Hiding Places

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A pond has lots of different areas, with different animals and plants in each. Hiding places On the edges of a pond the water is shallow enough for plants to put down roots. Some plants emerge above the water surface and some are completely underwater.

. Emergent plants provide space for a~l111als t.hat cling. li~e sn.ails and dragonfly 11) mphs J eady to spilt then' skin & fly off as adults.

Muddy world Plants and animals that drift and float are plankton. Algae, a group of (rlOS-Cplanktonic plants, supply the pond with of its oxygen. When algae convert the sun's energy to food, they create oxygen in a process called photosynthesis. Other plankton, like J ' 11 h"j crustaceans and one-celled animals, feed larger organisms.

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There is even life at the bottom of a pond. Insects and wonllS clean up dead and decaying plants. Clams burrow in the sediment and feed on microscopic plankton that floats by.

The deeper the water, the less light can penetrate. Organisms that live here get by with less oxygen since not much photosynthesis can occur.

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Pond Plant Zones: An Overview

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A cross-section of a pond would show plants growing from one shore right across the bottom of the pond to the other shore. As you crossed the pond, the plants would fit into many plant zones according to whether they lived entirely above water, partly in the water or wholly underwater. We can divide the plants of a pond into several plant zones. These plant zones are shoreline, emergent, floating leaved, floating-submerged, and submerged. Each zone has ,different plants that make different habitats for the many animals )living in the pond. Among the visible larger plants, there are much smaller plants called micro-plants. The micro-plants are the main producers of food in the pond. They are at the bottom of most pond food chains.

Shoreline Plant Zone

The plants of the shoreline are the ones you walk through as you circle the pond. They are plants that like wet roots but can tolerate times when the soil may dry out a little. They can also withstand flooding when the pond spreads past its usual shoreline. Plants of this zone include horsetail, sphagnum moss, various ferns, grasses, rushes, jewelweed, sedges and sometimes carnivorous plants.

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Emergent plants are plants that grow in shallow water. Emergent plants have their roots and part of their stems underwater, and their leaves, stems, flowers and seeds above the water. Emergent plants include sedges, rushes and grasses. These plants, or their relatives, are also in the shoreline zone. Shrubs such as buttonbush, sweetgale and leatherleaf are also found in the shoreline zone. Other shoreline plants are burreeds, cattails, arrow-shaped leafed plants, liverwort and water mosses.

Floating-Leaved Plant Zone

When the water becomes 0.6 m deep, the emergent zone ends and the plants appear to be only leaves and flowers floating on the surface. But below the surface is a tuber or root system growing in the mud with long stalks joining the roots to the floating leaves and flowers. Plants in this group include water lilies, fanwort, American lotus and watershields. A second group of floating-leaved plants do not stay in one place. They are the tiny floating plants including duckweeds, water fern and, smallest of all, wolffia or watenneals. Their tiny roots do not reach the bottom of the pond.

Floating-Submerged Plant Zone

These plants are often found among the lilies but can grow in even deeper water. Most of the time they are completely underwater or submerged. But if a part breaks off, it continues to grow and floats for several weeks or months until it sinks and roots in another area of the pond. Some, like the wild celery or vallisneria americana, grow leaves 2 m long that reach the surface to produce flowers and seeds. Along with wild celery, this group includes floating pondweed and sago pondweed.

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An Overview of Pond Plant Zones

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Submerged Plant Zone

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INTRODUCTION TO PONDS

By the window in the Nature of Austin exhibit What is a pond? A pond is a quiet body of water shallow enough to permit aquatic plants to grow completely across it. Water temperature is fairly uniform from top to bottom and tends to change with air temperature. There is little to no wave action and the bottom is usually covered with mud. Oxygen content can vary greatly within a 24 hour period. Typically, plants grow all along the shore. A pond is a self-contained world or a microcosm. It contains or produces everything it needs for survival of the plants and animals that live in or near it. Ponds can be natural or manmade. Ponds can be balanced or unbalanced (it could be completely covered by algae and therefore unbalanced) . What lives In and around a pond? Usually represen~atives of every major group of plants and anjmals ~n the world:

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Animals mammals -- raccoon, ~eaver; opposum, skunk. mice. rats, deer, fox bird~ -- herons, egrets, sw.aII ows, martins, cormarants, bittern reptiles -- snakes, turtles, lizards insects -- nymph stage in water fish -- shiners, mosquitofish. sunfish amphibians bullfrog. leopard frog, cricket frogs, tadpoles of many kinds of . frogs

plants emergent -- cattails. sedges. rushes, grasses floating leaf -- water lilies, water ferns. duckweeds submerged - pondweed, hornwort. waterweed

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What Is a IImnologist? A scientist who studies fresh water habitats including ponds. Limnology is concerned with all interrelated factors that influence inland .. water environment such ~s: chemistry, biology. weather. climate and geography. Limnologists become acquainted with many kinds of plants and animals and learn how they live together in an aguatic community. Name and describe the creatures that live In the aquarium in the Nature of Austin exhibit. crayfish -- looks like a small lobster snails red-eared slider turtle fish Do you think that these creatures live In the pond outside? A well-balanced aquarium can be like a microcosm. Is one part of the aquarium darker than another part? Which creatures like to be on the top? ' Which creatures like to be on the bottom? How do the. different creatures move? What do you think these creatures eat? Show pictures of the life cycles in the pond. Use a pond guide for a(1swers. Crayflah

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WILDLIFE IN A POND

Railing of upper pond under the breezeway between the Visitor's Pavillion and Multi.-Purpose Room

What wildlife do you l.I.I. using the pond? -Purple martins drink water and eat mosquitoes and other insects around the pond. They nest in Austin from March until early summer. The ANC colony has been here since spring of 1988. -Cliff swallows drink water and gather mud from the edges' of the ponds to build their nests under the Mopac bridge in spring -Turtles and frogs may be sunbathing on rocks on sunny days or poking their heads out of the water. On cold days. they may be on the bottom of the pond hiding in the mud or vegetation. -Green-backed herons may be stalking the edge of the pond looking for fish. -A bullfrog may be on the rock next to the cattails. What wildlife do you not' see that could be here anyway? Snakes,· fish, insects, grogs, turtles! crawfish What Is a microcosm? . A small,· representative world. The pond is a microcosm because it is a small, self-contained world made up of representatives of many different kinds of plants and animals. (Self-containing means that all of' the needs of the' organisms that live in and around the pond are met in this ·wo~d·).

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AQUATIC PLANTS

Entrance to ponds at weather station 1. Emergent plants are plants that are closest to the shore. The are rooted to the bottom and have stems and leaves aboue the surface.

What kinds of plants do you see by the edges of the creek and pond? cattails - spread by wind-borne seeds and underground roots sedges - grasslike plants with 3 rows (triangular) on a stem rushes - flattened, often hollow leaves grasses - parallel-veined leaves with 2 rows on a stem Generally: ·sedges have edges and rushes are round· Are most of these plants above or below the water line?

