Ohio s Wild Treasures Outreach Guide

Transcription

1 Ohio s Wild Treasures Outreach Guide Sponsored By

2 Background Information Ohio has many types of habitats to explore! A habitat is the place where an animal or plant normally lives. All good habitats have four parts: food, water, shelter, and space. Each habitat has its own special set of conditions that support the wild creatures and plants that are adapted to live there, such as tall trees in a forest or water in a wetland. Ohio is home to more than 1,000 species of wildlife. Some species are adapted to living in only one type of habitat. For example, you might see plenty of beavers living in wetland habitats such as rivers and ponds, but they would not be able to survive in the deep thick forest habitats. There are other species that can survive within several habitat types. Opossums live in forests, around wetlands, and in suburbs and cities. Our very own backyards and parks are great places to observe wildlife. Because we live in a diverse and mobile society, our definition of backyard can be many different things. Some of us live in suburbs, others in cities, and still others in rural farm areas. Let s take a closer look at Ohio s habitats and some of the animals that call them home. Ohio s Wild Treasures Outreach Guide

3 Prairie Prairies first began to develop over 25 million years ago. When the Rocky Mountains were formed they interrupted the flow of moisture from the west by forming a rain shadow far to the east. Closest to the mountains where the conditions were the driest is where the short grass prairies formed. Further east, as the rain shadow gradually diminished and rainfall levels increased is where the tall grass prairies appeared. Prairies are beautiful and complex natural ecosystems. They are made up of native perennial grasses and other flowering plants. About 1/3 of a prairie plant grows above ground, the leaves, stems and flowers. The other 2/3 s of the plant roots and underground stems are beneath the ground. The prairie is home to many unique animals. Some of the animals that call the prairie their home are the red fox, horned lark, meadow vole, thirteen-lined ground squirrel, redtailed hawk, monarch butterfly and the coyote. When the first settlers moved into Ohio, they encountered over 300 prairies that ranged in size from several acres to several square miles. Most of these prairies were located in the western part of the state. Today, prairies are considered to be one of Ohio s rarest ecosystems. Most of the prairies disappeared to agriculture and development. A few prairie remnants can still be found growing along roadsides, railroad right-of-ways, abandoned pioneer cemeteries and other undisturbed areas. Ohio s Wild Treasures Outreach Guide

4 Forest Ohio was once covered by mature forest. Today, forested areas cover approximately 30 percent of Ohio s landscape. The once large forests of Ohio s past have long been cleared to make way for agriculture, expansion and human population. Forests grow in layers from the ground all the way up to the tallest treetops. The lowest layer of the forest is called the forest floor; this is where ferns, wildflowers and seedling trees grow. The next layer is called the shrub layer where many different types of shrubs can be found. The understory layer is where some of the smaller trees reach their peak. The very top layer is called the canopy layer and this is where you will find the tallest trees in the forest. the forest all the way from the ground to the treetops. Forests are wonderful places to explore and view wildlife. Ohio s forests offer many opportunities for recreation, including hiking, nature photography, camping, and bird watching. When you walk along a trail through the forest make sure to use all of your senses. Observe the diversity of wildlife around you, kneel down and touch the rich moist soil of the forest floor. Smell the freshness of the air and plants. Sit down for a few moments and listen to the forest sounds, close your eyes and enjoy this special place! Animals live in every layer of the forest, some animals use all the layers, while others live in just one. Squirrels live mainly in the treetops along with birds like the great horned owl. Wild turkeys and chipmunks live on the forest floor along with earthworms, slugs, ants and many other insects. Raccoons and opossums travel all through Ohio s Wild Treasures Outreach Guide

5 Wetland There are many kinds of wetlands in Ohio. Bogs, fens, marshes, swamps, wet woodlands, wet prairies and vernal pools are all types of wetlands. They all have one thing in common water. An area does not always have to be wet to be considered a wetland. Some wetlands are covered by water only during the rainy spring season. Others are regularly flooded by tides, while still others may be covered by water most or all of the time. Before European settlers came to Ohio, wetlands covered nearly onefifth of the state. As population expanded, over 90 percent of the state s wetlands were drained or filled to allow for agriculture and development. Wetlands are very important habitats. They provide food, shelter and space for many animals. Some of the animals that call the wetlands their home are ducks, herons, frogs, turtles, deer, beaver and even bear. Some of the other reasons that wetlands are an important part of our environment: Filters pollution out of the water Absorbs excess water caused by runoff Mixes nutrients and oxygen into the water Provides a resting place for migratory birds Ohio s Wild Treasures Outreach Guide

