ED 376 039

AUTHORTITLE

Vs 1'1 1'1

SE 054 739

Donnelly, Paul; Martin, MerriGuess What's for Dinner. Falls Lake State Recreation .a: An

Environmental Education Learning Experience Designed

for Grades 3-5.

INSTITUTION North Carolina State Dept. of Environment, Health,and Natural Resources, Raleigh. Div. of Parks and

Recreation.

PUB DATE Mar 94

NOTE 42p.; For related guides, see SE 054 736-744 and SE

054 746.

AVAILABLE FROM North Carolina Division of ['arks and Recreation, P.O.Box 27687, Raleigh, NC 27611-7687.

PUB TYPE Guides Classroom Use Instructional Materials (For

Learner) (051) Guides Classroom Use Teaching

Guides (For Teacher) (052)

EDRS PRICE MF01/PCO2 Plus Postage.

DESCRIPTORS Elementary Education; Environmental Education; Grade3; Grade 4; Grade 5; *Group Dynamics; Parks; ScienceActiVities; Science Education

IDENTIFIERS Aquatic Life; Aquatic Organisms; EnvironmentalAwareness; *Environmental Impact; *Food Webs; HandsOn Experience; North Carolina State Parks System

ABSTRACTThis activity guide, developed to provide hands-on

environmental education activities geared towards the Falls LakeState Recreation Area in North Carolina, is targeted for grades 3, 4,

and 5 and meets curriculum objectives of the standard course of study

established by the North Carolina Department of Public Instruction.Three types of activities are included: pre-visit, on-site, andpost-visit. The on-site activity is conducted at the park, while pre-and post-visit activities are designed for the classroom. Theactivities are designed to teach students the basic fundamentals of afood chain and food web, and how human impact can affect each ofthese energy chains. Major concepts included are: food chains, food

webs, interaction of individuals in a community, and human impact on

the environment. Includes a vocabulary list, scheduling worksheet,parental permission form, North Carolina Parks and Recreation programevaluation, and information about Falls Lake State Recreation Area.

(ziKR)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

***********************************************************************

GUESS WHAT'S

FOR DINNERU S DEPARTMENT OF EDUCATION

Ohm of Font at,ona Research and rnorovernent

EDUCATIONAL RE SOURCES INFORMATIONCENTER (ERIC

)74,,hts document has Oven reproduced asedetved 1,e,n, Inv oerson or cggawal,on

or tipbabng .1

Mmor changes nave beer made I0,e0rOduct.on duloy

POInIS Of voew or OD.bb,,S slated .n th.5 dOCument do not neressarm, eoresent off oatOERI postLon or ootn-v

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED FY

J.B. Hallsey

TO THE EDUCATIONAL RESOURCES

An Environmental Education LearniRcpper n eFalls Lake State Recreatiori Area

Desip ic% 1 for Orricics 3-3 7r

INFORMATION CENTER (ERIC)."

71.E0-7 nr*.r`V p I I. .

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GUESS WHAT'S

FOR DINNER

Falls Lake State Recreation AreaAn Environmental Education Learning Experience

t)esigned for Grades 3-5

Bright and warm sunshineyou are the force from which energyflows,

passing on your energyenabling plants to grow.

Tender and green plantyou transfer your energy through

becoming food for animalsand feeding the human race too.

After every transfer of energyall of life stands to gainfor life can only exist

because of the Food Chain.

Merri Martin

Funding for this publication was generously provided by

C P&L/111111111111

ii5

James B. Hunt, Jr.Governor

This Environmental Education Learning Experiencewas developed by

Paul Donnelly and Merri MartinLead Interpretation and Education Ranger and Ranger II

Falls Lake State Recreation Area

N.C. Division of Parks and RecreationDepartment of Environment, Health and Natural Resources

AI%IDE1-11\11=1

Jonathan B. HowesSecrefary

iii 6

Other Contributors .

Park volunteers;

The N.C. Department of Public Instruction;

The N.C. Division of Water Resources;

The N.C. Department of Environment, Healthand Natural Resources;

and the many individuals and agencies who assistedin the review of this publication.

5(X) copies of this public documentwere printed at a cost of$1.750 or $3.50 per copy

® Printed on recycled paper.3-94

iv

TAble of Content

I. IntroductionIntroduction to the North Carolina State Parks System 1.1

Introduction to Falls Lake State Recreation Area 1.2Introduction to the Activity Packet for Falls Lake State Recreation Area 1.4

2. Activity Summary 2.1

3. Pre-Visit Activity'1 Members of the Food Web 3.1

4. On 'Site Activity'1 Falls Lake Aquatic Food Web 4.1

5. Post-Visit Activity"1 Food Chain Rummy 5.1

6. Vocabulary 6.1

7. References 7.1

8. Forms 8.1

9. Notes 9.1

a

Preserving and protectingNorth Carolina's natural

resources is actually a rela-tively new idea. The seeds ofthe conservation movementwere planted early in the 20thcentury when citizens werealerted to the devastation ofMount Mitchell. Loggingwas destroying a well-knownlandmark the highest peakcast of the Mississippi. Asthe magnificent forests ofthis mile-high peak fell to thelumbermen's axe, alarmedcitizens began to voicetheir opposition. Gover-nor Locke Craig joinedthem in their efforts tosave Mount Mitchell.Together they convincedthe legislature to pass a billestablishing Mount Mitchellas the first state park.

That was in 1915. TheNorth Carolina State ParksSystem has now been estab-lished for more than threequarters of a century. Whatstarted out as one small plot .of public land has grown into59 properties across the state,including parks, recreation

Falls Lake State Recreation Area. NC

areas, trails, rivers, lakes andnatural areas. This vast net-work of land boasts some ofthe most beautiful scenery inthe world and offers endlessrecreation opportunities. Butour state parks system offersmuch more than sceneryand recreation. Our landsand waters contain uniqueand valuable archaeological,geological and biologicalresources that are importantparts of our natural heritage.

9

As one of North Carolina'sprincipal conservation agen-cies, the Division of Parks andRecreation is responsible forthe more than 125,000 acresthat make up our state parkssystem. The Division man-ages these resources for thesafe enjoyment of the publicand protects and preservesthem as a part of the heritagewe will pass on to generationsto come.

An important componentof our stewardship of theselands is education. Throughour interpretation and environ-mental education services,the Division of Parks andRecreation strives to offerenlightening programs whichlead to an understanding andappreciation of our naturalresources. The goal of ourenvironmental educationprogram is to generate anawareness in all individualswhich cultivates responsiblestewardship of the earth.