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What kinds of animals do you think would. find food and shelter among thes~ plants? frogs, herons, egrets, ·small mammals, protozoans, worms, insects, snails, small fishes

Look for shiners-fast water- fish Compare fast flowing water to still water,_ different creatures, oxygen, algae growth Look at the leaves ·of different aquatic plants 2. Floating leaf plants are plants with broad, flat leaves such as water

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Creatures such as snails, bugs and mayflies lay their eggs on the underside of the leaves. Examine the underside of a leaf.

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3. Submerged plants are plants with leaves that are long and sinuous or bushy and very branched. Flowers of these plants are pollinated above the surface. Seeds develop and young plants develop only under the water. They may be rooted to the bottom or floating.

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Typical plants include pondweed, hornwort and waterweed.

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PONDS CAN BE MANMADE OR NATURALLY OCCURRING

On the path in front of the grey fox's enclosure This clay lined pond was completed in the· spring of 1988 on the site of an old gravel pit. Water is pumped from the Edward's Aquifer to the top of the waterfall in the upper pond. It spills out of this pond, flows down the creek and into the lower pond. Water is recycled. It is pumped from the bottom of the lower pond to the top of the waterfall. What plants do you see on the edge of the pond? pickerelweeds-grows in shallow water, are rooted in the mud horsetails-are descendents of an ancient plant group, they grow along pond and lake shores bluebells . bitterweed cottonwood trees mulberry trees ,,. ba~d cypress trees evergreen yaupon , ,. deciduous yaupon ~ bur oak silver bluestem willow trees switchgrass Johnson grass

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Why Is it important to have a constant source of water here? 1. -it provides habitat and food for many plants and animals including insects raccoon deer fox opposum frogs toads snakes birds-herons, egrets, kingfishers, swallows, martins, etc ..

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COLLECTING AND OBSERVING POND LIFE

Beach area collecting point Students should ... practice cooperation in use of equipment learn that a successful activity requires planning and organization practice safety around water and with equipment Students should learn how to safely and effectively use equipment while collecting a variety of pond life (plants and animals). Skills to emphasize: observing, collecting data, hypothesizing, communicating. See manual for more logistical details

1. Sit students down a"d explain safety rules and use of equipment. 2. Show picture of creatures that live in a pond. 3. Explain that we will have to be very careful with what we collect. We are like giants to these animals. _ 4. We are going to observe these creatures and then put them back in the .. pond.

What creatures do ydou think we will find? Do you think that there are animals so smail that you cannot see them? Will these creatures have backbones? What do you call creatures that do not have backbones? invertebrates 5. Hand out equipment and allow 10-15 minutes .for collecting. (older groups should identify their finds in the pond guides). 6. All students should use all equipment (manipulation of equipment). Rotate equipment so each student gets a tum with all equipment. 7. When interest in collecting begins to subside or time is up, gather students together and observe the joint collection.

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How many different kinds of creatures do you· see? How do you think they move around? What do you think they eat? 00 you think any creatures that live in the pond eat these creatu res? What special adaptations do they have for living in the water? What creature did we find the most of? 00 you think that there is anything alive in this bucket that we cannot see? '\

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MICROSCOPIC LIFE

Micro-projector station Skills to emphasize:

observing: classifying. hypothesizing, communicating

Have all students look into the collection container:

Do you see anything alive in this bucket? algae, small insects The bioscope magnifies things so that they appear much larger than life Show a feather under bioscope for example Wh ile looking through the bioscope:

Watch these creatures move, what adapJations do they have for moving In the wa~er? for eating? for bre":.thing? for protection from enemies? Which creat.ures are predators? Which are prey? Can you describe the various creature movements? crawl, wiggle, swim, skitter, stride Return the water and all creatures to the pond as a group. take part in this. .

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AQUAT~C

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What creatures do you think could live on top of the water? water striders, beetles, water bugs, some larvae (these creatures ~~ can walk on top of the water because of surface tension) free-floating plants What do these creatures eat? plants, one another and insects that are dead and float to the surface What creatures live on the bottom? sponges,snails, earthworms, insects, crayfish, nymphs What creatures Jive In the open water? large, free-swimming fishes and microscopic plants and animals that drift suspended in the water ~ phytoplankton", mostly algae which are" the basic food in a pond What special adaptations do these creatures have for where they IJ live? . . fish have gills for breathing CCONTA,~ water striders have special feet" for standing on top of the .water 0"

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What kinds of creatures do you think could live out In the open water, away from the shore? . -fishes- sunfish, .largemouth bass -small microscopic plants and animals that drift suspended in the water -phytoplankton, mainly algae which is the basic food In ponds and lakes -zooplankton-small suspended animals such as: ratifers, tiny crustaceans, some insect larvae -turtles-red-eared sliders, Texas sliders, other -birds-wood ducks (sometimes on the ANC pond), mallards, many kinds that migrate thru the Austin area

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Bottom.- habitat containing much organic debris

What kinds of creatures do you think could live on the bottom of the pond? -fresh water sponges, snails, earthworms and insects on shallow, sandy bottom -crayfish and nymphs of mayfly, dragonfly and damselfly in the deeper, muddy bottom

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By the buffalo gourd What do you think this Is? a buffalo gourd What could you use it for? What does it feel like? Do you think that it could grow in the water? How is it different from the water plants? What does this plant need to live? air, soil, water, sunlight

Buffalo gourds grow in waste areas and are called pioneer plants, it is a pest plant that may be able to be used as a feed crop in unirrigated areas in the future because it is hardy and can survive in poor soils with- ·very little water. '

palmata GOURD (CUCURBITA) Running or climbing vines with branched tendrils, entire or lobed hairy leaves; flowers solitary, males with 3 united anthers, females with 3 to 53-lobed stigmas; 4 N.A. species. Fetid- or Buffalo-gourd, c. foetidissi~, has rampant prostrate branches to 20' long, malodorous heart-shaped l' leaves, 4"-long flowers, 3" striped fruits; grows in dry or sandy soil, Neb. and Mo. to Ind., 5 to Tex., w to Calif. Coyote-melon, C~ palmata, has 5-1obed palmate leaves, the 4" lobes often lobed; flowers 2" long; 3" striped fruits; ranges from w Ariz. to Calif.

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By the cattail stand What Is the largest creature that lives in this pond? large fish, large turtle

What do you think these creatures eat? plants and smaller fish

What would happen in the pond If there were no more plants? some creatures would not have food or shelter, no oxygen in the water

What would happen if there were no more animals? plants would take over the pond, insects would multiply What would happen if there were no more insects? no food for some of' the creatures What are decomposers? What does all o~ this tell you? ~II of these plants and animals form a food .web or food pyramid in the. pond. ".

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long. lOoks Ina, small hellgrammite tu ~~ z lighter reddish-tan ~Ior. or with yal!O"ft'ist. ~ No gill tufts um~rreath. 13 DamseJOy: Suborderlyrpptera 1/'Z -1-, a-;! eyes. 6lhin hOOked legs. 3 broad CQ-~'1a:;: : positioned nice a tripod. Smooth (no gills) ~:: ~ of lower naif of body. (See arrow.) 14 'NatetS11ipe Fly Larvd: Family AIl1ericiiae (.~"e..

