Bouverie Preserve Teachers' Packet · A Winter Snooze 47 How Do Animals Get Through Winter 48 AMPHIBIANS Fun with Newts! Some Newt Facts 49-50 Newts, Salamanders and Frogs – Song

Audubon Canyon Ranch

Bouverie Preserve

TEACHER’S PACKET

2008-2009

Jeanne Wirka

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Jeanne Wirka

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The Mission of Audubon Canyon Ranch, Inc. Preservation, Education, Research

To preserve, protect and manage ACR properties as sanctuaries

for native plants and animals.

To educate children and adults about the natural environment

and the need to protect it, through the experience and enjoyment

of ACR sanctuaries.

To support research and conservation efforts that enhance the preservation and management of

the natural resources of ACR sanctuaries.

Language Standards Activity: Read the ACR mission statement with your students.

Discuss the meaning of any unfamiliar words.

Discuss the idea that humans have responsibility for taking care of

other living things and the environment.

Have the students do a free-writing exercise on this topic, and then

read these aloud in small groups or with the full class.

This addresses listening, speaking and writing composition

standards.

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TABLE OF CONTENTS

Introduction ACR Mission* 2

Contents 3-4

Welcome & Introduction 5

Teacher Planning Sheets Activity-Concept Quick Reference 6-7

Academic Standards Correlation Matrix 8-11

Map to Bouverie Preserve 12

Chaperone Letter

English 13

Español 14

Bouverie Song (Here we are at the Bouverie Preserve) 15

Bouverie March 16

Thank You Letters to Docents 17

Vocabulary Vocabulary List 18-20

Mystery Directions 21

Concepts Conservation No Garbage Lunch Challenge 22

Habitats Home Sweet Home 23

Communities for Everyone 24-25

Bouverie Preserve Trail Map 26

Trail Map Worksheet 27

Food Chains and Food Webs Once There was a Daisy 28

Foxes Rabbits and Grass 29

Oh Deer! 30

Food Webs and Food Web Picture 31-32

Web of Life 33-34

Water Cycle Mini-Water Cycle & Amazing Water 35

Photosynthesis What Do Leaves Do? 36

Adaptation SEEDS

Flowers to Seeds 37

Seed Scavenger Hunt and Cards 38-39

Create a Seed Project and Cards 40-42

A Tale of the Acorn Maidens – A Coast Miwok Story 43-44

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Adaptation continued SEASONS

Color-Fall Leaves 45

Black Oak - Song 46

A Winter Snooze 47

How Do Animals Get Through Winter 48

AMPHIBIANS

Fun with Newts! Some Newt Facts 49-50

Newts, Salamanders and Frogs – Song 51

REPTILES

About Reptiles and their Kin 52-53

Listening to Learn about Reptiles 54-55

Fun Facts About Reptiles 56

BIRDS

Migration Map & Worksheet 57-58

Migration Game 59

A Year in the Life of a Bird 60

Bird Adaptations 61

Bird Bills 62

Follow-Up Activities Anim-math 63

Essay Writing 64

Crossword Puzzle 65

Word Search 66

Teacher Resources Answer Keys 67-70

Books for More Information 71

Appendix with additional copies of important documents 72

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A U D U B O N C A N Y O N R A N C H B OU V E R I E PR E S E R V E

Welcome… …to the Bouverie Preserve’s Nature Education Program! The Preserve is a branch of Audubon Canyon Ranch, a nonprofit organization of wildlife sanctuaries and nature education centers (www.egret.org). Bouverie Preserve consists of more than 500 acres located in the hills east of Glen Ellen. It contains a variety of natural communities: Oak Woodland, Mixed Evergreen Forest, Riparian (or Creekside), Grassland and Chaparral.

TEACHER PACKET The teaching materials are designed to lay a conceptual groundwork for your class in preparation for the field trip and to help you incorporate the Preserve experience into your curriculum. Follow up activities will enhance and reinforce the field trip experience. The variety of activities and vocabulary lists review the many ecological concepts the docents will discuss during the classroom visit and on the hike. We hope you find these helpful and fun! Some student work pages are available in Spanish. Please request these if desired.

CLASSROOM VISIT Three to four weeks before you hike, a trained Bouverie docent will contact you to schedule a visit to your classroom. Please allow approximately 1 1/2 hours for this visit. It will prepare your students for their hike at Bouverie. It consists of a DVD or slide presentation followed by hands-on activities and exhibits. The activities vary and may include birds, mammal habitats and tracking, reptile and amphibian distinctions, and plant uses of local Native Americans. Our program explores the concepts of seasonal changes, flowering plants, seed dispersal, leaf color change, food chains and food webs, survival adaptations of plants and animals and local Native American culture. We incorporate the following vocabulary:

Fall Vocabulary Spring Vocabulary Bouverie Preserve Docent Bouverie Preserve Docent

Autumn Warm-blooded Stewardship Migration Adaptations Cold-blooded Photosynthesis Nocturnal Photosynthesis Torpor Habitat Decomposition Deciduous Hibernation Interdependence Evergreen Migrate

HIKE DAY Please arrive at Bouverie on your scheduled hike day at 10:00 a.m. The hike will last 3-1/2 hours on the trails at the Preserve. Please use the Group Hike Form to divide your class into groups of 5 children (6 maximum) before you leave the school. Please provide name tags for all children and chaperones. We ask that only one adult chaperone accompany each group.

Each docent-led group will explore and discuss basic concepts in ecology and the children are encouraged to share their discoveries. Their observations serve as a basis for examining the interrelationships among plants, animals, and their environment. The Teacher Planning Sheet will help you prepare for this day.

SCHOOL PROGRAM ASSESSMENT FORM Following your field trip, please take a few minutes to fill out and return the School Program Assessment Form provided. Your response is important and helps us maintain and improve the quality of nature education at Bouverie Preserve.

TRANSPORTATION SCHOLARSHIPS If you feel your class needs help with transportation costs in order to participate in our education program scholarships are available. Applications must be filled out and returned to Audubon Canyon Ranch headquarters to be approved before your hike date.

Thank you for your enthusiastic participation! The Bouverie Docents and Staff

A u d u b o n C a n y o n R a n c h B o u v e r i e P r e s e r v e

P . O . B o x 1 1 9 5 G l e n E l l e n C A 9 5 4 4 2

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Activity-Concept Quick Reference

ACTIVITY CONCEPTS PAGE ACR Mission Statement & Learning Activity

Stewardship, Language Standards,

Planning

2

Thank You Letters To Docents

Language Standards; Teacher’s

Resource Sheet

17

Vocabulary List

Language Standards; Many Concepts 18-20

Mystery Directions

Language Standards 21

No Garbage Lunch Challenge Conservation 22

Home Sweet Home

Habitat; Language Standards 23

Communities for Everyone

Food Chain ; Natural Communities 24-25

Reading the Bouverie Preserve Trail Map & Worksheet

Map Reading Skills ;

Social Science Standards

26-27

Once There Was A Daisy

Food Chain; Language Standards 28

Foxes Rabbits and Grass Food Chain; Competition ; Physical Education;

Teacher’s Resource Sheet

29

Oh Deer! Food Chain; Habitat; Math Standards; Physical Education;


30

Food Webs & Food Web Picture

Food Webs; Vocabulary; Language

Standards

31-32

Web of Life Food Webs; Art; Language Standards;


33-34

Mini-Water Cycle & Amazing Water Water Cycle;


35

What Do Leaves Do?

Photosynthesis 36

Flowers To Seeds

Adaptation; Pollination; Language

Standards

37

Seed Scavenger Hunt & Cards Adaptation; Seed Dispersal; Physical

Education ; Teacher’s Resource

Sheet

38-39

Create a Seed Project & Cards

Adaptation; Seed Dispersal; Art;


40-42

A Tale of the Acorn Maidens And Their Hats – A Play Retelling A Coast Miwok Story

Oak Identification; Social Science

Standards; Language Standards

43-44

Color-Fall Leaves

Adaptation; Seasonal Changes; Language Standards 45

Black Oak –Song

Adaptation; Seed Dispersal; Language Standards; Music 46

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A Winter Snooze

Adaptation; Seasonal Changes; Language

Standards

47

How Do Animals Get Through the Winter? Adaptation; Seasonal Changes;

Language Standards

48

Fun With Newts! Some Newt Facts

Competition; Predation; Adaptation; Language Standards;

Art; Teacher’s Resource Sheet

49-50

Newts, Salamanders and Frogs- Song Adaptation; Predation ; Language

Standards; Music

51

About Reptiles and Their Kin Classification; Adaptation;

Word Origin Language

Standard; Teacher’s

Resource Sheet

52-53

Listening to Learn About Reptiles Listening Comprehension Language

Standard;, Classification; Teacher’s

Resource Sheet

54-55

Fun Facts About Reptiles Adaptation; Classification; 56

Migration Map & Worksheet Migration; Competition; Adaptation;

Language Standards; Art; Teacher’s

Resource Sheet

57-58

Migration Game

Migration ; Competition; Adaptation 59

A Year in the Life of A Bird Migration ; Competition; Adaptation;

Life Cycles; Seasonal Changes; Art

60

Bird Adaptations

Adaptation; Language Standards 61

Bird Bills

Adaptation; Competition 62

Anim-Math Adaptations, Mathematics Academic Standards 63

Essay Writing Language Standards 64

Crossword Clues


Word Search


Newt drawing by John Petersen

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Grade 3- California Content Standards Correlations: Bouverie Preserve = opportunities for correlation with standard = possible opportunities for correlation with standard

GRADE 3 LANGUAGE Packet = curriculum provided by BP; slides = slide show given in class visit; activities= kit materials and other docent-led activities used in class visit

Packet Slides Activ

-ities

Field

Trip

WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT. 1.0 Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and

word parts. They apply this knowledge to achieve fluent oral and silent reading. 1.2 Decode regular multisyllabic words.

1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression

VOCABULARY AND CONCEPT DEVELOPMENT 1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/ mammal

animal/ living things).

1.6 Use sentence and word context to find the meaning of unknown words.

1.7 Use a dictionary to learn the meaning and other features of unknown words.

READING COMPREHENSION 2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.

2.3 Demonstrate comprehension by identifying answers in the text.

WRITING STRATEGIES 1.1 Create a single paragraph: a. Develop a topic sentence. b. Include simple supporting facts and details.

2.1 Write narratives a. Provide a context in which an action takes place. b. Use details to develop the plot c. Provide insight- why incident is memorable.

2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

2.3 Write personal and formal letters, thank-you notes, and invitations: a. Show awareness of the knowledge and interests of the audience and establish a

purpose and context. b. Include the date, proper salutation, body, closing, and signature.

LISTENING AND SPEAKING STRATEGIES 1.1 Retell, paraphrase, and explain what has been said by a speaker. 1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker. 1.3 Respond to questions with appropriate elaboration 2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.

2.3 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.

GRADE 3 MATH Packet Slides Activ

-ities

Field

Trip 2.0 Students calculate and solve problems involving addition, subtraction, multiplication, and division:

2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

GRADE 3 SCIENCE Packet Slides Activ

-ities

Field

Trip

PHYSICAL SCIENCES 1. Energy and matter have multiple forms and can be changed from one form to another. a. energy comes from the sun to the Earth in the form of light

b. sources of stored energy take many forms, such as food, fuel and batteries.

2. Light has a source and travels in a direction. a. sunlight can be blocked to create shadows

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GRADE 3 SCIENCE Cont’d Packet Slides Activ

-ities

Field

Trip b. light is reflected from mirrors and other surfaces

c. the color of light striking an object affects how our eyes see it

LIFE SCIENCES 3. Adaptations in physical structure or behavior may improve an organism’s chance for survival. a. plants and animals have structures that serve different functions in growth, survival, and reproduction

b. examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.

c. living things cause changes in the environment; some of these changes are detrimental to the organism or other organisms, others are beneficial.

d. when the environment changes, some plants and animals survive and reproduce, and others die or move to new locations

e. some kinds of organisms that once lived on Earth have completely disappeared; some of these resembled others that are alive today

EARTH SCIENCES 4. Objects in the sky move in regular and predictable patterns. e. the position of the sun in the sky changes during the course of the day and from season to season

INVESTIGATION AND EXPERIMENTATION 5.Scientific progress is made by asking meaningful questions and conducting careful investigations. a. repeat observations to improve accuracy, and know that the results of similar scientific investigations seldom turn out exactly the same because of

differences in the things being investigated, methods being used, or uncertainty in the observation

b. differentiate evidence from opinion, and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be

confirmed.

c. use numerical data in describing and comparing objects, events and measurements

d. predict the outcome of a simple investigation, and compare the result to the prediction

e. collect data in an investigation and analyze them to develop a logical conclusion

GRADE 3 SOCIAL SCIENCE- HISTORY Packet Slides Activ

-ities

Field

Trip 3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people,

places, and environments in a spatial context.

1. Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes).

2. Trace the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream

changed a river or coastline).

3.2 Students describe the American Indian nations in their local region long ago and in the recent past.

1. Describe national identities, religious beliefs, customs, and various folklore traditions.

2. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g.,

how they obtained food, clothing, tools).

3.3 Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land. 1. Research the explorers who visited here, the newcomers who settled here, and the people who continue to come to the region, including their cultural

and religious traditions and contributions.

3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government. 2. Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life

3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region. 1. Describe the ways in which local producers have used and are using natural resources, human resources, and capital resources to produce goods and

services in the past and the present.

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Grade 4- California Content Standards Correlations: Bouverie Preserve

= opportunities for correlation with standard = possible opportunities for correlation with standard

GRADE 4 LANGUAGE Packet = curriculum provided by BP; slides = slide show given in class visit; activities= kit materials and other docent-led activities used in class visit

Packet Slides Activ

-ities

Field

Trip

WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT 1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.

1.6 Distinguish and interpret words with multiple meanings.

WRITING STRATEGIES 1.2 Create multiple-paragraph compositions: a. Provide an introductory paragraph. b. Establish and support a central idea with a topic sentence at or near

the beginning of the first paragraph. c. Include supporting paragraphs with simple facts, details, and explanations. d. Conclude with a paragraph that

summarizes the points. e. Use correct indention.

1.4 Write fluidly and legibly in cursive or joined italic.

1.5 Quote or paraphrase information sources, citing them appropriately.

1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).

1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.

WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS) 2.1 Write narratives: a. Relate ideas, observations, or recollections of an event or experience. b. Provide a context to enable the reader to imagine the

world of the event or experience. c. Use concrete sensory details. d. Provide insight into why the selected event or experience is memorable.

2.3 Write information reports: a. Frame a central question about an issue or situation. b. Include facts and details for focus. c. Draw from more than one

source of information (e.g., speakers, books, newspapers, other media sources).

