernrivers(Sacramento,Feather,andAmerican)flowdownfromtheSierraNevadaMountainsanddrainintotheSacramentoRiver.ThesouthernSierraNevadarivers(Cosumnes,Mokelumne,Calaveras,Tuolumne,andMerced)drainintotheSanJoaquinRiver.TheSacramentoandSanJoaquinriversjoinattheSacramento-SanJoaquinDeltatoflowintotheSanFranciscoBayandthentothePacificOcean.PeoplewholiveintheDeltadependonitforwater,agriculture,recreationalopportunities,andforaplacetolive.Peoplesharethisenvironmentwithavarietyofotherlivingthings.TheDeltaenvironmentcontainsbothaquaticandterrestrialhabitatsandtheplantsandanimalsthatlivetherehavespecialadaptationstosurviveintheirparticularhabitat.Adaptationsarethingsthatplantsandanimalshaveorareabletodo,thathelpthemtosurvive(e.g.,fishhavefinstomovethroughthewater).Ahabitatisthehomeplaceofanimalsorplantsandcontainseverythingananimalorplantneedstosurvive,suchasfood,water,shelter,andspace.ThethreemajorenvironmentsintheSacramento-SanJoaquinDeltaarethewater,theland,andtheshoreline.WATERTheSacramento-SanJoaquinDeltahasshallowanddeepopenwateranddead-endsloughs.Someoftheanimalsandplantsadaptedtothishabitatincludecertainspeciesoffish,mammals(e.g.,beaversandriverotters),frogs,turtles,birds(e.g.,ducks,WhitePelicans),andavarietyofplants(e.g.,waterhyacinth,duckweed,andtules).Someanimalsliveinthewatermostofthetime,butmayvisittheshorelineorlandenvironmentswhenfeedingorforotherpurposes(e.g.,breedingorraisingtheiryoung).

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LANDThelandenvironmentincludestrees,suchasoaks;shrubs,suchasredbud;nativeSacramentoOrcuttgrassesandnon-nativeBermudaandpampasgrasses;rocks;andsoil.Someoftheanimalsthatlivetherearefoxes,opossum,owls,woodpeckers,jays,lizards,toads,grasshoppers,andworms.Manyanimalsgotothewaterenvironmenttodrink,bathe,ortoobtainfood.SHORELINETheshoreline,wherethewatermeetstheland,includestheriparianhabitat(treesandotherplantsclosetooronthewater’sedge)andthehuman-madeDeltaleveehabitatofrockandsoil.Theriparianhabitatincludestrees,suchaswillow,cottonwood,andblacklocust;andshrubs,suchaswildrose,wildgrapes,andblackberryaswellasthenon-nativeinvasivearundo.Animalsthatareadaptedtoliveontheshorelineincluderaccoons,herons,egrets,gartersnakes,crayfish,mosquitoes,anddragonflies.Deltaleveesmayhavevegetationsuchastules,cattails,andgrassesormaybebarerock.Someplantsandanimalsthatlivealongtheshorelinehavespecialadaptationsthathelpthemliveunderwaterpartofthetimeandonlandpartofthetime,e.g.,frogs,tules,cattails,andpickleweed.PREPARATIONPreparetheDeltamural.Severalstudentscouldhelpyoutodothis.Obtainonelargepiece(atleastsixfeetlong,oradaptthesizetoavailablespace)ofcraftorbutcherpaper.Drawameanderingriverinblue.Ripupsomebrownpaper(frompapergrocerysacks)torepresentupperlandareasandcutsomegreenconstructionpaperforgrassandotherplantsandgluethemonthebutcherpaper.MATERIALS• Large map of the Delta (in kit) • Delta mural (that you prepared) • Video, South Slough “Tide of the Heron” (in kit) • Full-page illustrations of the coyote, salmon, and Garter Snake • Copies of the Delta animal and plant illustrations, four to a page (provided in lesson); cut

apart each illustration • Transparent tape • Felt pens, colored pencils (if students will be coloring the organisms) TIMEPreparationtime:30minutesLessontime:60-90minutesENGAGEMENT1. ExplaintostudentsthatweliveinanareainCaliforniacalledtheSacramento-San

JoaquinDelta.ShowstudentsamapoftheDeltaarea.Pointoutthetwomainrivers

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oftheDeltaarea:theSacramentoRiverandtheSanJoaquinRiver.Locateonthemapthegeneralareaofthecommunitywherethestudentslive.

2. BrainstormwithstudentssomedifferenttypesofenvironmentsintheDeltaarea(for

example,streams,rivers,cities,towns,agriculturalareas,recreationalareas,wildernessareas).Tellstudentsthatinthislessontheywillstudythreetypesofenvironmentswhereavarietyoforganismslive:land,water,andshoreline.Ifneeded,discussthedefinitionofanorganism(anorganismisalivingthing).

3. Tellstudentsthattheywillseeavideothatshowsvariousenvironmentsandask

themtoidentifywhatorganismsliveonland,inwater,orontheshoreline.ShowthevideoSouthSlough“TideoftheHeron”.

Note:Theanswersinitalicsareexamplesofstudents’answers.4. Askstudentsquestionsaboutthevideo,focusingonthevariousenvironmentsand

whatlivesthere.Forexample,wheredothevariousanimalsseeninthevideolive?(Bear,bobcat,cougar,deer,andRed-tailedHawksliveonland;salmonandriverottersliveinthewater;andtheGreatBlueHeron,WhiteEgret,Red-WingedBlackbird,andraccoonliveontheshoreline.)Couldsomeorganismsliveinmorethanoneplace?(Yes,someorganismsliveinonetypeofenvironmentbutmaylookforfoodorraisetheiryounginanothertypeofenvironment.)