1/4- -'-, pale l~ green, tapered boa/, man,! - caterpillar-like fegs. mnital head. fezr.;ry-X~ albackend. 15 Crane Fly: SulxJrder NematOCtta 1R/ -'Z. ;;~ green, or light brown. pltrnp caterpi~-Inz segmemed body. 4finger-like lobes a t:a!X e." 1& Beetle IJHYa: Order Coleopteta. 1/4-1-, ::~!':"­ colored, 61egs on upper tatf of boOy, !seie;:~

mennae. 17 Dragon Fly: Suborder Anisoptera. 1(ZA ~. eyet 6hooked legs. Wide ovaJ to rou/ ~.; 18 Clam: Class Bivalvia.

GROUP THREE TAXA Pollution tolerant organisms can be in any ClBiity : water. 19 Aquatic Womr Class Oligoc/1aeta 1/4' - ~, cz: very tiny; ~in wonn-like body. 2D Midge Fly L.arv4 SuborrJer Nematocera Up to 1,'.! dark head. worm-fike segmentoo bOOy. 2tiny I~ on ea:h side.

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23 Poud1 Snail arxJ Pond Snai~ Class Gastropoda. No operculum. Breathe air. Shell usually opens c.~ lefl 24 Other snails: Class Gastropoda. No operaJfum. Breathe air. Snail shell mils in one p~

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What Is a IImnologist? . A scientist who studies fresh water habitats including ponds. Limnology is concerned with all interrelated factors that influence inland .. water environment such ~s: chemistry, biology weather, climate and geography. Limnologists become acquainted with many kinds of plants and animals and learn how they live together in an aguatic community. I

Name and describe the creatures that live In the aquarium in the Nature of Austin exhibit. crayfish -- looks like a small lobster snails red-eared slider turtle fish Do you think that these creatures live in the pond outside? A well-balanced aquarium can be like a microcosm. Is one part of the aquarium darker than another part? Which creatures like to be on the top? ' Which creatures like to be on the bottom? How do the. different creatures move? What do you think these creatures eat?

Show pictures of the life cycles in the pond. Use a pond guide for a(lswers. Craytlah

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Pond Studytrrailwalk Logistics 1. Meet your group at the Visitor's Pavillion. (If ANC staff is available, they will do this).

2. Ask Teacher for name of school and expected program. Be sure you have the right group. 3. I-welcome the Teachers, 2-give them the post packet and specifically ask them to complete evaluation and mail it back, 3-collect monies, 4-instruct Teachers as to how to divide the group, 5-lead group to Dino Pit. 4. Welcome students, tell them the name of the program and tha\ "we will be scientists this morning, studying life on the trails and ponds. 5. Teachers should already have students divided into groups with adults for each group. If this has not been done, divide group in half. One half goes to pond study and one half goes to trailwalk. (Largest group should be 60 children! 30 for ponds, 30 for trails, divide these groups in half for 15 children to each docent. 6. Assign groups to docen~s. 7. Individual docents should then take their group and give an introduction to what they will do for the morning.

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8. If there are 4 docents, there should be 4 groups of 15 children:· -_ The 2 groups fQr the trailwalk should cross the road and begin in the Birds of Prey enclosure area. One group can start by looking at the birds while the other begins on the trails. The group that begins on the trails first can see the birds at the end . of their hike.

. Trailwalk group. If there are 2 docents, spUt group of30 into 2 groups of 15 and proceed as follows:

Trailwalk group #1 Begin trailwalk at bird enclosures Finish trailwaIk and visit the bird enclosures Trailwalk group #2 VISit bird enclosures Begin Trailwalk 9. Docents can sit pond study groups on the Dino steps and give them an introduction. Each group of 15 children can then begin.

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Pond group #2.

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Pondlife collecting and examjning Tour of Ponds with guidebook Small Wonders exhibit or game Small Wonders exhibit or game Tour of ponds with guidebook Pondlife collecting and examining

TBAIL WALK LOGISTICS Meet the students on their buses and welcome them. The tone for the moming can be set at this time, stressing quiet observation skills. If there are two leaders, one should welcome the teachers and discuss the logistics of the program with them.

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Spend a few minutes discussing the ANC and the agenda for the morning, and give some instructions on behavior in the outdoors. Divide the group into teams--Half of the group will begin at the pond study site and the other half will begin with the trailwalk.

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Before beginning the trail walk, talk about the specifics of the trail: walk and speak encouragingly about the best behavior for enjoying the woods. Then begin the trail walk, waiting a few minutes b~tween groups. The first group can begin on the trails immediately and look at the bird enclosures at the end of the hike. The second group can spend about five minutes to look at the bird enclosures , then follow the other group on the trails-maintaining distance between the two groups. After completing the trailwalk, groups come back together at the dino pit. 'Have the students sit on the steps around the pit. The leaders should give a brief closing to the Trail Walk, then introduce the pond activities. The duration of the trailwalk will vary with each group. Try to allow at least forty-five minutes on the trails, but always end on time to accommodate the othe!= docents, next group' and bus schedule.

THE lmlNATURAL TRAIL .Purpose: The purpose of the Unnatural Trail activity is to reinforce .outdoor observation skills. Discuss the concept of a natural community. Explain to the students that they will be looking for objects that are not usually found in the woods, and for natural objects that are out of place. Impress upon the students that this is a silent walk--a time for open eyes and closed mouths. They should use their fingers to count how many "unnnatural" objects they see. At the end of the trail, have students name the unnatural objects that they noticed. If time permits, repeat the trail to discover any objects that were missed.

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TRAILGUIDE TIPS

*Have the students find "~ircles" in nature right where you are standing (holes in the ground, fruit, flowers, insect galls, the sun, seeds, tree trunks, etc.) *Have each student take a handful of soil and feel and see what it is made of. Discuss soil, in general. *Look for decomposers--lichens on the branches, fungi on the trees. *Find a leaf gall or a tree gall (or have one in your pocket) and tal}t about small animal homes. ~ *Look for leaves that are exactly alike. (There aren't any!) *Turn over any log or rock and see who lives there. *Have them cover their eyes and mouths and count all the sounds they hear, or make "deer ears" by cupping their hands around their ears. *Feel different leaves and leaf edges. *Find something that smells. They can learn a lot smelling everything around them.

REMEMBER--WEAR A WATCH!