LISTENING AND SPEAKING STRATEGIES Comprehension 1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.

1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.

2.1 Make narrative presentations: a. Relate ideas, observations, or recollections about an event or experience. b. Provide a context that enables the

listener to imagine the circumstances of the event or experience. c. Provide insight into why the selected event or experience is memorable

GRADE 4 MATH Packet Slides Activ

-ities

Field

Trip 3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among

the operations:

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GRADE 4 SCIENCE Packet Slides Activ

-ities

Field

Trip

LIFE SCIENCES 2. All organisms need energy and matter to live and grow. a. plants are the primary source of matter and energy entering most food chains.

b. producers and consumers (herbivores, carnivores, omnivores and decomposers) are related in food chains and food webs, and may compete with

each other for resources in an ecosystem.

c. decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.

3. Living organisms depend on one another and on their environment for survival. a. ecosystems can be characterized in terms of their living and nonliving components.

b. for any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.

c. many plants depend on animals for pollination and seed dispersal, while animals depend on plants for food and shelter.

d. most microorganisms do not cause disease and many are beneficial.

EARTH SCIENCES 4. The properties of rocks and minerals reflect the processes that formed them. a. how to differentiate among igneous, sedimentary, and metamorphic rocks by their properties and methods of formation (the rock cycle).

5. Waves, wind, water, and ice shape and reshape the Earth's land surface. a. some changes in the Earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic

eruptions, and earthquakes.

b. natural processes, including freezing/thawing and growth of roots, cause rocks to break down into smaller pieces.

c. moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other

places (weathering, transport, and deposition).

INVESTIGATION AND EXPERIMENTATION 6. Scientific progress is made by asking meaningful questions and conducting careful investigations. a. differentiate observation from inference (interpretation), and know that scientists‟ explanations come partly from what they observe and partly from

how they interpret their observations.

b. measure and estimate weight, length, or volume of objects.

c. formulate predictions and justify predictions based on cause and effect relationships

GRADE 4 SOCIAL SCIENCE - HISTORY Packet Slides Activ

-ities

Field

Trip

4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. 4. Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns

5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density,

architecture, services, and transportation.

4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods. 1. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and

describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.

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A UDUBON CANYON RA NCH B OU V E R I E PR E S E R V E


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W e b s i t e : w w w . e g r e t . o r g E - m a i l : b o u v e r i e @ e g r e t . o r g

Bouverie Preserve

13935 Sonoma Hwy. (Hwy. 12) Glen Ellen, CA 95442

707-938-4554

2/10 mi.

Bouverie Preserve

NOTE: Because of the difficulty of making a left turn off busy Highway 12, we recommend that you enter the Preserve from the south.

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A UDUBON CANYON RA NCH BOUVERIE PRESERVE

Dear Chaperone,

Thank you for joining your child‟s class on the field trip for nature education at Bouverie Preserve on

________________(date). Your presence at ACR‟s Bouverie Preserve is welcomed and your role as

chaperone is important. You can help us make the field trip a successful learning experience for the

children by modeling appropriate behavior. Please:

REMEMBER THAT THE TRIP IS FOR ALL THE CHILDREN IN YOUR CHILD’S GROUP.

Our docents receive special training to relate nature experiences to children. Please let the children

answer the docent‟s questions. We ask that you act like a friendly shadow, there to assist when the docent

requests.

SUPPORT THE DOCENT AND THE CHILDREN IN THEIR EXPLORATIONS. Be ready to

assist your docent in helping any child who may be slow to focus on what the docent is teaching. Watch

for the docent‟s cues.

BE AWARE OF THE PRESERVE RULES. We strive to give the children a love and respect for nature through direct experience. For this reason we

ask that you provide a model for the children and follow the Preserve rules at all times: - Stay in your group, behind the docent and children on the trail. - Eat only in designated areas.

- No smoking please! No littering. No running. - Stay on the trails – this is important to avoid contact with ticks, rattlesnakes, & poison oak. - Do not remove anything from the Preserve – Take only memories, leave only footprints.

- Do not bring electronic devices or battery operated games.

- CELL PHONES must be turned off, and used only in an emergency. - Do not bring siblings or pets.

WEAR APPROPRIATE CLOTHING AND BE PREPARED. Wear comfortable, sturdy shoes that can get wet or muddy on the trails. Dress in layered clothing and be

prepared for sun, wind, or rain. Long pants are strongly advised. Plan to sit on the ground. Consider

joining a group other than the one your child is in. You and your child can share different experiences

with each other afterwards. Each parent and child should carry his or her own lunch and water in a

daypack. Plan to hike 3 to 3-1/2 hours. There are no bathroom facilities on the trail.

We take pride in the quality of our three Audubon Canyon Ranch wildlife sanctuaries and in our

Environmental Science Education Program. We hope that your field trip to Bouverie Preserve is

enjoyable and educational for your child, his or her classmates, and you.

After your visit to the Preserve, if you are interested in joining one of Bouverie Preserve‟s Saturday

Guided Nature Walks, or in becoming a Docent, you are invited to please call 707-938-4554. Thank you

again for your support and assistance. We‟re looking forward to seeing you!

Sincerely,

Bouverie Preserve Docents and Staff.

A u d u b o n C a n y o n R a n c h , B o u v e r i e P r e s e r v e


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A UDUBON CANYON RA NCH BOUVERIE PRESERVE

Estimada chaperon (padre acompañante),

Gracias por acompañar a su hijo y sus compañeros de clase en la excursión de estudios de la naturaleza

en la reserva natural “Bouverie”. Vienen ___________(la fecha). ¡Que su visita resulte tanto divertida

como educativa! Se puede brindarles una experiencia educativa a los niños ayudando de la siguiente

manera. Por favor:

ACUÉRDESE DE QUE ESTA EXCURSIÓN ES PARA LOS NIÑOS. Nuestros guías voluntarios

reciben entrenamiento especial para comunicarles a los niños lo que experimenten en la naturaleza.

Queremos su apoyo en animar a los niños a participar y hacer preguntas. Por favor, deje que los niños

respondan a las preguntas que haga la docente, y bríndele apoyo cuando se lo pida. Esta excursión es

para la clase de su hijo, por eso le pedimos que no traiga a otros niños que no sean parte de la clase.

AYUDE A LOS NIÑOS EN SUS EXPLORACIONES. Ayude a los que van lento o que no están

poniendo atención, para que se fijen en lo que les está enseñando la guía voluntario.

LAS REGLAS DEL PARQUE:

Quédese con su grupo detrás de la guía voluntario.

Coma solamente en las áreas designadas.

¡Por favor, no se permite fumar! ¡Por favor, no se permite ensuciar! ¡Por favor, no se permite carrera!

¡Por favor, no se permite usar juegos electrónicos!

Teléfonos celulares son nada más para emergencias, y deben de apagarse.

Es importante quedarse en el camino para evitar contacto con garrapatas, serpientes de cascabel y

roble venenoso.

Deje sólo sus huellas y llévese sólo memorias. Deja cosas del parque en su propia lugar.

Deje sus animales domésticos en casa, y sus otras niňos con sus familia o amigos.

LLEVE ROPA APROPIADA. Conviene llevar zapatos cómodos y bien hechos que resistan agua y

barro en los senderos. Póngase ropa de varias capas para resistir el sol, viento, y lluvia. Recomendamos

pantalones largos. Traiga un lonche y agua en su mochila y dispóngase a sentarse en el suelo. Para su información, no hay servicios de aseo en el sendero, pero puede usar los servicios de aseo en el museo

al comienzo y al fin del paseo.

SI USTED TIENE INTERÉS --a raíz de visitar la reserva natural “Bouverie”-- en acompañarnos en uno

de los Paseos por la Naturaleza de los sábados, o si quiere entrenarse como guía voluntario, favor de

llamar a nuestra oficina para más información. Nuestro teléfono es (707) 938-4554.

Atentamente,

El personal y los guías voluntarios (“docentes”) de Bouverie Preserve



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Bouverie Song Sung to melody of The Zoo Song

Here we are at the Bouverie Preserve,

Bouverie Preserve, Bouverie Preserve

Here we are at the Bouverie Preserve,

And we can stay all day.

CHORUS

Yes, we‟re going to see, touch, hear

Life from far away and near.

Hug a tree and give the earth a cheer.

Yes, we‟re going to see, touch, hear.

(Leader: “(student‟s name), what are you going to see at the Bouverie Preserve?

Student: “I‟m going to see _________”)

We‟re going to see _______, _______, ______,

We‟re going to see _______, _______, ______,

We‟re going to see _______, _______, ______,

And we can stay all day.

CHORUS

Repeat and elicit a new answer. Continue as long as desired.

Repeat CHORUS each time.

We‟re going home and we‟re getting sleepy

Riding on the bus getting sleep, sleep, sleepy.

We‟re going home and we‟re getting sleepy

„Cause we have stayed all day.

We‟ve been to the Bou, Bou, Bou,

How about you, you, you?

Did you come too, too, too?

We‟ve been to the Bou, Bou, Bou!

Words by Eleanor Decker. Used with permission.

16

Bouverie March Sung to the tune of the Mickey Mouse Song

Come along and join the song we sing so happily,

B-o-u v-e-r i-e BOUVERIE!

Hey there, hi there, ho there, we‟re as happy as can be,

We‟ve finally made it to the trail,

We‟re hikers, yes-sir-ee.

BOUVERIE! BOUVERIE!

Forever let us hold our backpacks high.

BOU! BOU! BOU!

Through the years we‟ll all stay friends,

Where ever we may be,

With newts and frogs and polliwogs…

The oaks and you and me.

BOUVERIE! BOUVERIE!

Forever let us hold our backpacks high.

BOU! BOU! BOU!

Come along and join the song we sing so happily,

(slowly) B-o-u v-e-r i-e, BOUVERIE!

Words by the Bouverie Preserve docent

training class of 1992

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VOCABULARY WORDS

THANK YOU LETTERS TO THE DOCENTS

As docents, our favorite follow-up idea is one already being used by many teachers who visit the

preserve. Soon after the field trip, please instruct your students to write a short letter to their docent. You

may want to provide a theme for the letters or leave it up to the student to recall his or her own

memories and meaningful experiences from the trip. Children‟s drawings are always appreciated! While

we provide the program to your students for no cost to you, we value the children‟s replies and consider

this the reward that makes our volunteer efforts worthwhile! Refer to the Content Standards Correlation

Matrix “Writing Strategies” and “Writing Applications” to see which requirements you can meet when you give

your students grade-level guidelines for the preparation of these letters.

Possible themes:

Different things I saw at the Preserve. Describe details of your experience at the Preserve.

What I liked best about my trip to the Bouverie Preserve.

New things I learned about nature.

How being at the Preserve helped me care more about protecting nature.

A formal “Thank you” letter to the docent for sharing his or her love of, and knowledge about, nature.

Mail letters to: Docent “Thank You” Letters Bouverie Preserve P.O. Box 1195 Glen Ellen, CA 95442

SMALL GROUP ORAL REPORTS

Have your students form the same small groups they were in at the Preserve. Ask the students in each

group to reflect on their experience on the Preserve, and to develop an oral report to present to the class

about the highlights of their group‟s experiences. Alternatively, provide each group with a theme to

address and tell them they will report on their observations on this theme from the field trip. Themes

such as food chains, adaptations or conservation would be suitable. Other themes can be found in the

“concepts” column of the table of contents.

Things to include in the report (Write on the board): 1.What students saw, heard and touched,

2. What they learned. 3. What they liked. 4. What they would like to know more about.

Let each small group prepare for and give a five minute report. Allow extra time for class

discussion. After all reports have been given, compare different group‟s discoveries. Use the results as

“cues” for planning future student research and incorporating into other class work. Refer to the Content

Standards Correlation Matrix “Listening and Speaking Strategies” to see which requirements you can meet when

you give your students grade-level guidelines for preparing these reports.

AFTER THE FIELD TRIP

PLAN YOUR FIELD TRIP FOLLOW-UP NOW!

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ADAPTATION: a characteristic of a plant or animal that increases its chance for survival and reproduction, e.g. movable toes of the woodpecker which allow it to climb trees more easily, or the small hard leaves of chaparral plants that reduce water loss.

AMPHIBIAN: any member of the class of cold-blooded vertebrate animals that includes frogs, toads, and salamanders, and is characterized by eggs laid in water that hatch into gill breathing larvae and metamorphose into lung-breathing adults.

CAMOUFLAGE: pattern or coloration of an animal or plant that allows it to appear as part of its natural surroundings.

CARNIVORE: any animal that feeds primarily on the meat of other animals, e.g. bobcats and mountain lions.

CHAPARRAL: natural community that has dense shrubs and few large trees. Chaparral is usually found on the south-facing slopes of hills where the sun is intense and the soils are thin, rocky, and nutrient-poor. Hardy bushes such as manzanita, chamise and ceanothus grow here. Sun-tolerant annuals grow here and hummingbirds are drawn to the bright flowers. Wrentits and other small birds depend on insects, fruits and seeds from chaparral brush.

CHLOROPHYLL: green pigment that absorbs sunlight needed for photosynthesis.

COLD-BLOODED: animals having a body temperature that depends on the surrounding air or water, e.g. fish and reptiles.

COMMUNITY, NATURAL (OR BIOTIC): a group of plants and animals found at a particular location because of environmental conditions such as soil, climate and land features. The community is named after the most dominant plants or physical features found there. Four natural communities at Bouverie Preserve are: Riparian (creekside), Mixed Evergreen, Chaparral and Oak Woodland.

CONDENSATION: changing state from a gas to a liquid.

CONSERVATION: the protection and wise use of our natural resources, such as forests, soil, water, and wildlife. Conservation at Bouverie Preserve is one of our primary goals.

CONSUMER: an organism that eats other plants or animals and cannot produce all of its own food. Animals such as humans, bobcats, woodpeckers and grasshoppers are consumers at Bouverie Preserve. A primary consumer eats producers. A secondary consumer eats primary consumers.

DECIDUOUS: describes those plants that lose all their leaves when the seasons change. Examples at Bouverie Preserve include buckeye, blue oak and white alder trees.

DECOMPOSER: an organism that eats dead plants or animals, converting the material chemically so that it may be used again as the building blocks of new organisms. Examples include fungi, mushroom, yeast and bacteria.

DIURNAL: describes an animal that is active during the day and sleeps at night, e.g. hawks.

