Junior Naturalist Manual

Ontario Nature

Title

Junior Naturalist Manual

Ontario Nature

Junior Naturalist Manual

November 2005 The publication of this manual has been made possible through the generous support of: Tippett Foundation

Production Design and Layout Printing Copy Editor Cover Photograph

Vanessa Denov DT&P Inc. Nancy Kovacs Paul Philp. Inset photos by Scott Rothstein.

Published by Ontario Nature 355 Lesmill Road Toronto, ON M3B 2W8 Tel: (416) 444-8419 Toll free: 1 800 440-2366 Fax: (416) 444-9866 Email: [email protected] Website: www.ontarionature.org November 2005

Ontario Nature protects and restores nature through research, education and conservation action. Ontario Nature champions woodlands, wetlands and wildlife, and preserves essential habitat through its own system of nature reserves. It is a charitable organization representing 25,000 members and over 135 member groups across the province, connecting individuals and communities with nature.

Table of Contents

Table of Contents INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Ontario Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Ontario’s Nature Network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Getting started: “all you really need” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Planning the program: programming with children in mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Field Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Sample Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 ADMINISTRATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Activity 1: Coniferous Trees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Activity 2: Deciduous Trees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Activity 3: Seeds of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Activity 4: Amphibians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Activity 5: Why Wetlands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Activity 6: Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Activity 7: Snow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Activity 8: Avian Symphony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Activity 9: Feeder Birds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 Activity 10: Insect-A-Hike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 Activity 11: Adopt-A-Something . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 Activity 12: Wildlife Habitat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 Appendix I: General activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 Appendix II: Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 Appendix III: Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88

Ontario Nature Junior Naturalist Manual

1

Introduction

Introduction All you really need for a successful junior naturalist program is a leader, a place to meet, youth and enthusiasm. The aim is to foster young people’s interest in natural history, and to make them more aware of the natural world around them. The emphasis is always on fun, and while each group has its own aims, there is a common thread of increasing children’s knowledge of nature to promote an interest in nature conservation. This junior naturalist manual addresses the many requests put forth by members of the Nature Network for information about organizing and operating a junior naturalist group. The introduction and background information have been largely provided from the Operations Manual for Ontario’s Nature Network that has been distributed to all groups, as well as from Paul Philp. The activities for the session ideas came from Paul Philp, educational consultant and member of the Bert Miller Nature Club, as well as nature groups, educators and others involved with environmental education. We are confident that this manual will provide your group with helpful suggestions for either getting a junior naturalist group going, or for providing twelve easy-to-follow sessions for your existing junior naturalist group.

Ontario Nature Founded in 1931, Ontario Nature’s mission is to protect and conserve the natural heritage of Ontario. Ontario Nature protects and restores nature through research, education and conservation action. Ontario Nature champions woodlands, wetlands and wildlife, and preserves essential habitat through its own system of nature reserves. It is a charitable organization representing 25,000 members and over 135 member groups across the province, connecting individuals and communities to nature.

Ontario’s Nature Network Ontario Nature is built on a strong foundation of commitment and concern for nature and natural places that is shared by a province-wide network of groups and individuals. Together with more than 135 community conservation groups, we are Ontario’s Nature Network, the provincial voice for nature. Ontario Nature and its member groups provide leadership in parks and protected areas, land-use planning policies and conservation science. The Nature Network connects Ontario Nature with people working to make their communities better places to live. Through the Network, Ontario Nature provides information, guidance, publications and a wealth of experience to a range of community programs that address conservation science, biological diversity, endangered species, nature reserves and land stewardship, environmental education and community action. Ontario Nature is not only committed to protecting unique Ontario habitats, but also to helping its member groups achieve conservation goals in their local communities. Our strength lies in being a unified organization working locally to achieve federation-wide objectives. Our preferred approach is to find local solutions for local issues by assisting the public, private, non-government and community-based sectors to form partnerships that work to protect the environment. The collective and collaborative efforts are central to our success, and we believe in maintaining constructive, supportive relationships.

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Leadership One leader per 5 to 15 junior naturalists is recommended as a minimum ratio. This will vary with the expertise of the leader. Leaders, speakers, and volunteers may be found through: l l l

Schools (university departments, high school students, college, post-secondary students, students at teacher’s college), Clubs (nature, astronomy, photography, conservation), or The professional world (Ministry of the Environment, Ministry of Natural Resources, Conservation Authorities, Parks and Recreation, horticultural or geological associations).

Leadership commitment is a very important detail. Some nature groups pay an honorarium to their leaders, others operate entirely with volunteers. Try to keep the same leaders for the entire year’s worth of programs. Children benefit from having the same leader for successive programs. However, it is also important that your leaders not burn out. To ensure not only the success but also the continued involvement of leaders, the following is important: l

Have sessions that require easily obtainable resources and equipment, and require little preparation time.

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Recruit helpers.

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Encourage flexibility with sessions. Sometimes the weather is just right, the bees are buzzing, the birds are calling, and so are the frogs. Not everything needs to be structured to be worthwhile. Sometimes a spontaneous hike when the conditions are right is the best approach. Allow for individualization of leadership styles. Some leaders may have extensive knowledge of a particular topic and may want to develop it further.

Points to ponder The following are some ideas for your board to consider when setting up your junior naturalist group or when reviewing your existing group: l l

l l

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Leaders of various Nature Network groups may want to arrange an annual meeting to share ideas about their junior naturalist groups. Family days are another way of organizing a junior naturalist program. Although the activities would be targeted to junior naturalists, they may be a good avenue to help recruit members to the parent club. Groups may want to consider sharing equipment or looking into sponsorship to obtain supplies and equipment. You should develop your own file of ‘back-pocket’ activities to fill in gaps, such as when people arrive and are waiting for others – Ontario Nature’s Family Nature Notes are helpful. Your group could increase your presence with a logo, crest, T-shirt, or newsletter.


3

Getting Started: “All you really need”



Meeting room A meeting room is necessary. It is advantageous to use a spot where natural history materials are readily available. It is also handy to have access to audio-visual equipment. Open space for games, and tables and chairs for crafts, experiments, etc., is also desirable. Examples of good meeting rooms by established junior naturalist groups include church basements, botanical gardens, provincial or federal parks, community centres, private homes, conservation areas, nature centres, libraries, museums or university buildings (such as arboretums and biology labs).

Materials l l

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Membership Membership can span a range of ages, but it is advisable to target children aged seven to 11 and to expand when you know you can cope with more. Many junior naturalist groups operate with participants from ages six to 13. It is advisable to split your group into younger (six to nine) and older (10-13) groups, depending on maturity and sibling attachment. Programming that is age-specific is the key. There are different ways you can break up the group, depending on the activities you wish to pursue with the children. You can pair older children with younger ones if you have a very broad age range, for example. Or you can break them into two groups, with corresponding activities for each age. It is worthwhile to include some activities where the ages can mix and socialize. Whatever way you do it, it is best to start small, expanding age and number as the demand increases. The more individual attention a member gets, the better the group will flourish. Remember, too, that different age levels require different activities and have different energy levels and attention spans. The number of participants should match the comfort level of the leaders. Anywhere from five to 80 participants has been reported as being successful.