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NATURE. CHII,DREN. AND you. by Paul Goff Whether we're thinking of the ocean waters, mountains, or other land forms, this earth is our heritage--this is where the human race had its beginning. And when man first appeared on this earth, nothing had been disturbed by man--things were natural. Forests, fields, prairies, marshes, swamps, bogs, sand dunes, plus millions of plants and animals preceded man's coming into being on this earth. Children, possessing greater instinctive qualities, therefore, have a greater sensitivity, understanding, and appreciation in regard to undisturbed natural areas. They still possess a feeling of closeness toward their heritage. Their instinctive feelings result in their looking at. a woods and accepting everything in it for what it is. By working with children in the out-of-doors, we can regain or relearn valuable concepts which will enable us to derive more enjoyment from that part of our heritage which has not been destroyed. ~

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Lichens come in a wide variety of shapes or forms--some grow as greenish-gray splotches on tree trunks or upon rocks, while others grow up out of poor soils or sand in various forms, which are called reindeer lichens. British soldiers, goblet lichens, ladder lichens, etc. But all of them have one thing in common: they are comprised of two differen~ types of plants which live together as one. The two plants which form a lichen are a fungus and an alga. Most fungi are commonly recognized as mushrooms, while most forms of algae are thought of as that green scum in ponds, lakes, and streams. There also are some forms of algae which grow out of the water and often form a greenish cast on tree trunks. A f\JnP C8DDot manufacture-its own food but has the ability to attach itself to 0, wood or to rocks by means of acids which it produces. An alga contains cholrophyll and can ~ufacture its own food but has no special meaus of attaching itself. Somewhere along the line certain types of the two different plants became combined into one form called a lichen. The fungus portion provided the "home" while the alga part made the food for itself and the "home". Again, this is a unique example of interrelatedness in nature. And it should be emphasized whenever the opportunitY presents itself. You won't find many, if any, lichens on the trunks of trees or upon bricks and rocks within our large cities. Lichens need clean air; they cannot stand the fumes from internal combustion engines and other sources. When you're with a group in the out-of-doors and see lichens, tell others to take several deep breaths of fresh relatively pure air. Lichens are living proof that air is fit for breathing.

PONDSTUDY/~WALKVOCABULARY

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adapt&tjon--a physical or behavioral characteristic of an organism which improves its chance of survival in its environment aguatjc-living in the water arboreal - living in the trees. c1mouflage--an adaptation in which an organism's outer covering blends in with its natural surroundings. carnivore - a meat-eating animal. cold-blooded-having a body temperature regulated by the temperature of its environment, not internally regulated. Ectothermic. communjty---a population of organisms that live together in a given area. cODsymers---animals that eat green plants and/or other consumers. crepusgular-active at dawn or dusk. . decjduous-falling off or shed seasonally or at a certain stage of developmenfin the life cycle. Spanish oaks are deciduous trees. degompolera--orgamsms such as bacteria, mushrooms, maggots and lichens that feed on the remains of plants and animals dioecioul---having male reproductive organs in one organism and female in another. Ashe Juniper is a dioecious tree. djumal---active during the day. egology.----the study of relationships between living organisms and their environments. emergent plants--plants rooted in the pond bottom which have stems and leaves above the surface endangered-an organism in danger of becoming extinct. enyjronment-collective term for the conditions in which an organism lives-temperature, light, water, and other organisms. ePiphytes-plants that grow on other plants, ususally trees, but are not parasitic eukophjg-describes bodies of water with large amounts of dissolved nutrients, resulting in heavy plant growth. Pollution by sewage results in extremely eutrophic conditions. .._ eyeNreen,-having foliage that remains "green and functional through more than one growing season. Ashe Juniper is an evergree,P tree. exotjc or imported pluy-plants that are introduced to a particular habitat in which they would not . occur naturally extinct-gone forever, none left food chain---a linear chain of organisms in which each link in the chain feeds on the one before . .and is eaten by the one after. food pyramid-a repres~ntation of the numbers and/or amounts of life forms in an environment in which the abundant producers (mostly plants) make up the base of the pyramid, with the progressively less abundant consumers (herbivorous animals, then carnivorous animals) making up the upper levels food web--a complex representation of the feeding interrelationships of life forms in an environment habitat--the natural home of an organism where it is normally found, consisting of food, water, shelter, space, air. herbiyore-a plant-eating animal. hibernate-become inactive due to extreme cold. jnsectiygre- insect eater. invertebrate-an animal who has no backbone. laryae--the early feeding stage in the life cycle of an invertebrate. limnglogy-the study of fresh·water ecosystems littoral zone--the area of a body of water extending from the shoreline outward as far as rooted plants metemgrphosjl-a structural transformation in an animal's life cycle. migratign-periodic movements of animals to new areas or habitats. metabolism- process in which food is converted into energy, stored or used to build new cells. natiye plants-plants that occur naturally in a particular habitat, usually they are best suited to the climate and conditions of the area ~an animal's role in its environment_ nggtpmal-active at night. ompiyon--animal that eats both flesh and plants for food.

photosynthesjs--the process by which green plants use chlorophyll (a green pigment) to harness the sun's energy in producing sugars from carbon dioxide and water, giving off' oxygen as a waste product pioneer stage-the primary stage of succession in a community. p1ankton--microscopic plants and animals that drift suspended in the water and form the base of the pond's food pyramid wmd--quiet body of water shallow enough to allow plants to grow completely across it. There is little or no wave action, bottom usually covered with mud, water temperature is fairly uniform and can vary with air temperature. It contains or produces everything it needs for survivial of the plants and animals that live in or near it. predator--animal that hunts or traps other animal~ for food. ~--animals eaten by other animals. producers--all green plants which are able to manufacture food from inorganic substances. pupae--the hardened cocoon-like stage an insect goes through in complete met~orphosis. After the larval stage. IifDIl--shallow area of a stream where water flows rapidly across a broken rock or debris strewn bottom. scavenger-an animal that eats dead animals. snag tree--a dead or dying tree that is left standing to provide homes for wildlife. specjes--group of closely related organisms potentially able to breed with one another. submerged plants-plants rooted in the pond bottom whose stems and leaves are below the surface. succession-the natural and orderly process of change when one community replaces another. surface tension--the tendency for water molecules to crowd most densely at the surface, enabling very lightweight creatures and objects to rest and even move about on top of the water symbigsis--the intimate coexistence of 2 dissimilar organisms in a mutually beneficial relationship terrestrial-living on land or on the ground tbreatened--so depleted in num~r~ that becoming endangered is likely. wanp-blogded-able to regulate internally a constant,body temperature independent- of surroundings. Endothermic.

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ANC POND LIFE Common Plants & Anjmals

PLANTS Algae are very simple green (chlorophyll-containing) plants, which carry on photosyntheses. There many groups oa algae, of which the Green is the most numerous in ponds. Algae may be free-seimming, one-celled, and microscoptc. or it may take the form of pond scum, long "Dy filaments, or dense mats. Algae are extrz..!lldx important, a~ they form the broad base of the food pyramid of the ponds, and they produce a large percentage of the pond's oxygen.