DORMANCY: a state of inactivity or resting for an animal and/or plant that -enables it to endure a period of environmental stress such as extreme heat, cold or scarcity of food. A deciduous tree becomes dormant after loosing its leaves. A bat is dormant while hibernating in winter. See also torpor, estivation, hibernation. ECOLOGY: the study of the relationships between living organisms and their environment. At Bouverie Preserve an ecological study might be of the habitat requirements of the blue oak or the life cycle of a newt.

ECOSYSTEM: a community of living things and the non-living parts of the environment that they inhabit.

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ENDANGERED: any plant or animal species whose populations have been reduced to the point that it is at risk of becoming extinct in the near future.

ENVIRONMENT: the environment of an organism includes all the physical and biological factors that influence its life. This includes where it lives, what it eats, and what it needs for development and reproduction. At Bouverie Preserve we aim to provide an undisturbed environment for all the organisms.

ESTIVATION: dormancy in animals during a warm or dry season to avoid dehydration, e.g. newts estivate underground during the summer.

EVAPORATE: change from a liquid to a gas. e.g. water evaporates from the oceans and forms clouds which produce rain or snow.

EVERGREEN: plants that keep some leaves through all the seasons. At Bouverie Preserve coast redwoods, madrone, bay and Douglas fir trees are evergreen.

EXOSKELETON: an external skeleton. Exoskeletons are characteristic of insects, spiders, clams and other hard-shelled invertebrates.

FOOD CHAIN: the transfer of food energy through a series of plants and animals. A simple food chain at Bouverie Preserve might be flower - bee - spider - lizard - jay - hawk.

FOOD WEB: the interconnection of food chains in an ecosystem. Food chains are interconnected, with organisms feeding at may different levels, e.g. birds feeding on insects, acorns and lizards. A food web shows the complex relationships between plants and animals.

HABITAT: the physical environment where a plant or animal lives. The habitat of the millipede is the forest floor. The habitat of the water strider is the water surface.

HERBIVORE: describes any animal that eats primarily plants or plant products, e.g. deer, grasshoppers and caterpillars.

HIBERNATION: dormancy in animals during the winter. It is similar to a deep, long sleep where the heart beat, respiration and body temperature are maintained at minimal levels.

INDIGENOUS: a plant or animal living naturally in an area; a “native”.

INVERTEBRATE: an animal that has no backbone, but uses some other form of support such as an exoskeleton, e.g. spiders and insects.

METAMORPHOSIS: a period of rapid change from larval to adult form, e.g. a tadpole to a frog or a caterpillar to a butterfly.

MIGRATE: to move from one region to another with the change of the seasons. May be used to avoid harsh winter conditions, to obtain food, or to move to mating grounds.

MIXED EVERGREEN FOREST: this plant community is found in the cooler, more protected north-facing slopes of Bouverie Preserve. It is much damper here, and large trees are dominant. Douglas fir, madrone, maple and bay grow with many types of ferns and other shade-loving plants.

NICHE: the special function or role of a given species within a community. NOCTURNAL: describes an animal that is active at night and sleeps during the day, e.g. owls.

OAK WOODLAND: this plant community grows best where the soils are deeper and richer than those in the chaparral. Fifteen different kinds of oaks are found in California; nine of these are at Bouverie Preserve. In this open habitat grasses and wildflowers flourish.

OMNIVORE: an animal whose diet consists of both plants and animals, e.g. humans, acorn woodpeckers, scrub jays, raccoons and some insects.

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PHOTOPERIOD: the relative lengths of periods of lightness and darkness as they affect the growth and maturity of plants and animals.

PHOTOSYNTHESIS: the process by which green plants produce their own food. Plants convert sunlight to sugar from carbon dioxide and water in the presence of chlorophyll giving off oxygen in the process.

PRECIPITATION: the process by which water vapor condenses and falls to the earth as rain or snow.

PREDATOR: an animal that hunts, kills, and eats other animals,

PRESERVE: a nature preserve is where plants, animals and ecosystems are protected.

PREY: animals that are killed and eaten by predators.

PRODUCER: an organism that produces its own food such as a plant.

RECYCLING: using materials again instead of discarding them.

RESPIRATION: the process of breathing in animals and gas exchange in plants. Some animals respire through their lungs, e.g. mammals; others through their skin, e.g. salamanders. Most plants respire through pores called stomata.

RIPARIAN (Creekside): this is the plant community found along the banks of creeks and rivers. The plants have an abundant water supply so the vegetation is thick and lush. Sedges, alders and maples are common here.

SCAVENGER: an animal that feeds on dead or decaying material. Scavengers are very important because they reduce the size of dead organisms to a point where they can be efficiently used by decomposers. At Bouverie Preserve turkey vultures and ants are scavengers,

TERRITORY: an area with defined boundaries where an animal lives and which it defends to keep out others of the same species.

TORPOR: a state of temporary dormancy or inactivity, e.g. a fence lizard may be in a state of torpor due to low temperatures.

VERTEBRATE: an animal having a segmented backbone or vertebral column, e.g. fish, reptiles, birds, and mammals.

WARM-BLOODED: describes those animals (mammals and birds) capable of generating their own body heat independent of the surrounding air or water temperature. The process requires a continual supply of food reserves in the body (fat). Warm-blooded animals have a body temperature that is relatively constant. WATER CYCLE: the cyclic movement of water from the surface of the Earth and its oceans to the atmosphere and back. This process occurs in four stages: evaporation, condensation, precipitation and run-off.

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MYSTERY DIRECTIONS

Your teacher will assign, or let you choose a word from, the Bouverie Preserve Vocabulary List in your

teacher's packet. Find out all about it (you may want to do library research). When you understand it, please

draw a picture and write a sentence or two that represents the idea. Your teacher may have you share your

work with the class.

(This activity was a contribution from P Morton of Bennett Valley School

Name______________________________________________________ Date_____________

Vocabulary word ______________________________

My picture represents___________________________________________________________________

because it shows_______________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

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Activity: *Share this page with students

(perhaps enlarge for your

bulletin board) and ask if they

think everyone in your class

can live up to the challenge of

packing a lunch that produces

no garbage.

*Read the paragraph (with the

star) that begins “Lots and

lots of energy goes into your

lunch…”

*Ask the class to help you

brainstorm a list of ways they

could pack lunches for the

day of the field trip without

creating garbage. Some ideas

are given below, but be

creative and come up with

more!

*Remember, you will need to

pack out any trash, so the hike

at the preserve is a good

opportunity to test your skill

at meeting the No Garbage Lunch Challenge! “Once

you’re done eating, there is

no garbage!”

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HOME SWEET HOME Animals like to live in places where they can easily find food and water. This place gives them shelter from the hot sun, cold wind and rain. It can also give them protection from their enemies. This special place where animals live is called their habitat. Many animals can share the same habitat. Look carefully at this old tree. It is the habitat of many animals. Some animals are also hidden in the word search. Circle them.

An animal's habitat is a good place to find food. What food could these animals find around the old oak tree? woodpecker _________________________________________________________________

deer________________________________________________________________________

squirrel ____________________________________________________________________

How does the old oak tree protect these animals?

insects _______________________________________________________________________

wasp. ________________________________________________________________________

Which of the animals in the picture would live in the old oak tree? ________________________ FUN FACT: Woodpeckers do not eat wood. They hammer holes into the trees to find insects or to hide their acorns.

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COMMUNITIES FOR EVERYONE at The Bouverie Preserve Different plants and animals are found in each of the different natural communities at the Bouverie Preserve. A food chain starts with a plant which is then eaten by the next animal in the food chain. That animal is then food for another animal, and the chain continues. Below are four unfinished food chains. Complete the chain by drawing or pasting a picture of one of the choices of plants or animals that lives in the plant community. Think about which animals are herbivores, omnivores and carnivores.

OAK WOODLAND COMMUNITY-This is a sunny, open area of rolling hills, fields and meadows. Many different oak trees, grasses and wildflowers grow here.

EVERGREEN FOREST COMMUNITY-This is more of a shady place with many different kinds of evergreen

trees such as the Bay, Madrone and Douglas Fir trees. Many ferns and mosses grow here.

RIPARIAN OR CREEKSIDE COMMUNITY-This is the area along the banks of Stuart Creek which is very moist and shady. Plants and animals which live here need a lot of water

CHAPARRAL COMMUNITY-This can be a very dry and hot area on the sunny south-facing sides of the hills.

There are mostly low, dense bushes and a few wildflowers that do not need much water growing here.

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COMMUNITIES FOR EVERYONE at The Bouverie Preserve

These pictures may be cut out and pasted on the worksheet to complete food chains, or they may be used

as models for drawing. There are many possible combinations in food chains. Remember that all food

chains start with a producer. You may think of other plants and animals that are not listed here.

Option: You could also make a food web for each plant community on a different sheet of paper instead

of a simple food chain. This would show many different plants and animals that eat and are eaten by one

another.

PLANTS - PRODUCERS

ANIMALS - CONSUMERS

Acorns grasses wildflowers seeds bay nuts

madrone berries leaves algae aquatic plants

rabbit quail deer mouse squirrel wood rat

hummingbird woodpecker insect aquatic insect frog

bobcat fox skunk

raccoon coyote mountain lion owl eagle hawk

snake newt

lizard

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Nam

e_________

______

_______

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READING THE BOUVERIE PRESERVE TRAIL MAP

Please look at the map on the next page and answer the questions

1. How many bridges are shown on the map?

_____________________________________________________________

2. If you go to the Trail‟s End, how high will you be?

______________________________________________________________

3. What is the name of the creek at Bouverie Preserve?

______________________________________________________________

4. What trail is near the Bark House?

_______________________________________________________________

5. About how far is it from Gilman Hall to Cougar Pond?

_______________________________________________________________

6. When you hike from Gilman Hall to the Bark House, in what direction are you going?

_____________________________________________________________

7. What direction is it from Gilman‟s Knoll to Cougar Pond?

_____________________________________________________________

8. How many trails begin at the Parking Lot? ___________________________

9. List two trails that go to Cougar Pond.

_____________________________ &__________________________________

10. If you want to go to the highest point at the Bouverie Preserve, which trail do you take?

___________________________________________________________

11. How many gates are there on the trails at the Bouverie Preserve? _____________

12. Name the two places found across Stuart Creek:

_____________________________ &__________________________________

BONUS: What is another name for “cougar”?

____________________________________________________________________

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ONCE THERE WAS A DAISY (Food Chain Rap)

daisy team: Once there was a daisy that grew on the plain,

Where the sun helped it grow, and so did the rain.

All: Links in a food chain.

bug team: There was once a bug who nibbled on the flowers,

Nibbled on the flowers for hours and hours!

daisy team: The bug ate the daisy that grew on the plain,

Where the sun helped it grow, and so did the rain


wren team: There once was a wren who gobbled up bugs,

and creepies and crawlies and slimies and slugs.

bug team: The wren ate the bug, who nibbled on the flowers,



Where the sun helped it grow, and so did the rain-


snake team There once was a snake who often grabbed birds,

And swallowed them whole, or so I have heard.

wren team: The snake ate the wren who gobbled up bugs





Where the sun helped it grow, and so did the rain-


fox team: There once was a fox, and I'll make a bet:

He'd eat anything that he could possibly get.

snake team: The fox ate the snake, who often grabbed birds

And swallowed them whole, or so I have heard.

wren team: The snake ate the wren who gobbled up bugs





Where the sun helped it grow, and so did the rain


soil team: The fox, he grew older and died one spring day,

But he made the soil rich when he rotted away.

A new daisy grew where he died on the plain.

Where the sun helped it grow, and so did the rain.


* TEACHER”S NOTE: make a yellow paper-chain “sun”, and provide a paper strip in another color for each team

labeled with the team name (daisy, bug, wren, etc.) or picture. When the class finishes chanting the poem together, have

one child from each team link that part of the food chain to the sun in the order described in the poem.

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FOXES, RABBITS AND GRASS by Rocky Rohwedder, Ph.D.

Start by dividing your class into three groups. You want to start with about twice as many grasses as rabbits, and twice as many rabbits as foxes. For a group of thirty, for example, it might break down to: 17 grasses (producers), 9 rabbits (herbivores), and 4 foxes (carnivores in this game, also omnivores). Explain that this activity demonstrates what happens with population dynamics in a given habitat. The game centers around the attempt of the rabbits to avoid the foxes and safely reach the grass. This activity is appropriate for upper elementary to adults. Once you have broken the group into different types of players, explain that the grasses will form a large circle around the group, the rabbits will huddle in the middle, and the foxes will position themselves between the rabbits and the grasses. The rabbits will all have tails (any strip of material tucked into the waistband will do), which the foxes will try to grab during the game (if a fox grabs a tall, these predators have 'eaten' the rabbit prey). The game begins, the teacher counts to three, and the rabbits try to avoid the foxes on their way to the grass. They are safe IF they reach an unoccupied grass and they still have their tail (i.e. were not “eaten” by a fox). **NOTE: Only one rabbit per grass. Rabbits may squat down or duck into their holes to be safe from the foxes (They cannot, however move while in the squatting position). The teacher can call 'time' at any point and any rabbit still in a hole or without a grass will be considered dead. At the end of each round, the players become whatever they would in the natural environment. For example:

If a fox eats a rabbit (or rabbits), it remains a fox in the next round.

If a fox does not eat, then it dies, decomposes and becomes grass in the next round.

If a rabbit is eaten by a fox, it becomes a fox in the next round.

If a rabbit gets safely to grass, it stays a rabbit in the next round.

If a rabbit is in a hole when time is called, it is dead, decomposes and becomes grass in the next round

If a grass is eaten by a rabbit, it becomes a rabbit in the next round.

YOU MAY HAVE TO REMIND YOUR KIDS MANY TIMES TO THINK ABOUT WHAT WOULD HAPPEN IN NATURE BEFORE THEY WILL GET THE HANG OF HOW THIS GAME WORKS. At the beginning of the first round, and at the end of each round, take a head count of the number of foxes, rabbits, and grasses. You can later have your class graph out the changes in populations to learn about the dynamic interaction of natural populations. Extensions: Try introducing some brightly colored tails to see if the rabbits with bright tails are more likely to be eaten. Discuss how this links with the concept of “adaptation”. How are rabbit fur colors in nature adaptive for the environments in which they live?

One final note: If all of one species “die out” during play, talk about what would happen to the rest of the species in nature, and then regroup and begin the game again.

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OH, DEER!

OBJECTIVE: Students will become 'DEER' and realize how important the factors of food, water and

shelter are in the habitat that determines their survival. They will soon recognize that there are fluctuations in

wildlife populations due to natural shortages of food and water, weather, disease, forest fires or because of

overpopulation of a species. The ecosystems are constantly changing.

