Habitat Hunt

u Habitat Hunt Additional Activities These activities may be used to supplement those indicated in the ANSC Trailwalk Guide in order to lend focus and objective to the hiking experience. The activities are are organized for grade/age level. Materials needed to implement the activities will be provided in a Habitat Hunt leader's pack. Materials provided in the Habitat Hunt pack are: 1. Animal track poster

2. 3. 4. 5. 6. 7. 8.

u

Scat boxes Chalkboard and chalk Paint chip cards "Magic Windows" Bandana String Scissors Introduction to the Zilker Nature Preserve

The Zilker Nature Preserve is a 60 acre preserve dedicated in 1984 as a habitat for Austin plants and animals. The Zilker Preserve is one of 13 preserves in Austin. These are lands set aside to protect our native plants and wildlife habitats. These preserves are important for endangered animals such as the golden cheeked warbler, and also for th~ plants and water all living things need.

u

u Introduction to Habitat Hunt Activities K-5 .

1. Track Memory 2. Scat boxes

3. List animals thought to be in forest 4. Give tips on looking for signs of wildlife

u

____ -.:==-.......... __

~_...........:..-=-

_~

____

~

J

Activities for Trailwalk

Pre-K -2

1. Color Savenger Hunt---Students work in pairs. Give each pair a paint

chip card. They match objects they find as closely as possible to the paint cards. Be sure they leave the objects where they were found. 2. Duplication

3. Magic Windows·

u

u

u Activi ties for Trailwalk

Grades K-5

1. Webbing 2. Bird Calling 3. Nature Knowledge

u

u

u Extra Activities

1. List of Forest Awareness Activities 2. Identification Game 3. Scavenger Hunt 4. How Old Was That Tree?

u

u

\

Track Memory MATERIALS Field guide Paper or cardstock Scissors Pencil

A V

Cut the paper o~ card stock into pieces the size of playing cards. Draw animal tracks on the pieces of paper. Use a field guide to find out what the tracks should look like. If you want, make more than one of the same track. Lay the papers in ~ stack, face down like a deck of cards. Take turns picking a "card" off the top of the stack and naming the animal that made the track. If you answer correctly, keep the card with the track you identified. If not, put the paper under the stack and let the na.xt player take a turn. You can keep score, or just play for fun. If there are questions about the tracks, be sure to look them up in the guide.

)

1.

Guess whose tracks these are.

)

)

,

Scat Boxes Scat is indicative of the types of animals living in a forest. We often do not see the animals themselves beacause they hear us coming and they hide from us. We can often, however, identify animals in our area by identifying th!ir scat. Here are three types of scat we may commonly see in the preserve: de~r, raccoon, and armadillo. Examination of the scat can tell us what sort of diet an animal has. The location of the scat indicates where we might be able to see an animal if we sit quietly and watch at the right time of day. Raccoons and armadillos are nocturnal. Deer are crepuscular-they come out to eat at dawn and dusk.

List Animals Thought to Be in Forest

Ask students what kind of animals they think might be in the forest. You may want to use the chalkQoard to·record their guesses. At the end of the walk you may review the list to see how many of those animals' signs you have seen. This list may also be expanded to include plants and trees.

Look For Signs of Wildlife Activities 1. How to Find Animal Homes 2. Watch For Wildlife

3. Insect Hunt

u

Scat Boxes Scat is indicative of the types of animals living in a forest. We often do not see the animals themselves beacause they hear us coming and they hide from us. We can often, however, identify animals in our area by identifyiI:tg th!ir scat. Here are three types of scat we may commonly see in the preserve: deer, raccoon, and armadillo. Examination of the scat can tell us what sort of diet an animal has. The location of the scat indicates where we might be able to see an animal if we sit quietly and watch at the right time of day. Raccoons and armadillos are nocturnal. Deer are crepuscular-they come out to eat at dawn and dusk.