Organization Organization includes dates for meetings, advertising for your group and publications. It is best to draw up a tentative plan and set dates for all meetings in the summer before the official September start of your program. Meetings should be regular, but try not to schedule them during holidays. A recent survey of Nature Network groups indicates many meet monthly from September to May. Flyers or brochures can be printed and distributed at a variety of places such as nature centres, townhouse complex-

4


Assign a designated person to gather materials for the entire year. Always be on the lookout for short videos, wood samples, cones, brochures, posters, and pictures that could be included in the program. Most activities in the manual require few materials, but adding things like microscopes, children’s binoculars, etc., would always be an asset, so consider finding sponsors.

es, doctors’ and dentists’ offices, libraries, local newspapers, schools, etc. Be sure to set up a registration time and place, and include that in your flyer, as well as contact information for questions. Meeting once or twice a month is probably enough to get you started. The length of meetings depends on the age range, but 1 1/2 to 2 hours is suitable for most ages. Field trips can be added once you figure out what the attendance will be, and whether parents can be recruited to help carpool. Alternatively, field trips can be the focus for all meetings.

Costs Costs throughout the year include mailing, craft materials, photocopying, film rental, the purchase of books and educational material, prizes, meeting room rental, etc. Depending on the facilities available, you may be able to find a room that includes the use of many of these materials, such as a nature centre or a room in a museum. Some of the costs could be absorbed through fundraising. A small membership fee for the junior naturalist program is usually levied. Some Nature Network groups include a membership in the adult naturalist group as part of the annual fee. Costs seem to vary from nothing to as high as $50 depending on the extent of the junior naturalist program and the sponsorships available. The average cost per participant is about $20 (reduced for families).


Objectives Every junior naturalist Club has objectives. The following list was compiled from those submitted by the various clubs in the Nature Network. l l l

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To appreciate the natural environment that surrounds us. To combine physical activity with a focus on the natural environment. To involve children in hands-on learning about the natural world as a way to encourage positive environmental stewardship. To provide education in natural history by extensive field experience. To provide exposure to every aspect of natural history. To participate in field research. To develop an ability to communicate interests by speaking, writing, and drawing. To develop an interest in nature. To increase general knowledge of nature-related facts and issues. To show an appreciation, care, and concern for nature, by practicing and demonstrating an understanding of suitable conservation methods. To provide nature experiences for youth that allow them to develop an appreciation for the natural world around us. To facilitate the enjoyment of our connections to nature and to help youths feel the empowerment to protect it. To teach children to know more and care more for the natural world. To provide enjoyment to young people through programmed activities. To enhance the awareness of participants in the natural world around them. To foster the interest of young people in natural history. To make young people more aware of the world around them. To promote caring about our natural world.


5

Getting Started: “All you really need” Getting Started: “All you really

Topics Topics include all aspects of natural history and should be fun, not “like school.” Activities such as tanning a hide or a lesson on archaeology, or community experiences such as building birdhouses or planting trees, are useful experiences.

Activities Archaeological dig Arts and crafts Classification Dance Environment day Estimating numbers Experiment Finding your way Habitat improvement Hike Keeping logs Music Native lore Restoration Snowshoeing Storytelling Survival skills Winter Olympics Yuletide crafts Birds Beaks Bird banding Bird hike Bird nests and eggs Birdhouses/feeder Christmas bird count Feeder birds Loons Owls Peculiar birds Predatory birds Tree climbing birds Waterfowl Winter birds Woodpeckers Fish Fish hatcheries Fishing

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Plants Aquatic biology Arboretums Fungi Grass Leaves Mushrooms Natural dyes/remedies Plant relationships Plants and people Plants on the move Plants underground Pollination Seed dispersal Spring flowers Succession Trees Useful plants Wild foods Wild plants in the city Wildflowers Winter biology Winter seeds Winter twigs Habitats Arctic Backyard Caves Forest Grassland Habitats Life under the snow Pond life Sea/seashore Shorelines Terrariums Watery habitats Wetlands Under logs


Herptiles Frogs Lizards Salamanders Snakes Turtles Mammals Bats Bears Beavers Deer Hair Rodents Skunks and their kind Whales Wild cats Wolves Invertebrates Beatles and bugs Bees Bug hunt Dragonflies Flies of all kinds Insectivores Lepidoptera Millipedes/centipedes Monarchs and milkweed Six-legged creatures Slugs and snails Spiders When is a bug not a bug Conservation Endangered spaces Endangered species Lead (shot and sinkers) Man and nature Our environment Pollution Wildlife in jeopardy

Thematic Adaptations Aliens Animal architecture Animal communication Animal movement Animals with shells Bones Carnivores Coping with the cold Ears Feet Food chains Forces of Nature Hibernation How animals work Locomotion Migration Nocturnal life Patterns and colours Scats Senses Skeletons Tails Tracks and signs Wild hunters Other Astronomy Crystals Earth cycles Rocks/Minerals/crystals Stars Water Water quality Weather Dinosaurs Molluscs Parasites Worms

The following is an overview of helpful practices when exposing children to the wonders of the natural world. It is the exploratory and enlightening process which the junior naturalist goes through to discover new things that is important, not the knowledge that is imparted. To stimulate interest, encourage participation, and ensure that the junior naturalists learn something that could affect their environmental behaviour, the following strategies can be very helpful. Be organized. If everything is ready, it is easy to engage the juniors immediately. When participants are engaged they are more co-operative. Prepare by thinking about all the details (timing, activities, equipment, route, etc.). Prepare for all weather situations. Set a fast pace. Use props, various activities, etc., to vary things and keep the tempo going. If an activity isn’t going well, or things seem to be at a standstill, move on to something else. Have a variety of activities that stress involvement and de-emphasize competition. l

Creative (music, art, drama, singing, skits, crafts, interpretive movement, puppetry, storytelling)

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Physical (interactive games, freeze-tag, fox and geese)

l l l l l l l l l l

Child-centred activities give them an active role in their discoveries (measuring, using a compass, experimenting, using concrete materials) Community service (habitat improvement, trail maintenance, poster making)

Elements of a good youth meeting

Discovery (using a microscope, specimen observation)

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Routine breakers (walk backwards, flap your wings, stand like a heron, stalking)

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Casual observations (largest leaf, something red, something round) Arrival and departure activities (colouring, identifying)

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Demonstrations (melting of ice, flying a maple key)

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Discussions

Brainstorm and decide on the topics well in advance. Prepare materials for meetings. Organize any notices that are part of the meeting (announcements, upcoming trip info, etc.). Organize group activities among leaders. Arrive well ahead of time to set up displays and other last minute preparations.