For more information contact:

NC Division of Parksand RecreationP.O. Box 27687

Raleigh, NC 27611-7687919/ 733-4181

I . I March 1994

Si 1 I

Ualls Lake State RecreationArea is located in Raleigh

off of N.C. Highway 50. Thelake was established in 1981by the U.S. Army Corps ofEngineers to control damagingfloods and to suppl; a sourceof water for surroundingcommunities. At present, theFalls Lake Project consists of38,000 acres of land andwater, and is managed by theU.S. Army Corps Of Engi-neers, North Carolina WildlifeResources Commission andthe North Carolina Division ofParks and Recreation.

Numerous recreation facili-ties and a variety of educa-tional opportunities makeFalls Lake a memorable placeto visit. One of the most out-standing natural features of thepark is the diversity of wildlifeexisting just outside a majormetropolitan area. Here, stu-dents can learn how plantsand animals interact and howthey are interdependent in thecycle of life.

Groups are encouraged tovisit the park during all sea-sons for hikes, exploration,environmental education pro-grams and activities. Leadersmay choose to conduct theirown activities or enlist thehelp of park staff. Park staffwill make every effort toaccommodate persons withdisabilities.

Our Environmental Educa-tion Learning Experience is

Falls Lake State Recreation Area, NC

held outside. 1:weather condi-tions prohibit us from holdingthe program outside, we willprovide a modified versionin the park office. Other pro-grams may be re-scheduleddue to bad weather. If youneed to canccl your trip, pleasenotify the park office as soonas possible.

Scheduling a Trip:1. Please contact the parkone month in advance toschedule an EnvironmentalEducation Learning Experi-ence. For other types ofprograms, including specialrequests, please contact thepark at least two weeks inadvance.

2. Complete the schedulingworksheet provided at theback of the activity packet onpage 8.1.

Before the Trip:1. Group coordinators shouldvisit the park without the par -ticipants prior to the group trip.This will enable you to be-come familiar with the facili-ties and park staff and to iden-tify any potential problems.

2. Group coordinators shoulddiscuss park rules and behav-ior expectations with adultleaders and participants.Safety should be stressed.

3. Everyone should wear aname tag. Please color-codetags (for groups) and establisha buddy system.

1.210

4. Inform the group about poi-son ivy, ticks and snakes. Youmay want to bring insect repel-lent in the spring and summer.

5. Make sure the students andadult leaders dress appropri-ately for the season. Comfort-able walking shoes and clothesthat can get dirty are recom-mended.

6. The group leader is respon-sible for parental permissionforms, located at the back ofthis packet on page 8.2, andthe group's medical and healthneeds.

7. if you will he late or needto cancel your trip, notify thepark immediately.

8. Research activity permitsmay be required for activitiesrequiring samples to be takenfrom the park. Contact thepark office for permit forms.

9. Complete the pre-visit activ-ity in the Environmental Edu-cation Learning Experience.

March 1994

While at the Park:Please obey the following

rules:

1. To help you get the most outof the experience and increasethe chance of observing wild-life, be as quiet as possiblewhile in the park.

2. On hikes, walk behind theleader at all times. Stay on thetrails.

3. When hiking the trails,exercise special care in areaswith loose gravel, water bars,exposed roots or steps. Norunning or jumping is permit-ted.

4. All plants and animalswithin the park are protected.Breaking plants and harminganimals are prohibited in allstate parks. This allows futurevisitors the same opportunityto enjoy our natural resources.

5. Picnic in designated picnicareas only. Help keep the parkclean and natu-ral; do not litter.

6. In the case ofan accident oremergency, contact thepark staff immediately.

Following the Trip:1. Complete the post-visitactivity in the EnvironmentalEducation Learning Experi-ence packet.

2. Build upon the fieldexperience and encourageparticipants to seek answersto questions and problemsencountered at the park.

3. Relate the experience toclassroom activities andcurriculum through reports,projects, demonstrations,displays and presentations.

4. Give tests or evaluations,if appropriate, to determineif students have gained thedesired information from theexperience.

5. File a written evaluation ofthe experience with the park.Evaluation forms are availablefrom park staff and in this

activity packet on page 8.3.Seasonal entrance fees arecharged at Falls Lake StateRecreation Area. These feessupplement operational costsand help to maintain andimprove our recreation areasfor park visitors.

Park Information:Falls Lake State RecreationArea13304 Creedmoor RoadWake Forest, N.C. 27703Tel: (919) 676-1027

Hours of Operation:Nov Feb 8:00 a.m. - 6:00 p.m.Mar. Oct 8:00 a.m. - 7:00 p.m.Apr,May.Sep 8:00 a.m. - 8:00 p.m.Jun - Aug 8:00 a.m. 9:00 p.m.

11

Falls Lake State Recreation Area. NC 1.3 March 1994

The Environmental Educa-tion Learning Experience,"Guess What's For Dinner,"was developed to provideenvironmental educationthrough a series of hands-onactivities geared towards FallsLake State Recreation Area.This activity packet wasdesigned to be implementedin the elementary schoolsfor students in grades threethrough five. This packet alsomeets established curriculumobjectives of the North Caro-lina school system. It includesthree types of activities:

(I) pre-visit activity(2) on-site activity(3) post-visit activity

The on -site activity will beconducted in the park, whilepre-visit and post-visit activi-ties are designed for the class-

1A

room. These activities maybe performed independentlyor in a series to build upon thestudents' newly gained knowl-edge and experiences.

"Guess What's For Dinner,"is designed to teach studentsthe basic fundamentals of afood chain and food web, andhow human impact can affecteach of these energy chains. Itwill also expose students to thefollowing major concepts:

Food chainsFood websInteraction of individualsin a communityHuman impact on theenvironment

The first occurrence of avocabulary word used in theseactivities is indicated in boldtype. Definitions are listed in

the back of the activity packet.A list of the reference materi-als 11,ed in developing theactivities follows the vocabu-lary list.

This document was designedto be reproduced, in part orentiruy, for use in North Caro-lina classrooms. If you wishto photocopy or adapt it forother uses, please credit theN.C. Division of Parks andRecreation.

Note: On-site activities mayrequire hiking which couldexpose the students to hot,humid conditions and poisonousplants and animals. Adequateadult supervision is requiredduring school group visits tothe park. Accessibility to someof the areas may be difficult forpersons with special needs.

j,A,l 'Ot

-141.0M114 ESIdgw"

Falls Lake State Recreation Area, NC 1.4

12AFTMA

March 1994

A

The following, outline provides a brief summary.of each activity, the major concepts intro-duced and the objectives met by completion of the activity.