6 Create Your Own Habitat Did you know that your backyard can be a wonderful habitat? Here are some ways that you can make your backyard more attractive to wildlife. Provide a water source Birdbaths; small ponds, and dishes of water will attract wildlife. Locating the water near shrubs, trees or other cover will encourage animals to use those areas. Choose native plant species Native plants are plants that occur naturally in an area. Native species usually provide the best sources of food and cover to wildlife. Reduce the amount of lawn on your property Turf grasses provide little value to wildlife. Replace lawn with gardens, trees, shrubs, or meadows. Plant vines and shrubs in thickets or hedges for cover Wildlife, especially birds prefer using areas of cover for nesting, perching, and protection from predators. Create shelter for animals Animals need safe places to hide from predators and to be protected from harsh weather. Animals like chipmunks, reptiles, amphibians, and birds can find shelter in log piles, stacks of firewood, stone walls, dry leaves, twigs and branches. Creating a Backyard Habitat is the perfect way for you, your family, and your school to help conserve wildlife while being able to enjoy observing it every day in your own backyard. Reduce or eliminate the use of pesticides and herbicides They can harm animals. Whenever possible, use organic products. Plant fruit trees and shrubs They are used by many wildlife species, especially birds preparing for migration. Ohio s Wild Treasures Outreach Guide

7 Ohio Academic standards The Ohio s Wild Treasures outreach program is designed to assist teachers in fulfilling the following Ohio Science Content Standards: Life Sciences Standard Kindergarten Indicator B5. Investigate observable features of plants and animals that help them live in different kinds of places. Grade 1 Indicator A1. Explore that organisms, including people, have basic needs which include air, water, food, living space and shelter. A4. Investigate that animals eat plants and/or other animals for food and may also use plants or other animals for shelter or nesting B2. Explain that food comes from sources other than grocery stores. B3. Explore that humans and other animals have body parts that help to seek, find, and take in food when they are hungry. Grade 2 Indicators A1. Explain that animals, including people, need air, water, food, living space, and shelter; Plants need air, water, and nutrients, living space and light to survive. B2. Identify that there are many different environments that support different kinds of organisms. B3. Explain why organisms can survive only in environments that meet their needs. Grade 3 Indicator B2. Relate animal structures to their specific survival functions. C6. Describe how changes in an organism s habitat are sometimes beneficial and sometimes harmful. Ohio s Wild Treasures Outreach Guide

8 Grade 4 Indicator A5. Describe how organisms interact with one another in various ways. Grade 5 Indicators B2. Explain that almost all kinds of animals food can be traced back to plants. C4. Summarize that organisms can survive only in ecosystems in which their needs can be met. Grade 6 Indicator No Indicators. Ohio s Wild Treasures Outreach Guide

9 This activity was designed to assist teachers in fulfilling the following Ohio Science Academic Content Standards: Earth and Space Sciences Standard Benchmark C Observe, describe, and measure changes in the weather, both long term and short term. Kindergarten Indicator 5. Observe and describe seasonal changes in weather. Life Sciences Standard Benchmark B Explain how organisms function and interact with their physical environment. Kindergarten Indicators 5. Investigate observable features of plants and animals that help them live in different places. Grade One Indicators 5. Recognize that seasonal changes can influence the health, survival or activities of organisms. Grade Two Indicators 8. Compare the activities of Ohio s common animals during the different seasons by describing changes in their behaviors and body covering. 9. Compare Ohio plants during the different seasons by describing changes in their appearance. Scientific Inquiry Standard Benchmark C Gather and communicate information from careful observation and simple investigation through a variety of methods. Kindergarten Indicators 5. Draw pictures that correctly portray features of an item being described. Grade One Indicators 9. Describe things as accurately as possible and compare with the observations of others. BACKGROUND You don t have to travel very far to find wildlife just look in your own backyard! Many creatures can be found around a school or near the homes of your students. The important part is recognizing that every species is special. GOAL Students will explore the wildlife around them while practicing important observation skills. MATERIALS My Natural Journal Worksheets Pencil Ohio Wildlife Resource Books PROCEDURE 1. Introduce the idea of journaling to the students. Explain that their nature journal is a place for them to record their observations of the plants and animals they see in the world around them. 2. Do the first journal entry as a class activity. Begin by taking the students to an outdoor location at your school. Find a plant or animal species to use as an example and model a descriptive journal entry for the students. 3. Ask students to begin looking for plants and animals they would like to write about in their own nature journal. They can include items in their notebooks, even if they are unable to identify the species. Explain to the students they need to record as much detail as possible about the plant or animal they are observing so they may be able to use their descriptions to identify the species at a later time. 4. Once students have begun making entries in their nature journals, make sure they have access to resource materials that will help them fill in more details about the species they are seeing in their neighborhood. Ohio Wildlife Nature Journal: Science