EXPLORATION5. Showstudentsthethreefull-pageillustrationsofthecoyote,salmon,andGarter

Snake.Askstudentswheretheythinkeachoftheseorganismslive:onland(coyote),onorinthewater(salmon),orontheshoreline(GarterSnake).

6. PosttheDeltamuralpreparedinthe“Preparation”section.7. Distributeoneillustrationofanorganismtoeachstudent.Ifthereistime,allow

studentstocolortheirorganisms.8. Askstudentstocomeuptothemuraloneatatimeandtoidentifytheareawhere

theirorganismmightlive:land,water,orshoreline.Eachstudentshouldalsodescribewhythishabitatismostappropriateforthisorganism.Ifneeded,conductadiscussionwiththeclasstoobtainagreementbeforetheorganismistapedtothemural.Ifstudentscannotagree,askwheretheymightgetadditionalinformation(e.g.,fromabook;fromtheInternet;fromaspeaker,suchasspecialistfromtheCaliforniaDepartmentofFishandGame,whoisinvitedtovisittheirclassroom)and

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thenprovidetheresourcesandthetimeforstudentstoacquiretheinformation.Notethatmanyanimalscanliveinmorethanonetypeofenvironment.

Note:Aquickerwaytodothisactivityisshoweachoftheorganismcardstotheclassandaskstudentstovoteonitshabitat:inopenwater;ontheshore;ontheland.Thentapetheorganismstoanappropriatelocationonthemural.Possiblehabitatsforeachorganism:L–Land,S–Shoreline,W-Water

1.KitFox (L) 15.Toad (L)2.Beaver (W) 16.HarvestMouse (L)3.WillowTree (S,L) 17.SacramentoSucker (W) 4.CommonCrow (L) 18.TreeFrog (L,S,W)5.GreatBlueHeron (S) 19.Crayfish (S,W)6.Red-tailedHawk (L) 20.Duck (S,W)7.WesternFenceLizard (L) 21.Grasshopper (L)8.WhiteCatfish (W) 22.Mosquito (L,S,W)9.RiverOtter (S,W) 23.WaterBoatman(Beetle) (W)10.Opossum (L) 24.LadyBug (L)11.Turtle (S,W) 25.Cattails (S,W)12.GreatHornedOwl (L) 26.LiveOak (L)13.Egret (S) 27.Blackberries (L,S) 14.Hummingbird (L) 28.Tules (S,W)

9. IntroducethewordS“structure”and“adaptation.”Astructureisapartofaplant’s

oranimal’sbodyandanadaptationissomethingthatanorganismhasorisabletodo,thathelpsittosurvive(e.g.,afishhasfinstomovethroughthewater).Usually,thereasonananimalorplantliveswhereitdoesisbecauseofthestructuresandadaptationsithas.Forexample,afishlivesinopenwaterbecauseitisadaptedtoliveinthewater;ithasgillsthatallowittobreatheinwater,finsandatailtomovethroughthewater,andwaterproofskin.

10. Havestudentsdescribeatleastonestructure(e.g.,feet,mouth,fins,feathers,

gills/lungs,eyesight,scales,leaves,stalks,etc.)thatallowstheirorganismtoliveinthatparticularenvironment.

11. Discusswithstudentswhatcouldhappeniftheenvironmentwhereananimalor

plantliveschanges.Forexample,whatcouldhappentoorganismsthatliveinthewaterifthereislesswaterinastreamorriverbecauseofdroughtorbecausepeopledivertedthewaterforvarioususes?

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EVALUATIONAskstudentstowriteashortdescriptionofoneorganismthatwasplacedonthemural.Theparagraphshoulddescribewherethisorganismlivesandhowitisadaptedtolivethere.Thesedescriptionscouldbeplacedaroundthemural.EXTENSIONEncouragestudentstousetheInternettoacquireinformationaboutspecificorganisms.RESOURCESWebsiteshttp://www.watereducation.org/aquapedia/sacramento-san-joaquin-delta-fish-and-wildlifeDescriptionoffishandwildlifeintheSacramento/SanJoaquinDeltahttp://sacdelta.com/charts/index.htmlprojectablemapofdeltaBooks• PondsandStreamsbyJohnStidworthy(NatureClubseries)• PondandRiverbySteveParker(EyewitnessBooks)• Woods,Ponds,andFieldsbyEllenDoris(RealKids,RealScienceBooks)Videos• SouthSlough“TideoftheHeron”(OdysseyProductions)

AlthoughthisvideofocusesonanareainOregon,mostanimalsshownalsoliveintheSacramento-SanJoaquinDeltaarea.Theseanimalsare:GreatBlueHeron,deer,Red-TailedHawk,BaldEagle,bear,raccoon,riverotter,bobcat,cougar,beaver,WhiteEgret,Red-WingedBlackbird,salmon.Thevideoalsoshowsavarietyofplants,includingsundews,lichens,ferns,andpickleweed.

• MagicSchoolBusHopsHomeThisvideoreinforcestheconceptofhabitat.