I. Pre-Visit ActivityThe pre-visit activity provides the student with an understanding of the food web cycle and the

interdependence between plants and animals.

#1 Members of the Food Web (page 3.1 .1 )Students will identify basic terminology related to the food web in an aquatic

environment.

Major concepts:Food webProducers and consumersHerbivores, omnivores and carnivores

Objectives:Describe a food web using the terms: producer, consumer, herbivore, omnivore andcarnivore.Identify three components of an aquatic food web.

II. On-Site ActivityThe on-site activity provides the students with direct information and experiences relating to

the eyele(s) of aquatic food chains.

*1 Falls Lake Aquatic Food Web (page 4.1 . 1 )Students will understand how a food web works in a water environment through a game and

discussion.Major Concepts:

Aquatic food webFood chai,Stewardship

Ohjectives:Explain an example of an aquatic food web.Discuss the ways humans can care for the environment to ensure plants and animalsremain healthy and species survive.Describe how plants and wildlife become endangered.Give an example of a producer, a primary consumer and a secondary consumer.

Falls Lake State Recreation Area. NC

1 3/. I March 1994

III. Post-Visit ActivityThe post-visit activity expands upon the earlier lessons to create a more in-depth understanding

of the concepts presented.

#1 Food Chain Rummy (page 5. 1 . 1 )Students will trace the flow of energy through food chains.

Major concepts:InteractionsFood chainPredatorPrey

Objectives:Identify three related components of a food chain.Name four plants and animals and where they fit in a food chain.Trace the flow of energy through two separate food chains.

Falls Lake State Recreation Area, NC 2.1 March 1994

Pre Visit Activity #1. Members of the Food Web

Curriculum Objectives:Grade 3

Communication Skills:effective listening and visualcomprehension, drawingGuidance: following instruc-tionsScience: animals and plantsaround us, animal environ-mentsSocial Studies: work inde-pendently, effective problemsolving, importance of theenvironment

Grade 4Communication Skills: lis-tening. reading. vocabularyand viewing comprehensionScience: living thingsanimals, interdependenceof animalsSocial Studies: gather,organize and analyze infor-mation, draw conclusions

Grade 5Communication Skills: lis-tening, reading. vocabularyand viewing comprehensionScience: living thingsplants,interdependence of plantsand animals, environmentSocial Studies: gather.organize and analyze infor-mation, draw conclusions

Location: Classroom

Group Size:15 30 students, class size

Estimated Time: 30 minutes

Appropriate Season: Any

Materials:Provided by the educator:Per student: "Food Web Word

Search" and "Members of theFood Web Matching Work-sheet"

Major Concepts:Food webProducers and consumersHerbivt,res, omnivoresand carnivores

Objectives:Describe a food webusing the terms: producer,consumer, herbivore,omnivore and carnivore.

Identify three componentsof an aquatic food web.

Falls Lake State Recreation Area. NC

15

Educator's Information

he activity, "Members of1 the Food Web," introduces

students to the basic terminol-ogy and components of a foodweb. .Prior to handing out theworksheet entitled "Food WebSearch," read the scenarioentitled "Members of theFood Web" to the class. Thisintroduces students to someof the basic plants and animalsrelated to an aquatic foodweb. In addition. the storydefines and gives examplesof the basic terminology usedto describe components of afood web.

Instructions:

1. Read the story. "Membersof the Food Web," to the class.Discuss the basic terminologyused 'to describe a food web.and discuss the differentplants and animals used in thestory. Categorize each anima;including the students, as a her-bivore, carnivore or omnivore.

2. Pass out copies of the"Members of the Food Web"worksheet and the "Food WebWord Search." Have studentscomplete each sheet.

Extension:Have the students design a

mural of the scene they imag-ine after hearing the story.Be sure to include each of theorganisms mentioned.

3. 1 . 1March 1994

Members of the Food Web

Imagine the scene: A largedeep, narrow cove nestled offthe main channel on FallsLake in Wake County, NorthCarolina. The sun is risingon a late spring day and thetrees along the shoreline havealready bloomed, meaning thatthe "dog days" of summer arejust ahead.

In the back of the cove thewater is still. A large, fallenoak tree lies half in the water.The branches from this oaktree have been submerged forsome time now and a mass ofalgaea tiny, green, slimyaquatic plantclings to itsbranches well beneath thewater's surface. Next to thisoak tree, close to the shoreline,another type of green aquaticplant floats on the surface.This particular plant forms inlarge groups and is a favoritefood for ducks, thus giving itthe name "duckweed."

Both algae and duckweeduse light from the sun to liveand grow. A process calledphotosynthesis converts sun-light into energy for the plants.All living things need energyto survive. Plants, however,arc the only living thing- thatcan use energy directly fromthe sun. Plants are calledproducers since they producetheir own food.

Animals are called con-sumers, since they have toconsume, or eat something,to get needed energy. One ofFalls Lake's consumers is a

fish called a gizzard shad. Thegizzard shad can grow as longas sixteen inches and is shinysilver in color. Since the giz-zard shad eats algae and greenplants, and not other animals,it is an herbivore. Anotherherbivore living on Falls Lakeis the mallard duck. The mal-lard duck feeds primarily onduckweed and nests in tallreeds close to the water's edge.An herbivore that feeds onmuch larger plants is the bea-ver. Beavers eat the hark oftrees and use the rest of thetree to build their dams andlodges.

Lurking beneath the water,near the beaver's lodge, aretwo types of fish. The bluegill,a dark green fish, feeds oninsects and green plants. Thelargemouth bass, dark greenwith silver stripes on its side,eats small fish and insects.

Along the shoreline, amasked bandit known as theraccoon searches for fish closeto the water's edge or forberries from nearby hushes.Since the raccoon, like thebluegill, eats both plants andanimals, it is an omnivore.Another Falls Lakeomnivore is swimmingpast the raccoon. It isthe smaller cousin ofthe heaver the musk-rat. He is searching for

16

Falls Lake State Recreation Area. NC 3.1.2

his favorite food, cattails.Muskrats also eat crayfish,frogs and fish.

At the back of the cove,perched high in the top of atree, a bald eagle awaits thechance to swoop down andcatch a fish swimming nearthe water's surface. Since theeagle only feeds on other ani-mals, it is called a carnivore.Another carnivore, not asimpressive as the eagle, is thefrog. Frogs eat insects andworms. Remember the large-mouth bass that was lurkingunder the water? It, too, is acarnivore.