List Animals Thought to Be in Forest

U

Ask students what kind of animals they think might be in the forest. You may want to use the ch.al.k1?oard to record their guesses. At the end of the walk you may review the list to see how many of those' animals signs you have seen. This list may also be expanded to include plants and trees. I

Look For Signs of Wildlife Activities. 1. How to Find Animal Homes 2. Watch For Wildlife

3. Insect Hunt

u

FORESTAWARENEssAcr~ms Debbie Bess lAEE Conference

u

Purpose: Forest awareness activities are used to bring about a sense of wonder in the forest These activities can be: used to be:Jp students ~me comfQrtable being in the outdoor classroom. The 3CU\1ties can also be used to suppl~ent concepts covered in the classroom. Students will use their obsetV3lion skills, prediction :skiDs, and problem soIling skiDs. .. " .

.~

Maten:ds: Paper, pencil bandanna, paint color cards, string, hard sut&ce to write on (optional) Acth1tfes:

K. . ~

• Forest conununiry survey hike- List the Jiving things believed to be in this forest. When finisht:d hike through the forest and find c:Yidence that each living thing emu. For example, Spiders lh-e: in the forest E.,idence that a spider lives here would be.a web or seeing the spider. • ABC Hike- While walking through the forest the students find objects that begin with

and so on.

A. then B,

,.

• Sound mapping- Students sit in one place and document 1he sounds they hear in map form. • Color Scavenger Hunt- Students use paint chip cards. They match natural objects they find as closely as. possible to the paint cards. Be sure leave the objects where they were found.

ther

4 - t.."

u

4

-I..p

~.....:

r

~aturalist ]oumaHng- This is a method. ofsketching things in nature. It helps the artist begin to observe nature more closely.

·For~t Poetry- Write poetry about thc: forest using any fOrIn ofpoetly such as cinquain. free vers.e allit..ontions, or triplets.

K • Ban\huma SC:l\"enger Hunt- Hide five objects under :1 bandanna. The students.get 20 seconds to memorize the ~bjc:cts. After the 20 secon~ recover the objects and have students tty to find objecTS identical to the onc:s under the: bandanna.

'1 - lop

Dollar LeafHWlt- Students find a leafancl write a careful description oCit nus should be done: l\oithout others seeing their lea! Then, all the leaves are put in a pile in the center oCthe group. Each student reads their description and lets the rest of the group try to figure out which leaf , bdongs to the r~der. • ~fillion

.3 - "" • Intersection Floor Study· Stretch a ten Coot long piece ofsuing on the gIOWld. ObselVe: and list ~ natural objects that come within six inches of either side ofthe string. identify the plana ifposSIble. make inferences about what son of relationships exist between each of these things.

l..{ ... (., • Interview A Tree- Have smdents make up a written account oC an i:nte:rview betwetn Ihemse!\'es and a tree. Topics for discussion could include the tree's age. historical events of the area.. wt3Iher. inhabitants of the ~ the tree's hopes and dreams and concems. RESOl'RCES: • Project Jflild Wilily ,,,ide ·Sharing :VaIlITC M'ill, CJUJdren by J,,:s~ph C~en

u

c

c.

Scavenger Hunt MATERIALS Pencil Paper

..,:on"

A V

One player makes a list of 20 easy-to-find things. Some good ideas are leaves, twigs, flowers, feathers, insects, berries, seeds, pinecones, rocks-anything you have around camp. Divide up into pairs or teams of players. Give each team 'a list, and send them out to search for as many items as they can find within a certain time limit. A grown-up should go with each team to be sure no one gets lost. Don't take the items away from where you found them. Pick someone from each team to make a list of what items were seen and where they were found. When you get back to camp. compare what each team found.

How Old Was That Tree? ind a tree stump and count its rings. Each ring is one F yea r nth e ..J.i f e oft hat t r e e . i

Many trees are as old as 500 to 1,000 years old! Look at each ring-is it thin or thick? When a ring is thin, the tree didn't grow much that year. This could be due to lack of rain or an early winter. If the ring is thick, the tree probably received' a lot of water; there were good growing conditions that year. Look for dark rings. If you find a ring that is darker than the others, the tree probably survived a forest' fire. Count back to the year you were born. Can you find it? See if you can fi nd a tree with 100 rings. Isn't it amazing how long it takes a tree to grow only a few inches around? Look for the years your lJlother and father were born, tab. There are many stories that this stump can tell. How many can you find?