10 5. Encourage the students to continue to add items to their nature journal throughout the school year. Maintain a supply of My Nature Journal worksheets in the classroom so students can easily access them when they want to add to their journal. 6. Ask students to share their favorite entries on a regular basis with the rest of the class. The teacher can also keep a nature journal and share their sightings with the students at this time. Discuss changes in the weather and how those changes affect wildlife. 7. Develop a class list of local species that have been sighted by your students. Divide this list into categories such as plants, mammals, reptiles, etc. to begin exploring animal and plant classification. 8. Keep journals throughout the year in order to record seasonal changes in the plants and animals of your region. Look for patterns. For example, are there certain animals that disappear in the winter? Did they migrate or could they be hibernating during the cold weather months? REVIEW Journaling is a great way to collect data. At the end of the school year, be sure to review the information contained in the nature journals and discuss the diversity of wildlife found in your area. Encourage the students to explore the changes of Ohio wildlife throughout the seasons. EXTENSION ACTIVITIES Narrative Writing - Students pick a favorite entry to expand upon and create a detailed narrative account of their experiences with a particular species. Who Am I? Imaginative Writing - Students pick a species they have observed and write a personal account from the perspective of their selected plant or animal. They can present this piece of writing to a group of classmates to see if they are able to identify the species. Ohio Wildlife Nature Journal: Science

11 WHAT I FOUND NAME OF ITEM: COLOR: WHAT I NOTICED: WHERE I FOUND IT DATE: WHAT WAS THE WEATHER LIKE TODAY? SUNNY RAINY SNOWY HOT CLOUDY COLD WHEN I CAME BACK DATE: HOW IT CHANGED: Ohio Wildlife Nature Journal: Science

12 This activity was designed to assist teachers in fulfilling the following Ohio Science Content Standards: Life Science Standard Grade One Indicators A1. Explore that organisms, including people, have basic needs which include air, water, food, living space and shelter. A4. Investigate that animals eat plants and/or other animals for food and may also use plants or other animals for shelter and nesting. BACKGROUND Knowledge about geography helps us to understand the relationships between the physical environment and human activity. Learning about geography on a personal level can help students make connections in the future as they learn about their state, country, and world. In this lesson, students will learn important basic geography concepts by studying the animal habitats found in their own backyard or neighborhood. Just like humans, animals need food, water, and shelter, and geographic features determine the kinds of places they live. Grade Two Indicators A1. Explain that animals, including people, need air, water, food, living space and shelter; plants need air, water, nutrients (e.g., minerals), living space and light to survive. B2. Identify that there are many distinct environments that support different kinds of organisms. B3. Explain why organisms can survive only in environments that meet their needs. B7. Compare the habitats of many different kinds of Ohio plants and animals and some of the ways animals depend on plants and each other. Grade Five Indicator C4. Summarize that organisms can survive only in ecosystems in which their needs can be met. The world has different ecosystems and distinct ecosystems support the lives of different types of organisms. MATERIALS Variety of Maps and Globes Books on Ohio Wildlife Posterboard Markers Scissors Glue A variety of items for 3-D effect newspaper, colored paper, yarn, seeds, beans, corn, modeling clay, paper towel rolls, beads, craft items, etc. PROCEDURE 1. Encourage students to explore maps and globes. 2. Ask students how different landforms and places are represented (for example: symbols mark specific sites, blue represents water, raised areas represent hills and mountains). 3. Explain to the students that they are going to make their own maps of an animal habitat. Have a class discussion about the items that should be included on the maps. Ohio Wildlife Nature Map: Science