Within this cove are allforms of energy. The sun givesenergy to green plants. Thegreen plants provide energyfor certain types of animals,who in turn may he a foodsource and provide energy forlarger animals. Each link,from sun to plant to animal,from producer to consumer,creates a separate food chainwhich interacts with otherfood chains, thus creating afood web.

March 1994

1 II 1 1 1 '1

Instructions: Fill in the blank with the correct number.

1. Raccoon Large bird that eats mainly fish and lives near water.

2. Producer Green, slimy plant that clings to dead trees and stumpsbelow the water's surface and is a food source for small fish.

3. Largemouth bass Masked bandit that lives on land and eats berries and fish.

4. Bluegill Small silver fish that feeds on algae.

5. Muskrat Fish that is dark green with silver stripes on its side and eatssmall fish.

6. Algae A tiny, green floating plant that forms in dense groups on thewater's surface. This particular plant is a favorite food of waterfowl.

7. Beaver This particular sunfish is dark green in color and feeds on algae andinsects.

8. Herbivore An interaction between plants and animals that creates a food web.

9. Carnivore An organism which must eat to get energy.

10. Omnivore An environment that relates to water.

11. Photosynthesis An aninial that eats only plants.

12. Frog An animal that eats both plants and animals.

13. Food chain An animal that eats only meat.

14. Aquatic An organism that receives energy through photosynthesis, includingall green plants.

15. Consumer A small green carnivore.

16. Gizzard shad Omnivore cousin to the beaver.

17. Duckweed The process plants use to convert sunlight to energy.

18. Bald eagle Herbivore that eats tree bark.

7Falls Lake State Recreation Area. NC 3.1.3 March 1994

Members of the Food Web Matching Answer Sheet

Instructions: Fill in the blank with the correct number.

1. Raccoon 18

2. Producer _6

3. Largemouth bass _1

4. Bluegill 16

5. Muskrat 3

6. Algae. 17

7. Beaver

8. Herbivore 13

9. Carnivore 15

10. Omnivore 14

11. Photosynthesis _8

12. Frog 10

13. Food chain 9

14. Aquatic 2

15. Consumer 12

16. Gizzard shad 5

17. Duckweed 1 I

18. Bald eagle _7

Falls Lake State Recreation Area. NC

Large bird that eats mainly fish and lives near water.

Green, slimy plant that clings to dead trees and stumpsbelow the water's surface and is a food source for small fish.

Masked bandit that lives on land and eats berries and fish.

Small silver fish that feeds on algae.

Fish that is dark green with silver stripes on its side and eatssmall fish.

A tiny, green floating plant that forms in dense groups on thewater's surface. This particular plant is a favorite food of waterfowl.

This particular sunfish is dark green in color and feeds on algae andinsects.

An interaction between plants and animals that creates a food web.

An organism which must eat to get energy.

An environment that relates to water.

An animal that eats only plants.

An animal that eats both plants and animals.

An animal that eats only meat.

An organism that receives energy through photosynthesis, includingall green plants.

A small green carnivore.

Omnivore cousin to the beaver.

The process plants use to convert sunlight to energy.

Herbivore that eats tree hark.

183.1.4 - March 1994

Food Web Word Search

REMET TEMQPICVGL ARGEMOUTHBASSP LEL SUNSEOERCDL GGROSCKBTANQUBAGGAFORHOF IACE EJICRCAESAVWKR C A Z B O O T R Y L O K WAGAVGGNBBNLRIECUIZEOSLITSEUECAC Z SRUIVHL AKDO B Q O Z Q M E O E A K S IO LCUMAEFRSKS ION UTUANRIEIEUNZA E O U E T I D I S D U C KQGMGKPIVSLAFT LN IPUDIKCOHCOONA L P R O D U C E R A E L LA L P F O O D W E B E D F RB DOOFWBRCKOEEDFALLS LAKE RACCOON BEAVER GIZZARD SHAD

SUN EAGLE MUSKRAT BLUEGILL

ALGAE FROG HERBIVORE PRODUCER

DUCKWEED FOOD WEB OMNIVORE CONSUMER

PHOTOSYNTHESIS AQUATIC CARNIVORE LARGEMOUTH BASS

Falls Lake State Recreation Area, NC 3.1,5 19 March 1994

Food Web Word Search AlFwers

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FALLS LAKE RACCOON BEAVER GIZZARD SHADSUN EAGLE MUSKRAT BLUEGILLALGAE FROG HERBIVORE PRODUCER

DUCKWEED FOOD WEB OMNIVORE CONSUMERPHOTOSYNTHESIS AQUATIC CARNIVORE LARGEMOUTH BASS

Falk Lake State R2creation Area. NC 3.1.6 March 1994

On-Site Activity #1 Falls Lake Aquatic Food Web

Curriculum Objectives:Grade 3

Communication Skills:effective listeningGuidance: group participa-tion, effective listening skills,cooperationScience: interdependence,human-use effectsSocial Studies: importanceof the environment

Grade 4Communication Skills: lis-tening, reading, vocabularyand viewing comprehensionGuidance: competency forinteracting with othersScience: living thingsanimals, interdependence ofanimalsSocial Studies: participateeffectively in groups

Grade 5Communication Skills: lis-tening, reading, vocabularyand viewing comprehensionGuidance: competency forinteracting with othersScience: living thingsplants,interdependence of plantsand animals, environmentSocial Studies: participateeffectively in groups

Location:Applicable for indoor or out-door use.

Group Size:15 - 30 participants

Estimated Time: 40 minutes

Appropriate Season: Any

Materials:Provided by the park:

Pictures of plants and animalsused in the Aquatic Food Webgame; one ball each of yellow,green, red and brown twine;plant and animal cards; black-board or flip chart; marker orchalk

Major Concepts:Aquatic food webFood chainStewardship

Objectives:Explain an example of anaquatic food web.Discuss the ways humanscan care for the environ-ment to ensure plants andanimals remain healthyand species survive.Describe how plants andwildlife become endan-gered.Give an example of aproducer, a primary con-sumer and a secondaryconsumer.

Falls Lake State Recreation Area, NC 4.1.1

0-0 -0'

21

Educator's Information:

An organism is a 'ingindividual, plant or

animal. All organisms needenergy to survive. They re-ceive their energy by absorb-ing energy from somethingelse. The absorption of energyfrom one organism to anotheris called a food chain. Aninterlocking series of foodchains is a food web. Thefundamentals of one of thecommon aquatic food websfound at Falls Lake are pro-vided through the followinginformation.