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Coyote

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Chinook Salmon

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Garter Snake

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Investigation 2

Bird Structures and Adaptations OBJECTIVEStudentswillconductaninvestigationtolearnthatthebeakstructureofmostbirdsisadaptedtoacquiringaspecifictypeoffoodinthebirds’habitats.Theywillalsoidentifyotheradaptations,suchasfeetandlegsthatbirdshavetohelpthemtosurviveinspecifichabitats.BACKGROUNDEachorganismisadaptedtoliveinitshabitatandtoobtainthethingsitneedsinordertosurvive.Thebeaksofmostbirdsareadaptedtoeatspecificthingsintheirenvironment.Thewayabeaklooksoffercluesonwhatthebirdwiththatparticularbeakmighteat.Forexample,aseed-eatingbird,likeasparrow,hasashort,thick,andstrongbeaktocrackseeds.Awoodpecker’sbeakisnarrowandstrongandisusedforchiselingbarkandwoodtogettheinsectslivingthere.Thebeakofaheronoranegretislongandnarrowandshapedforspearingfish,crayfish,andfrogs.Hawksandowlshavehookedsharpbeaksfortearingprey.Someduckshaveasieve-likeedgeontheirbeakstostrainoutwaterastheyswallowwaterplants.Whereasfish-eatingducks,likeMergansers,havebeakssuitedtograbfish.Notonlyarethebeaksadaptedtowhatthebirdseatbutalsothefeetandlegsofbirdscanprovidecluestowherethebirdslive.Forexample,webbedfeetofaduckarebestsuitedforawaterhabitat,whereastherunningfeetofpheasantsmakethemsuitableforwalkingorrunningonland.Thefeetandlegsofegretsandheronsareadaptedtowadeinshallowwaterswhenthesebirdsarehuntingforfood.Thebehaviorofbirdscanalsoprovidecluesofwheretheyliveandwhattheyeat.Forexample,aGreatBlueHeronkeepsverystillwhilefishinginshallowwatertoavoidbeingseenbythefishitwantstocatchandeat.

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PREPARATION• Preparesixstations:

o Station1:Severalfoampeanuts(polystyrenepackingpeanuts)oronepolystyrenecupbrokeninto1-inchsquarepiecesfloatinginabowlofwater

o Station2:Pipecleanercutinto1”piecesburiedunderthesandorsoilinabowlo Station3:Sunflowerseedsinabowlo Station4:Ricegrainspressedintoapiecepolystyreneorapieceofclayo Station5:Cottonballsinabowlo Station6:Grassclippingorpapershreddedlikepiecesofgrassinabowlof

water• Gatherfivesetsof“beaks”witheachsetcontaining:Onepairofchopsticks,one

clothespin,oneslottedspoonorpastaserver,onepairoftweezers,andonetong.MATERIALS• Materialsdescribedinthe“Preparation”section• Acopyofthe“Birds’BeaksExplorationSheet”foreachgroup• Illustrationsofamallardandanegret• Severalpicturesofbirdbeaks(includedinthislesson)• Severalpicturesofbirdfeetandlegs(includedinthislesson)• Red-tailedHawktalonandbeakmolds(inkit)TIMEPreparationtime:30minutesLessontime:60minutesENGAGEMENT

• Showapictureofamallardandshowapastaserver.Askstudents:“Howisaduck’sbeaklikeapastaserver?”Explainthatallbirdshavebeaksthatareadaptedtothetypeoffoodtheyeat.Forexample,aMallard’sbeakisbroadwithsieve-likeridges,whichallowsthewatertorunoutwhilethevegetationisretainedandswallowed.Wecansaythatthisducks’beakworksalotlikeapastaserver.

• Showapictureofanegret.Askstudentswhatthisbirdmighteat?Explainthat

somefish-eatingbirds,likeheronsandegrets,havebeakslikespears,whichtheyusetocatchtheirfood,likefishandfrogs.

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EXPLORATION1. Tellstudentsthattheywillbeexperimentingwithvarioustoolsthatrepresentbird

beakstofindoutwhichtoolismostsuitedtopickupaspecificfood.2. Dividestudentsintofiveteamsanddistributeacopyofthe“Birds’BeaksExploration

Sheet”toeachgroup.Showstudentsthebowlsoffoodthataresetupatthesixstations.

3. Provideeachteamwithasetoftoolsthatrepresentavarietyofbirdbeaks.Have

studentshypothesizewhichtoolwouldbebesttousetopickupeachtypeoffood.AskgroupstocompletePartAontheirExplorationSheets.Youmightchoosetoassigncertainbeakstospecificstudentswithineachgroup.

4. OncegroupshavecompletedPartA,theymaygotoeachstationtotrytopickupthe

foodwiththe“beak”theythoughtwasbestsuited.TheycantryotherbeaksandthencompletePartCoftheirExplorationSheets.

5. AfterallgroupshavecompletedPartCoftheirExplorationSheets,discusswhether

theirhypothesiswasthesameordifferentfromtheactualtrial.6. Discusshowdifferentbeakshelpbirdseatandthatthisdifferenceisanadaptation

thathelpsbirdstosurvive.Remindstudentsthatanadaptationisaspecialphysicalcharacteristicorbehaviorthathelpsanorganismtosurvive.

7. Showstudentspicturesofbirdbeaksandaskthemtodescribethecharacteristicsof

eachbeakandwhateachbirdmighteat.Studentsshouldbeawarethatdifferenttypesofbirdshavedifferentbeaksdependingonwhattheyeat.(Ahawkeatsmiceandotheranimals;aheroneatsfishandfrogs;asparroweatsseedsandsomeinsects;ahummingbirdeatsflowernectar;achickadeeeatsinsectsandsomeseeds;agooseeatsplants;aMergansereatsfish;andawoodpeckereatsinsectsinandundertreebark.)

8. Discuss:

• Whymightseed-eatingbirdsneedshorterandheavierbeaks?• Howdolongbeakshelpbirds?• Whydosomebirdshavesharppointedcurvedbeaks?• Whattypeofbeakisbestforabirdthateatsinsectsfoundintrees?• Whattypeofitemcanrepresentahawk’sbeak?

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9. Showillustrationsofbirds’feetandlegs.Askstudentstocarefullyobservehoweachfootisformed.Howarethefeet/legsdifferent?Whatspecialfeaturedoeseachfoothave?Howwouldthebirdusethesefeaturestohelpitsurvive?Wherewouldthisbirdfindmostofitsfoodsource:onorneartheground,onornearthewater,climbingintrees?Isthisbirdawader?Howwouldyouknowisthisbirdspendstimeinornearwater?Doyouthinkthisbirdwalks/runsafteritsfood?Doyouthinkthisbirdisapredator?