Count the rings to see how old the tree was 'when it

was cut down";

.

I;

I~v r~i

( ,I

• Rings are thin - - - during dry years.

Rings are thick when ..-------- there is plenty of rain.

u

~

y------

~

-.

-i; ~.-

it

~

T u

IS is a good game for getting children interested in rocks, plants. and animals. Before a$sembJing the children to play, secretly gather from the immediate area about 10 common natural objects, such as rocks, seeds, conifer cones, plant parts, and some signs of animal activity. Lay the objects out on a handkerchief and cover them with another handkerchief. Call the children close around you and tell them, "Under tha c10ih are 10 MlUralobjects that you71 be able to find netlrby. I will lift the handkeI'Chie/ for 25 seconds so you am take a good look and try to remember everything you see. After looking at the objects. the children spread out and coUect identical items, keeping their findings to themselves. After five minutes of searching, call them back. Dramatically pull out the objects from under the handkerchief, one at a time. telling interesting stories about each one. As each object is presented. ask the children if they found one just like it. Children have a lively curiosity about the kinds of things- you'l show them - rocks. seeds. plan ts, and so on. When you repeat the game several times, it has a notice· able strengthening effect on the child's concentration and memory.

#:

II

Duplication u

---

-=~...:..:..:.....~

~

.'

Ma~i-c Windows BackgrQund InfornlatiQD Magic Windows is an activity developed at the Heard MUseul11 designed to introduce young children to the diversity of life. Anyone standing on a \\~ell-nlanicured lawn in the late spring or early summer would find it;hard to picture any other plant in the lawn except grass. However, in all but the most intensively cared for ]a\\'DS, nature has its way and diversity sneaks in. It is this diverse plant life that ?\1agic Windows addresses.

\\Then anyone, from the rough edged nov.ice to a seasoned Ecologist, stands in an area where a plant survey is to be done the size of the task can appear overwhelming. The trick is the break the area into small units and this is the Magic in the Magic Windo\\'s. Procedure Each child.receives one Magic Wmdow and a quart size zip]ock bag 'of paper sand\\'ich bag. At the site ,ask the ~hildren what kinds of plants are covering the ground. The usual answer is grass and only grass. Use the Magic Window to try to fmd other kinds of plants in the lawn that are not grass. . To use the Window, toss it onto the lawn with your eyes closed. Collect a leaf or flower for every plant inside the Window that is not grass. Put the things you collect into the ziplock bag. Back in the classroom place your collections on the clear acetate and cover it with clear contact paper. Punch a hole in the top of your hanging and thread a string through it. Hang it in a bright window to show off the colors and shapes in the sunlight.

Materials 1 6" x 8" clear contact paper per child 1 wire coat hanger per student 1 12" piece of string per child 1 12" length of orange surveyors tape per 1 hole punch per class child 1 6" x 8" clear acetate per child

u

.

~~ ~, ~?,'

-

~~ #

\

,

l

\-. ~'

~'-\ ~

J (

__

~~-.--'\ i~\ ~~~-,<~ : ~. ~'>1~ P-' -, "',",,----,

1L. -

J

~~'"\\;.\'tf

u

,

, H R E .IS

~ GAME

that makes very clear the essential mterrelationships among all the members o.r nature's community. Webbing vividly portrays how all t rocks, plants, and animals function together in a,balanced web of life. ~e children form a circle: The leader stands inside the cucle near the edge, with a ball of string: "Who can 12Ilme a plant that grows in this area? ... Brodillea. '.. Go~ Here, Miss Brodiaea, you hold the end of the stnng. /s there an anin1Q/ living around here that might ellt the bro,dillea? .. Rabbits! . .. Ah. a sumptuous meal Mr. Rabbit. yo~ take hold of the string here; you are connected to MIss Brodiaea by your dependence on her fl?wers for your lunch. Now. who needs Mr. Rabbit for his lunch?"

u

'."

~

.'