Games and puzzles (see Family Nature Notes or other published materials) Sharing activities (observations, collections, stories)

Be flexible. This program is only a guide. Take advantage of the moment. You or the junior naturalists might see or want to do something that may be more interesting than what was planned. Be enthusiastic. Enthusiasm is contagious, but don’t let it turn into a lack of control. Demonstrate your enthusiasm by getting involved yourself. Get your hands dirty, taste a seed, smell a trillium or hold an insect.


7

Planning the Indoor or Outdoor Program: Programming with children in mind



Set the routines. Routines are better observed when kept to a minimum. If a routine is necessary, it should be adhered to. Nothing leads to difficulties more quickly than a series of broken routines that weren’t dealt with. Always be the leader. On a field trip, probably the best rule as leader is to be in the lead. That means being at the head of the line. No-one then can get ahead of you and into an unsafe situation, or beyond your control where you need to call them back. The easiest way of doing this it to establish one rule - “No one passes me!” If someone does, just stop. They will soon figure it out without you raising your voice. Once established, the group is always where you want them. In addition, it is a good idea to have someone at the end of the line to ensure no one gets lost, as well as to keep the group together. Also ensure that participants listen to you: “You speak, I listen. I speak, you listen.” Keep talking rather than waiting for stillness because it focuses their attention better. Always have participants face you and maintain eye contact while you are addressing them. Show an interest in the children. Listen to their observations and always make a positive comment. Accept some input that could be used for a future activity. Use their observations to nourish their curiosity. Consider the well-being of the child. Think about their energy level (need to burn some off, or need a rest). Are they hungry, warm enough, cool enough, or in need of a washroom break? Recap: Go over success and lack of success in your mind, and with other leaders. Ask for junior naturalist input as to what they liked. Be creative: Bring props to sessions or field trips (skulls, nests, porcupine quills, bird skin, fur, or feet). Don’t be afraid to say, “I don’t know, but why don’t we look it up.”

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Field trips are fun, important, memorable, and worth the work put into them! Experiential education can be the best part of the program. Initially, keep field trips short and focused until you are comfortable with your leadership role. Outdoor etiquette Note: The etiquette to be followed by the group could be an activity in itself. Take a brief hike and on return have groups develop criteria that would be useful for everyone to follow at all times. Having juniors suggest positive behaviours gives them ownership of routines, making them more likely to be followed. Some examples could include: l Be gentle with live creatures l

Lead by example

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Learn and respect wildlife alarm signals

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Reserve feeding of wildlife to backyard birds

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Don’t stress wildlife by chasing, flushing, or making noises

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Leave natural features as you found them (overturned logs, leaves for cover etc.)

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Tread lightly, staying on trails

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Take only pictures and leave only footprints

Equipment Minimum use unless necessary. It may just become a distraction by moving the emphasis away from the intended observation. When lenses/binoculars are being used, always keep a string around your neck. Clipboards can be made from cardboard and clothespins or two elastic bands, though written recordings in the field are not popular with children. Try drawings or ask them to write their questions instead. What to take with you The following should always be accessible: l

Children’s medical information (allergies, OHIP number, emergency phone number)

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Children’s medication if needed

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First aid kit

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Emergency blanket

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Whistle

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Rain gear

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Extra hat and mitts in winter

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Sunscreen

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Insect repellent (use with caution)

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Water and snacks

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The number and/or the means to contact the nearest emergency service


9

Field Trips

Field Trips

Field Trips

You may also want to carry some of the following as you never know when you might need it! l

Garbage bags

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Groundsheet

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Binoculars

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Magnifying lens

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Pocket knife

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Compass

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Flashlight (for looking into holes)

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Pencil and paper

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Field guides

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Trivia cards

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Camera

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Props

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Special game requirements

Cautions in nature The outdoors is not a controlled environment, nor should it be. For many junior naturalists this club may be their only experience with nature. They need to know a few things to ensure their safety. Trees and bushes may have thorns on them. They may also have a poison ivy vine growing up their trunk. These aren’t things to be afraid of but to be aware of. Know your poisonous plants and harmful creatures and treat them with respect. Warn of dangers without panicking. It is important that leaders visit the natural areas before the junior naturalist session to look for potential safety issues. The leader may also take note of things that may be of interest to the junior naturalist group.

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Sample Meeting Agenda

Sample Meeting Agenda Welcome l

Everyone

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Introduce new members, guests and presenters

Records/Administration l

Check attendance

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Update membership cards and lists

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Pass out newsletters (parent club, junior club), receipts, lost and found

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Collect dues

Discuss Last Meeting l

What we did

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What we learned

General Business l

Solicit ideas from the participants

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Solicit volunteer to do a write-up for the newsletter (parent club or junior club)

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Have reminders as to who we are and what our goals are

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Discuss nature etiquette for an outing

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Share a nature fact, trivia, or object

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Have a journal time if used

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Have an ice-breaker activity, like 10 questions

Activity Next Meeting l

Topic

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Suggestions about clothing, water, snacks, special equipment

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Time, date, and location

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Solicit drivers if it is an outing

Goodbye Nature Nuts l

Give reminders about the next meeting (e.g., bring in an object to share)

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Pass out forms with related information if there are changes to the normal routine


11

Administration

Administration Leaders of the program need to ensure they have sign-up forms which include: l

Contact information

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Emergency contact information

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Health issues, including allergies

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Photographic release information

Ensure that the program leader has a copy of these forms in his/her backpack while leading activities. If someone is hurt in the field, the forms that are in the center meeting room or in your car won’t help you.

Insurance Many Ontario Nature member groups have insurance through LMS Prolink. Valuable information about running programs is available in the Risk Management Manual. If you would like a copy of this manual, please contact Ontario Nature at 1 800 440-2366, or (416) 444-8419. The Risk Management Manual states that “directors and officers must ensure that the operators of day camps or other children’s activities are qualified (certified) counselors, teachers or day care providers and that they are trained in CPR”. All people who look after children must undergo a police check with the proper legal authorities. The parents/guardians of any minor participating in a group event/activity should submit a medical treatment authorization and consent form. LMS Prolink recommends that parents stay with their children and participate in the activities. The forms that LMS Prolink has stated in the Risk Management Manual that they would like reviewed and completed are on the following pages.

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The emergency procedures below are to be followed by Ontario Nature staff or volunteer leaders should an emergency arise. Common sense, discretion, and initiative are also to be used by staff or leaders to deal with serious situations as quickly and efficiently as possible and to ensure the staff or leaders’ actions are appropriate to the situation.