PARTICIPANTS: 14 or more students can play. This is a very active running (or fast walking) game and

can be played outdoors on the play yard or in a large indoor area. Have a chalkboard or flip chart to record the data

after each round, which represents one year. You can graph the changes and discuss the results after each round or

after a few rounds have been played. Link with Math concepts and standards.

ACTIVITY. Have the group line up and count off into two even numbered lines facing the others. One line

represents the DEER. Players in the other line are components of the HABITAT. Ask what things the deer need to

exist. Explain that deer need habitats that will give them water, food, shelter and enough space to live. The 'space'

or territory can be mentioned each time players crowd one another, and can be a reminder for each player to keep

an arm‟s distance from the players to either side. Before beginning play, practice the symbols for food, water, and

shelter with everyone:

The symbol for water is made by placing both hands over your mouth (Have everyone do it).

The symbol for food is made by putting both hands on your stomach (Everyone do it.).

The symbol for shelter is made by joining your fingers to make a tent-like point over the head (Everyone do it.).

Establish two parallel lines 10-20 yards apart. Give all instructions before having the two lines of students turn

away. Once the game begins, the players in both lines turn to face away from the other line. When the leader calls

“Ready”, the DEER each decide what they need from their environment to survive (food, water or shelter) and each

makes one of the three symbols representing that need. At the same time, the players on the HABITAT side decide

which part of the habitat they wish to provide for that round of the game, and each makes an appropriate symbol

(food, water or shelter). When the leader calls “Oh Deer!”, both lines turn to face each other. Players may not

change symbols until the current round of play is finished! Keeping their symbols visible, DEER run to find

someone on the HABITAT line whose symbol matches, indicating that they provide what this “deer” needs. If they

find someone who matches their symbol, they tag (or link arms with) the HABITAT player gently and both return

to the DEER side. Only one DEER player per HABITAT player, and visa versa. If a DEER doesn't find a match on

the HABITAT line, it “dies” and becomes part of the HABITAT, staying in that line. Any HABITAT player who is

not chosen by a DEER, also stays in the HABITAT line. Record the number of deer at the beginning of the game,

and at the end of each round (each round represents a year). Discuss the changes in deer population as they become

apparent. Resettle the group, turn the lines around again, and repeat. DEER again choose something they need:

food, water or shelter. The HABITAT players decide what they will provide. Sometimes the HABITAT may supply

mostly shelter, with little or no food or water. This may represent a drought year with a shortage of food and water.

Other habitat needs may be unmet during other rounds. Repeat these rounds 10-15 times and record the changes in

numbers of DEER after each round. CONCLUSION: Discuss with

the students what outside factors influenced the ability of the DEER to live. What would happen in a dry year, during a hard winter, after a forest fire, with too many mountain lions or hunters or if the herd got too large? Do wildlife populations stay the same, or do they change as part of the 'balance of nature'? Can students predict what would happen if a predator, like a Mountain Lion, is introduced to the game, hunting a single deer each round? How would the Mountain Lion population change? How might that change affect the Deer population?

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FOOD WEBS Most animals and plants get their food from different sources. Plants that make their food from sunlight, air, minerals and water are called producers. Animals are consumers; they get their food from other living things. Animals that eat only plants are called herbivores. Carnivores are animals that eat only meat. Omnivores are animals that eat both plants and meat. Decomposers are organisms that eat dead plants or animals, changing them into building blocks for new organisms. The “FBI” can help you remember some kinds of decomposers: F (fungi), B (bacteria) I (insects)! Think about this: Which are you, a producer, herbivore, carnivore or omnivore?

Using the food web picture on the next page, fill in the blanks to make each list. Producers Herbivores Carnivores Omnivores

___________ _____________ _____________ _____________

___________ _____________ _____________ _____________

___________ _____________ _____________ _____________

___________ _____________ _____________ _____________

A. On the picture, complete the food web by drawing an arrow from each thing that is eaten to what eats it. You should draw a lot of arrows! B. Circle the producers on the picture. C. Name two decomposers: 1._____________________2.________________________ D. What is the difference between predator and prey? ___________________________ _______________________________________________________________________

E. Name a predator in the picture.___________________________________________

F. Name a non-living thing in the picture.______________________________________

G. In a class discussion, describe which living organism you feel is the most important in the food web

and why.

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FOOD WEB PICTURE

33

WEB OF LIFE

OBJECTIVE: Each student will choose a different animal from the list and study how they are interdependent

with the rest of the inhabitants of the forest ecosystem. The result will be a mural showing life in a forest.

Animals Indigenous (native) to Bouverie Preserve: Hawk

Rattlesnake

Butterfly

Owl

Gopher Snake

Beetle

Vulture

Garter Snake

Grasshopper

Acorn Woodpecker

Frog

Millipede

Junco

Newt

Centipede

Quail

Banana Slug

Wasp Hummingbird

Dragonfly

Harvester Ant

Western Fence Lizard

Spider

Raccoon

Alligator Lizard

Scorpion

Deer

Blue-tail Skink

Cicada

Mountain Lion

Bobcat

Skunk

Coyote

Fox

Wood Rat

Ground Squirrel

Gray Squirrel

Jackrabbit

Gopher

Mole

ACTIVITY: Collect enough large sheets of cardboard (to push pins into) or construction paper, to construct a mural 4

feet by 8 feet.

1. Ask your students to try to find photographs or drawings of their animal. A picture of the animal in its

natural habitat would be good. Photographs taken by the students can be fun.

2. Ask each student to collect as much information about their animal as possible, from encyclopedias or nature reference books from the library to internet resources, attempting to respond to each of these questions:

o Where does the animal live? Why does it live there?

o What must it have available in order to live successfully? (in other words, what are its habitat requirements?)

o What does it prey upon (eat)? Is it an herbivore, carnivore or omnivore? o What does its home look like?

o Does it live on the ground, underground, in trees, in the meadow, in the forest?

o Where does it get its water?

o Does it remain active, hibernate, or migrate in the winter?

o What animals prey (eat) on it?

o What animals does it live with? What plants?

o How does the animal influence its environment?

3. Now ask the students to create a mural of a forest ecosystem on the cardboard or construction paper.

They may use pictures cut from magazines or their own drawings to show hills, valleys, streams, and

other topographical features. They could cut paper silhouettes to resemble trees and particular kinds of

plants and add them to indicate forests and meadows. Ask the students to consider what plants and trees

each animal needs for food, protection or a home.

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4. When the mural is finished, students could glue or pin on photographs or drawings of the animals

they have studied. The animals should go in appropriate habitats and each student should tell the class

his or her reasons for placing the animal in a particular environment. While the students are sharing the

information they have gathered, you might ask them, or encourage them to ask each other:

o What did you discover about the animal which surprised you the most?

o Why did you select the species you did?

o Have you ever before seen the animal you selected?

o Would you know where and when to look for it?

o Did you know this before you studied it?

o What adaptations does the animal have to help it survive in its habitat?

o Is it a member of an endangered species?

o If so, what reasons are there for its being endangered? o Is anything being done to help or harm it?

o How can many different animals share the same territory? (nocturnal or diurnal)

o What happens if there are too many of the same animal?

When all the animals are in place, discuss the "web of life” concept which can be described as 'who eats

whom?". The “web of life” concept suggests that all living things may be connected to one another,

although the relationships may seem distant.

5. Place a push pin or tack next to each animal. Then use a different color of yarn to connect each

animal to the other animals and plants with which it interacts (for example: eats, is eaten by, or needs

for shelter or other habitat value). Students can participate by acting as wildlife experts on the species

they have researched.

Ask each student to make sure that his or her animal is directly attached to all of the

other appropriate components of the forest ecosystem depicted on the mural. Each animal can be

connected using a different color or size of yarn or heavy thread. Upon completion, you will have a 'web

of life' for this forest ecosystem. What would happen if one of the animal species disappeared from the

food web? What would happen if one species of animal out numbered all the others? How would this

affect their “web of life”.

EXTENSION: After returning from your field trip, revisit this

activity. Are there any changes the students think should be made,

based on what they learned at the Preserve?

Discuss other natural communities found at the preserve that are not

forests (e.g. chaparral, grassland, creek). Using the mural as a model and their experiences at the

preserve for ideas, ask the children to work in small groups to draw (or make a collage showing) a

“web-of life” in a natural community that is not a forest.

Finally, ask a student from each small group to share the group‟s new web-of-life illustrations with the

class. When all have described their illustrations, discuss these questions:

Are the animals and plants in a forest “web of life” separate from or connected with the animals and

plants in other kinds of natural communities?

What animals or plants can you think of that might live in both kinds of habitats?

Are there animals and plants that live in both wild lands and human built communities?

35

MINI-WATER CYCLE

OBJECTIVE: To demonstrate the water cycle.

MATERIALS: Plastic Bags

Twist-ties or other fasteners (unless using zipper-style bags)

Water

ACTIVITY: Put two or three teaspoons of water in the bags, blow air into them and seal the openings with a fastener or 'zip' closed. Place the bags in a sunny window, or warm place (experiment with different locations, and watch for evidence of evaporation). The water at the bottom of the bag represents a pond. The fog that accumulates on the inside surfaces shows how clouds are formed through condensation. Drops falling from the top down imitate rain. Discuss how this mini-water cycle is the same as or different from the water cycle outside.

A-MAZING WATER

OBJECTIVES: To understand and map the water cycle in your area.

MATERIALS: Chalk board or similar surface and/or

A large piece of newsprint and markers

ACTIVITY: As a class, create a drawing or map of the local water supply, from its source (river, well, reservoir, etc.) to where it goes after it is used. From this drawing, create a maze so a drop of water can correctly make its way from source to sink, and then back to the source. This will take some discussion. Possibly a field trip to the water source and to a waste water processing facility would be helpful.

36

Name _______________________________

What Do Leaves Do? Read and Color Page

37

FLOWERS TO SEEDS

Flowers are beautiful to look at and pleasant to smell. That is because they have a very

important job to do. They can make seeds for the plant if they are pollinated. Most flowers

attract pollinators by their smell, color or shape. A pollinator is the insect or bird that moves the

pollen from one flower to another. A pollinator is trying to eat the flower‟s nectar or pollen and

is unaware that it is also carrying pollen to another flower. The flower is fertilized when a

pollen grain from the stamen of one flower lands on the pistil of another flower of the same

species. When part of the pollen reaches the ovary, a seed can begin to develop. Some seeds

grow inside fleshy fruit, while others grow within dry “fruit” coverings. Seeds are spread in

many different ways in nature, and when all goes well, seeds grow into new plants.

What would happen if we picked too many wildflowers? Color each flower part on the chart. Label each part using the clues below:

Flower part Description Color Pistil A large center stalk, where the pollen lands. Yellow

Stamen A tall, thin stalk with a knobbed tip. It is where the pollen forms. Brown

Petal Brightly colored and sweet-smelling leafy parts that attract

pollinators.

Red

Sepal

Small leaf-like part at the base of the flower that protects the flower

buds before they open.

Green

Ovary The widened base of the pistil. The seeds develop inside. Blue

------------------------------------------------------------------------------------------------------------

NOTE TO THE TEACHER: Bring in fresh flowers to dissect so that students can identify flower

parts and discuss their functions. Using hand lenses will make this task more interesting and

effective. The Peruvian Lily, Alstroemaria, is a good flower to begin with because all parts can

be easily found and it is commonly available in stores inexpensively. Not all flower species have

all parts. In some, pistils (♀) and stamens (♂) are on separate flowers.

38

SEED SCAVENGER HUNT OBJECTIVE: Students will be able to collect seeds and identify the various methods of plant seed

dispersal. They will discover how seeds are effectively adapted in a variety of ways to travel away

from their parent plants to new locations.

MATERIALS: Seed Scavenger Hunt cards, bags for collecting, hand lens, and old socks and/or flannel cloth.

ACTIVITY: Divide the class into pairs or teams with their Seed Scavenger Hunt cards and bags. Ask

them to collect seeds from the field, school-yard, or even their lunches. If there is not a convenient

school area, you may ask them to collect seeds from home or their own backyards and bring them to

school. At the end of the hunt, have each group introduce a different seed they found in each

category. Discuss the various methods each seed could use to be dispersed. Often there is more than

one possibility. What seed did they find they most interesting?

After the discussion, you could have the class re-disperse the seed in the fields they came from (please don‟t spread to other fields as many may be exotic weed seeds). They could also plant some of their seeds, using this renewable resource as the basis for further discussion.

A fun method of collecting some clinging seeds (or hitch-hikers) would be to have some students

wear old socks over their shoes or drag a flannel cloth while walking through a field. Remind them

that sometimes it helps to look on the plants, grasses, dried flower heads or on the branches of trees to

find the seeds which are still attached.

DISCUSSION: Fall is the best season to observe the seed dispersal of plants. Remember to include a

discussion on how these seeds came to be. After the flowers of each plant were successfully

pollinated their tiny plant embryos developed within seeds. These seeds provide both nourishment

and protection for the young plants.

Plants don't move, so how do seeds travel? Ask the students to discuss the main ways that seeds seem to travel; by air, water, gravity, wind, self-propulsion, or by being collected or eaten by animals or people. Will every seed become a new plant? What is the value of seed dispersal?

Nature plants itself! There is no gardener to insure its survival!

39

S E E D S C A V E N G E R H U N T C A R D

Collect the following seeds. Remember that not all seeds are on the ground.

Look for seeds that may still be attached to the plant or flower stem.

o Find two different seed containers that look good enough to eat, but have the seed or seeds

hidden inside. (Don’t eat them yourself!)

o Find two different seeds that travel a distance of three feet when you blow on them.

o Find two different seeds that have hooks to stick to fur. (You could wear a wool sock over one shoe or drag a flannel cloth and periodically check to see what seeds are hitchhiking a ride.)

o Find two seed heads that have more than 10 seeds on them. Which one has the most?

o If there are trees nearby, look for two different seeds: one that is carried by wind and another seed that animals might eat.

o Find a seed that is still attached to a stem.

o Look at some different seeds through a hand lens. Are they smooth? Rough? Hairy? Describe one.

S E E D S C A V E N G E R H U N T C A R D

Collect the following seeds. Remember that not all seeds are on the ground.

Look for seeds that may still be attached to the plant or flower stem.

o Find two different seed containers that look good enough to eat, but have the seed or seeds

hidden inside. (Don’t eat them yourself!)

o Find two different seeds that travel a distance of three feet when you blow on them.

o Find two different seeds that have hooks to stick to fur. (You could wear a wool sock over one shoe or drag a flannel cloth and periodically check to see what seeds are hitchhiking a ride.)

o Find two seed heads that have more than 10 seeds on them. Which one has the most?

o If there are trees nearby, look for two different seeds: one that is carried by wind and another seed that animals might eat.

o Find a seed that is still attached to a stem.

o Look at some different seeds through a hand lens. Are they smooth? Rough? Hairy? Describe one.