\'g ....

~:~

~~

,

': Conti~e conneaul'" , . with strini~s their ttlationshlp'ho-ttre rest of the group emerge. Bri,ng in DeW elements and considerations, such as other ammals. 1Oil, water and so on, until the entire circle of children is Ittung together in a symbol of the web of life. You have created your own ecosystem. To demonstrate how each individual is important to the whole community, take away by some plausible means one member of the web. For example. a fire or a logger kills a tree. When the tree falls, it tugs on the strings it holds; anyone who feels a tyg in his string is in SOme way affected by the death of the tree. Now everyone who felt a tug from the tree gives a tug. The process COntinues until every individual is shown to be affected by the destruction of the tree.

101

B

RD watchers ("birders tt) have traditionally been thought of as eccentric types who trudge about the woods and climb trees with unruly collections of notebookS,biDoculars and cameras. But if you ever get a chance to observe birds closely, you'D discover that they're beautiful to see and listen to, and utterly fascinating in their habits. You may find yourself not only understanding the birders' obsession but cateb. ing it yourselfl ' In the. bird. world you'll find exquisite beauty and a1rnos~ ummagmable homeliness; perfect grace and total clu~sme~s; fea~some power and gentle humility; silent soanng 10 ranfied heights, and earthy cackling and squabbling. There !s a bird call that you ca.n easily 4o.with no more equIpment than your own mouth. It attracts many of. the smaller species: sparrows, warblers, jays, vireos, c!llcka~ees, n~thatches, hummingbirds, flycatchers, bushtits,.onoles, kinglets, wrens, and others. In the following sectIon on predator calls, you will learn to attract some of the larger birds. The call consists of a series of rhythmically-repeated "?sssh" sounds. Different rhythms work with different bl,rds. Here are a couple of simple rhythms you can start WIth: j>ssh . . . . . . pssh . . . . . . pssh . . . . . . , pssh . . . . . pssh . . . . . pssh-pssh ..•.. pssh . . . . . pssh Each of these series should last about three seconds. Experiment to find the rhythms that work best for the birds in your area. For the best results when you use this call wait until you hear- birds nearby, then kneel or stand ~otionless

shrubs or trees that will partially hide you and give birds some thing to land on. Begin calling the series, after three or four rounds to listen for incoming The birds will respond quickly if. they are going to at all. Some birds, like rufous-lided towhees, will to the nearest lookout post to find out what is going Others, like the wrentit, win slowly, warily come . When the birds have come near, a single series or couple of notes may be all you'll need to keep them . I think the reason this call works is that the " sound resembles many birds' scolding call. naturalists believe it sounds like a mother bird's call to her young; others,. that it merely provokes birds' curiosity.) Smaller birds dislike the presence of predators and frequently mob a hawk or owl in hopes of driving it While hiking high in the Sierras, a group of Boy and I experienced a dramatic case of bird-mobWe were in the middle of a low.growing alder thickWhen a pine marten scampered into view just eight away. (Pine martens are related to the weasels and about the size of a small domestic cat. They are agile rs and snatch birds as part of their diet.) . We gave our "distress call," and in no more than a tninute ten eager birds had gathered to rescue us. They landed very close to the marten, scolding him ferven tly and indignantly until he decided to move on. ~.. Children enjoy using this call. Many times I've been ' _ . Witli groups of children who lay silently on the forest floor. completely absorbed in watch· . ing the birds that flew in overhead Coming in answer to the children's signals. I

Nature Knowledge MATERIALS Paper Pencil

.~ ..

IT)

•.m "

~

Number each of the items. Players write do~n their answers.

\~

)

AThis,game can be played by Vall ages. Let the younger children simply name the item, and expect older players to be a bit more specific. Your little sister may only be able to tell the difference between a pebble and a shell, while you may be able' to tell the difference between a piece of quartz and a chunk of fool's gold (iron pyrite). After all the guessing is over, use field guides to make sure the answers are correct. Choose one person to organize the game. This person collects between 5 and 20 different objects from around the campground. Some ideas are plants, flowers, berries, leaves, pebbles, twigs, or shells. Number each object, and then give each player a turn identifying the objects. Give everyone a ,notepad so that they can write down the number and what they think the object is. After everyone has made their guesses, compare the answers.