13 4. Ask students to list wildlife they have seen in their backyard, neighborhood, or school nature area. They can refer to their Nature Journal if the class has been participating in this activity throughout the year. Tell the student s to select one animal for their project. 5. Students will use posterboard to create a 3-dimensional map of their chosen animal s habitat. 6. The map should show real or potential places for their animal to find shelter, food, and water, as well as the area s physical and human features (if applicable). 7. Students can assemble the map from materials found at home. Possibilities include blue yarn for streams, paper towel rolls for trees, shredded newspaper for bushes or grasslands, beans or corn to represent farm fields, boxes for homes or buildings, clay for hilly areas, etc. Encourage students to use their imaginations and to use recycled materials as much as possible! 8. The map should have a title, a key and/or labels, and a compass rose to show directions. EXAMPLE A child might see a deer in a field near his house. The child would make a 3-D map of the deer s habitat, using shredded newspaper for brush and paper towel tubes for trees at the edge of the field. He would label this shelter. He would use a piece of blue yarn to represent a nearby stream and label it water. He would glue seeds or corn kernels in rows to represent the field and label it food. Older children should be encouraged to create a map key, compass rose, and include greater detail on their maps. REVIEW Children will share their maps with the class, pointing out important physical and human features. Further discussion might include asking students if their animal could survive in one of the other student s habitats. How does the presence of humans affect this animal s habitat both positively and negatively? Ohio Wildlife Nature Map: Science

14 This activity was designed to assist teachers in fulfilling the following Ohio Math Academic Content Standards: Data Analysis & Probability Standard Benchmark B Sort and classify objects by attributes, and organize data into categories in a simple table or chart. Data Analysis & Probability Standard Benchmark C Represent data using objects, picture graphs and bar graphs. Kindergarten Indicators 1. Gather and sort data in response to questions posed by the teacher and students. 3. Select the category or categories that have the most or fewest objects in a floor or table graph. Grade One Indicators 4. Read and interpret charts, picture graphs and bar graphs as sources of information to identify main ideas, draw conclusions, and make predictions. 7. Answer questions about the number of objects represented in a picture graph, bar graph or table graph: (e.g., category with most, how many more in a category compared to another, how many altogether in two categories). Grade Two Indicators 2. Read, interpret and make comparisons and predictions from data represented in charts, line plots, picture graphs and bar graphs. BACKGROUND Ohio has many types of plants and animals to explore! Scientists make this job easier by grouping species into categories. For example, a scientist may place a group of animals into categories based on where they live. Categories help scientists to communicate information to each other. They use tools such as bar graphs to illustrate their findings. GOAL Students will be introduced to Ohio wildlife while practicing important math skills. MATERIALS Math Activity Pictures (one copy of pictures for each group) Scissors Tape Large Piece of Butcher Block Paper Marker PROCEDURE 1. Divide students into groups. 2. Provide each student group with a copy of the Math Activity Pictures. Make sure you use the appropriate pictures for your grade level. 3. Ask the students to cut the pictures out. They should try to follow the dotted lines to make all of the pictures approximately the same size. 4. Instruct the students to observe the pictures and place them into groups. Explain to the students all of the items in the pictures are from Ohio. 5. Once the students have sorted their pictures, ask each of the student groups to explain how they organized them. Ohio Wildlife Sorting it out: Math

15 6. Make a list of possible categories on the board. 7. Ask the students to group their pictures into the following categories: Kindergarten: Living Objects / Non-Living Objects Grade One: Animals with Fur / Animals with Scales / Animals with Feathers Grade Two: Forest Plants and Animals / Wetland Plants and Animals / Prairie Plants and Animals 8. Create a large chart on a piece of butcher block paper. List the category names at the top of each column. See example of Kindergarten Chart below. Living Objects Non-Living Objects 9. Select a student to bring up one of the pictures and place it in the appropriate column. Have them tape their picture to the bottom of the chart. Living Objects Non-Living Objects Picture Ask another student to bring up a picture that is not already on the chart. Have them attach their picture to the chart in the appropriate column. If it is placed in the same column as a previous picture, have them tape it directly above the first item. Living Objects Non-Living Objects Picture 2 Picture 1 Ohio Wildlife Sorting it out: Math