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Horsetails are related to ferns, in that they reproduce by spores. As a group, they are very primitive plants which can be traced back 280 million years! The jointed stems are hollow, like miniature bamboo. They contain large amounts of silicon, which accounts for their rough feeling, and give them the common name of "scouring rush". Pioneers found them"handy for scrubbing pots. Cattails are simple flowering plants, and reproduce by wind-borne seeds or creeping rootstocks. They have long; stiff ribbon-like leaves, and the familiar flower-bearing stalk with the brown club at the top. Cattail pollen is very nutricious, and can be added to betters and flour. The roots are starchy, and were used by Indians to make flour. Hornwort is also known as Coontail because of the dense whorls of leaves arranged about the stems. The narrow, forked leaves bear small teeth or horns along their margin. Hornwort has no true roots and its tiny flowers are fertilized under water. Other emergent plants of the ponds include

hia, with their beautifql spring flowers, Arrowhead, and Elephant Ears.

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ANIMALS

Protozoans are microscopic, one-celled animals, abundant in most ponds. Along with the simple plants, they form the basis of the food pyramid. Most reproducd by simple fission. Some move by means of minute hairs or cilia, others by extrusion of protoplasm or pseudopods. They eat decaying organic matter, bacteria, or smaller protozoans. There are also many multi-celled animals which are microscopic or only slightly larger, barely visible to the naked eye. Examples of these are rotifers (wheel animals) and hydras (related to jellyfish and coral). Worms can often be found on the undersides of floating leaves, rocks, or debris; or in the mud at the pond's bottom. Most leeches have a sucker at both ends, but few are blood-suckers. Flatworms are interesting because of their regenerative powers. If one is cut in half, it can form a new head or tail to complete itself. Crustaceans as a group include 'shrimp and crayfish. Although crayfish have occasionally been seen in the ponds, the most common crustaceans at ANC are tiny water fleas and scuds.. Scuds in particular are easily seen amidst the water hyacinth roots or underneath bits of floating debris. Commonly called side-swimmers, they are omnivorous scavengers and an important poart of the food chains in the ponds. Spiders are a common sight on the plants of the ponds, but the spider most likely to be found 2ll the water is the Fisher Spider, with its four pair of legs and brown-and-gray coloring. It can reach silver dollar size. The fisher spider often sits on aquatic plants, occasionally running out onto the surface film or even diving beneath, coated with a silvery film of air trapped in the body hairs. It feeds on insects, tadpoles, and small fish. Snails belong to the group of animals called mollusks, which are soft-bodied animals usually surrounded by a shell. Pond snails breathe either with gills or an air-filled "lung", but 'in either case they can remain submerged indefinitely. The head of the aniI has a mouth, a pair of tentacles which bear touch receptors, and an eye at the base of each tentacle. Snails lay eggs in gelatinous mas8e~ which can often be found on the underside of aquatic plants. They are omnivorous, feeding mainly on algae, but also on dead plant and animal matter.

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Minnows are a very large group of egg-laying fish which feed:.'on algae. Mosquitofish are live-bearers which eat insect larvae. The males are much smaller than the females. Several members of the sunfish family, including large mouth bass also inhabit the ponds.

INSECTS

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Insects have a segmented docy (head, thorax, and abdomen), an exoskeleton which must be periodically shed, six uointed legs (attached to the thorax), and usually 2 pair of wings. All insects undergo some sort of metamorphosis (egg/larvalpupa/adult or egg/nymph/adult), and it is the larval or numphal stage that we often find in our nets. They stay submerged, living on oxygen dissolved in the water. Most of the adult insect forms either come to the surface periodically for air or swim directly on the surface. And,. of course, there are usually always insects above the ponds, on the plants or flying around them. Pictured -here are just a few of the most commonly found pond insects.

rdragonflle~ re.emble short crayons with four lar~, winK. which ar. flnely laced with vel: Dragonflies hold their winlls in a hor', zontal po.ttion when restin~.

Draionflies and dAmselflies mate in flight, often over the ponds, where the females cart . down to deposit their eggs. The nymphal stage may last from 3 months to 5 years. Shed s~ from various stages can often be found on plant wtems or sides of the ponds. Dragonflies are usually heavier bodied than their more delicate looking relatives, the damselflies. They hold their wings in a horizontal position when at rest; damselflies hold their wings folded upward and backward. The nymphs of both types are carnivorous, catching other larvae, worms, small crustaceans, or even tadpoles and fish with their scooplike lip. Damselfly nymphs are slim, with 3 leaf-like gills at the tip of the abdomen.

Idragonfly nymphs

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are usually dull-colored. slow-moving orRanisa. that ua. a scooplike lip to ca~ture their food. The dragonfly nya~h. are 8enerally larlle and chunky In comparison to the damselfly.

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dal1l88Ullea/t--------r-:'I~'r ••••bl. aatchaUck. with four membranou. villi.. They ara sl1mmar and more dellcate-lookin. than dragonflies. D~­ .alfl1•• hold thalrwln•• close together .ad polntlnl backward. when rest1n8.

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AMPHIBIANS

Frogs and Toads use the ponds for breeding purposes and several kinds are permanent inhabitants. Bullfrogs are most conspicuous because of their size, while tree frogs hide in the cattails. Frogs and toads are tailess amphibians. In frogs the hind legs are adapted for jumping and swimming. The hind legs of toads are less well developed, the skin is somewhat rougher and bumpier, and they are more terrestrial. All amphibians mate in or near the water because the eggs and the young must develop there. Eggs may be attached to vegetation or rocks or may be a floating frothy or jellylike mass. Tadpoles, the aquatic larval stage of frogs and toads, may spend from a few weeks to two years before reaching maturity. Tadpoles have a disclike mouth on their underside with which they scrape algae off rocks and nibble vegetation. In some seasons the ponds at Mayfield contain tadpoles of the Texas Toad, the Leopard Frog, the Bullfrog, and the Green Tree Frog. In summer the tree frogs can easily be seen sitting on lily pads or clinging with the large adhesive }tIlds on their toes to the stems of pickerelweed. The others are less common and more timid, but may sometines be seen.

.Rf;PI'II rEB . Reptiles are often the top predators in a pond food chain. They are not so easily seen as the smaller and more numerous creatures. The most likely species of turtle to inhabit the Mayfield ponds is the Red-eared Slider. Its leathery eggs have been found in moist places in the woods. In warm weather the Westem Ribbon Snake sometimes appears, either swimming through the vegetation or basking on the plants. This is a beautiful and harmless little garter shake with red and yellow longitudinal stripes. Turtles are the most noticeable reptile of the ponds. The most common species are the red-eared slider and the Texas river cooter. Both species are omnivorous or herbivorous depending on the age of the individual (they eat more plant matter as they age). They may be seen swimmng near the surface or snnning themselves on rocks, logs or on the bank.