Instructions:

1. Ask the students the follow-ing questions:

Do all organisms needenergy in order to survive?(Yes!)

If all organisms needenergy, how do they get thisenergy? (By absorbing energyfrom photosynthesis, eatingor absorbing nutrients.)

Talk to the students aboutwhere they get their energyevery day.

2. Using a blackboard or flipchart, define:

Food Chain: A food chainor energy chain involves thetransfer of food energy fromone organism to another whenone organism eats another.

Draw out a food chain withthe transfer of energy starting

March 1994

at the sun, then being absorbedby green plants, which arethen eaten by some type of ani-mal and lastly that animal iseaten by another animal. Thisshould help students under-stand the concept of the foodchain.

After explaining the term"food chain," use participantsin the class to demonstrate asimple food chain. Example:(sun - algae -bluegill fisheagle). Have the participantsstand in a line side by side.Upon the leader's instruction.have them place one hand onthe shoulder of the personstanding beside them, as oneorganism receives energy orfood from the other.

Food Web: Food websare interlocking series of foodchains. This term may heexplained by telling studentsthat a food web is a large num-ber of food chains linked toeach other.

To illustrate the idea of afood web you may want todraw out a food web by build-ing upon the previously usedfood chain. You can attachother chains and talk abouthow some animals may eatother animals and plants, thusmaking it a series of interac-tions. This can be furtherdemonstrated by interlockingall of your fingers from onehand together with thefingersof your other hand, to showdifferent food chains linkingtogether.

Falls Lake State Recreation Area, NC

3. Discuss and define thefollowing terms. Have the stu-dents share familiar examples.

Producer: all green plants.

Herbivore: animal whicheats only green plants.

Carnivore: animal whicheats only meat.

Omnivore: animal whicheats both meat and plants.

Decomposer: micro-organisms which break downdead plants and animals.

Primary consumer:'animal that gets energy fromeating plants.

Secondary consumer:animal that gets energy by eat-ing other animals.

Discuss the differencebetween an aquatic food chainand a terrestrial food chain.

Remember that these areasmay overlap, such as the caseof the raccoon and other ani-mals which may live in oneenvironment and consumefood in both environments.

Aquatic food chains: foodchains located in water relatedenvironments.

Terrestrial food chains:food chains located on landrelated environments.

4. Using the pictures provided,describe where to find thefollowing plants and animalsthat are related in an aquaticfood web at Falls Lake. Dis-cuss what type of habitateach lives in and how eachone obtains energy or food.

Plant/Animal Habitat Energy Source

Algae(producer)

Duckweed(producer)

Mallard Duck(herbivore)

Gizzard Shad water(herbivore)

Bluegill water(omnivore)

Largemouth Bass water(carnivore)

water

water

on/aroundwater

Raccoon(omnivore)

Bald Eagle( carnivore)

land

land, aroundwater

sunlight

sunlight

algae &duckweed

plankton

insects, minnows& algae

frogs, bluegills,insects and shad

fish, insects& grain

mallard ducks,raccoons &

largemouth bass

4.1.2

22March 1994

You are now ready to beginthe Aquatic Food Web Game.

5. 1 ave participants form acircle and select one student tobe the sun. Give this studentthe sun card and have him orher stand in the center of thecircle. Distribute the plant andanimal cards to the rest of thestudents. About half of the stu-dents should be "plants" andthe rest of the students shouldbe given animal or decom-poser cards.

Note: Distribution of theplant and animal cards shouldbe staggered so that aboutevery third participant is hold-ing a plant card.

Demonstrate the levelsand complexity of an aquaticfood web by weaving twinebe yen the major energysources until each participantis holding a piece of twine.Start the distribution of theyellow twine with the sun, thesource of all energy. Pass theyellow twine to each of thegreen plants, the only organ-isms that can use the sun'senergy directly to producefood. Tell the plants the yel-low color represents the suntheir source of energy.

Next, start the green twinewith one of the herbivcres, theanimals that gain their energyby eating plants, and pass it toall the herbivores, or primary

consumers, in the circle. Besure to pass it to all the omni-vores as well, since they alsoeat plants. The green colorshould remind the herbivoresand omnivores that they gettheir energy from eating greenplants.

After the green twine hasbeen distributed, start the redtwine with one of the carni-vores, animals that get theirenergy by eating meat, andpass it to all the carnivores, orsecondary consumers. Note:the omnivores in the circle willnow be holding both red andgreen twine, signifying thetwo different sources of theirenergy.

Decomposers Eagle Blue illDuckweed ,,,,,,,,,,' ',' . Algae

, i \..-,. IllShad obi. \ 4' \ :°. lisql 40' Decomposers

,. ''''': ....Duck ot, 1. i -\ ,-.........,

44,* 81111 41..... ...* *......Ill.../ 0 ' ..,.::16 lit,s

Decomposers or .* L ,

,., ,.. \,,,,

...... . i t:1 -.Bass 0 \'.....,, ...f . .

:, .

Bluegill ,k,,,,:.

Algae

Algae

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....". 1 \ ell. BluegillDucklle.

. ,I.,-,.. ..' .-,;: Decomposers

Decomposers ,r . . :.... , Duckweed---.

10-.7,,,,,,,Duckweed Raccoon Shad

Falls Lake State Recreaion Area, NC

23

4.1.3 March 1994

Finally, connect all thedecomposers with the browntwine. These bacteria andmicrobes feed on dead plantsand animals and, in the pro-cess, return nutrients to thesoil to enrich the next genera-tion of green plants.

Once the twine is com-pletely distributed, tell thestudents they are a well-bal-anced aquatic food web. Askthe students what they thinkwould happen if somethinginterrupted the flow of energyanywhere in the food web.

6. Tell them a huge amountof sediment washed into thelake, blocking the sunlight.Have all the plants sit down,signifying that they died. Howwill this affect the primary andsecondary consumers? Thedecomposers? (Since manyproducers would die, manyof the primary and secondaryconsumers would also die orleave the area. The decompos-ers would flourish for a while,with all of the dead plant andanimal material. Eventually,however, they too would diewithout a continued energysource. Finally, without thenutrients provided by thedecomposers, no new plantswould grow.)

As the plants sit, the yellowtwine they hold, intertwinedwith the other colors, will tugon the strings of the primaryand secondary consumers.After all the plants have

"died," have all of the otherparticipants who felt a tug onthe string that they were hold-ing sit down. Most, if notall, the students will sit. Thisclearly demonstrates to thestudents the interdependencyof the different levels of thefood web.