EVALUATION• Giveeachstudentoneortwotoolsthatrepresentbeaksamples.Havethemdrawan

imaginarybirdwiththespecialtoolnexttothefooditmighteat.Askthemtodescribehowthebeakisusedtogetthefood.

• DisplaytheresinmodeloftheRed-TailedHawktalonfoundinthekit.Havestudentsdescribeinwritingthefeet,whatthesefeetareadaptedtodo,whatthisbirdeats,howitacquiresitsfood,andwhattypeofhabitatitlivesin.

• Usingillustrationsofvariousbirds’feetandlegsandhavestudentsidentifywherebirdswithsuchfeetandlegsmightlive:onthewater,ontheshore,oronland.

• Askstudentstomatchsomeofthebird’sbeakstotheirfeetandlegs.Thenaskstudentstowriteaparagraphdescribingtherelationshipamongthetypeofbeak,typeoffeetorlegs,thebird’shabitat,andwhatiteats.

EXTENSIONEncouragestudentstousetheInternettoseecolorfulexamplesofbirds,theirbeaks,andfeet.Takestudentsonafieldtriptoaparkorwildliferefugetoviewbirds.RESOURCESBooks• WatchingWaterBirdsbyJimArnosky• AllAboutOwlsbyJimArnosky• Birds,Birds,Birds!RangerRick’sNatureScope,NationalWildlifeFederation(an

activityguide)• PetersonFirstGuidetoBirdsofNorthAmericabyRogerToryPeterson• BirdsofNorthAmerica:AGuidetoFieldIdentificationbyChandlerS.Robbins,Bertel

Bruun,andHerbertS.Zim• TheAudubonSocietyFieldGuidetoNorthAmericanBirds:WesternRegionbyMiklos

D.F.Udvardy• Otherfieldguidestobirdstoallowstudentstoseevariousbeaks,feet,andbirdsin

theirhabitats

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WEBSITESwww.birdday.orgPromotesconservationandknowledgeaboutmigratorybirdsonallflyways.http://sssp.fws.govShorebirdcurriculumtoencourageshorebirdtracking,monitoring,habitatrestoration,andotherprojects.

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Birds’BeaksExplorationSheetNames Date: Directionstostudents.1.CompletePartA:Hypothesis.Guesswhichtoolwillbestpickupwhich“food”item.2.CompletePartB.Tryvarioustoolstoseewhichworksbestonwhich“food”item.3.CompletePartC:Conclusion(WhatWeFoundOut)PartA:HypothesisWhatmightbethebesttooltopickup:• Foampeanutsinwater? • Pipecleanerpiecesinsandorsoil? • Sunflowerseeds? • Riceinapiecepolystyreneorapieceofclay? • Cottonballs? • Grassclippingsorshreddedpaperinabowlofwater?

PartB.Toolswetried(placeacheckmarknexttoeachtoolyoutried):ChopsticksSlottedspoonorpastaserverTweezersTongsClothespinPartC:Conclusion(WhatWeFoundOut)Wethinkthatthebesttoolsforpickingupthefollowingfoodsare:• Foampeanutsinwater. • Pipecleanerpiecesinsandorsoil. • Sunflowerseeds. • Riceinapiecepolystyreneorapieceofclay. • Cottonballs. • Grassclippingsorshreddedpaperinabowlofwater.

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Mallard

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Great Egret

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Investigation 3

Adaptations of Various Organisms in the Delta OBJECTIVE StudentswillidentifyadaptationsofavarietyoforganismsthatliveintheSacramento-SanJoaquinDeltaanddeterminehowthesespecializedcharacteristicsmayimprovetheorganisms’chancesforsurvival.Studentsplaya“WhoAmI”gametoidentifyadaptationsandcreateabookletorposteraboutoneanimalanditsadaptations.BACKGROUNDPlantsandanimalsoftheSacramento-SanJoaquinDeltaexhibitdifferencesinphysicalappearanceandbehavior.Eachplantoranimalisdesignedtoliveandreproduceinitshabitatwhereitfindsfood,water,shelter,andspace.TheDeltaenvironmentcontainsbothaquaticandterrestrialhabitatsandtheplantsandanimalsthatlivetherehavespecialadaptationstosurviveintheirparticularhabitat.Adaptationsarethingsthatplantsandanimalshaveorareabletodo,thathelpthemtosurvive(e.g.,fishhavefinstomovethroughthewater).Behavioraladaptationsdescribewhatananimaldoesorhowitactsinordertosurvive(e.g.,birdsmigratetowarmerclimatesinthewinter).Thislessonidentifiestheadaptationsofvariousorganismsandexploresthequestionhowthesehelptheorganismtosurvive.PREPARATION• Makecopiesoftheillustrationofthebatforeachstudent.• Makecopiesofthefollowingillustrationsattheendofthislesson:Mallard,Red-

tailedHawk,sparrow,hummingbird,woodpecker,owl,egret,frog,snake,lizard,mouse,mosquito,andfish.

• Makecopiesofthe“OrganismInformationCards”andcutapartintocards.• PlacetheinformationabouttheMallard(“Teacher’sExampleofaClueCard”)onan

overheadtransparency,chalkboard,orchartpaper.• Optional:Glueillustrationsoncardstockandtapetheinformationconcerning

adaptationsontheback.MATERIALS• Illustrationofabat(inthislesson)• IllustrationsofvariousorganismsthatliveintheSacramento-SanJoaquinDeltaarea

(inthislesson)

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• Twosheetsofpaperforeachstudent• Artmaterialssuchascoloredpencils,crayons,andfelt-tippedpensTIMEPreparationtime:30minutesLessontime:60minutesENGAGEMENT

• Distributeanillustrationofabattoeachstudent.Asktheclasstopickouttheadaptationstheyseeandtodescribehowtheseadaptationshelpthebattosurvive.Forexample:o Earstohear(echo-location)whereitsprey(mosquitoesandotherinsects)is

locatedo Feettoholdonthesurfaceslikerocksincaves,roofsinhousesandbarns,or

woodintreecavitieso Furforwarmtho Bigmouthstocatchinsectswhileflyingo Wingstoflytocatchfoodandtogetawayfrompredators(owls)

• Askstudentstolabelatleastthreeadaptationsofabatandtowriteasentence

abouteachoftheseadaptations.Studentswhohavecompletedthisworkcancolorthebat.(Thiscanalsobedoneasahomeworkassignment.)