Emergency Procedures The following constitutes a major emergency and must be reported to the Ontario Nature office immediately: 1) Death

2) Locate a telephone. When you arrive at a site, ensure you are familiar with the location of the nearest telephones. 3) Deal with the situation as required, including application of first aid to the leader’s level of training, and by contacting the OPP, ambulance, hospital, etc. Hand over responsibility for the emergency to emergency services when they arrive. Continue to maintain the safety and comfort of the rest of the group. 4) Call the designated Emergency Contact Person at your group. If the Emergency Contact Person is not there, leave a message with the following information:

2) Fracture of skull, spine, or pelvis

i)

3) Major fire at accommodation

ii) your location

4) Any injury or illness that is life threatening

iii) a detailed account of the emergency

5) Loss of limb

iv) how the situation has been handled to this point

6) Multiple injuries in vehicle accident

Administration

Last Updated March 2002

nature of the problem

7) Multiple poisonings or gassings

v) which participant(s) and/or leader(s) have been involved

8) A participant or leader lost for more than 12 hours

vi) number of people to be evacuated

9) A group that is 24 hours late at a scheduled pick-up/drop-off 10) Evacuation for any reason 11) Sexual, physical, or emotional assault 12) Suicidal threat 13) Other as deemed an emergency by the leader The following constitutes a minor emergency and must be reported to the Ontario Nature office as soon as possible: 1) Any incident that requires admission to the hospital that is not life threatening; or 2) Any incident that is not on the list of major incidents. In the case of any emergency, the leader is expected to: 1) Control the situation while ensuring their own safety and making sure the situation is safe for all other group members and anyone else in the area. Injuries to oneself and other individuals are to be avoided as far as possible.

vii) phone number where you can be reached for the next 30 minutes, or a time when you will phone back 5) Write a factual report of the event. Ask every member of the group to do the same. This should be a report of the facts of the event only, not a subjective description. As far as possible, the reports should be completed independently. The reports should be forwarded to the Executive as soon as possible. The leader should ensure their report contains: i)

a chronological description of the incident

ii) name of casualty iii) what happened iv) what injuries were received/incidents occurred v) where and when the event happened vi) what action was taken/has been taken vii) where the casualty is viii) a contact number for the group leader ix) the emergency contact number of the


13

Administration

casualty, etc. x) communications with all other parties (including time and telephone numbers) 6) Complete any relevant paperwork (e.g., WSIB, insurance, etc.). 7) Make a decision as to whether or not the expedition will continue with Emergency Contact Person considering the safety and well-being of the rest of the group. The Emergency Contact Person who is coordinating the emergency is expected to: 1) Follow the telephone contact instructions left by leader(s) (e.g., phone back immediately or wait for their next call); 2) Gather all information and facts from trip leader, and record on Incident Information Form; 3) Alert the President in the case of a major emergency; a) The President will then appoint a spokesperson, who is responsible for: i) gathering patient information and facts and preparing a statement; ii) calling the casualty’s next of kin; iii) talking to news media; iv) coordinating incoming information and passing it to Directors, next of kin, and media. 4) If you are the secondary or tertiary emergency contact, leave a message with the other contact people telling them you are managing the emergency. If you are the secondary or tertiary emergency contact and reach the primary emergency contact, follow the instructions of the primary contact person; 5) Keep a communications log of the events and the communications that occur throughout the emergency, including the time of communications, telephone numbers, and parties spoken to; 6) Other responsibilities may include: a) Picking up and transporting group members; b) Helping prepare emergency plan;

14

Ontario Nature JuniorNaturalist Manual

c) Helping re-route expedition; d) Visiting the group and the incident site; e) Considering the safety and well-being of the rest of the group; f)

Deciding whether the trip will continue;

g) Considering the need for legal advice; or h) Other duties as required or appropriate for the situation. NOTE: No one, including the spokesperson, will release any information that identifies responsibility for an accident without first obtaining legal counsel. Never speak with the media about emergency situations. Do not provide the media with information regarding the nature of the illness or injury, especially prior to diagnosis by a licensed physician. Do not release the names of casualties to the media, especially do not do this until the next of kin is notified. Following the incident, the leader will: 1) Refer all media inquiries to the President; 2) Remember that the rest of the group requires attention as well as the casualty(ies); 3) Record all incidents in their written report; 4) Not apologize, as apologies can be taken as admissions of liability; and 5) Follow-up with the casualty, casualty’s family after the event to confirm your group’s interest in and concern about, the person and their health.

Administration

Trip/Outing Waiver Acknowledgement of Outing members responsibility, Express assumption of risk and release of liability Trip Name: ____________________________________________________(“the Outing”) Trip Date(s): ____________________________________________________ To: INSERT YOUR GROUP NAME and Ontario Nature-Federation of Ontario Naturalists I understand that during my participation in the above Outing, I may be exposed to a variety of hazards and risks, foreseen or unforeseen, involved in the activities of the Outing. The risks include, but are not limited to, the dangers of serious personal injury or property damage, or my death (“injuries and damages”) from exposure to the hazards of travel in the areas the Outing will visit. I know that injuries and damages can occur by natural causes or activities of other persons, animals, trip members, trip leaders and assistants or third parties, and such injuries and damages can occur as a result of negligence or because of other reasons. I understand that risks of such injury and damages are involved in adventure travel outings and I appreciate that I may have to exercise extra care for my own person as well as for others around me in the face of such hazards. I further understand that on group outings there may not be a rescuer or medical facilities or expertise necessary to deal with the injuries and damages to which I may be exposed. In consideration of my acceptance as a member on this Outing , I hereby waive, release and discharge INSERT YOUR GROUP NAME and Ontario Nature-Federation of Ontario Naturalists and their officers, directors, employees, contractors, agents, volunteers and leaders from all claims for any such injuries and damages, even though such injuries and damages may result from negligence l l l

I understand that this assumption of risk and release is binding upon my heirs, executors, administrators, successors and assigns, and includes any minors accompanying me on the Outing; I confirm that I have read the Outing rules and conditions and will pay applicable costs and fees for the Outing; I confirm that I have read this document in its entirety and I appreciate, understand, and freely and voluntarily assume all risks of such injuries and damages on my own behalf and on behalf of any minors accompanying me on the Outing and notwithstanding such risk, I agree to participate in the Outing.

Name (please print): _____________________________________________ Signed: _____________________________________ Date:_____________ If you are a minor (under 18 years of age), your parent or legal guardian must also sign this Release on your behalf. Name of Minor (please print): _____________________________________ Age: _____________ Signature of Parent or Guardian: _____________________________________ Date: _____________


15

Activity 1: Coniferous Trees

Background Before European settlement began more than 200 years ago, greater than 90 percent of the southern Ontario landscape was covered by forest. Since that time, logging, agriculture, and in more recent decades, urban development and urban sprawl have reduced forest cover to an average of approximately 20 percent in most counties and municipalities. In some parts of southern Ontario, less than 5 percent of upland forests remain. The name “conifer” comes from Latin and means “to bear cones.” Cones are a common feature of most conifers, with junipers and cedars bearing more of a berry-like fruit. Conifers are usually evergreen trees (except larches, which drop their needles in the fall) or shrubs with needle-like or scale-like leaves. Coniferous trees are well adapted to a Canadian climate which often has harsher growing conditions which include:

16

l

Drier climate

l

Nutrient-poor soil

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Shallow soil

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Short growing seasons

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Colder climates


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l

l

l l

Needles: The needles have less sap in them so are less likely to freeze. They are a dark colour so absorb sunlight more readily and thus heat up more readily. The needles aren’t shed each year so they are always ready to make food for continued tree growth (most trees’ needles can be active for 2-15 years). They have fewer stomata (microscopic pores on the underside of leaves that help to transfer carbon dioxide, light and water from the atmosphere to a tree) and a waxy coating to reduce evaporation.

