structure and adaptation - delta studies · structure and adaptation 4-ls1-1. from molecules to...
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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.