")

[

How to Find Animal Homes omes for some animals and birds can be easy-to find, and, for other animals, almost impossible. Some of the easiest to find are bird and ..j.quirrel nests, or burrows in the ground. To find nests of birds or squirrels, look up in the tree branches or in old, hollow trees. Chipmunks, snakes, ground squirrels, foxes, badgers, coyotes, prairie dogs, and lizards all live underground in burrows. To find if a hole in the ground is occupied, stick a, few small twigs upright in front of the hole. Leave the area and return later to check on the twigs. If they are flattened or bent, it means that some creature has been using the hole. Sit quietly at a distance and watch. You may spot the hole's dweller as it enters or leaves the burrow. To find a deer or elk bed, look for a flattened area of grass.. usually under a tree. The area may contain piles Of scat that looks like large rabbit droppings. If you spot one of the flattened grass areas, look around for hair left in the area, or shrubs and grasses that the animal has been chewing.

H

I

'I

I

Nat..re Note If you are watching an animal and its ea,;; start twitching and it is looking at you, it is becoming scared. Stay where you are and you may be able to watch it. Go no farther! It may run off in fear or try to defend itself. Wild animals can be unpredictable.

,

~

I

..,.,...

Beavers leave very clear signs of their presence in the forest. Trees they have chewed down leave a unique stump. This stump will end in a sharp point with piles of wood chips around the ground. Beavers don't build dams with large trees. These trees are stored in the water for their winter food. Beavers eat the bark off these trees during the winter. . Beavers build their homes in free-flowing rivers or streams. They build dams by laying small trees across a stream until it creates a pond. They build lodges in the pond out of round piles of stick~. If you spot one of these large piles of sticks in a pond, look around for the beaver's woodlot and try to spot some of the pointed stumps. . If the beaver has built a ponq you can easily spot the dam. They build it from branches and mud. Don't walk on their dam, as you can damage it, and fall through into the water. If you ar~ lucky and find a beaver pond in a marshy area, look for tiny channels 9f water in and among the grasses. These are the beavers' "highway." The beavers will swim in these lanes as they travel around the area. I

v.,."

( , I

•

beaver stump

'"

beaver lodge

\)

-)

-

------------~-

\)

c

c

c

Insect Hunt hile you are out hiking, watch for insect homes. If you are looking carefully, you may spot the small, round' indentation in the ground that marks a trap-door spider's home. Look for small amounts of bubbles on grass stems. These are homes for small insects sometimes called "spitbugs" or "spittlebugs." Can you guess why? These insects suck the juice from plants to make a frothy ball to hide 'in that looks a little like bubbly spit. Wasps and hornets make nests that are easy to spot. These can hang on bushes ,or along the roof eaves of a building. If you spot one of these hives, be sure to observe from a distance because wasps and hornets can sting you severely. Can you spot a spider's web? Follow a honeybee home to the hive? Locate an anthill on the forest floor? There are many living creatures, right under your feet! '

W

mud wasp

paper wasp

----------~c

Watch for Wildlife

hen you are in the wild, you may come upon a small trail made by animals called a game trai~You won't see any piled rock markers or blazes on trees to mark the way. It will be time well-spent to follow this trail, keeping watch for animal signs. The most obvious sign to look for will be tracks and scat (animal waste droppings). Watch for tree-scratching, branches and grass chewed by animals, homes of small rodents and birds, hair left on branches, and deer or elk beds. Tree scratches can be made by mice, members of the cat family, or bears. Look at how high the scratches are, and the size of the scratches. The smallest and lowest would belong to the rodent family, then would come the cat family, and last and highest would be made by a bear.