Equipment l l l l

One used Christmas tree per small group, Ontario Trees & Some Woodland Plants or other pocket guide (optional), Clippings from pine, spruce, and cedar (some variety of each) for each group, and Copies of tree keys (included at the end of this activity).

Indoor Hike Variation

Cones: The scales protect the winged seeds inside and only open when it is dry so that the seeds can disperse.

The activity can be done inside with cuttings from a variety of coniferous trees. Other activities will need to be included to equal the time of an outdoor hike.

Sap: These trees have a sticky resin which quickly seals a wound, protecting it from insects and disease.

Introduction to Activities

Bark: On some the bark is smooth, providing fewer places for insects to be harboured. Roots: Many have a shallow root system that spreads out, so less soil depth is required for growth.

Session Goal To use a tree key for identification. All identification is based on making a series of decisions. Coniferous trees are especially good for this as the needles are available all year, and their keys are relatively simple to use (see those enclosed). Other activities include comparing coniferous and deciduous trees, and using visual clues to reconstruct a Christmas tree trunk.

The session could be introduced by stating that coniferous trees are one of two main families of trees, the other being deciduous trees (those which lose their leaves each fall). The group could then compare coniferous and deciduous trees (similarities and differences). Make a tree puzzle from a discarded Christmas tree. l l

l

Collect one Christmas tree per small group (spruce trees work especially well for this activity). Cut off all branches from the trunk leaving just a small stub. Each ring of branches represents growth for that year. Cut the trunk mid-way between each ring of branches. What you end up with is about 5 to 10 pieces of the evergreen tree. You need enough pieces for every participant to have one.


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Adaptations that help these trees survive these conditions include:


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l l

l

Each participant is part of a group and has a part of one particular tree. As a group they try to put the tree back together again (see diagram below). One goal is to get the pieces in the correct order The other more difficult one is to make sure the pieces are not upside down. With younger groups the latter doesn’t matter. With older groups they could count the rings (the section towards the base should have one more ring), or look at the trunk (the trunk sections should be equal lengths between each row of branches). For older groups, as well, one could mix up the pieces of 2 or 3 trees, making the activity more challenging. Discuss clues that helped them to put the tree back together.

Note: It is advisable to put a code on each piece to check if they have been successful. Describe the coniferous tree by looking carefully at their pieces of the puzzle. Describe the bark, the branch pattern, the rings, the wood, the decrease in diameter of the trunk, the decrease in branch size as you go up the trunk, etc. Have twigs from three different coniferous trees for each group (pine, cedar, spruce). As a group they should discuss differences between the needles of each tree. After 4 or 5 minutes the groups can share their findings. Simplify their findings by asking them to hold up the one with scales, hold up the one with clustered needles (explain cluster), and hold up the one with single needles. Using the simplest tree key (included at the end of this activity) teach the group how to use an identification key. Identification keys are used for identifying most things in nature, from trees to birds to mushrooms. l

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The goal is to correctly identify the name of a tree using a key. It is not important that they remember the name of any tree. Improving their observation skills is more important. In a key there are always on decisions that need to be made based on observations made about the species. In the simplest key the group needs to decide if the coniferous tree has scales, clustered needles, or single needles.


Outdoor/Hike At this point the group could disperse on a hike. Pick an area that has at least four kinds of coniferous trees, such as a tree farm, nursery, botanical garden, conservation area, or woodlot. l

Everyone in the group should begin using the simplest key. Depending on the age level, interest, or ability of each group, they could graduate to the more complicated key. On the hike, vary the type of tree you stop at and repeat the steps within the key a few times for each species.

Note: Although a field guide is not needed, it could be included to verify their findings, or to decide between various trees that are close in appearance. It also would be useful to point out clues to identifying the same tree by overall shape, bark, fruit, etc.

Wrap-up at Meeting Space To culminate the day and gauge the amount the group has learned, play 10 questions (included in Appendix I) to guess the tree branch someone is holding behind their back (chosen from one of the branches used earlier).

Other Suggested Activities l l l l

l l l l

Use the Tree Trivia (included at the end of this activity) with an activity from Appendix I. Count the rings on the various parts of the tree puzzle. Draw pictures of the various kinds of needles observed during the outing. Do a count of the various kinds of trees within a woodlot to identify the most common for that woodlot. Draw the profile of two different species of trees like spruce and cedar. Plant coniferous trees in an area where they will flourish. Practice using a field guide to name coniferous trees. Do a cone study using Curious about Cones (from Ontario Nature’s Family Nature Notes).


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Pine

Needles in Clusters

Cedar

Coniferous Trees

Needles with Scales

Hemlock

Single Needles


Fir

Spruce

Tree Key #1

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Black Spruce

Hemlock (tiny stem)

Balsam Fir (no stem)

Eastern White Cedar

White Spruce

4-side Needles

Single Needles

Flat Needles

Flat Scales

White Pine

Coniferous Trees

Needles with Scales

5 Needles per Cluster

4-sided Scales

Needles in Clusters

Red Pine (10 cm long)

Jack Pine (3 cm long)

2 Needles per Cluster

Scotch Pine (5 cm long)

Red Cedar

Tree Key #2


Activity 2: Deciduous Trees Background Trees are the largest and one of the longest-living organisms on earth. To grow tall, the tree has become a miracle of engineering and a complex chemical factory. It is able to take water and salts out of the earth and lift them up to the leaves, sometimes over 400 feet above. By means of photosynthesis the leaves combine the water and salts with carbon dioxide from the air to produce the nutrients which feed the tree. Trees have many uses for humans, including seeds, fruit and wood. Trees also remove carbon dioxide, the main greenhouse gas, from the air. (www.turningtools.co.uk/trees/trees2.html) Deciduous trees are trees whose leaves die off at a certain time of each year. Not all deciduous trees lose their leaves at the same time. For example, many ash leaves are shed even before October sets in, while beech leaves can still be on a tree in January. Deciduous trees are also called broad-leaf trees because their leaves are usually wide and long. The large leaf surface allows for maximum photosynthesis during the short growing season that we have in Ontario. Unlike coniferous trees, deciduous trees generally survive the cold Ontario winters by shedding their leaves and becoming dormant (inactive) until spring. A tree’s roots, branches and twigs can endure freezing temperatures, but most leaves are not able to. On most deciduous trees the leaves, made up of cells filled with water sap, will freeze in winter. Any plant tissue unable to cope with the winter conditions must be sealed off and shed to ensure the tree’s survival. As sunlight decreases in autumn, the veins that carry sap into and out of a leaf gradually close. A layer of cells, called the separation layer, forms at the base of the leaf stem. When this layer is complete, the leaf is saparated from the tissue that connected it to the branch, and it falls.