7. Lead a group discussion onthe following issues:

A. What would happen if smallamounts of poison, like DDT,got into the plants. (It wouldaccumulate in the consumersuntil it got so concentratedit would injure or kill theanimals.)

B. How might water pollutionaffect the aquatic food web'?Use examples like herbicides,oil spills, sewage, etc. (The

water pollution kills the plantsand in turn, all the other ele-ments will die.)

C. Flow might air pollutionaffect the aquatic food web?Use examples like acid rainand smog. (In the case ofacid rain, the water becomesincreasingly acidic, eventuallykilling the plants. In thecase of smog, the sunlight isblocked by the smog, thusdepriving the aquatic plantsof necessary energy.)

D. How do they think humansaffect the food web'? Talkabout pollution, land clearingactivities, trash disposal andany other negative activitiesyou are familiar with. Then,talk about the positive wayspeople help maintain manyof the food webs we damagewith our activities. Be sureto cover setting aside and pro-tecting areas like Falls Lake,feeding the birds at bird feed-ers and learning more aboutthe needs of the plants andanimals so we will not dam-age or hurt them.41111 letto,...-c

/

Falls Lake State Recreation Area, NC 4.1.4

24March 1994

E -1

Duckweed (producer)

Algae (producer)

Falls Lake State Recreation Area. NC 4.1.5 25 March 1994

TMalian! Duck (herbivore)

7

Bacteria (decomposer)

L 1

Falls Lake State Recreation Area, NC26

4.1.6 March 1994

Bluegill (omnivore)

tAbbetsitA

Largemouth Bass (carnivore)

Falls Lake State Recreation Area, NC27

4.1.7 March 1994

-1

Raccoon (omthore)'' .= =-

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Sun (energy source)

L

28Falls Lake State Recreation Area, NC 4.1.8 March 1994

Bald Eagle (carnivore)

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Gizzard Shad (herbivore)

Falls Lake State Recreation Area, NC 4.1.9 29 March 1994

`Post Visit Activity #1 Food Chain Rummy

Curriculum Objectives:Grade 3

Communication Skills:effective speech, listeningand visual comprehension,role of readingGuidance: group interaction,work and share coopera-tively, following instructionsScience: interdependence ofplants and animals, humanimpactsSocial Studies: cooperation.problem solving, importanceof the environment, roleof rules

Grade 4Communication Skills: lis-tening, reading, vocabularyand viewing comprehensionGuidance: competency forinteracting with othersScience: living thingsanimals, interdependenceof animalsSocial Studies: participateeffective', in groups

Grade 5Communication Skills: lis-tening, reading, vocabularyand viewing comprehensionGuidance: competency forinteracting with ottersScience: living thingsplants,interdependence of plantsand animals, environmentSocial Studies: participateeffectively in groups

Location: Classroom

Group Size:Several groups of 4 to 5participants.

Estimated Time:45 minutes

Appropriate Season: Any

Materials:Provided by the educator: Food

Chain rummy cards (68 cardsper group of 4 to 5 students)

Major Concepts:InteractionsFood chainPredatorPrey

Objectives:Identify three related com-ponents of a food chain.Name four plants and ani-mals and where they fit ina food chain.Trace the flow of energythrough two separate foodchains.

Educator's Information

All living plants and ani-mals get their energy

from the sun. In order to helpstudents follow the flow ofenergy, they will play a cardgame entitled Food ChainRummy. The playing cardsrepresent different componentsof land and water based foodchains and the students willearn points by collecting com-plete food chains.

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30March 1994

I

The interactions of foodchains are the foundation of afood web. Food webs makeup an ecosystem, where livingorganisms interact with eachother and with their non-livingenvironment. Includedamong the parts of a food webare green plants, called pro-ducers, and animals, calledconsumers. The componentsof the food web are inseparablylinked as they interact witheach other.

The producers in an aquatic,or water related, environmentinclude; rooted plants, suchas cattails, arrowhead plants,water lilies' and pond weeds(surface plants) and

floating plants, such as algaeand duckweed. Rooted plantsare abundant in shallow waternear the edge of a pond orlake. Algae and duckweedare distributed throughout thewater as deep as sunlight canpenetrate. In most large, deepponds and lakes, algae playsa very important role, yet weoften overlook it and its valueto the system.

The consumer componentsof a food web are the animalsfound in an environment. Ani-mals that obtain their energydirectly by feeding on plantsare called herbivores. Thoseanimals who obtain energy

indirectlyfrom plants

by feeding on other animalsare called carnivores. Otheranimals, called omnivores,eat both plants and animals.

N The herbivores of afreshwater ecosystem arc

1 primarily zooplankton,or tiny floating animals,but they also include someinsects, snails and higherforms of life such as tad-\poles. Another exampleof a herbivore that mayhe found in a fro-liwaterenvironment is beaver,

who feeds exclusively ontrees.

Falls Lake State Recreation Area. NC 5.1.2

31

The next level of an aquaticecosystem includes carnivores.Carnivores are animals thatfeed on other animals for asource of energy. In the pondenvironment, these animalsmay include adult frogs, watersnakes, great blue herons,largemouth bass, bluegill,turtles and hawks.

The third type of consumeris an omnivore. Omnivoresare animals who eat both plantsand animals as a source of foodenergy. Raccoons, crayfish,muskrats and foxes are com-mon omnivores near a pond.People are also omnivores.

Finally, any organism thatdies without being eaten byan animal will be broken downby decomposers. Decompos-ers are the tiny bacteria andmicrobes that cause decay.They are vital to a food web,because they return energy,in the form of nutrients, tothe plants to start the cycle allover again.

An aquatic environmentcontains all forms of energy.The sun gives energy to greenplants through the process ofphotosynthesis, and greenplants provide energy for ani-mals that eat plants. In return,these animals provide a foodsource for larger animals, thuscreating a cycle of energy ora food web.

March 1994

Instructions:

I. Discuss with the class theconcept of a food web usingthe background informationprovided. Review the terms:aquatic, herbivore, carnivore,omnivore, producer, consumerand decomposer.

2. Copy the "Food ChainRummy Cards" (three timesfor the food chains and oncefor the wild cards) to create adeck of 70 playing cards foreach group. Cut the cardsapart as indicated and laminatefor durability, if desired.