40

CREATE A SEED PROJECT

Objective: The student will be able to create a model of an imaginary

seed that can be successfully dispersed by a particular method.

Activity: Give each pair or team of students an Activity Card. Review

each card and the variety of construction materials offered with the whole

class. Ask each team to take 5 minutes to discuss the possibilities for

designing the seed they will make. They may want to sketch their plans

before beginning. Have all the seed materials in a place where the

students can quickly and easily find what they want and let the creativity

begin! This activity takes about 30 minutes. Be sure to give them a “two-

minute warning” to complete their “seed” before concluding this activity.

SUGGESTED MATERIALS: Activity Cards scissors plastic or wooden beads

pencils, pens & markers glue, tape &/or double-stick

tape

pipe cleaners

paper toothpicks, popsicle sticks sequins and glitter

rubber bands clothespins velcro tape

aluminum foil modeling clay construction paper scraps

straight pins string or yarn felt or fabric scraps

Feathers, loose cotton or

polyfill

small plastic bags paper clips

Equipment: a ramp (cardboard

leaning against something) Equipment: a fan

Equipment: open dish of water

Equipment: fake fur pieces

Discussion & “testing”: Have one student from each team describe to the class what their seed is

and how it works. A student from each team should then be given an opportunity to test their seed,

demonstrating how well it can float in a bowl of water, roll down a simple ramp, stick to a piece of

fur (or fake fur), propel itself across the room, blow in the wind of a fan, etc…

Continue the discussion by exploring any or all of these questions: o Could a seed be dispersed in more than one way? Looking at the seeds you made, which could

also be dispersed in a different way than you planned?

o How would it help the plant if its seeds could be dispersed in different ways?

o What would happen if all seeds simply fell next to their parent plants?

o Is every seed going to become a new plant? What else could happen to them?

o Imagine: A new island forms far out in the ocean. How do the plants first get there? (Examples:

Coconuts and other seeds may float there. Birds flying overhead drop seeds. Wind blows seeds.

Soon insects can live there and pollinate the flowers and the plants multiply. People arrive and

bring food crops with their seeds. Animals are introduced that may bring seeds in their hooves,

fur or scat.)

o Experimentation and Investigation: Collect or buy a variety of seeds that appear to rely on

different kinds of distribution “strategies”. Place a few seeds of each type in a plastic bag and

label it “Seed A”. Continue with each other type of seed, labeling sequentially. Try to provide a

heavy seed (acorn, walnut, buckeye, fava bean, coconut), a seed with “wings” or fluff

(dandelion, milkweed, maple) and a few very small seeds (poppy, sesame) or sticky – prickly

seeds (bur clover, teasel, mock orange). Give each small group of students three or four

different types of seeds, bagged and labeled. Give the student this assignment:

41

Look closely at the seeds you have been given and think about what you learned from creating a

seed of your own. Now talk together and try to guess how the different seeds you have might be

distributed. Label a piece of paper with a line for each seed (e.g. “Seed A”, “Seed B”, and so

forth). On each line write down your group’s guesses. What you are doing is developing a

hypothesis for each seed – a guess based on your prior knowledge and observations. Your next task

as a group is to test each seed. One at a time, take a seed from each bag and test it with the

equipment we used when you created a seed. Does the seed float on the water? Does it stick to fur?

Does the wind (fan) blow it easily? How else might it be moved? Write down the results of each test

for each seed type (Does it work? Yes or No). If you notice something else about the seed that might

explain how it is distributed, write that down too. Discuss your results as a group. What conclusions

can you make about how each seed you were given might be distributed? Do you all agree with

these conclusions? Why? If you disagree, think about what other tests might help you decide. You

don’t have to do those tests, but write down other things that would help you decide how this type of

seed could be distributed to new places. A DATA SHEET LIKE THIS MIGHT BE HELPFUL: Seed Type (A, B,

C, etc)

Hypothesis: How your

group thinks

the seed will

be distributed

Test 1: Ramp Gravity is the

method of

distribution if

this works

Test 2: Water If this works,

this seed can be

distributed by

floating on

creeks, rivers or

ponds.

Test 3: Fur If this works,

the seed can

be

distributed

by sticking

to animal fur

or bird

feathers.

Test 4: Fan If this

works, the

wind can

blow this

kind of seed

to distribute

it.

Other ideas? What else do

you notice

about this seed

that might

explain how it

is distributed?

Clue: Does it

have a sweet

scent ?

42

A C T IV IT Y C AR D

Seed Dispersal by Water Create a seed to float on water at least five

minutes.

Hint: air bubble, raft


Seed Dispersal – Self Propelled Create a seed with a mechanism that will throw

the seed two feet away from the plant.

Hint: burst, split


Seed Dispersal –Eaten by birds or Animals Create a seed to attract a bird or other animal.

Hint: bright, tasty fruits with seeds inside


Seed Dispersal by Animal or Human Create a seed to hitchhike on an animal or

human being for 20 feet.


Seed Dispersal by Wind Create a seed that floats in the air and can be

blown by the wind.


Seed Dispersal by Gravity Create a seed that could roll away from its

parent plant

43

Historically, the land that is the Bouverie Preserve was used

by Pomo, Wappo and Coast Miwok people.

Although it was not a village site, this land is believed to have

been part of a trade route, and many arrow heads and other

projectile points have been found here.

A Tale Of The Acorn Maidens …

…And Their Hats A Play Retelling A Coast Miwok Story

NARRATOR: Once a long time ago, when the earth was

young and people were not yet created, five beautiful maidens lived in the spirit world. One day these maidens received startling news. CREATOR SPIRIT: Some humans will soon be raised on the young earth. You will be sent as gifts from me to nourish and give the humans strength.

NARRATOR: The maidens were very excited and began chattering to each other.

BLUE OAK ACORN MAIDEN: How shall we prepare for the journey? We must weave new hats to wear for such an important journey. TAN OAK ACORN MAIDEN: But the time is so short and weaving a new hat takes much work. BLACK OAK ACORN MAIDEN: Besides, weaving is winter's work and we are only at the end of summer. VALLEY OAK ACORN MAIDEN: Never mind the season! I am skillful and can weave a new hat quickly. And I must have a new hat for the journey.

COAST LIVE OAK MAIDEN: I want to come too! Can someone please help me?

NARRATOR: They all hurried off to gather weaving strands and start weaving right away. They

grumbled as they went to collect sedge roots, willow twigs, and fem stems. A few days later,

Creator Spirit came again to the acorn maidens.

CREATOR SPIRIT: Maidens, it is time for you to begin your journey. Humans are now on earth and they are very hungry. TAN OAK ACORN MAIDEN: We can't go yet! I haven't finished my hat. All the ends of my twining strands are sticking out. I look so messy! NARRATOR: The Black Oak Acorn Maiden was also upset. She had tried to help her little sister and now there was no time to finish either her hat or her sister‟s.

BLACK OAK ACORN MAIDEN: How can we go on this great journey without any hats? We will be the only ones with uncovered heads and humans will think us so ugly!

44

NARRATOR: But Black Oak Acorn Maiden and little Tan Oak Maiden put on their unfinished hats anyway. The hat baskets were so large that they fell down over their faces. The large, tall Valley Oak Maiden and the smaller, hard Blue Oak Acorn Maiden had hurried to finished their hats. They fit snugly into their neatly cleaned caps, though there were many bumpy mistakes because they had rushed so much. The Creator Spirit said the time had come and the five acorn maidens spilled from the sky. They were so afraid that they shut their eyes and turned their faces into their hats as they fell to earth. The poor Tan Oak Acorn Maiden had to turn her face into the ragged curled edges of her unfinished hat and called to the Creator Spirit as she fell: TAN OAK ACORN MAIDEN: Oh Great Spirit, my hat is such that humans will think me ugly. You send me as a gift to be eaten. If I must become an acorn, at least make my soup the best and sweetest to eat, so that I will not be the least favored of all the acorn maidens.

NARRATOR: The Creator Spirit heard her plea, took pity on her and granted her wish. The Black Oak Acorn Maiden and her little sister, Coast Live Oak Maiden were well hidden in their basket-

like hats. They were enjoyed by the people, but little sister was often too small to be collected. The

Valley and Blue Oak Acorn Maidens' faces fit snugly into their bumpy, but neatly cleaned caps.

Even though the Valley Oak acorn was large, its soup was often bitter and very dark. The Blue Oak acorn was very hard for the people to pound. As the acorn maidens fell from the spirit world, so

they have remained on earth. They nourished and brought strength to the human people. And their

shy little faces always remained hidden by their hats.

Tan Oak Black Oak Coast Live Oak Valley Oak Blue Oak

45

"COLOR- FALL" LEAVES Name _______________________

Fill in the blanks with words from the Word Bank.

Some broad-leaved plants, like maple and wild grape, can be very colorful in the _________. Red colors can

form in the leaves on cold nights. The beautiful orange and yellow colors are always in the leaves. But these

pigments are hidden by the ___________color during the spring and _____________.

The green pigment is called ______________. Chlorophyll is the pigment in the _______________

In late Fall, the days are shorter and the nights are becoming colder, the tree stops making food, and the

green chlorophyll is destroyed. As the green disappears, the colors of fall are seen. The colors we see are the

colors pigments mirror back to us. Other colors in the light are not seen because they soak in.

Complete the word puzzle using words from the Word Bank. Find the hidden word in the puzzle. Use it to answer the riddle. 1. Food is made in the __________. 2. Trees make food in the Spring and ______________. 3. Fall colors are hidden by the ___________pigment. 4. Leaves stop making food in the _____________. 5. The green pigment is called ___________________.

RIDDLE: Kids really like me,

I'm food for the trees.

My taste is really sweet,

And I'm made by the leaves. What am I? _ _ _ _ _

SOMETHING SPECIAL Make rubbings of different kinds of leaves. Place a sheet of paper over a leaf. Gently rub the paper with the

side of a crayon. Try overlapping rubbings and using different colors. Use the rubbings to decorate the cover

of a booklet about leaves or a as leaf collection.

EXTENSION FOR THE CLASS: A glass or plastic prism can show a whole rainbow of colors when held

in regular light! These colors are always in the light, but we cannot see them until light touches something.

See how many colors you can find in the rainbow made from light moving through a prism. Read more &

experiment to see how light and color work. Which of these colors soak in when light goes through dark

sunglasses? Which can still be seen? How about when light goes through red plastic?

Word Bank: Chlorophyll

Green

Fall

Leaves

Summer

1. _ _ _ _ _

2. _ _ _ _ _ _ _

3. _ _ _ _ _ _

4. _ _ _ _ _

5. _ _ _ _ _ _ _ _ _ _ _ _

_

_

_

_

_

46

BLACK OAK

Sing to the melody of “Louie, Louie”

Chords are C - G C - G, repeated

CHORUS:

Black Oak, Black Oak chch

Oo Baby, let your xylem flow

yeah, yeah, yeah, yeah

Black Oak, Black Oak chch

Oo Baby, let your xylem flow

yeah, yeah, yeah, yeah

VERSE 1:

Grey squirrel told me just the other day

he found an acorn and he ran away

dug a hole and he stuck in the sand

now tall trees grow across the land

CHORUS

VERSE 2:

A Black Oak's roots grow way down low

where water and nutrients begin to flow

they raise their branches and they wave to the sun

now photosynthesis has begun

CHORUS

VERSE 3:

Black Oak's leaves have pointed ends

the conifer trees are their friends

in the autumn their leaves fall to the ground

they'll be back in spring again, goin' around

CHORUS

Author unknown

47

A WINTER SNOOZE Animals sense that winter is coming when days become shorter and colder. Food is often hard to find. In Sonoma County, the winters are not as cold and snowy as in the Sierra Nevada. Many animals can find enough food to stay active, but others hibernate or migrate. When winter arrives, some animals go into a sleep called hibernation. Most hibernators are cold-blooded animals, like some snakes, insects and turtles, which depend on the environment to stay warm. During hibernation, the animal's heartbeat and breathing slow down. Body temperature drops. Some warm-blooded animals such as the ground squirrel and the bat also hibernate. Other cold-blooded animals, such as some lizards, frogs, spiders, and newts go into torpor. Torpor is a light hibernation for part of a day. As the day warms-up the animal comes out of torpor. If the day gets colder the animal goes back into torpor.

Finish the crossword puzzle below using the underlined words and word box for help.

Across 1. Most hibernators are __________________________animals. 3. To _________________________is to sleep in a deep winter sleep. 5. Body temperature ____________________during hibernation.

Down

2. A____________will go into torpor on a cold winter day.

4. The mild hibernating state that spiders and frogs go into is called ________________.

6. The________-beat slows down when a snake hibernates.

WORD BOX

hibernate migrate cold-blooded torpor heart drops lizard

48

HOW DO ANIMALS GET THROUGH THE WINTER?

HOW DO ANIMALS GET THROUGH THE WINTER? Winter brings colder days and there is often less food for many animals. Some insects such as the

grasshopper lay eggs and then die. The eggs will hatch in the spring. The rattlesnake and the queen wasp go

into a deep sleep called hibernation and sleep all winter. Lizards crawl under a rock and sleep if the day is

cold and then become active on warmer days. This is called torpor. Many birds migrate or fly to a warmer

area that has more food. Some just stay active and take shelter only on the coldest days.

Draw a line from the animal to the word or words which describe how the animal gets through the winter.

ANIMAL

GET THROUGH THE WINTER BY

Migrating

Laying eggs

Hibernating

Going into a state of torpor

Staying active

49

GS GS

EW

EW GS

EW GS EW

FUN WITH NEWTS These ideas were contributed in part by teachers who attended a Bouverie Preserve Teacher Workshop

1. Newts, Snakes And Worms: An Active Outdoor Group Game Assign several students to be garter snakes (gs) who prey on newts. Assign several students to be

earthworms (ew) who are prey for the newts. The remainder of the students are newts.

Set-up a playing field on the blacktop or in the grass, marking the boundaries with chalk or

sport cones. Point out the direction of play : e.g. Newts are moving from the Newt “Cubby Hole” in

the forest to the Creek.

The object of the game is for the newts to run to the creek and back, catching (tagging) as

many earthworms as possible, and to avoid being caught (tagged) by the garter snakes. The tagged

newts become garter snakes. The tagged earthworms become newts.

Try a few rounds of this and then discuss what the game tells them about the role newts play

in a food chain. Why do newts that are eaten become snakes? Why do earthworms that are eaten

become newts (because the predator and the predator‟s population can grow when there is enough

food). Use the activity to stimulate interest in learning more about newts. Can your students find out

why garter snakes are the main animals that prey on newts in this game? What can they learn about

other animals preying on newts? Can they learn about ways newts protect themselves without

running?