21

Activity 2: Deciduous Trees

Seeds of most broadleaved trees are protected inside a hard nut or fleshy fruit. The seeds are dispersed when the fruits or nuts are eaten by animals. Since the seeds inside the fruit are not digestible, the animal eventually passes them out through its droppings, often far away from the parent tree. This allows the seedling to grow in an area that is not overshadowed by its parent. Many other deciduous trees use wind to help the seeds disperse. Examples include maple, ash, willow, and poplar.

Session Goal To gain insight into the importance of trees, and to improve observation skills by identifying similarities and differences in leaves of various deciduous trees.

Equipment l l l l l l

Have a discussion about the importance of a tree. The group could do a tree uses activity using the “Uses of Trees” pages and an activity from Appendix I. The next phase of the activity involves the group learning about the interaction between trees and wildlife. Each group member pretends to be a different animal and states how that animal makes use of trees, such as for food, shelter, etc. Introducing Trees, part of the Hands on Nature Series available from Ontario Nature, has a cavity-nesting game on page 38 that would be a good activity related to deciduous trees.

Ontario Trees & Some Woodland Plants field guide (available from Ontario Nature)

Outdoor/Hike

Introducing Trees resource (available from Ontario Nature)

Indicate that all trees are not the same and that the group will be looking at leaves and just one part of a tree, to see some of the similarities and differences. Here are a series of steps that could be taken while moving from tree to tree, using leaves as identifiers. The goal is to observe similarities and differences of leaves, with identification not being stressed. If you have a knowledgeable leader and or field guides, however, identification can also be done.

Location with six to ten different kinds of deciduous trees (nursery, tree farm, or natural area) Appendix I from this manual Copies of Uses of Trees (included at the end of this activity) from this manual Part(s) of a deciduous tree (leaves, branches, fruit, etc.)

Indoor Hike Variation Place leaves from 8 to 10 different kinds of trees around the room. Have 3 or 4 leaves from each kind of tree. Go around the room pretending you are on a hike. Make it interesting by occasionally interjecting statements like “Don’t step on the ant hill!”, “Watch out for the snake!”, or “Look at the goldenrod.” Follow the procedure outlined in the Outdoor Hike. Insert other activities on occasion, such as “I spy”, to break things up.

Introduction to Activities The topic could be introduced by playing 10 questions using the parts of trees collected. See Appendix I for instructions. Using a real tree or part of a real tree, ask the group to

22

describe what a tree is and how they know. They should be encouraged to look at all parts of the tree, and touch what they can reach. Answers could include the fact that it has bark, leaves, a trunk, roots, growth rings, buds, etc.


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Have the group describe the different features of a leaf, such as feel and smell. Pick one leaf per group and take it along. Stop at another tree (similar or different) and have the group compare the leaves to determine if it is the same species. If it is a different kind of tree, have the group describe how they know and pick one leaf per group. If it is the same kind of tree as one seen before, they should state how they know by describing the identifying features. Continue on to different trees, repeating this procedure until you have come across eight to ten different kinds of trees.

As participants become more proficient, guide the discussion by trying to get one answer for many of the following identification criteria: colour, size, shape, edges, vein pattern, texture, and arrangement on the branch. For older groups specific terminology could now be introduced. See


pages two and three of Ontario Trees and Shrubs, available from Ontario Nature. Even younger children can identify with the terminology found in most texts. Simple and compound leaves, toothed and entire edges, lobes, etc., are not difficult concepts for young minds and do help with leaf description. For younger groups use fewer identification criteria.

Wrap-up at Meeting Space A final activity for deciduous trees can be performed by picking one leaf from every kind of tree collected during the walk for each group. Each group could sort their leaves into different classes. The groups could then share their criteria. One group might make two piles, one with smooth edges, and one with toothed edges. Another might make three piles based on shape. Take a couple of minutes to discuss the various classifications of leaves they collected. Remind them it is normally not a good practice to pick leaves from trees and that these leaves will be returned to nature.

Other Activities l

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Do leaf rubbings and write the name of the leaf if known. The rubbings are done by putting the leaf under blank paper and using a crayon or coloured pencil rub back and forth over the paper. It is a good idea to hold pencil crayons at an angle, and to press reasonably hard so the edges and veins show up. Try an activity from Trees Please, a Family Nature Note available from Ontario Nature.


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Use of Trees See Appendix I for activity ideas using these answer cards under these general headings: l

Food for animals

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Protection for animals

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Food for humans

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Helps the water cycle

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Improves air quality

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Helps our homes

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Helps the soil

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Provides us with recreation

Fruit

Nuts

Seeds

Adds oxygen to the air which all animals need

Shade helps cool the air

Removes carbon dioxide, helping reduce global warming

Roots hold soil in place, reducing erosion

Reduces wind erosion

Moderates the soil temperature

Provides homes in cavities

Insects hide in the bark

Insects lay eggs on the leaves

Ants tunnel in the wood

Many insects live in or under rotting wood

Shelters animals from the weather

Gives animals places to hide or rest

Evaporates water from the ground

Reduces energy needed to heat or cool our homes

Helps other plants by sheltering them

Provides us with recreation such as camping and climbing trees

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Tree Trivia 1) Hospital patients with a window view of trees recover faster than patients without such a view. True False 2) A windbreak of trees can reduce home heating costs by. a) Nothing b) Very little c) Enough to make windbreaks worthwhile 3) Trees can remove _______________ dust particles in the air. a) none of the b) some of the c) all the 4) How many full-sized trees does it take to absorb carbon dioxide from a normal car? a) Trees can’t absorb carbon dioxide. b) 1 tree c) 5 trees d) 500 trees 5) How much water can a tree can absorb from the ground in one day? a) None b) A glass of water c) A pitcher of water d) 400 pitchers of water 6) How much oxygen is produced by a large tree? Is it enough for ____________? a) No people b) 1 person c) 4 people d) Everybody in the world 7) How many trees are saved each month because of a medium-sized city’s recycling program? Examples of medium-sized cities include Peterborough, Orillia, Burlington, Sarnia and Kingston. a) About 12 b) 99 c) 5,000

Answers: 1-true; 2-c; 3-b; 4-d; 5-d; 6-c; 7-c


25

Activity 3: Seeds of Life

Background Seeds are the start of most plant life. Each plant has seeds that are adapted to its needs. Seeds are designed to grow under different conditions, and many are also designed to be deposited a distance away from the parent plant. Plants are rooted in one spot, but seeds are great travelers and have a better survival rate if dispersed. Some seeds, in the form of berries, are spread by birds. The seeds pass through their digestive tracts and are deposited somewhere else. Raccoons and many other animals pick fruit and carry it away. They eat the flesh and leave the seed behind in their stool. Squirrels and other small animals pick and store nut-like seeds. Those that are forgotten often sprout into trees. Some seeds have a sticky material or burrs on them, so that they stick to passing animals to get carried away to new places. Some seeds such as maples are equipped to fly with the wind. And some seeds can float and get carried to new places by moving water. Plants are rooted in one spot, but seeds are great travelers and have a better survival rate if dispersed widely by allowing the seeds many opportunities to find the right growing gonditions.