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ANIMALS THAT MAY LIVE AT OR NEAR THE AUSTIN NATURE CENTER

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MAMMALS Virginia Opossum Nine-banded Armadillo Eastern Cottontail Rock Squirrel Fox Squirrel Black Rat House Mouse Raccoon Striped Skunk Grey Fox White-tailed deer Mexican freetail bat

REPTILES AMPHIBIANS Red-eared Turtle Green Treefrog Green Anole Texas Toad Texas Spiny Lizard Southern Leopard Frog Ground Skink Gulf Coast Toad Texas Alligator Lizard Bull Frog Texas Blind Snake Cricket Frog Racer Rat Snake Eastern Hognosed SnaKe Diamond-backed Water Snake RO\lgh Green Snake Brown Snake Western Ribbon Snake Texas River Cooter turtle Eastern Blackneck Garter Snake Dangerous reptiles of Central Texas

not sighted at ANC

BIRDS

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Black Vulture Wood Duck Mallards Turkey Vulture Mockingbird Bluejay Cardinal Screech Owl Chickadee Mourning Dove Inca Dove Titmouse Great Blue Heron Belted Kingfisher Carolina Wren Pigeon Bewick's Wren Green-backed Heron Red-bellied Woodpecker

Texas Coral Snake Copperhead _ Western Diamondback .. Rattlesnake Western Cottonmouth SeasoDal birds Purple Martins Hummingbirds Cliff Swallows Cedar Waxwing

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NATURE GAMES These are useful when the weather is bad.

1. "Sensing Nature" This activity is used to emphasize the rewards of using all of-the senses in an outdoor setting. It can be played on the steps of the dino pit, inside the buildings, or anywhere the children can sit down Indian style in one or two lines. Tell the children that they will be handed objects from nature; reassure them that nothing is alive and nothing will feel "yucky". Ask them to put their hands behind their backs and to close their eyes. They must use only their senses of touch, smell, and hearing. When they feel an object in tlteir hands, they should thoroughly feel and smell it (without looking), and then open their eyes to see what it is. It should then be passed on, behind their back, to the next child in line. This activity often works just as well without asking the children to close their eyes, especially the younger children. Keep up the pace of the activity by passing items from both ends of the line. When four to six items have been . examined by everyone, stop and discuss each one. Some items will be recognized instantly, but children seem to enjoy those familiar things even more than the unfamiliar. You may vary this activity by asking for closed eyes with some items (perhaps the more familiar ones just mentioned), and open eyes on items which children may not recognize by sight.

It is important to remember tbat1dthough you may request no balking:there is-very likely to be noise. It is especially common for younger children to verbalize when they first feel something or look at it. It is futile to continually correct this noise--you will only end up causing more disruption. If the mood is well established, the group should. find this activity challenging and fun.

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ANIMAL TRACKS What is an animal track? It is a footprint made by an animal. A track pattern is a series of tracks that show how an animal moves. It is a series of tracks that show where an animal went. Where is a good place to look for tracks? In mud near water. In dust or loose dirt on trails.

Track Identification Tracks with 2 toes: deer Tracks with 4 toes: cottontail bobcat (cat) coyote (dog), fox

Tracks with 5 toes: skunk raccoon opposum

Nudgings in the dirt may be from armadillos looking for insects.

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1. UNDERSTORY PLANT

Turk's cap or Drummond's wax mallow Mallow or Hibiscus family

(Malvaviscus arboreus)

What is an understory plant? A short plant that lives under the tall trees which are the upperstory plants in the woods, and likes or is adapted to the shade. What animal do you think might like this flower when it's blooming? Hummingbirds love the nectar,they are a major pollinator of this plant Some animals eat the red seed. It has a red flower on top, and the big, soft leaves get limp when the ground gets

very dry.

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2. FEELING LEAVES

Compare the feel of three plants at this spot: Silktassel (Gan:ya lindheimieri) has slightly leathery leaves that are fuzzy on the back and have slightly rounded tips. Dogwood family. Ligustrum (Lisusirum juponicum) has thick leathery leaves with pointed tips that are smooth on both sides. Olive family. Hackbeny (Celtis laevigata)1eaves feel like sandpaper and have pointed tips. Elm family. Which of these plants do you think keep their leaves throughout the winter, and which do you think lose their leaves in the winter? Ligustrum and silktassel keep their leaves, so they are called "evergreen". Hackberry loses its leaves, and it is called "deciduous".

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Evergreen leaves are usually thicker and feel waxy or leathery. Other evergreen plants are: live oak, mountain laurel, evergreen sumac, yaupon and cedar. Note the bud at the base of the leaf stem where it attaches to the twig. Silktassel and hackberry are native plants, which means that they were growing around here before people came. Ligustrum is an imported, or exotic, plant from Asia that was brought here by people to plant in their yards. The seeds are spread by birds and animals who eat the seeds. We are removing these so that the "natives" have room to grow.

Lindhiemer Silk-tassel Garrya Lindheimeri Torr.

Netleaf Hackberry, Palo Blanco Celtis reticulafa Torr.

Japanese Privet Ligusfrum japonicum Thunb.

3. PLANT MATERIALS USED BY ANIMALS (BIRDS) (Large, mature cedar) Ouniperus Ashei)

What do you think the bark of this tree might be used for? Loose bark of mature cedars are used by the Golden-cheeked Warbler for nesting material. These birds are endemic (they only live here), and they are threatened (there aren't many left and they may become endangered). Do you think it hurts the tree to have the loose bark pulled off? No, because the bark is thick, and the tender, growing parts are under the bark.

A tree's bark is like your skin-it provides a protective covering, and keeps moisture in. NOTE: Crush a small bit of the cedar leaves and let children smell. To demonstrate respect for the tree, crush leaves while still on the branch or break off only a small bit to pass around.

GOLDEN-CHEEKED WARBLER

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4. TRAIL CARE

At this spot the old trail was blocked off to allow revegetation (new plants covering the ground) to stop erosion (soil washing away with wind and rain). What are some reason for erosion? The trail was too straight. The trail was too steep. The trail was used too much. How can it be fixed? Close off the trail. Plant native grasses and wildflowers so the plants will hold the dirt in place. You might add some dirt if it is needed. Make a new, curved trail that is less steep.

NOTE: The large, flat rock blocking the old trail frequently has raccoon scat (excrement, or feces) containing seeds of persimmon and of berries found in the preserve.

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NOTE: Look for insect galls on the live oak trees and on the ground. See manual for more info on galls. ~I '1I

5. PLANTS THAT LOVE LIMESTONE

Some plants can live in almost any type of soil (sand, clay, loam, etc.), such as the hackberry. Others like specific types of soil and terrain. Texas Mountain Laurel (Sophora secundi£1ora) Bean or Legume family. evergreen (more thick leaves) purple flowers in spring that smell like grape kool-aid red beans (in pods) are poisonous has compound leaves-it has leaflets, and the bud for next year is at the base of the compound leaf stem

Legume family

THai Mountain Laurel. Mesal Dem· Sopltcwa S«/lruli/loro (Ort.) DC.

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6. HABITAT TREE (Old live oak (Quercus fusiformis) behind the mountain laurel) Look for the hole at the base of the tree. Does it look like some animal lives there now? . Yes, if the dirt in front of the hole looks freshly worked, or walked on. NOTE: People should not go near an animal home, but should just look at it from a distance. We might leave our scent and scare the animal or a predator may follow the human scent and find the animal.

What animal do you think might live here? raccoon armadillo skunk fox

NOTE: In recent years, this tree has also become a bee tree. Look for the honey bees coming out of the hollow part of the tree by the ground.