EXPLORATION1. Describehowtoplaythegame“WhoAmI?”UsetheMallardasanexample.Show

theinformationabouttheMallardonanoverheadtransparency,chalkboard,orchartpaper.Telltheclassthateachstudentwithinagroupwillreadonecluechangingthewordingasifheorsheistheorganismtalkingaboutitself.Forexample,fortheMallard:

• Onestudentwouldsay,“Ihaveabroadbeakwithsieve-likeridges.”• Thenextstudentwouldsay,“Ihavelargewebbedfeettoallowmetodive

andswim.”• Thethirdstudentwouldsay,“Ihavewingsandfeatherstoallowmetofly,to

keepmewarm,andtowarmtheeggsIlay.”• Thenthefirststudentwouldsay“IhaveoilthatwaterproofsmyfeatherssoI

constantly‘preen’tore-oilandalignmyfeathers.”• Thentheentiregroupsays“WhoAmI?”andtheclassguessesthenameof

theorganism.• Finally,thegroupshowstheillustrationoftheanimal.(Showtheillustration

oftheMallard.)

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2. ProvideaClueCardtoagroupoftwoorthreestudentsandthecorresponding

illustrationoftheanimal.Tellstudentstokeeptheanimalstheyhaveasecretfromotherclassmembers.Allowstudentstopracticetheclueswithintheirgroups.Youmightwanttohavestudentswritedownwhattheywillsay.

3. Playthegameuntilallgroupshadaturn.Youcouldspreadthisoutoverseveraldays

andallowstudentstoworkonthenextpartofthelessonbetweengrouppresentations.

4. DoA(studentsmakeabooklet)orB(studentsmakeaposter).

A. Giveeachstudentapictureofanorganismincludedinthislesson.Providetwosheetsofpapertoeachstudentandhavethemfoldtheseinhalftomakeabooklet.Haveeachstudentdothefollowingforhisorherorganism:• Writeonthecoverofthejournal:“WhoamI?”anddrawoneadaptationof

theorganism(e.g.,onepaw,anose,abeak,aneye).• Ontheothersideofthe“cover”pagewriteyourname,date,roomnumber,

andteacher’sname.• Onthepageafterthe“cover”(page1),drawyourorganism’shabitat.• Onothersideofthehabitatpage(page2),describeitshabitat.• Onthenextpage(page3),drawapictureoftheorganism.• Onthebacksideoftheorganismpage(page4),drawandlabelatleastthree

adaptationsoftheorganism.• Onthefirstsideofthelastpage(page5)inoneortwoparagraphs,describe

howtheseadaptationshelptheorganismtosurvive(orimproveitschancestosurvive).

• Extracredit:Onthebacksideofthebookletwritewhatthisorganismmighteatandwhatmighteatit.

B. Provideonesheetofpapertoeachstudentandaskstudentstodevelopaposter

foronerealorganism.Studentsshoulddrawtheorganismandlabelatleastthreeofitsadaptations.Thenhavethemwriteaparagraphtodescribetheadaptationsandhowthesekeeptheorganismalive.

5. Askstudents:

• Whichadaptationssupportgrowthofanorganismandwhichsupportitssurvival?

• Whathelpstheseanimalsgetwhattheyneedfromtheirhabitat?

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• Whattypesofadaptationsmighthelpananimaltoreproduce?(Forexampleinbirds,thismightbeabirdwiththemostcolorfulplumage,onewiththebestsong,onethathasselectedthebestnestingsite,oronethatisthelargest.)

• Whatdosomeorganismsdooractinordertosurvive.EVALUATION• Checkthe“WhoamI?”bookletsortheposters.• Havestudentsdesignanimaginaryorganismonapieceofpaperorintheirjournals.

Thentheyshouldlabeltheadaptations,statewheretheorganismstheydesignedmightlive,anddescribehowtheymightacttohelpthemtosurvive.

EXTENSIONS• ReadtotheclassStellalunabyJanellCannon(astoryaboutabat).Havestudents

conductresearchonbatsandsharetheirfindingswiththeclass.• Conductanexperimenttoshowthatfurkeepsananimalwarm.Usetwosoupcans.

Gluewoolorfakefurontheoutsideofonecan.Placeanequalamountofwarmwaterintoeachcanandmeasurethetemperatureovertime.

RESOURCESBooks• HowDoAnimalsAdapt?(TheScienceofLivingThings)byBobbieKalman• StayingAlive(NatureUndercover)byBeatriceMcLeod,etal.• AnimalsinFlightbyS.JenkinsandR.Page• StellalunabyJanellCannon• OutsideandInsideBatsbySandraMarkle• AmazingBatsbyFrankGreenaway• BatsbyGailGibbons• BatsbyRobinBernard

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Pallid Bat

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Teacher’sExampleofaClueCard Mallard1.Beak:broadbeakhassieve-likeridges(whichallowsthewatertorunoutwhilethevegetationtoberetainedandswallowed)2.Feet:largewebbedfeetallowtheducktodiveandswim3.Feathers:wingsandfeathersallowduckstofly,keepbodyheat,andwarmitseggs.

4.Oilsinthefeathers:theoilwaterproofsthebirdwhenitsubmergestofeed.Ducksconstantly“preen”tore-oilandaligntheirfeathers.