After learning more about newts, play another round of the game. This time use a different

kind of predator instead of a garter snake (a coyote or hawk for example), and add the following

action: a “newt” can freeze in place and arch back its head (the child‟s head faces the sky) as a

warning to predators. If a newt does this, it shows the red warning coloration on its belly and the

predator may not tag it. Suggestion: Have the students walk when playing this round. Encourage

the students to do follow-up research about the concept of warning coloration. When you come to

the preserve, encourage your students to ask if there is something special about a newt that protects

it from predators.

Newts

Creek Newt Cubby Holes

(Home Base)

2. Newt Notes: Create a poem from facts about newts. Provide students with a field guide and

other research materials with information about Newts. Remind them of the species of newts

found at Bouverie Preserve (** see next page). Tell them their challenge is to read about one

species and write a poem that includes at least 5 facts about the animal. Share the poems in

written or oral form with the class.

3. You Know Newts!: Have a Game Show featuring a panel of experts. One group of students

works with reference materials to create questions based on facts about newts. Another group

works with similar materials to study and retain as much information as they can about newts.

Then the two groups get together to play. The format could be like “Jeopardy” – with written

questions, or a more traditional “question the expert” panel. Have the students work with you

ahead of time to determine how scoring will be done. Use the scoring system to reinforce

current math skills.

50

Some Newt Facts:

Five to ten weeks after being laid, newt eggs hatch.

The young newts are well “dressed” for a watery home, with a fin on their backs and a pair

of feathery outer gills.

In the creek, these small swimmers feed on smaller animals, hiding by day beneath rocks or

in plants, getting warm or cooling down by moving.

Staying hot or cool enough, feeding, growing, and hiding from predators keep young newts

busy until late summer or fall, when they usually change, losing gills and fins. This is four to

five months after hatching, when the larvae are two to three inches long.

Newts grow up and return to breed in their home creek five to eight years later. They are not

seen very often when they are young.

Red-bellied newts live between 12 and 15 years.

The common garter snake and an exotic crayfish both feed on our native newts

Newts use their sense of smell to get back to their home streams to breed.

Newts in the genus Taricha have a deadly toxin in their skin which keeps most predators

from eating them. When eaten in large amounts, the poison in newt skin is more toxic than

black widow spider venom, and more potent than cyanide. However, it is safe to handle

newts, because these animals must be eaten to be poisonous.

**The species of newts at Bouverie Preserve include: Taricha rivularis = Red-bellied

newt; Taricha torosa = the California newt; Taricha granulosa = Rough-skinned newt.

…..And amphibians in general… All adult amphibians are carnivores.

An amphibian‟s role in the ecosystem is to eat bugs, and they are also important prey for

other animals.

Amphibians have sensitive skin that makes it hard for them to live where the habitat is not

healthy.

Other amphibians at Bouverie include Pacific tree frog (a.k.a. Pacific chorus frogs), western

toad, foothill yellow-legged frog, California slender salamander, arboreal salamander, black

salamander, Pacific giant salamander, Monterey salamander (a.k.a. Ensatina).

Larval frogs are herbivores and so they feed on the algae and plants in streams and pools,

but frog adults are top “bug-ivores”.

51

NEWTS, SALAMANDERS AND FROGS

CHORUS:

c Am

Newts, salamanders and frogs, oh yeah! c Em

Newts, salamanders and frogs, oh yeah! F c

Living in ponds on lily pads and logs G c

Newts, salamanders and frogs, oh yeah!

F c

Amphibian life is living in ease G c

Munching on bugs that fly with the breeze

F c

A fly fricassee, I'll have another one please

G c

Right here on the tip of my tongue.

CHORUS A smile and a grin is what amphibians wear,

Because they're living a life with hardly a care.

But that big black snake that lives over there

Is eating frog legs a la king.

CHORUS

Legs and lungs and sticky tongues.

Pores in their skin and they like to swim.

Crawlin‟, croaking, leaping and eating

Insects a la carte.

CHORUS

So the next time you feel like you haven't a friend

You can go to the pond and you can jump right in.

It won't be too long 'till you'll be wearing a grin

Like newts, salamanders and frogs.

- capo 2 frets

by the Banana Slug String Band

52

About reptiles and their kin

What is a reptile? Reptiles are cold-blooded vertebrates* with bodies covered in dry scales. Some reptiles lay eggs;

others give birth to live young. Reptiles generally see and hear well. Their bodies are low to the

ground and, with the exception of snakes and some lizards, they all have four legs. Although not

evident today, even “legless” reptiles show characteristics indicating they once had legs too. Reptile

toes have claws. Most reptiles are carnivorous predators, however a few, including certain turtles

and tortoises, are omnivores or herbivores during some or

all of their lifecycle.

*animals with backbones that regulate their internal temperature by behavior rather than

physiology

So, what is a “herp”? Herpetology is the branch of zoology that studies amphibians and reptiles (The name is derived

from the Greek word herpeton or "crawling things."). “Herp” is a nickname for any one of the

thousands of animals belonging to the three main groups of amphibians or the four groups of

reptiles. However, although reptiles and amphibians evolved from a common ancestor millions of

years ago, the two groups are not closely related.

REPTILES AND AMPHIBIANS ARE DIVIDED INTO THE FOLLOWING SUB-GROUPS.

What are the differences between reptiles and amphibians? Amphibians were the first group of vertebrates that evolved to live on land (at least for part of their

lives), but reptiles were the first “true” land vertebrates because they developed an amniotic egg,

which would not dry out in a dry environment.

Amniotic egg = an egg with compartmentalized sacs (a liquid-filled sac in which the embryo

develops, a food sac, and a waste sac) that allows many vertebrates to reproduce on land.

Amphibians

frogs and toads

salamanders (including newts)

caecilians (little-known animals that look like

worms)

Reptiles

snakes and lizards

crocodiles

turtles and tortoises

tuataras (little-known reptiles that live on islets

off the coast of New Zealand)

53

THE KEY SIMILARITIES AND DIFFERENCES OF THE REPTILES AND AMPHIBIANS ARE:

Similarities Differences

Both are ectothermic (cold-blooded),

e.g. their body temperature is close to

that of the environment surrounding

them.

Both usually shed their skin several

times a year.

Many reptiles and amphibians have

special cells (chromatophores) that

cause the color of their skin to lighten,

darken, or change altogether.

Many have an organ in the roof of the

mouth, called the Jacobson's organ,

which senses odor particles.

Amphibians usually lay unshelled eggs

in water, while reptiles lay shelled,

amniotic eggs on land.

Most juvenile amphibians live in water

for some time after hatching, breathing

through gills. Young reptiles live on

land.

Young reptiles often resemble adults

while baby amphibians often don't look

much like their parents. Young

amphibians gradually change into their

adult forms through the process of

metamorphosis.

Adult amphibians that live on land are

restricted to damp areas as their skin

must remain moist at all times. Their

skin produces a coating of mucus that

keeps them from drying out. Reptiles

have scales or plates covering dry skin.

WHAT ARE THE MAIN DIFFERENCES BETWEEN SNAKES AND LIZARDS? Snakes Lizards

Evolved from lizards (about 200 million

years ago)

Have no eyelids, but do have a transparent

shield that protects the eye; do not blink

No legs (although vestigial)

Shed all of their skin at one time

Tend to have a longer body than tail (body

measured from head to vent)

Have been around longer than snakes

Most have eyelids and blink (but some

have shields like snakes)

Most have legs, a few do not

Shed skin in patches

Tend to have long tails compared with

body size (body measured from head to

vent; tail from vent to tip of tail)

All are vertebrates with amniotic eggs.

54

Listening to Learn about Reptiles: The information above can be used to assess student‟s

listening comprehension skills, as follows. Remember: These are difficult questions intended to help the

students learn to be active listeners. The purpose of the exercise is to strengthen the students‟ listening skills,

not to have them all come up with the “right” answer. Let the students know this. Questions with asterisks**

ask the students to draw conclusions or use more sophisticated thinking skills, and should never be graded.

1. Give the students copies of the student worksheet. Explain that as they listen, you will pause

so that they can provide any answers they have heard.

2. Read the questions for SECTION 1 aloud to the students and then tell them to listen for the

answers in the information you will be reading next.

3. Read the name of the first reptile in the “fun facts” table in the Student Pages that follow.

Continue by reading each fun fact about that species of reptile, pausing between each bullet.

4. Give a longer pause after reading the facts for each species and before moving on to the next.

After reading each species account, have the students pair up and tell their partner what they

remember. Working together, have them complete the answers for this species. You may want

to talk through a single answer before continuing on: e.g., read a question aloud, follow it with

the “fun facts” from the table, and explain which “fun fact” answered the question, and how.

5. Continue this for each of the six reptiles listed in the “fun facts” table, or focus on only the

reptiles in SECTION 1 (Common Garter Snake through Western Skink), and indicate to the

students that SECTION 2 (Pacific Rattlesnake and Gopher Snake) will not be used.

6. Write a list of the species names on the board for all to see.

7. Tell the children to review their answers, and to notice which they still have questions about.

8. Ask if they want you to re-read the facts for any species, to help them complete their answers.

9. You may choose to repeat step 8 above a few more times. Have the children “pair-share”

again to decide which information they need to hear to complete their answers. As students

ask for information to be read again, read it aloud for the whole class and have students tell

their partners what they heard before completing or reviewing answers on their worksheets.

10. Have the students review their answers in their small groups. Tell them to discuss all of the

answers each student developed and try to guess which are correct and which incorrect.

11. Finish by reading the first question aloud and asking for volunteers from each group to give

the answer. They can write answers on the board, or act out the adaptation that answers the

question (only appropriate for a few questions). Ask until the correct answer is given.

12. After obtaining student answers for a question, re-read the facts about the species, and ask the

class to tell which answer (from those given) is correct. Continue this way through the answer

sheet. Ask the students whether it was easy or hard to answer the questions by listening only.

Provide them with a copy of the “Fun Facts about Some Common Reptiles” table, and allow

them to correct their own papers. Ask the class for ideas about how listening for information

could be more effective.

Alternative method: Follow the instructions above for the SECTION 1 After completing the debrief, ask the

children if they think they can listen as well, or better, for SECTION 2 and continue. This can be very helpful

if you are working with students who are particularly challenged by listening comprehension.

55

Listening to Learn about Reptiles Student Name __________________________

SECTION 1 1. Does a Common Garter Snake lay eggs or give birth to live young? (circle the answer)

2. What is the real name of the reptile that is commonly called a “Blue Belly”?

___________________________________________________________________.

3. True or false (circle one): A Western Fence Lizard has something like a third eye that

helps it know when to get out of the sun.

4. Give one reason male Western Fence Lizards do push ups ______________________

___________________________________________________________________.

5. Which reptile has a tail that breaks off easily AND a jaw that can give a painful bite?

____________________________________________________________________.

6. Name one way Northern and Southern Alligator lizards are different _____________

____________________________________________________________________.

7. Two reptiles that have blue coloring are:

1._____________________________________________________________________

and 2. _________________________________________________________________.

SECTION 2 8. True or false (circle one): A rattlesnake smells with its mouth and tongue.

9. True or false (circle one): A rattlesnake can find prey in the dark by sensing the animal‟s

heat.

10. ** What do you think?: From what you‟ve heard, how close to a rattlesnake do you think

it is safe to stand (how many feet away)? ______________________________.

11. True or false (circle one): A rattlesnake with three rattles on its tail is three years old?

12. True or false (circle one): A gopher snake kills its prey the same way a rattlesnake does.

13. Name one thing a gopher snake does that is like a rattlesnake___________________

____________________________________________________________________.

14. **What do you think? Why would it be helpful for the gopher snake to do this?

___________________________________________________________________.

15. ** How carefully did you listen? Circle the number of reptiles you heard about that give

birth to live young instead of laying eggs

1 2 3 4 5 all of them

56

FUN FACTS ABOUT SOME COMMON REPTILES

Species Fun facts

Common

garter snake

When captured, will give off bad smelling liquid from scent glands

Female give birth to live young

Often called “garden” or “water” snakes because of where they are found

Western

Fence Lizard

Most commonly seen reptile in Bay area; often called “blue-belly”

Has something like a “third eye” on top of head that controls color changes in response to

light and tells it when to get out of the sun

Male territorial, does “push-ups” to show off to females and to defend turf

Male shows blue belly and may change color when courting

During mating, grabs female‟s neck in jaws.

Eggs deposited in ground; young never see parents

Blood of this species kills the bacteria in ticks that causes Lyme disease! Look for ticks

and mites around neck.

Alligator

Lizard (Southern and

Northern

species)

Has thick heavy scales with bony plates

Has large folds of “extra” skin on sides to allow expansion after eating

Be careful if handling: tail breaks off readily and has strong jaws which can give a

painful bite.

Both Southern and Northern species are in Sonoma County; the Northern in cooler places.

Southern lays eggs; northern gives birth to live young.

Western

Skink

Smallish lizard

Startlingly bright blue tail; brighter and bluer in younger skinks.

Readily sheds tail if captured

Moves very quickly; you are most likely to just catch a glimpse as it scurries under rock

or woodpile or hear it rustling the grass in search of insects

Active mostly in late afternoon

Pacific

rattlesnake

Has “pits” on side of head to sense heat, and uses those to find prey even in the dark

Uses jawbone to “hear” by resting it on the ground to sense vibrations

Tongue carries smells into mouth where they are “tasted”

Can lunge at 10 ft. per second Adds new section to rattle every time it sheds its skin (can be many times each year) Gives birth to live young. Uses poison to kill its prey. Lives at the Bouverie Preserve, and is common throughout California.

Gopher snake Mimics rattlesnake when threatened; hisses and vibrates tail; often mistaken

Kills by constricting its prey

Only has one lung; ¾ length of body (like garter and king snakes)

Single row of belly scales the width of its body

57

MIGRATION MAP

Objective Demonstrate the habits and seasonal distribution of migratory bird species.

Background At Bouverie Preserve we have birds that are:

• Residents -- these species have what they need to stay in one place without migrating. The

Scrub Jay and Acorn Woodpecker are examples of residents.

• Summer Residents -- go south for the winter, and spend spring and summer here. Some

examples are Northern Oriole, and Ash Throated Flycatcher.

• Winter Residents -- go north to breed in the summer, and spend the winter here. They

include the Gold-Crowned Sparrow, and White Crowned Sparrow.

• We also see a great number of nonresidents who stop off at the Bouverie Preserve for a

short time during their migration.