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7. YUCCA

Twisted-leaf Yucca (Yucca rupicola) Lily family. leaves have twisted look leaves stay on all winter white flowers bloom on tall stalks from April to June (farther down trail on the left) NOTE: Some animals eat the tender inner leaves of the yucca, look closely to see if someone has eaten recently. (There are some better specimens of yucca just before the creek on the left of the trail.)

lily Family

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8. CREEK BED-WATER AND GEOLOGY

If the creek bed is dryWhere is the water? Many creeks are intermittent-they have water only when it rains. If there is water in the creekDo you know that there is water in the creek only a short time ever,y year? A creek is the collecting channel for rain that falls on the surrounding land (the watershed), and canies it to the Colorado River (Town Lake). NOTE: If there has been a heavy rain recently, look for debris in shrubs or trees. Talk about the dangers of flash flooding in creeks. Where do you think the water goes? Much of the water flows into Town Lake. Some of the water goes into the cracks you can see in the creek bed and becomes part of the aquifer (an underground water storage area consisting of interconnected caves and cracks in the limestone). The water that goes into the aquifer in the recharge zone, comes out later at springs such as Barton Springs. Look at the layers of rock and soil on the cliff face. The layers of limestone are all Edwards formation, and were deposited millions of years ago during the Cretaceous period 125 to 70 million years ago. They were laid down on the sea bottom when this part of Texas was a shallow sea. It took millions of years to deposit that much limestone.

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Trifoliolate

9. POISON IVY (Rhus toxicodendron) Sumac family. Why is it important to learn about poison ivy?

Any part of the plant can cause an uncomfortable and painful allergic reaction in most people-even the smoke! The leaves can be big or small, but they always have three leaflets. Compound leaves with three leaflets are called trifoliate. The leaflet at the end is always separated from .the other two by a stem (see illustration). The stems frequently have hairy rootlets on them and can be recognized even without leaves. They can cause a rash! Compare with Hop Tree, Fragrant Sumac, Virginia Creeper, and Box Elder. As you walk along, ask the students to look for stems of vines that deserve the name "greenbriar" or "catbriar" (Smilax bona-nox) Lily family.

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10. HARVESTER ANTS

Ants are social insects. They bring leaves or other plant material into their nest to grow a fungus on which they feed. One of the rooms in their underground nest is for trash. Tiny little critters live in their trash areas; they are to the ants as roaches are to us-they tolerate them unless there are too many, and then they try to get rid of them! Ant social organization: Their first job when they become adults is to take care of the eggs, larvae, and pupae in the nursery. Their second job is general garden chores and construction chores. Their final job is fora~g for food and protecting the nest. *Leave a small amount of bird seed or oats for the ants-you'll be by the mound on the way back, so you'll have a chance to check what happens to the seed.

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F;g. 51. Leal-culler ants. The ant at tlte right is just cutting 06 a piece 01 leal with its sharp mandibles. The others are on ,he;r way home with tlte;r loads. Top lelt. a small worker rides home 011 a piece 01 leal and repels the attacks 01 para. sitic /lies with wide-open jaws.

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11. LICHENS ON A ROCK

(See manual-"Learning to Like Lichens") Lichens consist of two plants that live together1) fungus, which cannot produce its own food, and 2) algae, which can produce food, but needs a home where it can live. Most free-living algae live in water or very moist spots. This is a wonderful example of aymbiosis. or interdependency. in this situation two plants live together in places that neither could live alone and both plants benefit one another NOTE: Use this little rhyme to help you remember lichens. Children like to know it also. "Freddy fungus and Alice algae took a lichen to each other."

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12.. Aand B

DIOCEIOUS PLANTS

Some plants have the male and female parts on the same plant or tree. Dioceious plants have the male and female parts on separate plants or trees. Adult cedar trees have berries on the female tree. The male tree has reddish brown pollen in the fall. Many people are allergic to the pollen which makes their noses run, and they call it "cedar fever".

Why does the young cedar have sharp spines? Probably to keep animals from eating them.

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13. YARROW (Achillea millefolium) Sunflower family

also called Milioi! This small plant that looks like a fern, is a good plant to crush and smell. It has white flowers in the spring.

What does it smell like? Medicine or menthalatum ointment. It was used by Indians and pioneers to make a soothing tea for fever and restful sleep.

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14. MIRROR PONDS (This is the collecting station)

If it has rained recently and there is water in the shallow ponds, look for tadpoles and water insects in spring and summer. Some things you might point out in this creek habitat: Listen for birds that live near the creek. Note the willow (Salix nigra) trees-they love the water and grow around wet spots everywhere. Willow family. There is a pretty cliff with dark and light stains where the water has dripped down. It was originally carved by water. At the top of the cliff is a plant hanging down that looks like grass. It is really a member of the lily family and is called bear grass

(Nolina texana) or Sacahuista. NOTE: Ask children if they think the ponds are natural or man-made. How can they tell?

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"Sedges have edges and rushes are round".

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15. SNAG TREE

A snag tree is a dead tree that is left standing. Why leave dead trees in the preserve?

They provide homes for animals, such as insects, spiders, worms, lizards, and woodpeckers. They provide perches for birds of prey. Decomposers-fungi, bacteria, and beetles-break down the wood. Eventually the tree will fall down and become compost for the soil.

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16. MEADOW

A meadow is an open area that gets lots of sun. The plants that live in a meadow have to be able to tolerate the heat and dryness. Do plants eat?

No. They make their food from sunlight and carbon dioxide and water. They are considered to be producers. What do animals eat?

There are many animals that eat plants, some that eat animals only, and some that eat both plants and animals. All animals are consumers because they eat living matter. What kinds of animals might be seen in or near the meadow?

cottontails butterflies

bees moths

grasshoppers

How is the meadow different from the woods?

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The meadow is sunny and bright while the woods are darker and more shady. On a sunny day, children can feel the heat of the sun more intensely in the meadow than in the woods.

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17. FOOD FOR WILDLIFE Do you see anything here that looks good to eat?

A. In late summer, the Prickly Pear (Opuntia lindheimeri) has red fruit that is eaten by forty-four kinds of animals, including deer, rabbits, skunks, rats, and many birds. Cactus family. Some people like to eat the pads-but without the spines! They have beautiful yellow or orange flowers in the spring. The pads are not leaves, but stems. Look for the white fuzzy home of the cochineal bug that lives on the pads. If you look in the white fuzz carefully, you will see the small bug. Native Americans smashed the bug to make a beautiful magenta dye. B. The Texas Persimmon (Diaspyros texana) is a small tree that has a black fruit in late summer. Persimmon family.

sweet,

It is loved by many animals, including raccoons, skunks, foxes, 'possums, ring-tailed cats, and birds. The bark is smooth and gray. Feel the bark and compare to other The leaves are small and soft. The small, white, bell-like flowers bloom in the early spring.