3. Divide the students intogroups of four to five partici-pants. Explain to the studentsthat they will be putting to-gether groups of plants andanimals in food chains. Anexample of a water based foodchain is SUNPLANTSHADLARGEMOUTHBASSDECOMPOSER.All sets must include fivedifferent cards. All sets startwith the sun, then a producer,next a primary consumer cardthat is the appropriate animalfor eating a plant, and thena secondary consumer thatwould eat that animal asprey. The final card will be adecomposer that will ingestthe predator once it dies.

111

Sun Plant

Falls Lake State Recreation Area, NC

4. Pass a deck of cards out toeach group. The dealer passesout 10 cards to each personin the group, including him/herself. The dealer then placesthe deck face down in thecenter of the group. The topcard is placed face up next tothe pile. Play starts with theplayer to the left of the dealerand continues clockwisearound the circle. Players firstcheck their hands for any foodchain sets. If the players haveany sets they may lay themdown in front of them whenit is their turn. If the playerneeds another card to completea set, they may either pick upthe top card from the deck (theone that is face down) or pickup the top card of the discardpile. After picking up a card,the player then must discardone of the cards from theirhand to the top of the discardpile. Play continues until oneplayer completes two booksof food chain sets and discardshis/her last card. At this point,the player yells "Food ChainRummy" and the haw' is over.

5. At the end of each hand,players receive five points foreach complete five-card foodchain set. The game is overwhen one player reaches 50points.

6. Ask the students to summa-rize what they have learned.

*,--1111111-11-11 Op.

7. Distribute copies of the"Missing Pieces" crosswordpuzzle to the students. If timeallows, have the students writea story using the vocabularywords found in the puzzle.

Extensions:1. Showdown Challenge:Dealer deals out all cards toplayers. They are left facedown in front of each player.Players "showdown" in pairs.Each player flips up their topcard. The plant or animalhighest on the food chain"wins" and the winning playertakes both cards. Continue thisway through the deck. If thetwo cards drawn are the sameanimal, or fit the same place inthe food chain, count downfour cards and flip up the fifthone. The "winner" with thatfifth card gets all four cardsand the game continues. Theplayer with the most cardswins. Play for a specified time,using a time limit to end thegame.

2. Invent your own set offood chain cards with differentanimals and plants. Allow thestudents to color their cardswhen the game is over.

Shad Largemouth Bass32

5.1.3

e

Decomposer

March 1994

Food Chain Rummy cards

ft

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L

SUN v. plantA

SUN 0.

sun I.- PLANT 0 shad

' \

sun PLANT sr crayfish

---"

insect FROG v.decomposers

1-SUN iv. plant

Falk Lake State Recreation Area. NC

fr/SUN 0. plant

sun PLANT insect

sun --11 PLANT duck

4A4i, ;

crayfish RACCOON---idecomposersi

335.1.4 March 1994

Food Chain Rummy cards

b

plant SHAD 4. bass

plant INSECT frog

plant CRAYFISH 0 raccoon

animal/plant 0- DECOMPOSER

L animal/plant 0- DECOMPOSER

Falls Lake State Recreation Area, NC

duck EAGLE decomposer

plant is. DUCK eagle

shad BASS decomposer

animal/plant DECOMPOSER

animal/plant 0 DECOMPOSER_J

5.1.5 34 March 1994

Food Chain Rummy cards

Cold SnapAll the animalsare hibernating.

Skip a turn.

Heat Wave

Too hot togo out looking

for food.

Skip a turn.

1/1. ,

Y/

H

Wild CardUse with any food chain:

DroughtFood sourceshave died dueto lack of rain.

Skip a turn.

t

Pollution CardYour habitat hasbecome polluted.All your complete

food chains die.ace those cards back

in the deck & draw anequal number of cards

to replace them.

Lcrayfish RACCOONdecornposers

Falls Lake State Recreation Area, NC

Wild CardUse, witlian.y food chain:

Wild CardUse, witli any food chain:

Pollution CardYour habitat hasbecome polluted.

All the shad have died.Place all your shad,eagles & bass into

the deck, and draw anequal number of cards

to replace them.

),0

plant CRAYFISH --II,- raccoon

355.1.6 March 1994

I a

Across3. This animal lives in thewater, is usually green orbrown and has large hind legsfor jumping.

4. An animal that eats onlymeat.

6. The star which is the basisof all heat and light on Earth.

8. This reddish-brown omni-vore uses aquatic lodges thatare smaller than beaver lodgesand made of grasses. It feedsmainly on aquatic plants; how-ever, may eat frogs, crayfish.clams or snails.

10. A type of animal that eatsonly plants.

11. This large bird of prey isan endangered species. andeats mainly fish.

15. A food for frogs, snakesand fish.

16. This green, slimy plantgrows in the water and pro-duces food for fish.

Falls Lake State 1 .creation Area, NC

I

4 5

10

11

12

15

13

14

17

16

18

19

17. A floating aquatic plantwhich is a favorite food sourcefor ducks.

18. The process where greenplants turn light into energy.

19. Eating food gives us this.

Down:1. Animals that must eatother plants and animals forenergy. These animals canalso be considered omnivores,carnivores and herbivores.

2. This aquatic animal haswebbed feet, eats trees andlives in a lodge made of sticksand mud.

365.1.7

3. An interlocking series offood chains.

5. An animal that eats bothplants and animals.

7. This long skinny reptile"swims" in the water and eatsfish'and frogs.

9. Another name for a waterenvironment.

12. This fish eats gizzard shadand insects. and is called alargemouth.

13. Another name for greenplants in a food chain.

14. This masked bandit eatscrayfish and frogs.

March 1994

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Across3. This animal lives in thewater, is usually green orbrown and has large hind leasfor jumping.

4. An animal that eats onlymeat.

6. The star which is the basisof all heat and light on Earth.

8. This reddish-brown omni-vore uses aquatic lodges thatare smaller than beaver lodgesand made of grasses. It feedsmainly on aquatic plants: how-ever, may eat frogs. crayfish.clams or snails.

10. A type of animal.that eatsonly plants.

11. This large bird of prey isan endangered species. andeats mainly fish.

15. A food for frogs. snakesand fish.

16. This green, slimy plantgrows in the water and pro-duces food for fish.

Falls Lake State Recreation Area. NC

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17. A floating aquatic plantwhich is a favorite food sourcefor ducks.

18. The process where greenplants turn light into energy.

19. Eating food gives us this.

Down:1. Animals that must eatother plants and animals forenergy. These animals canalso be considered omnivores.carnivores and herbivores.