Translatedto:1.Ihaveabroadbeakwithsieve-likeridges.2.Ihavelargewebbedfeettoallowmetodiveandswim.3.Ihavewingsandfeatherstoallowmetofly,tokeepmewarm,andtowarmtheeggsIlay.4.IhaveoilthatwaterproofsmyfeatherssoIconstantly“preen”tore-oilandalignmyfeathers.“WhoAmI?”AMallard

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Mallard

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Red-Tailed Hawk

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White-Crowned Sparrow

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Anna’s Hummingbird

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Acorn Woodpecker

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Screech Owl

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Great Egret

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Red-Legged Frog

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Gopher Snake

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Western Fence Lizard

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Meadow Vole

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Mosquito

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Golden Shiner Fish

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Investigation 4

Camouflage OBJECTIVEStudentswilllearnthatsomeanimalsusecamouflagetoimprovetheirchancesforsurvival.BACKGROUNDOrganismsoftheSacramento-SanJoaquinDeltaexhibitdifferencesinphysicalappearanceandbehavior.Eachorganismisdesignedtoliveinitshabitat,whichprovidestheorganismwithair,water,food,andshelter.Adaptationsarethingsthatplantsandanimalshaveorareabletodo,thathelpthemtosurvive(e.g.,adeerblendsintotheenvironment).Behavioraladaptationsdescribewhatananimaldoesorhowitactsinordertosurvive(e.g.,abirdmightstopmovingwhenhearingdangerapproaching).Onespecificadaptationthatmanyanimalshaveisprotectivecolorationthatallowsthemtoblendintotheirenvironment.Thisiscalledcamouflage.Thisadaptationcanprotectananimalfrombeingseenbypredators(animalsthatmighteatthem)ortoavoidbeingseenbyanimalsthatcouldbecomeitsfood.PREPARATIONLocateanareaontheschoolgroundswherestudentsmightseeinsects,spiders,birds,orotheranimalsthatarecamouflaged.Ifsuchanareaisnotavailable,thenplaceplasticanimalsorpicturesofanimalsinanareawheretheycanblendintotheenvironmentforstudentstofind.MATERIALS• Book,ISeeAnimalsHidingbyJimArnosky• Ifthereisnoareaontheschoolgroundswheresomecamouflagedorganismscanbe

seen,gathersomesmallplasticinsectsorotheranimalsorcolorfulpicturesofanimalsthatcanblendintoanenvironment.(inkit)

• Thevideo,Camouflage,Cuttlefish,andChameleonsChangingColors,NationalGeographicKidsVideo

• Paperforeachstudentonwhichtodraw• Artmaterialssuchascoloredpencils,crayons,andfelt-tippedpens

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TIMEPreparationtime:30minutesLessontime:60minutesENGAGEMENTNote:Theanswersinitalicsareexamplesofstudents’answers.o Discusswithstudents:Whatcolorsaremostanimals?(brown,earthcolors)Why

mighttheybethesecolors?Whatadvantagemightitbetoadeertobebrown?o Readtostudentsthebook,ISeeAnimalsHidingbyJimArnosky.Discusswhat

adaptationstheanimalsinthebookhadtohelpthemtosurvive.(Mostanimalswerecamouflaged.)Ifneeded,introducethemeaningoftheword“camouflage”.Tellstudentsthatcamouflageisaprotectivecolorationthatallowsanorganismtoblendintoitsenvironmenttoavoidbeingseenbypredators(animalsthatmighteatthem)ortoavoidbeingseenbyanimalsthatcouldbecomeitsfood.

EXPLORATION1.DoeitherPartAorPartB.

A.Takestudentsoutsideandaskthemtofindinsects,spiders,birds,andotheranimalsthatarecamouflaged.Whenstudentsfindsuchanorganism,encouragetheclasstoobserveitwithoutdisturbingit.Askstudentstodescribethecolorandshapeoftheorganismthatallowsittoblendintoitsenvironment.

B.Ifthereisnoareaontheschoolgroundswheresomecamouflagedorganismscan

beseen,gathersomesmallplasticinsectsorotheranimalsorcolorfulpicturesofanimalsthatcanblendintoanenvironmentandplacetheminacertainarea.Encouragestudentstofindtheseorganismsandaskstudentstodescribethecolorandshapeoftheorganismthatallowsittoblendintoitsenvironment.

C. ShowthevideoCamouflage,Cuttlefish,andChameleonsChangingColors.Discuss

someoftheanimalsandtheirhabitatsshowninthevideoandhavestudentsdescribehowtheirprotectivecolorationblendswiththeenvironment.

D. BrainstormpartsoftheDeltaenvironment(thingsthatarepresentinthe

environmentsuchastree,bankofariver,water,log,rock,leaf,flower)andlisttheseonthechalkboard.

E. Providepaperanddrawingmaterialstostudents.Askeachstudenttodrawand

colorapartofanenvironmentthatcouldbefoundintheDelta.Thenstudents

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shoulddrawandcoloratleastoneanimalthatlivesthereorcouldlivetherethatiscamouflaged.TheycanrefertotheanimalstheystudiedinthepastthreelessonsorlookupinareferencebookorontheInternetanotheranimalthatlivesintheDeltaarea.

2. Oncestudentshavecompleteddrawingtheircamouflagedanimalinitshabitat,

mounteachpictureonabulletinboardandallowallstudentstoviewthegalleryandtrytoidentifythecamouflagedorganism.