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GRASSES

Why are grasses important in these open areas? They provide food for wildlife. They cover the ground to prevent wind and rain from eroding the soil. They help build up soil with organic material. They hold moisture in the soil. What foods do we eat that come from grasses? Wheat Com Oats Rice Rye Two important grasses in Texas:

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Little bluestein (Schizachyrium scoparium) is a beautiful native grass that is eaten by wild life and cattle on climax prairies-prairies that can perpetuate themselves indefinitely under prevailing conditions Side oats gramma (Bouteloua curtipendula)is the official state grass of Texas.

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19. SPANISH MOSS (Tillandsia usenoides) BALL MOSS ( Tillandsia recurvata) These two plants are actually not mosses at all! Do you know what family they belong to? They are in the Pineapple family (Bromiliads).

Pick up some ball mosses from the ground and pass them around-but be sure to put them back. Ask children what they think the plant is before you tell them. Do you think this plant hurts the tree? It is an epiphyte, which means that it gets the food and moisture it needs from the air, dust, and rain, and from the organic matter on the surface of the branches. It is not a parasite like mistletoe, which has roots that go into the bark of the tree that it is living on.

NOTE: This section of the woods is a good spot to listen for birds. Ask children to close their eyes and mouths and listen to see how many different sounds they can hear. When you pass back by the Harvester Ants, see if they removed the food you left for them.

SPANISH MOSS

BALL MOSS

20. CLIFF ABOVE THE CREEK-HOMES FOR ANIMALS

What animals do you think would find homes in the cliff? Do you see any homes? Rock squirrel ring-tailed cat raccoon fox rats mice lizards snakes spiders insects black vultures cliff swallows

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21. PLANTS AROUND THE CREEK

Look at the roots of the live oak. The rock looks hard and dry. Where does the tree Bet food and water?

The roots reach down through the limestone cracks to find water and pockets of soil that accumulated in the cracks. Note that the roots develop bark on the surface of the exposed surfaces for protection. Look for grape vines (Vitis sp.) hanging down from the trees. Grape family. There is a walnut Guglans sp.) tree in the middle of the creek. Look for little walnuts, but put them back for the animals and other students. Walnut family. The rough leaf dogwood (Comus drummondii)has opposite simple leaves and white fruit in the fall. It has clusters of small white flowers in the spring. Dogwood family. The plants that live around a creek-even a dry one-are part of the riparian community. So are the animals that need to live near a creek or river. ("Sp." following the genus name indicates that we are sure of the genus identification, but not sure which species it is.) NOTE: On your way back to the bird enclosure area, look for insect galls on the ground. Ask children what they think they are. They are small, round and usually brown ho~es for insects.

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ZILKER PRESERVE At the gate to the Preserve

What is a preserve? A place for plants and animals that is kept "natural". Why have a preserve? It is a home for plants and animals. It is a place for people to learn about nature. It is a place for migrating birds, bats, and butterflies to stop on their

journey.

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If you could be the manager of a preserve, what rules would you make to keep it safe for the plants and animals that live there? Don't pick things. Don't move things, and if you pick something up, put it back where you found it. Stay on the paths. No dogs in the preserve-they scare the animals and make messes. No bicycles. No motorized vehicles. Leave dead trees on the ground. When trees die, leave them standing for animals to make homes in them.

INSECTS AND SPIDERS
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There is no specific stop for these animals, so ask the students to be on the lookout and to alert you to what they find. There are millions of different kinds, so even if you don't know the name, you can talk about general characteristicsexoskeletons, body parts, camouflage and life stages (egg, larval, pupae, metamorphosis, adult). Some things that insects do: eat plants (caterpillars) bite people and animals (ants) pollinate flowers (bees and butterflies) make silk (silk moth) become food for other animals Look for evidence of insect activity on plants. After rain, look for dew drops on spider webs across the trail FIRE ANTS

Watch out for the imported fire ants that form loose mounds. They swarm out when the mound is disturbed and bite anyone nearby, so watch out for them!!! We are treating the mounds with a hormone which interrupts their development, and thus wipes out the colony.

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-II. WhoAmI?

Use this game to reinforce the names of the animals that are found at the Austin Nature Center. Equipment: Picture cards on strings Time: 15-20 minutes 1. Gather the children into a group away from the other ongoing activities and have them sit down so that they are all facing you. 2. Outline the game briefly, explaining that' the objective is for one student to guess the name of the animal picture on his back by asking questions of the rest of the group. With older students the qu\stions have to be answered with "yes" or "no". Younger ones may ask open-ended questions; you may have to help them think of questions. Explain that all the anim~s in the pictures are ones that they might see in the Austin Nature Center exhibits, on the trails, or in the ponds. 3. Demonstrate the game yourself. Encourage description of the animal, rather than just guessing the name. Use vocabulary that you would like them to use. Do I have 4 legs? Do I have fur? Do I eat insects? Am I larger than a beetle? 4. Choose a child from,the group and place a picture card on his back. Have him ask questions of the group until he guesses the animal. ill. "Meet a

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Define boundaries for the game--these will be discussed during the training, but are always at the discretion of the leaders-consider the Bird Enclosure area. Divide the children into pairs. One child of each pair will be blindfolded. The "seeing" student will choose 'a bush or a tree and then,carefully and slowly spin the blindfolded child to disorient him to direction. The "seeing" student will then lead his partner to the chosen tree or bush and guide his hands (and nose) in exploring it. After another careful spin, he is led back to the starting point, the blindfold is removed, and he must find the tree or bush he was introduced to. Conclude the actiVity by gathering and discussing: How did the tree feel? If so, Were they able to find their tree after they removed their blindfoflds: how? . How did it feel to be blindfolded? Tell the children that if they ever come back to the trails they can visit their tree. If time permits, discuss ~ of the trees. Look at the physical characteristics of the tree (size, leaf shape, bark color and texture, etc.) Is the tree alive? How can you tell? Is the tree asleep (dormant)? Or is it awake? How can you tell? Listen to see if the tree makes any noise. What living things might need the tree for survival? What adjectives could be used to describe the tree? Has the tree had any accidents? How can you tell? Does the tree make a shadow? How is it different from the tree itself?

IV. ''Nature Bingo" 1. Introduce the Bingo game explaining that students will have to be good

detectives and use their eyes, noses, senses of touch, and their brains, to win. 2. Explain the rules: a. All items should fit into an egg carton section (meaning they should be small) b. Collecting items must not harm anything. Example: Leaves should not be removed from plants. c. Every item will be returned, to approximately where it was found. d. Bingo can be scored vertically, horizontally, diagonally, or students may try for a "blackout". , e. There is to be no running during the game, especially around the pond area. f. Boundaries for the search should be clearly stated. (These can be set at the discretion of the leader. The boundaries will depend on the group.) g. The students should return with their items when a signal is given. 3. After all questions are answered, give a Bingo card and an egg carton to each student. 4. Start the children searching. 5. Check their items as they finish and give them a hand stamp as their reward. ·6. After the signal that the game is finished, have the students return each item to close to where it was found. .. a place 7. Note: For younger students who cannot read, this game can be greatly simplified.

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