2. This aquatic animal haswebbed feet, eats trees andlives in a lodge made of sticksand mud.

37

3. An interlocking series offood chains.

5. An animal that eats bothplants and animals.

7. This long skinny reptile"swims" in the water and eatsfish and frogs.

9. Another name for a waterenvironment.

12. This fish eats gizzard shadand insects, and is called alargemouth.

13. Another name for greenplants in a food chain.

14. This masked bandit eatscrayfish and frogs.

5.1.8 March I994

Ilk a

Algae - (al-jee) Primitive one ormulti-cellular plants that contain chlorophyll,but have no true root, stem or leaf. Normallyfound in water or damp places.

Aquatic - An environment which pertains towater.

Carnivore A meat eater.

Consumer - An organism which must eat toget energy.

Decomposers Bacteria, microbes and otherorganisms that obtain energy by ingesting deadorganisms.

D.D.T. - (Dichloro Diphenyl Trichloroethyl-ene) A colorless insecticide harmful to humansand animals when swallowed or absorbedthrough the skin.

Ecosystem All living things and non-livingthings and their environment in an area of anysize, with all parts being linked together byenergy.

Environment - The total of all surroundings,including air, water, vegetation, human ele-ments and wildlife, which have an influenceon you and your existence.

Food chain The transfer of food energy fromthe sun through plants and a series of animals.

Food web An interlocking series of foodchains.

I

.

1,1....e' t.fit.

.....vier ,/.... (

Falls Lake State Recreation Area. NC 6.1

A

Habitat - Food, water, shelter and space in asuitable arrangement.

Herbivore - An animal which eats only plants.

Interaction The relationship of one organismto another; the action of one population affect-ing the growth or death rate of another popula-tion.

Omnivore An animal which eats both plantsand animals.

Organism - A living thing, a form of lifecomposed of mutually dependent parts.

Photosynthesis The complex process thatoccurs in the cells of green plants wherebysunlight is used to produce food for individualplants.

Pollution - Harmful substances deposited inthe air, water or land, leading to a state that isunhealthy or hazardous.

Primary consumer - An herbivore or plant-eater.

Producers Green plants which manufacturefood using the energy from sunlight.

Secondary consumer An animal which eatsother consumers, a carnivore or omnivore.

Terrestrial Pertaining to land.

Zooplankton Floating, often microscopic,animals that live suspended in an aquatichabitat. Plankton can include both animals(zooplankton) and plants (phytoplankton).

38March 1994

I A

Fish, Frederic F. 1967. Fresh-Water Fishes.For more information, contact North CarolinaWildlife Resources Commission,512 N. Salisbury, Raleigh NC 27604-1188.

Lingelbach, Jenepher. 1986. Hands-OnNature, Information and Activities forExploring the Enviminnent with Children.Woodstock, VT: Vermont Institute ofNatu-11 Science.

Rand McNally and Company. 1968.High School Biology, BSCS Green Version.

Falls Lake State Recreation Area, NC

Slattery, Britt E. 1991. "Wet'n'Wild" activity..WOW!: The Wonders of Wetlands: anEducator's Guide. For more information,contact Environmental Concern, Inc.,P.O. Box P, St. Michaels, MD 21663.

Wernert, Susan J., Ed. 1982. North AmericanWildlife. Pleasantville, NY: The Reader'sDigest Assoc., Inc.

Western Regional Environmental EducationCouncil. 1986 Project Wild Secondary Activ-ity Guide, Boulder, CO. For more informationcontact North Carolina Wildlife ResourcesCommission, 512 North Salisbury, RaleighNC 27604-1188.

39

7. I March 1994

SCHEDULING WORKSHEET

For office use only:Date request received Request received by

1) Name of group (school)

2) Contact personname phone (work) (home)

address3) Day/dateitime of requested program

4) Program desired and program length

5) Meeting place

6) Time of arrival at park Time of departure from park

7) Number of students Age range (grade)(Note: A maximum of 30 participants is recommended.)

8) Number of chaperones(Note: One adult for every 10 students is recommended.)

9) Areas of special emphasis

10) Special considerations of group (e.g. allergies, health concerns, physical limitations)

11) Have you or your group participated in park programs before? If yes, please indicate previousprograms attended:

12) Are parental permission forms required? If yes, please use the Parental Permission

form on page 8.2.

, have read the entire Environmental EducationLearning Experience and understand and agree to all the conditions within it.

Return to: Falls Lake State Recreation Area13304 Creedmoor RoadWake Forest, NC 27587

Fulls Lake State Recreation Area, NC

408.1 March 1994

PARENTAL PERMISSION FORM

Dear Parent:

Your child will soon be involved in an exciting learning adventure an environmental educationexperience at Falls Lake State Recreation Area. Studies have shown that such "hands-on"learning programs improve children's attitudes and performance in a broad range of schoolsubjects.

In order to make your child's visit to' nature's classroom" as safe as possible we ask that youprovide the following information and sign at the bottom. Please note that insects, poison ivy andother potential risks are a natural part of any outdoor setting. We advise that children bringappropriate clothing (long pants, rain gear, sturdy shoes.) for their planned activities.

Child's name

Does your child:

Have an allergy to bee stings or insect bites?If so, please have them bring their medication and stress that they, or the group leader, beable to administer it.

Have other allergies'?

Have any other health problems we should be aware of?

In case of an emergency, I give permission for my child to be treated by the attendingphysician. I understand that I would be notified as soon as possible.

Parent's signature date

Parent's name Home phone(please print) Work phone

Family Physician's name phone

Alternate Emergency Contact

Name phone

41

Falk Lake State Recreation Area, NCMarch 1994

NORTH CAROLINA PARKS & RECREATIONPROGRAM EVALUATION

Please take a few moments to evaluate the program(s) you received. This will help us improve

our service to you in the future.

I. Program title(s) Date

Program leader(s)

2. What part of the program(s) did you find the most interesting and useful?

3. What part(s) did you find the least interesting and useful?

4. What can we do to improve the program(s)?

5. General comments

LEADERS OF SCHOOL GROUPS AND OTHER ORGANIZED YOUTH GROUPS

PLEASE ANSWER THESE ADDITIONAL QUESTIONS:

6. Group (school) name

7. Did the program(s) meet the stated objectives or curriculum needs?

If not, why?

Please return the completed form to park staff. Thank you.

Falls Lake State Recreation Area, NC

Falls Lake State Recreation Area13304 Creedmoor RoadWake Forest, NC 27587

8.3

42March 1994