3. Tellstudentsthatevenwithprotectivecoloration,itisstillimportantforthe

animaltobehaveinawaythathelpsittohide.Askstudentshowafawnbehavesifitsensesdangerapproaching.(Layverystillandquietandblendintotheenvironment).Explainthatbehavioraladaptationsdescribewhatananimaldoesorhowitactsinordertosurvive.Forexample,afawnwillusuallylayquietlywhenhearingdangerapproaching;acamouflagedprayingmantiswillmoveslowlytowarditspreyuntilitiscloseenoughtocatchit;andsomeinsectsthatlooklikeleavesevenmimicaleafblowinginthebreeze.

4. Discussthefollowingwithstudents:

• Howcananareachange?(Fire,drought,people’sconstructionprojects)• Whattypesofchangescouldaffecttheanimalyoudrew?Forexample,trees

arecutdownsoyouranimalcannolongerblendintothetreebark;thereislessfoodthattheanimaleatsbecauseofdroughtorfloodorpoisons;toomanypredatorsinthearea;notenoughwaterorshelter.

EVALUATIONDiscusswithstudentshowtheanimalsthatstudentsdrewgetwhattheyneedfromtheirhabitatandhowcamouflagehelpsthemtosurvive.Alsoaskstudentstodescribewhattheirorganismsdoorhowtheyactinordertosurvive.Thiscanbeawrittenassignment.EXTENSIONS• Havestudentsdressuptoblendintoacertainenvironment.• Havestudentsdesignanimalsoutofclayorpapermacheandthenpaintthemin

camouflagecolorsandhidethemindesignatedareasforotherstudentstofind.RESOURCESBookISeeAnimalsHidingbyJimArnosky

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Investigation 5

Food Chains and Changes in the Environment OBJECTIVEStudentswilllearnaboutfoodchainsandhowlivingorganismscancausechangesintheenvironmentwheretheylive.BACKGROUNDInacommunity,eachorganismlivesandinteractswithotherlivingthings.Onetypeofrelationshipwithinacommunityisbasedonwhoeatswhat.Forexample,amouseorameadowvoleeatsseedsofwildwheat;asnakeeatsmiceandvoles;andahawkeatssnakes,mice,andvoles.Alinearfeedingrelationshipstartingwithaplantandusuallyendingwithapredatoriscalleda“foodchain”.Anotherexampleofafoodchainisaplantthatiseatenbyarabbitthatiseatenbyahawk.Variousfoodchainsinanecosystemareinterconnectedtomakeafoodweb.AdditionalexamplesoffoodchainsfoundintheSacramento-SanJoaquinDeltaarelistedbelow:

• Plants-Insects-Songbirds-Hawks• Plants-Insects-Fish-Turtles• Plants-Insects-Frogs-Herons• Plants-Ducks-GreyFoxes• Plants(Seeds)-Mice-Owls

Organismscancausechangesintheenvironmentwheretheylive;somechangesmaybeharmfultosomeorganismswhereasothersarebeneficial.Forexample,whentherearetoomanypredators(e.g.,snakes)ofonetypeinanarea,thenumbersofprey(e.g.,mice)maybegreatlyreducedmakingitmoredifficultforthepredatorstoobtainthefoodtheyneedtosurvive.Thissituationwouldalsoaffectotherpredators(likehawksandfoxes)thatmaynotgetenoughfoodtoeat.Ontheotherhand,withlesspreyinthearea,thepreymayfinditeasiertogetitsfoodandshelterbecausethereislesscompetitionforfoodandshelter.Thisallowstheremainingpreytoproducemoreyoung,providingmorefoodforpredators.Humanscanaffectthefoodwebsbothnegativelyandpositively.Forexample,ifpeoplesprayanherbicidethatkillsacertainplantandthisplantprovidesfoodforacertainspeciesoffish,thenthatspeciesoffishisatriskaswellasalltheotheranimalsaboveitinthefoodchain.

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PREPARATIONLocatealargeareaoflawnorblacktopontheschoolgroundstoplaythe“FoodChainGame.”MATERIALS• IllustrationsofMeadowVole,KingSnake,andRed-TailedHawk(inthislesson)• ThebookWhoEatsWhat?byPatriciaLauber(providedinkit)• Plasticcups:fourextralarge,ten8-10oz.,and253oz.(providedinkit)• Popcorn(youwillneedaboutone-halfofagrocerysackofpopcornorthree

microwavepopcornbags)orthesameamountofdrymacaroni• Astripofwhiteconstructionpaper(4”x8”)toeachstudent• Artmaterialssuchascoloredpencils,crayons,andfelt-tippedpensTIMEPreparationtime:30minutesLessontime:60-90minutesENGAGEMENTNote:Theanswersinitalicsareexamplesofstudents’answers.• Askthestudentswhattheyhadforbreakfastandlistanswersonthechalkboard.

Selectafewofthefoodsanddeterminetheirorigin.Createalinearfeedingrelationshipgoingbackwardstowhateatswhat.Forexample:humanseatbaconwhichcomesfrompigswhicheatplants;humanseateggswhichcomefromchickenswhicheatinsectswhicheatplantsorhumanseateggswhichcomefromchickenswhicheatcornwhichcomesfromplants.Askstudentswhyweneedtoeat?(Weneedtoeatfoodtogetenergytomove,live,andgrow.)

• Explaintostudentsthatfoodchainsrepresentthefoodenergythatistransferred

fromoneorganismtoanother.Thereforealmostallfoodchainsbeginwithaplant.Ifweateahamburgerforlunch,howwouldwedescribethemeatweateusingafoodchainexample?(grasstocowtoperson)

PROCEDURE

1. ReadWhoEatsWhat?byPatriciaLauber.Whattypesoffoodchainswerementionedinthebook?

2. ShowtheillustrationsoftheMeadowVole,theKingSnake,andtheRed-Tailed

Hawk.Explainthatthesethreeanimalslivetogetherinthesameenvironment.

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Asktheclasstodescribethefeedingrelationshipthatcanbemadewiththesethreeanimals.Whatismissingtomakethisafoodchain?(Plantsareneeded,likegrassesoranotherplantthatmakesseedsthattheMeadowVolecaneat.)