Session Goal To look for seeds in nature (using a sock walk), see how effective seed dispersal is (by flying maple keys), and observe seed germination (by planting seeds in a terrarium). Note: this is a good fall exercise when plants are producing seeds.

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l l l l

One 2-litre plastic soda container per participant Soil: approximately 500 ml of soil (potting soil if you want to prevent weeds) Stones: approximately 125 ml of small stones Seeds: have a few kinds of seeds available (corn, radish, peas, string beans, pumpkin, along with some wild seeds from weeds, trees, or flowers etc.)

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Water (125 ml per participant)

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Maple keys: have four or five keys per participant

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Old socks: one sock per participant

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Water

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Scissors

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Paper clips: one per participant

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Cardstock paper to construct paper maple keys: 1/2 sheet per participant

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Magnifying glass

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Old newspaper: one sheet per participant

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Permanent marker

Outdoor/Hike Collect seeds from nature to plant in the terrarium. A sock walk is a good way of doing this. Put an old sock (or piece of cotton material) over one or both shoes and go for a walk through a meadow-like area. Take off the sock and look for seeds (a magnifying glass might help). Alternatively, the group could gather seeds from the tops of plants or from trees.

Terrarium Building in Meeting Space Terrariums are wonderful, magical environments. Because terrariums recycle their moisture, they need very little attention. A closed terrarium can often go a month or more between watering. Any clear watertight container can be made into a terrarium. The advantage of using terrariums with children is that the seed germination rate is quicker and higher and they are easy to maintain, so the success rate is very high.

Indoor Variation This session is based mainly on indoor activities, although the walk to obtain seeds may help to burn off some energy. In place of an outdoor walk, have naturalists look for seeds that are hidden throughout the indoor area. To keep seeds organized and make them easier to find, they could be put into envelopes and then hidden.

Introduction to Activities Seeds are the start of life for most plants, and a source of food for many animals. Have the group name some seeds, such as corn, peas, apple seeds, cherry pits, hitchhikers, maple keys, acorns, walnuts, etc. It would be a good idea to have examples of seeds as props. Having a variety of seeds for them to try to identify would make a good 10 questions activity (included in Appendix I). Discuss the importance of seeds spreading out from the parent plant so that they have a better chance of growing without competition. Then discuss the various methods of seed travel, and the amazing survival adaptations that seeds have made.


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Equipment


During construction, constant comparisons can be made to the real world environments. The stones represent bedrock. The water in the stones represents groundwater. When the water works its way into the air and condenses, comparisons to the water cycle can be made. Obviously soil and the air parallel the real world but in smaller quantities. The last ingredients needed are warmth and sunlight for successful plant growth.

Wrap-up at Meeting Space Highlight the effectiveness of seed travel by having the group fly maple keys. Collect enough maple keys so that each child can have a few. Have them pretend they are trees and see how far they can get the key from the tree. After about 5 minutes of trying, discuss the various successes and what they did to be successful in achieving further distances.

Terrariums are easy to make, fun, and easy to maintain. Using a 2-litre plastic soda bottle: 1) Have the group put their initials on the bottom of their containers to allow easy identification at the end of the session. 2) Cut off the lid at the shoulder as shown in the picture on the previous page. 3) Cover the base with about 3 cm of stones for drainage. 4) Add about 6 or 7 cm of soil. 5) Newspaper could be put between the stones and the soil to keep them separated while allowing drainage. If you don’t want weeds use potting soil. If you want an interesting environment use garden soil that could be full of weed seeds.

Note: The easiest way of getting a key to fly a great distance is to flick it, not throw it, and direct it straight up into the air to take advantage of the prevailing wind or the height of fall if there is no wind. If the wind catches it and if it is thrown high enough it could travel 10 to 20 metres. Have each group member construct a maple key (included at the end of this activity) and compare its flight to a real maple key by releasing both at the same time, from the same height. Keep a tally of which one stays in the air the longest. Discuss what helped make their constructed key fly better.

Other Activities l

6) Plant four or five seeds of your choice. 7) Features such as rocks, moss, dried twigs, and decomposing matter can also be added. 8) Add about 125 ml of water. Do it slowly or before seeds are planted so the seeds aren’t washed away. 9) Put the top back on the bottle with the cap still on. It should fit over the shoulder or just inside the shoulder of the pop bottle. Caution the group to be careful taking it home so as not to get things all shaken up. Note: If there isn’t enough water when they get home, a bit more can be added. If it is too wet the top can be removed for a short period of time to dry out. Once the correct amount of water is present it should not be touched. There should be just enough water that the soil is damp and a small amount of condensation has built up at the top of the bottle. Now all that is needed is sunlight.

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l l

Make up a set of cards for each group with a vegetable seed glued on and a matching card with either the name or picture of the seed. They can play concentration or any other activity in Appendix I. Play Nature Alphabet with the names of various kinds of seeds. See Appendix I for instructions, or Plant bulbs, wildflower seeds, etc., in a small garden.


Maple Key Equipment: l

Scissors

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Bristol board (Cut into strips 6 cm by 12 cm)

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Rulers

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Pencils

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Paper clips

1) Participants draw lines on their maple key as shown in the diagrams below. Step 1

Step 2

2) The long line is now cut (to form the blades) and two folds are made as shown below. Step 3

Step 4

3) Attach the paper clip as a weight, and fold the wings over in opposite directions. Step 5

Step 6

The pattern included is only a guide. Different sizes can be made. Other variations can be found online by searching for “paper helicopter” on the internet. Participants can now experiment with its flying ability. They can try different wing sizes, number of paperclips, wing shape, fewer folds, etc., to get it to fly better. When perfected it could be compared with the flight of a real maple key. To get it to fly, participants need to flick it straight up into the air for best results. The higher it goes the better.


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Activity 4: Amphibians

Background Some amphibian characteristics (salamanders, newts, frogs, toads) include: l l

They generally breathe through their lungs and skin.

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Most amphibians are relatively small animals.

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They use their long, flexible tongues to capture their prey, which they then swallow whole.

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The moist, supple skin of most amphibians provides protection and absorbs water and oxygen. The upper layer of skin is regularly shed in a process called molting. Certain cells under the skin can alter their colour so that they are camouflaged from enemies.

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Amphibian eyes are virtually useless in underground amphibians, but are well developed in other species.

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Their sense of smell is generally good.

l l

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Most amphibians have four limbs and move by jumping, climbing, or running. They are at ease moving about on land and in the water.

Their hearing ability varies according to the species. Some have pores on their bodies that are sensitive to vibrations in the water. Most begin their lives as larvae (an immature form that is very different from the adult stage). The larvae, sometimes called pollywogs or tadpoles, live in water. They have gills to help them breathe underwater and a tail to aid in swimming. The change from larva to adult takes anywhere from three months to three years, depending on the species.


They are cold-blooded and rely on their surroundings to help control their body temperature. This is why they are often found basking in the sun.