The main reasons for migrating to breeding grounds are space and food. Each pair needs a

territory with an adequate food supply in which they can raise their young without competition

from another of the same species. For example, the rich supply of insects during the warm

season in Alaska and Canada make these places desirable for breeding.

The main reasons for migration to the wintering grounds are climate and food. The climate in

the breeding ground may become inhospitable and/or the food supply limited or nonexistent.

The mechanism that triggers migratory flight is the change in the length of day. This stimulates

hormones that lead to physical changes including a build up of fat (used as energy during the

flight) and a state called migratory restlessness. In this agitated state of anticipation the bird

waits for the best migratory conditions and takes off.

How birds navigate is not completely understood. The sun and stars are of major importance,

but there are other clues as well, such as birds‟ ability to detect the magnetic fields of the earth.

MATERIALS • Copies of the “Migration Map” handout

• Colored pencils or crayons

ACTIVITY Distribute the maps and have the students underline each bird‟s name using a different color

pencil or crayon, then trace the migratory route for that bird, using the same color. (A map or a

globe may be used for reference as needed.) Possible discussion topics after the exercise could

include:

1. Do all birds migrate?

2. When do birds breed?

3. What do these species have in common? How do they differ?

4. How do birds navigate during migration?

5. Why are more insects available in summer?

6. Why are birds so beautiful?

7. What do you think each bird eats?

58

59

60

1. Color and cut out the cards on this page.

2. Put the cards in order, starting with winter

(Hint: these birds spend the winter in South

America and raise their families in North

America.).

3. Tape cards together in a line.

4. Now connect the ends of the line to make a

circle showing the life cycle of the birds.

1. Color and cut out the cards on this page.

2. Put the cards in order, starting with winter

(Hint: these birds spend the winter in South

America and raise their families in North

America.).

3. Tape cards together in a line.

4. Now connect the ends of the line to make a

circle showing the life cycle of the birds.

61

BIRD ADAPTATIONS

Looking at a bird‟s feet can tell you a lot about how they are used. Unscramble the bird‟s name.

Write the bird‟s name by the best sentence. Can you match the pictures with the names?

KAWH RECKWOODEP CKUD NOREH

BIRD BILLS

_____________”My webbed feet are great

for swimming”

_____________”My feet are great for

walking up trees.”

_____________“I use my feet with long toes

to wade in the water and

mud.”

______________” I use my strong powerful

feet to catch small animals.”

______________”I pound holes in wood to

find insects.”

______________”I use my long bill to get

nectar from flowers.”

______________”I use my strong bill to crack

open seeds.”

______________”I use my sharp bill to tear

the flesh of animals.”

______________” I stab at small fish with my

sharp bill.”

______________”I scoop up large mouthfuls

of water and fish.”

Can the shape of a bird‟s bill tell you anything about what it eats? Look closely at the bills

below. Unscramble the bird‟s name. Write the bird‟s name by the best sentence. Can you

match the pictures with the names?

NOREH RECKWOODEP ILQAU KAWH PANICLE BUMMINGHIRD

62

BIRD BILLS Bird bills are tools that help birds grab and eat their food. The many shapes and sizes of bills

help birds to eat many kinds of food. Birds that feed on the same kinds of food have similar bills

that help them get their food.

Insect eaters usually have thin tweezer-like

bills or strong bills to pound holes in wood.

e.g. woodpecker, swallow, wren, warbler

Fish eaters have long, sharp bills to stab or

hold onto slippery fish, or big bills to scoop

them up.

e.g. egret, heron, cormorant, pelican

Predators (of other birds and rodents) have

powerful, hooked bills for tearing and cutting

flesh and skin.

e.g. hawk, owl, eagle

Seed and nut eaters usually have short, stout

bills for cracking seeds open.

e.g. finch, sparrow, pigeon, quail.

Nectar feeders have long, thin bills for

reaching into flowers.

e.g. hummingbirds.

63

Anim-math Student Name____________________________

What would your life be like if you were an animal, like a bird, spider, mammal or other

inhabitant at the Bouverie Preserve instead of a child? It would be the same in some ways – you

would still need a good home, food and water. But in other ways, things would change a lot.

Want to know more? Do the math!

1. If you were an earthworm, you would have ______ (2 + 3) hearts. In one acre there could

be more than a million of you, eating _____ (5 + 5) tons of leaves, stems and dead roots

a year and turning over _____ (20 + 20) tons of soil.

2. If you were a hummingbird, your heart would beat _____ (300 + 300) times per minute

and you could beat your wings about ______(200 +500) times in 10 seconds as you

hover, fly forward, or even backward.

3. If you were a spider, you would have (2+2) _____ pair of legs. How many total is that?

(4 x 2) ______ legs.

4. If you were a banana slug, you would have continuously growing radula, which can be as

many as ______ (15,000 + 15,000) backward pointing teeth.

5. If you were a ladybird beetle, you could eat as many as _______ (2500 + 2500) aphids

during your lifetime.

6. If you were a honeybee, you would fly approximately _______(250 + 250) miles in your

brief lifetime of ________(10 + 25) days.

7. If you were a ground squirrel, your heart could beat _______(150 + 200) times per

minute when active, but drop to ______(2 + 3) beats per minute while hibernating.

8. If you were a turret spider, your home would be in a burrow in the soil, which you would

extend vertically above ground by weaving a tube. You could live for ______ (3 + 3)

months without eating and you could shed your skin to get smaller if need be!

9. If you were a harvester ant, you could carry something _____ (25 + 25) to _____ (50 +

50) times your weight.

10. If you were an orb weaver spider, you would spend _____ (0 + 1) hour spinning an orb

web that could catch _______ (2000 + 2000) times your own weight.

11. If you were a red-bellied newt, you would have ____ (2 + 2) toes on your front feet and

_____ (2+3) toes on your back feet.

12. If you were a deer, you could be standing still, and within seconds you could be running

(20 + 25) ______miles per hour. You could leap across streams

(15 + 15) _____ feet wide and jump over fences (5 + 5) _____feet high.

64

ESSAY WRITING

The field trip to the Preserve can serve as the subject for a variety of short writings or essay

exercises. The following are some suggestions for writing topics you might assign to your

students. You may think of others when reviewing the Content Standards Correlations

Matrix for Writing Strategies and Writing Applications.

What was your favorite place at the Bouverie Preserve? In which natural community

is it found? What is the most outstanding characteristic about "your" spot? Is there a

tree or nest, or flower, or something else that you would like to share with others?

How would you describe it to someone else so they could "see" it?

Tell how the Native Americans used three different plants. Look up information to

add to what you may have learned at the Preserve. Include a list of sources for this

information.

Describe two new smells you experienced. What was happening – or what did you

observe – when you noticed these smells at the Preserve?

Name and describe three natural sounds you heard on your walk. What was the land

like where you heard these sounds? What else do you remember about when you

heard these sounds?

Write about something you touched that was smooth, something that was rough, and

something that was a surprise when you felt it.

Give an example of an herbivore, a carnivore, and an omnivore that might live at the

preserve. What does each one eat?

Describe the signs (scat and / or tracks) made by two different mammals living at the

preserve. Tell how you identified the mammals from their signs.

Tell about one example of the water cycle which you observed at the Preserve.

Draw and color a picture of your favorite flower or leaf at the Preserve. Give it a

name which describes it. Do you know the plant‟s botanical name?

Make a food web of plants and animals that you saw on your hike, and describe.

Make a food chain in which you are a part, and describe it.

Do you think it is a good idea to have land set aside as a preserve? Write a paragraph

about why or why not, giving examples for your reasons.

Is there another place you know which you think should be saved? Where is it? Why

should it be set aside? What could you do to help make that happen?

Write a story based on something you remember from your hike at the preserve. Illustrate

the story and prepare to read it to your parents or your class!

What is an “adaptation”? Define this word and give an example from the Preserve.

65

CROSSWORD CLUES

DOWN

1. A habitat that is made up of very dense small bushes.

2. The first part of the name of a fern.

3. The tree that makes acorns.

4. The spider that makes its house look like part of a castle.

5. The Indians who might have lived at Bouverie Preserve.

6. A moving body of water.

7. A huge evergreen tree whose cones look like they have mice tails.

8. An insect's house that looks like fruit on a tree.

9. Someone who had fun today.

ACROSS

1. The kind of spider that doesn't spin a web and can change color to match

the color of the flower it sits upon (clue: also the name of a sea animal with pinchers).

12. Another word for 6-DOWN.

13. A bird who stores acorns in holes it makes in trees.

14. A soaring bird that eats live prey.

15. The study of the way all things in nature are inter-related.

16. The California state flower (a bright orange wildflower).

17. A shy, graceful woodland animal.

18. This insect is not a gold miner but a -miner.

66

WORD SEARCH Find and circle these words in the puzzle. The words read up, down, forward, backward, and on a diagonal.

MR. BOUVERIE RAPTOR EROSION ORB ANT PREDATOR OMNIVORE ENVIRONMENT FLEA OAT PHOTOSYNTHESIS FOOD WEB CHLOROPHYLL FEED SUN PRESERVATION TRANSPIRATION ENERGY ROT FROG OAK PLANTS ECOSYSTEM OWL IRIS EVERGREEN EVAPORATION SCENT GLEN SONG STUART CREEK RECYCLE GALL FEET SCENT CONSERVATION HERBIVORE WASP AGE FERN ADAPTATION SNAKE NOCTURNAL RED TREE CHAPARRAL HAWK NEWTS LOVE SEEDS SCAVENGER RACER CROW PETAL RAT DEER PISTIL BEES SAGE TICKS MOTH

M Y G R E N E N V I R O N M E N T

C H L O R O P H Y L L R W O R C R

H N E T I C K S H E R B I V O R E

A E N P A T E K A N S E E D S G E

P E T A L U M R B O U V E R I E D

A R N R P R E S E R V A T I O N A

R G E E A N T A W A S P L A N T S

R R C D H A S G D T I O L W O E C

A E S E A L Y E O A K R A C E R A

L V N E W T S M O B P A G E S O V

A E L F K G O R F E E T R L O V E

S T U A R T C R E E K I A I N I N

K E L C Y C E R S S R O M T G N G

C O N S E R V A T I O N O S I M E

N O I T A R I P S N A R T I T O R

S I S E H T N Y S O T O H P S U N

67

ANSWER KEYS

68

69

Listening to Learn about Reptiles

Answer Sheet: all answers are in boldface

SECTION 1

1. Does a Common Garter Snake lay eggs or give birth to live young? (circle the answer)

2. What is the real name of the reptile that is commonly called a “Blue Belly”? Western Fence Lizard.

3. True or false (circle one): A Western Fence Lizard has something like a third eye that helps it know

when to get out of the sun.

4. Give one reason male Western Fence Lizards do push ups. To defend territory. To attract a mate.

5. Which reptile has a tail that breaks off easily AND a jaw that can give a painful bite? Alligator Lizards (Northern and Southern).

6. Name one way Northern and Southern Alligator lizards are different. Northern give live birth, Southern lay eggs. Northern live in cooler places in Sonoma County than Southern (also in Sonoma County).

7. Two reptiles that have blue coloring are: 1.Western Fence Lizard 2. Western Skink.

8. *** How carefully did you listen? Circle the number of reptiles you heard about that give birth to

live young instead of laying eggs

1 2 3 4 5 all of them

SECTION 2 9. True or false (circle one): A rattlesnake smells with its mouth and tongue.

10. True or false (circle one): A rattlesnake can find prey in the dark by sensing the animal‟s heat.

11. ** What do you think?: From what you‟ve heard, how close to a rattlesnake do you think it is safe to

stand (how many feet away)? ____Not very close! At least 10 feet away!__.

12. True or false (circle one): A rattlesnake with three rattles on its tail is three years old?

13. Rattles are formed with every shed skin and they shed more than 1x / year.

14. True or false (circle one): A gopher snake kills its prey the same way a rattlesnake does.

15. Gopher snakes don’t use venom like Rattlers - they kill by constriction (squeezing).

16. Name one thing a gopher snake does that is like a rattlesnake. Shakes its tail and hisses

17. **What do you think? Why would it be helpful for the gopher snake to do this? So other animals (predators) think it is a Rattlesnake and leave it alone.

70

Anim-math

Answer Sheet: all answers are in boldface

What would your life be like if you were an animal, like a bird, spider, mammal or other inhabitant at the

Bouverie Preserve instead of a child? It would be the same in some ways – you would still need a good

home, food and water. But in other ways, things would change a lot. Want to know more? Do the math!

13. If you were an earthworm, you would have __5__ (2 + 3) hearts. In one acre there could be more

than a million of you, eating _10_ (5 + 5) tons of leaves, stems and dead roots a year and turning

over _40__ (20 + 20) tons of soil.

14. If you were a hummingbird, your heart would beat _600_ (300 + 300) times per minute and you

could beat your wings about _700_(200 +500) times in 10 seconds as you hover, fly forward, or

even backward.

15. If you were a spider, you would have (2+2) _4__ pair of legs. How many total is that? (4 x 2)

___8_ legs.

16. If you were a banana slug, you would have continuously growing radula, which can be as many as

__30,000_ (15,000 + 15,000) backward pointing teeth.

17. If you were a ladybird beetle, you could eat as many as _5000 (2500 + 2500) aphids during your

lifetime.

18. If you were a honeybee, you would fly approximately ___500__(250 + 250) miles in your brief

lifetime of ___35__(10 + 25) days.

19. If you were a ground squirrel, your heart could beat __350__(150 + 200) times per minute when

active, but drop to __5__(2 + 3) beats per minute while hibernating.

20. If you were a turret spider, your home would be in a burrow in the soil, which you would extend

vertically above ground by weaving a tube. You could live for __6__ (3 + 3) months without

eating and you could shed your skin to get smaller if need be!

21. If you were a harvester ant, you could carry something __50 (25 + 25) to __100_ (50 + 50) times

your weight.

22. If you were an orb weaver spider, you would spend __1_ (0 + 1) hour spinning an orb web that

could catch __4000_ (2000 + 2000) times your own weight.

23. If you were a red-bellied newt, you would have _4_ (2 + 2) toes on your front feet and __5_ (2+3)

toes on your back feet.

24. If you were a deer, you could be standing still, and within seconds you could be running (20 + 25)

__45__miles per hour. You could leap across streams

(15 + 15) __30__ feet wide and jump over fences (5 + 5) _10__feet high.

71

BBOOOOKKSS FFOORR MMOORREE IINNFFOORRMMAATTIIOONN

Allison, Linda. 1975. The Reasons for Seasons. A Brown Paper School book. Yolla Bolly Press/ Little

Brown and Company. Hands -on activities celebrating seasons, with some natural and cultural history. **All of the "Little Brown

School books" have fun hands-on activities that could be adapted into classroom projects.