16 11. Once all of the pictures are taped to the chart, the class will be able to use it as a bar graph. They should be sorted as follows: Kindergarten Living: flower, bear, deer, bird, tree, owl Non-living: book, pot, rock, sign Grade One Fur: bat, deer, ground squirrel, bobcat, river otter Scales: skink, snake, turtle Feathers: cardinal, duck, hawk, owl Grade Two Forest: great horned owl, bobcat, woodpecker Wetland: turtle, river otter, duck, frog Prairie: ground squirrel, garter snake, coyote, hawk, butterfly 12. Ask the students questions about the number of pictures in each category. Questions may include: a. Which category has the most objects? b. Which category has the least objects? c. How many objects are in each category? d. How many more objects are found in one category than another? How did you figure it out? e. Are there other questions we could answer with this graph? REVIEW Discuss the benefits of sorting data into graphs. Explain to the students that graphs help us to answer questions and communicate information to other people. EXTENSION ACTIVITY Go on a nature hike and take digital pictures of objects you observe. When you return to the classroom print the pictures, and create a bar graph to record your discoveries! Ohio Wildlife Sorting it out: Math

17 Vocabulary Adaptation: special traits a plant or animal has to help it survive in its natural habitat. Amphibians: cold-blooded animals that have moist skin and spend part of their life cycle living in the water. Birds: warm-blooded animals that have feathers and lay eggs. Camouflage: an animal s ability to protect itself by blending in with its environment. Diurnal: an animal that is active during the day. Forest: a large area of land covered with trees and underbrush. Habitat: a place where an animal lives. Hibernation: to become inactive during cold temperatures. Mammals: warm-blooded animals that have hair and feed their young milk. Migration: to move from one place to another. Nocturnal: an animal that is active at night. Prairie: a habitat where most of the plants belong to the grass family. Reptiles: cold-blooded animals that have scales. Wetland: land that has a wet and spongy soil such as a swamp, pond, or bog. Ohio Wildlife Vocabulary - Beginner

18 This activity was designed to assist teachers in fulfilling the following Ohio English Language Arts Academic Content Standards: Acquisition of Vocabulary Standard Benchmark E Use resources to determine the meanings and pronunciations of unknown words. Kindergarten Indicators 4. Determine the meaning of unknown words, with assistance, using a beginner s dictionary. Grade One Indicators 2. Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms). 9. Determine the meaning of unknown words using a beginner s dictionary. Grade Two Indicators 2. Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms). 10. Determine the meaning and pronunciations of unknown words using a beginner s dictionary, glossaries, and technology. Vocabulary Strategy BACKGROUND Learning a new vocabulary word is a complex process. It is important for students to learn a word s definition; however, they must also understand how that word relates to other words in order to use it properly in the future. GOAL Students will gain a rich understanding of the vocabulary words they will encounter while studying Ohio wildlife. MATERIALS Access to dictionaries and technology resources, list of vocabulary words, vocabulary worksheet (one per student), Pencil PROCEDURE 1. Select a word to study from the vocabulary list included in this teacher guide. 2. Give each student a copy of the Vocabulary Worksheet. 3. Ask the students to write the vocabulary word you are learning in the triangle. 4. Instruct the students to utilize the resources in the room to find the definition of this word. Tell them to write the definition in the rectangle at the top of the page. 5. Ask them to draw a personal association for the vocabulary word in the circle. 6. In the square ask them to write an antonym for the word. Encourage them to think of something connected to their own lives. Ohio Wildlife Vocabulary - Beginner

19 Building a Kestrel Nest Box Building a nest box is fairly easy. You can make the whole thing from an 8 foot long, 1 by 10 inch pine or cedar board. First, cut your board into six pieces as shown below (you will have a small piece extra). Drill two 1/4 inch holes near the top of each side and four 1/4 inch holes in the bottom for ventilation. Then cut a 3 inch diameter entry hole in the front ten inches up from the bottom. You can trace a food can to draw your circle. When you put the box together, it works best to pre-drill pilot holes, then glue and screw the pieces together. First attach the front, flush to the sides, then center the back and attach it. Next, insert the floor piece (it should fit inside). Lastly, use small hinges to attach the roof to the back. This makes it easy to open the box for cleaning after the nesting season is over. Finally, put one small screw eye on the side of the roof and another a few inches below on the side so you can wire the roof closed. This will keep predators out. Put an inch or two of bark chips in the bottom. Don t use cedar sawdust, as it can injure the young kestrel s eyes. 3 Diameter Be sure to contact our interesting and informative website for instructions on where and how to mount your nest box, and how to properly monitor nest box success Diameter Extra 15 Front 9.25 Top 15 Back Side Side Side Floor Back Front Top