2&

J

W

I

..

tree hole

bird or squirrel nest

PCP

- __, ¢

44

If you spot a "scratching tree," look around the tree for pieces of f~.. or hair, as these trees are also used as a backrubbing post. If you spot a tree missing large amounts of bark in an oblong shape, this could be a mark made by a porcupine. Porcupines eat tree bark. If the nibbled patch is above your head, it wasn't a huge porcupine-just one that stood on deep snow to nibble bark. Nature Note If you find a

baby animal or bird, leave it alone. Don't touch it or move it. The mother is probably right in the area or has left the baby there for safekeeping. Many animals will not want their baby to smell like a human. Your smell can also attract predators to the baby.

tree scratches

porcupine gnaw

Nature Hunt 1. a small pinch of sand 2. a tiny twig 3. a smaIl smooth pebble 4. a small new leaf on the ground 5. aseed 6. something brightly colored 7. a feather (or something that tickles) 8. something white 9. a piece of litter to throwaway 10. something prickly 11. a small piece of rough bark 12. a pinch of soil 13. something with a smell 14. a small rough rock 15. a leaf on the ground without holes

MARVELS IN-·oN .

~

~.

··GAlLS··

. : ".;:.

SOH! INSEcTS A~E "'~i.E .Tt:). (GN.L WASP)

CAUSE PLANTS TO tlHDl4I "(SALlS:

" .'

,

'f~ Is., bGPooSirFD lNSiD~' THE PJ.IfNr .srilf~" O~ i.~If.F I ~N" rgl:: .6'1.1..'1.' (}~O';".I "A'A',t.lNO ,Ir::: . 70 SF~VE" ~t1~' "~"':'~'.7~~P()Ift4ltY , Jloit+e;'F.fJjf~:' TNE"/H..U·CT ,. ·. ·.:,,;QifV,4/ :~~,,; .~o1''''':''~.;l._ . '~. ..::'.:;., .. , ..' ~ ..~....

. AN

•

..J •

•

•

••

..... •

..: '

.-

:'17.t

'

.

',..

•

•

'.

.

.'

....

.-

.'

".....

I

, ••

..' .-'~ '.':.

...

, ......of:

u GAll LARYA CELL-IS SVSPEt1DEO' IH Cftm:1t OF PAl( SALL .. :. ·BY RAOIAT/H6 rHItEAD$ • ." •

•

•

til

•

\

•

"

u

0,

••

, u Back~Qu'Dd

lnfounation M.agic \Vindo\\'s is an activity developed .at the Heard MUseU111 designed to introduce young chlldren to the diversity of lire. Anyone standing on a \\Oell-n1anicured lawn in the late spring or early summer would find it hard to picture any other plant in the la\\'n except grass. However, in all but the most intensively cared for lawns, nature has its 'way and diversity sneaks in. It is this diverse plant life that ~fagic \Vindows addresses.

\Vhen anyone, from the rough edged novice to a seasoned Ecologist, stands in an area where a plant survey is to be done the size of the task can appear overwhelming. The trick is the break the area into small units and this is the ?\1agic in the ·Magic Windo\\'s. Procedure

u

of

Each child receives one Magic Wmdow and a quart size zipl~ck bag paper sand\\'ich bag. At the site ask the children what kinds of plants are covering the ground. The usual ans\\:er is grass and only grass. Use the Magic \\'indow to try to fllld other kinds of plants in the lawn that are not gras~.

To use the \\,'indow, toss it onl0 the lawn \\rith your eyes closed. Collect a leaf or flower for every plant inside the Window that is not grass. Put the things you collect into the ziplock bag. Back in the classroom place your collections on the clear acetate and cover it \\·ith clear contact paper, Punch a hole in the top of your hanging and thread a string through it. Hang it in a bright window to show off the colors and shapes in the sunlight.

-

.

0 •

Materials 1 6" x 8" clear contact paper per child 1 \\rire coat hanger per student 1 12" piece of string per child 1 12" length of orange surveyors tape per 1 hole punch per class child 1 6" x 8" clear acetate per child

u

A Fistful of Sound Askthe hikers to stop moving and listen carefully. Ask them to spend 30 seconds listening to the sounds around them. Tell them to make a fist with their hand. Ask them to open a finger for each sound they hear. After 30 seconds .ask the hikers to share the sounds they heard with the group.