Cornell. Joseph. 1998. Sharing Nature with Children, 20th

Anniversary edition. Ananda Publications A

parents' and teachers' nature awareness guidebook. A favorite for his gentle style and good perspective. You may find many versatile

activities to build on in this simple book.

Hoberman, Mary Ann. 1982. A House Is a House for Me. Puffin Books/ Penguin Books. New York. A

playful children's picture book filled with images of different kinds of homes. Use it as a lead-in to discussions about different animal

homes. It can also be used to introduce metaphors, and encourage imagination.

SIMPLIFIED POCKET FIELD GUIDES, SOME WITH SIMPLE KEYS:

Keator, Glenn Ph.D. & Ruth Heady. 1981 Pacific Coast Fern Finder. Nature Study Guild, Berkeley,

CA. Good illustrations & an easy to use key to local ferns.

Lederer, Roger. 1977. Pacific Coast Bird Finder. Nature Study Guild, Berkeley, CA. Simple introduction. Easy

to use, but limited in scope.

National Audubon Society. 1998. First Field Guide Series. Published by Scholastic, Inc. Includes editions

for Mammals, Birds, Insects, Rocks and Minerals, and Wildflowers.

Petersen First Guides. Various years and authors. Houghton Mifflin Company. Includes editions on birds,

trees, butterflies and moths, insects, urban wildlife, trees, flowers, and forests.

Watts, Tom. Pacific Coast Tree Finder. 1973. Nature Study Guild, Berkeley CA. Good key, easy to carry, a basic for the trail. Simplified, some parts of the key could be used in class- or as a model for developing a key

with children.

OTHER FIELD AND NATURAL HISTORY GUIDES:

Anderson, Kat. 2006. Tending the Wild: Native American Knowledge and the Management of

California's Natural Resources. University of California Press. Wonderful new book on how Native Americans

used plants and other resources and how they managed the landscape.

Ferris, Roxana. 1968. Native Shrubs of the San Francisco Bay Area. University of California Press. Good, inexpensive introductory reference

Jameson and Peeters. 2004. Mammals of California. University of California Press.

Metcalf, Woodbridge. Native Trees of the San Francisco Bay Region. 1959. University of California

Press, Berkeley Good inexpensive introductory reference.

National Geographic Society. Field Guide to the Birds of North America. Fifth edition. 2006. Good

illustrations and very usable.

Parker, Reny. 2007. Wildflowers of Northern California’s Wine Country and North Coast Ranges. New

Creek Ranch Press. Beautifully photographed, easy-to-use guide to flowers in the Sonoma County area.

Powell, Jerry and Charles Hogue. California Insects. 1980. University of California Press. A classic in its

field, this is the field guide for those who want to know about California insects!

Shapiro, Arthur and Tim Manolis. 2007. Field Guide to Butterflies. University of California Press.

Stebbins, Robert. 2003. Western Reptiles and Amphibians. Houghton Mifflin Company.

http://www.amazon.com/Tending-Wild-Knowledge-Management-Californias/dp/0520248511/ref=sr_1_1?ie=UTF8&s=books&qid=1227555655&sr=1-1



72

AAPPPPEENNDDIIXX:: EEXXTTRRAA CCOOPPIIEESS OOFF IIMMPPOORRTTAANNTT DDOOCCUUMMEENNTTSS

Hardcopies of the forms in this section are sent to teachers with their acceptance letter. They are also

available on our website at www.egret.org (log-in in the lower left corner of the home page under

“teacher.” Username = teachers, password = 4teachers). We provide additional copies here in your

Teacher Packet for your convenience. Please note that copies of the Chaperone Letter in English and

Spanish are already in your packet on pp. 12-13.

Enclosed documents include:

The Teacher Planning Sheet

The Group Hike Form

The School Program Assessment Form

The Transportation Scholarship Form.

http://www.egret.org/

A UDUBON CANYON RA NCH B OU V E R I E PR E S E R V E



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TEACHER PLANNING SHEET: Instructions for classes visiting Bouverie Preserve

1. Have each child bring a sack lunch and a screw-top drink (we encourage re-usable containers).

There is no drinking water available on the trails. A day pack is ideal, leaving hands free to explore.

Encourage children to leave heavy books at school.

2. Have students wear sturdy, comfortable shoes, dress in layers, in case the weather changes as it

often does, and wear clothes that can get ditty. Long pants are strongly recommended.

3. Organize your class into small groups before the field trip day using the Group Hike Form. The

docent who visits your classroom will know how many docents we have scheduled for your hike and

your class can be divided accordingly.

4. Provide a name tag for each student and adult. Masking tape works well.

5. There should be only one adult chaperone for each small group. (Friends and relatives are not

invited, but they are welcome to contact the preserve for information on public hikes) Enclosed is a

Parent Chaperone Letter and a Map to Bouverie Preserve. Please copy and distribute chaperone

letters at least a week in advance.

6. Field trips are scheduled from 10:00-1:30. Please, no early arrivals.

7. There is no charge for your field trip. Children do not need to bring money.

8. Field trips may be canceled the morning of the hike due to inclement weather by mutual consent of the

docent and teacher involved. Rescheduling cannot be guaranteed.

9. Let your docent know before the hike if the number of students or adults attending changes.

10. We encourage you to use the activities from the Teacher Packet before and after the classroom visit

and hike in order to enhance your class's experience.

11. Inform your docent ahead of time of any children with medical/physical or learning concerns (i.e.

epilepsy, asthma, allergies, and children with limited English proficiency). Have someone present who

is able to assist that child should the need arise.

12. Ticks, rattlesnakes and poison oak are found throughout California. It is important for all of us to stay

on the trail in an effort to avoid coming into contact with them.

13. Please make the children and chaperones aware of the BOUVERIE PRESERVE RULES: Eat only in designated areas No Smoking! No Collecting! Walk only on trails Cell phones must be off Leave only footprints take only memories Stay with your group Siblings are not invited Leave pets a home

NOTE. We know finding chaperones can be difficult. Please keep in mind that the chaperones hike for 3 ½ hours with the children. They should be in good physical condition, prepared and able to hike. The best chaperones act as positive role models for the children by following all rules and encouraging the children to do so. The best chaperones are respectful of docents and children, and of all the plants, animals and resources of the preserve.

Coming to Bouverie Preserve is a very special experience for all children. For some it is a first in-depth encounter with the wonder and beauty of nature. This experience changes and enriches children's lives. Please let all children come to the Preserve and hike. We have found that many children who are difficult in the classroom blossom on the trail.


GROUP HIKE FORM



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Dear Teacher,

Please note that the hike starts at 10:00 a.m. and ends at 1:30 p.m. To ensure that the day starts out smoothly and on time, we ask that you divide your class into groups. List the groups below, using complete names. Be sure your students know the group to which they are assigned. Make a copy of this form once it is filled out, and give both copies to the docent Chairperson as you and your students arrive at the preserve. Please make each child a name tag before the hike. Thank you for your cooperation.

Date of Hike: School: Teacher:

--------------------------------------------------------------------------------------------------------------------- GROUP 1: First & Last Name ______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

Chaperone: GROUP 2: First & Last Name ______________________________

______________________________

______________________________

______________________________

______________________________

Chaperone: GROUP 3: First & Last Name _____________________________

______________________________

_____________________________

_____________________________

_____________________________

______________________________

Chaperone:

GROUP 4: First & Last Name _____________________________

_____________________________

______________________________

_____________________________

_____________________________

_____________________________

Chaperone: GROUP 5: First & Last Name _____________________________

______________________________

______________________________

______________________________

______________________________

Chaperone: GROUP 6: First & Last Name ______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

Chaperone:

Answers to the next 2 questions enables ACR to offer free education programs and busing scholarships.

To the best of your ability, please indicate by percentage the ethnic breakdown of your class. Hispanic/Latino _____% African American _____% Native American/Alaskan Native _____%

Asian/Pacific Islander ______% Caucasian/White ______% Other ______%

Please provide your school’s data on students receiving free or reduced lunches. _______%


School Program Assessment Form




Dear Teacher, We rely on your comments to improve and update our program. Please fill out and return this form to Bouverie Preserve of ACR, P.O. Box 1195, Glen Ellen, CA 95442, or fax it to (707) 938-8758.

School (optional): Teacher (optional):

Grade: 3rd, 4th, Other Hiked: Fall 200___ or Spring 200___

Did you receive a bus scholarship? Yes, No

Answers to the next 2 questions enable ACR to offer free education programs and busing scholarships.

To the best of your ability, please indicate by percentage the ethnic breakdown of your class. Hispanic/Latino _____% African American _____% Native American/Alaskan Native _____%

Asian/Pacific Islander ______% Caucasian/White ______% Other ______%

Please provide your school’s data on students receiving free or reduced lunches. _______%

When did you last attend the free Saturday,Teacher Workshop?

This year, In the past 2-5 yrs, In the past 5-15 yrs, Never

Do you plan to attend a Workshop in the future? Yes, No

If C.E. credit was offered would you be more apt to attend the Teacher Workshop? Yes, No

Please check the statement that reflects your satisfaction with the following:

Application Process: Needs Improvement, Satisfactory, Good, Very Good

Scheduling: Needs Improvement, Satisfactory, Good, Very Good

Curriculum Packet: Needs Improvement, Satisfactory, Good, Very Good

Teacher Workshop: Needs Improvement, Satisfactory, Good, Very Good

Contact with Docents: Needs Improvement, Satisfactory, Good, Very Good

Classroom Visit: Needs Improvement, Satisfactory, Good, Very Good

Field Trip: Needs Improvement, Satisfactory, Good, Very Good

If you marked “Needs Improvement” in any of the areas above, please provide more details here.

What was most worthwhile for your students about the classroom visit?

Did the length of the classroom visit present challenges for you? Yes, No

If yes, please explain.


School Program Assessment Form




Please check the activities you used from the Teacher Packet prior to the field trip.

Mystery Directions

Mini-Water Cycle & Amazing Water

Bouverie Preserve Trail Map Worksheet

What Do Leaves Do?

Once There Was A Daisy

Food Webs & Food Web Picture

Web Of Life

Communities For Everyone

Foxes Rabbits & Grass

Oh Deer!

Home Sweet Home

Flowers To Seeds

Seed Dispersal

Seed Scavenger Hunt & Cards

Create a Seed Project & Cards

Color-Fall Leaves

Fun With Newts!

Migration Map & Worksheet

Migration Game

A Year In The Life Of A Bird

Bird Adaptations

Bird Bills

A Winter Snooze

How Do Animals Get Through The Winter?

Stories/Songs

Follow-Up Activities

Will you use any of the other activities this year: Yes, No

If yes, which ones?

Would it be helpful to have the packet in a second language? Yes, No

If yes, check those that apply? Spanish, Vietnamese, Hmong, Other:

What was most worthwhile for your students about the field trip?

Did the length or time of the field trip present challenges for you? Yes, No If yes, please explain.

How have you used this program to help your class meet academic standards?

Do you feel our program improved your student’s understanding of these concepts? Yes, No

Please list other environmental education programs your class will participate in this year?

You are welcome to suggest how we might improve any aspect of the program or curriculum.

Will your class be sending “Thank You Notes” to the docents? Yes, No (See pg 6 in Teacher Packet.)

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Dear Teacher,

This letter is sent per your request for a transportation scholarship to the Bouverie Preserve of Audubon Canyon Ranch (ACR). Please be aware that ACR has limited funds to assist with busing. However, if you feel that your class needs help with transportation costs in order to participate in our education program, we have developed a funding program that may suit your needs.

If requesting a scholarship, it is required that:

You send a brief written proposal responding to the following questions; How you feel a field trip to the Bouverie Preserve will benefit your class? What fundraising activity will your class hold to help offset the cost of the bus?

You complete the enclosed Application for Transportation Scholarship form and have it signed by your Principal or Superintendent of Schools.

You comply with the following points when arranging for transportation :

The children must arrive no later than 10:00 a.m. and not leave until 1:30 p.m. Exceptions must be cleared with the Bouverie Preserve in advance of transportation scholarship approval. If a particular school is late for the Preserve visit more than one time, that school may be excluded from future field trips to ACR's preserves.

Arrange for the minimal number of buses needed: i.e. if you have a few people more than the capacity of one bus, arrange for those extra people to carpool rather than charter a second bus. Reserve your bus as soon as possible. Don't be caught without transportation!

Each class contribute some amount of money towards the cost.

The bill must be paid up front by the school, PTA or individual teacher as ACR cannot pay the bus

company directly. A copy of the bill indicating that it has been paid and by whom should be sent to ACR with a request to reimburse the proper person or organization. ACR pays bills weekly, and will reimburse the proper party promptly. ACR will only pay or reimburse the scholarship amount initially awarded to your class and noted in your letter. You will be responsible for paying any costs above those covered by the scholarship.

You and/or your school are required to make all the arrangements for busing. We will reimburse the scholarship

share of the cost to you or the school. It is important to remember YOU must arrange and reserve your transportation EARLY to assure that it is available on the day that you need it

Please fill out the attached Application for Transportation Scholarship form and return it along with your brief proposal to Audubon Canyon Ranch, as soon as possible. We will inform you promptly whether your request will be funded. Sincerely, Bouverie Preserve School Program Committee

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APPLICATION FOR TRANSPORTATION SCHOLARSHIP

Please complete this form and return it to Audubon Canyon Ranch (see address and fax below). Be sure to include your written summary of how a trip to Bouverie will benefit your class and what fundraising activity will be held to help offset the cost of the bus. Funds are limited and are granted on a first come first serve basis. Date of Preserve Visit: Name of School: School Tel. # School Address: Street Number City Zip Name(s) of Teacher(s) Grade(s): Principal’s Name: # of Children Expected to Attend: # of Adults: Bus Company: Estimated Cost of Bus: Amt. School/Class will pay: Amt. Requested of ACR:

The following statement must be signed by your Principal or Superintendent of Schools certifying the need for a transportation scholarship. I certify that does not have sufficient funding for name of school transportation for field trips. I hereby request that Audubon Canyon Ranch pay for a portion of the transportation costs. The class(es) of and the bus will be scheduled to arrive at the names of teacher(s) Preserve no later than 10:00 a.m. and to leave no earlier than 1:30 p.m. on . date of visit Date Signature of Principal or Supertinendent of Schools

For ACR Use Only

Approved: Amount: By Whom: Date:

Documents

Bouverie Preserve Teachers' Packet · A Winter Snooze 47 How Do Animals Get Through Winter 48 AMPHIBIANS Fun with Newts! Some Newt Facts 49-50 Newts, Salamanders and Frogs – Song