3. Discusshoweachoftheseanimalscanmakechangesintheirenvironment.For

example,thevoleeatsseedsbutalsostoressomeseedsinitsburrow,therebyhelpingtodistributetheseedsthroughoutthecommunity;itdigsholes,creatingnewhomesforotheranimalsandlooseningthesoil;itiseatenbyvariouspredators.

4. Leadstudentstotheareatoplaythe“FoodChainGame.”Havestudentsforma

circlewhileyouspreadthepopcornonthegroundinalargeareaoflawnorblacktopandexplaintherules.Theobjectofthegameistocollectpopcorn(ormacaroni)intoone’sstomachandtoavoidbeingtaggedor“eaten”.Studentssurvivebyhavingafullcupofpopcornwhenthegameisover.Studentswhoaretaggedlosetheircupofpopcorndidnotsurvive.

5. RULESOFTHEGAME • Onestudentgetstheextralargecup(symbolizingthehawk’sstomach)• Fourstudentsgetthe8oz.cups(symbolizingthesnakes’stomachs)• Therestoftheclassgetsthesmallestcups(symbolizingthemice’sstomach)• Thepopcornrepresentsseedsandotherplantparts.• Micecanonlypickuppopcornfromthegroundandputitintheircuponeata

time,tryingtofilluptheircup/stomachwhilenotgettingtagged.• Snakescanonly“eat”bytaggingamouseandgettingthepopcorninthemouse’s

cup.Whenasnaketagsamousethemouseandsnakemuststop(“freeze”).Themousethengivesallofthepopcorninitscup/stomachtothesnake’scupandthensitsonthegroundandisoutofthegameuntilanewgamestarts.

• Hawkscanonly“eat”bytaggingasnakeoramouse.Whentheytagasnakeoramouse,thesnakeormousemuststopandgivethehawkallofthepopcorninitscup/stomachandsitonthegroundandisoutofthegameuntilanewgamestarts.

6. Havestudentsrepeattherulestoyousoyouknowthattheyunderstandthem.

Assignrolesanddistributecups.

7. Playthegameforaboutfourminutes.Thencountthenumberofmice,snakes,andhawksthatsurvived.Ifthestudents’cups/stomachsarenotfulloriftheyweretagged,itmeansthattheydidnotsurvive.Discusswhycertaintypesofanimalssurvivedbetterthanothers,whatproblemstheyhadfillingtheir

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stomachs,whatproblemstheyhadavoidinggettingtagged,andwhattheycouldchangeinthegametoensurethesurvivalofmoreoftheanimals.(Forexample,changethenumberofeachtypeofanimal,changethewaytheycanbetaggedorchased,changethecupsize).

8. Playthegameagain,withfourstudentsplayinghawks,tenplayingsnakes,and

therestbeingmice.

9. Afterfiveminutesidentifywho“died”inthegameandwholived.

10. Discusswhatthisgamecanteachusaboutanimals.Forexample,animalsdependonotherplantandanimalsasfoodsources.Ask:

• Whathappensiftherearetoomanypredators?(Theyeatupallthepreyandthenthereisnotenoughfoodforthem.)

• Howmighteachorganisminthefoodchaincausechangestoitsenvironment?(Iftherearetoomanymice,theycaneatalltheplantsintheareaandthenstarvetodeath.Iftherearetoomanysnakesortoomanyhawks,theycaneatallthemiceandthentherewillnotbeenoughfoodforsnakesorhawks.)

11. Tellstudentsthattheyhavejustseenfirst-handhowthepopulationofacertain

animalcaneasilybeaffectedbyhowmuchfoodisavailable.Arethereotherthingsthatcouldaffecttheamountoffood?(poisons,likepesticides;introductionofanewspecies;airandwaterpollution)

12. Discuss:Whichchangesinanenvironmentmightbebeneficialandwhichmight

beharmful?

13. EVALUATION• Givestudentsstripsofwhiteconstructionpaper(4”x8”)tomakeapaperchain

representingafoodchainoftheDelta.Demonstratehowtheymightdrawtheanimal/plantorwriteitsnameoneachstripandloopthestripstogethertomakeachain.Askstudentstodisplayanddiscusstheirchainfortheclass.Studentsshouldmentionhoweachorganismcancreateachangeinitsenvironment.

• Provideillustrationsoforganismsfrompreviouslessonsandaskstudentstoshowexamplesoffoodchainsusingtheseorganisms.Thiscouldalsobemadeintoagamewheregroupsofstudentstrytomakethelargestnumberoffoodchainswiththeavailableillustrations

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EXTENSIONS• Usingthefoodchainsmadebystudentsinthe“Assessment”section,placeallthe

chainsontheflooranduseyarntoconnectanimalsandplantsfromtheirchaintootherchain.Thiscanbedonebygivingeachstudenttwopiecesofyarntoconnecttwooftheirlinkstotwootherchains.Directdiscussiontodiscovertheinterconnectednessofallthefoodchainswitheachotherandhowthelossofoneloopmightaffectthefoodweb.

• HavestudentsconductresearchoninvasivespeciesandhowtheyareadaptedtotheDeltaenvironment.Alsohavestudentsconsidertheimpactofinvasivespeciesonnativespecies.

RESOURCESBooks• WhoEatsWhat?byPatriciaLauber• WhatAreFoodChainsandWebs?byBobbieKalman

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Meadow Vole

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King Snake

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Red-Tailed Hawk

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Assessment for Life Cycles in the Delta

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Assessment for Life Cycles in the Delta

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California’sEnvironmental Principles & Concepts

Principle I: The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services.

Principle II: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.

Principle III: Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.

Principle IV: The exchange of matter between natural systems and human societies affects the long-term functioning of both.

Principle V: Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.

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