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They are vertebrates.

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Amphibians have a tail for all or some of their life.

Session Goal There are two main goals in this session. One is to improve observational skills by learning some of the basic sounds of local frogs and toads. All too often we rely heavily on sight, and underutilize sound as an identifier of species of wildlife. The other main goal is to gain an appreciation for the special characteristics of this animal family and for the difficulties it is facing with respect to environmental issues.

Equipment l

Amphibian call CD from the “Adopt-a-Pond” initiative of the Toronto Zoo

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Portable player

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Amphibian poster available from the Toronto Zoo,

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Local wetland to visit,

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Materials for Toad Abode (included at the end of this activity)

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Construction paper lily pads to play musical lily pads

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Paper

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Self-made tape of four to five common amphibian sounds specific to your area or to the time of year (leopard frog, bull frog, American toad, chorus frog, spring peeper, gray treefrog) with sounds repeated in a different order for practice in identification

Introduction to Activities Introduce by playing two sounds from the Adopt-a-Pond tape, the Fowler’s toad and American toad, the only toads in Ontario. Have the group guess what they are. Now indicate that they are learning about amphibians. Have them try to imitate the toad sounds. Now have them take turns making a sound they think a frog makes. This exercise will be repeated at the end to determine what the group has learned. Discuss amphibian characteristics as found in the background above.

Use the amphibian call tape and a frog poster to discover the calls and general appearance of the frogs and toads of Ontario. Have them describe the sounds, imitate the sounds, and compare the sounds. It might be advisable to use the sound descriptions listed on the back of the amphibian poster. Use the poster to identify some basic differences between some of the amphibians likely to be found in your region. Use your self-made tape to practice identifying the sounds for local amphibians. Discuss the life cycle of a frog. Note: from egg to tadpole varies with the amphibian. Toads and leopard frogs are within the same year, green frogs go through a two-year cycle, and bull frogs can take up to three years to go through their complete change. A description of the life cycle is found on the back of the amphibian poster.

Outdoor/Hike Visit a wetland to view frogs in their natural environment. A bird spotting scope can help in this regard. It is also a good time to identify frogs from a distance by listening to their calls. Depending on the situation, it would be a good idea to have a dip net to catch a couple of frogs or tadpoles for viewing and discussion. Pretending they are on safari, the group could quietly stalk around the wetland counting the number of frogs they can see and hear (either singing or jumping into the water). The idea of a count for scientific study could be discussed, since counts are used to check for amphibian declines. If the group does catch any frogs, it should be noted here that amphibian skin is very sensitive. They should not be handled if there is a chemical on the person’s skin (soap, repellent, after shave etc.), and preferably not handled very much at all.

Indoor Activities and Wrap-up Build a Toad Abode (included at the end of this activity). Play Lily Pad Musical Chairs: l l l l

Set out lily pads made from green construction paper on the floor in a circle. Have the children hop around the circle of lily pads. When the music stops have the children hop to their favourite lily pad. Every child should have a lily pad at the start.


31


l


l l

l

Note: to make it more interesting they should sit like a frog, always ready to hop.

Other Activities

When the music starts again they should hop off of the pad and continue around the circle. Remove one of the lily pads.

Participate in the frog watch program of the Metropolitan Toronto Zoo’s “Adopt-A-Frog” program. This would include doing amphibian counts, reading articles from “Amphibian Watch”, along with a variety of other activities included with the program.

When the music stops the children race to their favourite lily pad. One child will not have a lily pad and will sit to the side of the room. Repeat until only one lily pad remains.

Discuss problems amphibians face (included at the end of this activity). Discuss possible solutions that might help prevent the decline of amphibians. Examples are listed below. l l l

l l l l

l

Adopt a local pond; protect and preserve existing habitat. Restore degraded wetlands to improve amphibian habitat. Create a pond. In some places, this may be the only place that will ensure the survival of amphibians in your community. Raise funds to donate to an organization involved in wetland conservation. Learn more about wetlands and share this knowledge with others. Take part in an Amphibian Monitoring Program. Speak out about your concerns on wetland destruction to the local media, to government, or to others who can help you to create change. Share your ideas and experiences with others.

More detailed information, including background information and contacts, is available at www.torontozoo.com/adoptapond/curriculum/a1-youcan.html Before they go home, have them make a frog sound. See if their sounds are more realistic, or if they produce more than one sound. This is a good check to determine what they learned during the session.

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l

l l

An origami frog could be made (see page 39). It is advisable to try this out beforehand. As well, they could test out how well their frog actually jumps. Instructions for making a dip net can be found on the internet. Compare frogs and toads (It’s Not Easy Being Green from the Ontario Nature Family Nature Notes).

The following information was selected from the Toronto Zoo website which has extremely useful resources on this topic. (www.torontozoo.com). Amphibians are perhaps one of the most successful groups of wildlife on the earth. They evolved before the reign of the dinosaur, and continued to thrive through climatic changes which resulted in the demise of other species. During the 1989 First International Herpetological Congress, the future success of amphibians began to be questioned. Researchers from all over the world reported declines in amphibian populations. In some cases, extinction of species had already occurred. Despite speculation and numerous theories, the reasons for the decline are still a mystery. Throughout the world, the disappearance of many amphibians has been recorded. The cricket frog has disappeared from Pelee Island in Lake Erie, and from adjacent mainland areas in the United States. Canada has witnessed the decline of the leopard frog and bullfrog. In Quebec, a study determined the chorus frog has disappeared or become rare in areas where it was once abundant. Pollution in once pristine waterways threatens many amphibian species, such as the mudpuppy. The unique biology of amphibians has been cited as one possible explanation for the current declines. Amphibians are intrinsically connected to water at one or more stages of their life cycle. The aquatic connection begins when a tadpole emerges from the egg, breathing oxygen through gills and consuming plant material. Most amphibians change into terrestrial adults. The carnivorous adult consumes insects, and breathes through lungs and the moist outer layer of skin. Every spring, amphibians emerge from hibernation to breed in wetlands. The biphasic lifestyle of amphibians makes them especially vulnerable to changes in the air, water, or land. The presence of amphibians in an ecosystem is generally considered to be an indicator of environmental health. The sensitive skin and complex life cycle of amphibians makes them susceptible to changes in environmental quality. The greatest threat to the survival of amphibians is the destruction or fragmentation of wetland habitats. In Ontario alone, over 75% of pre-settlement wetlands have been altered or drained. In the South American rainforests, wet-

lands are being destroyed before amphibian species can be identified. Increased levels of ultraviolet radiation, caused by a decrease in the earth’s protective ozone layer, may suppress the immune system and development of amphibians living at higher elevations. Many amphibians are exposed to sunlight during the day as they bask to maintain body temperature. Exposure also occurs during the spring when amphibians breed in sun-warmed waters. Pesticides and other forms of pollution can affect amphibians on both land and water. Amphibians do not drink. They absorb water and much of the oxygen they need through the skin. The stress caused by long periods of sublethal exposure to low levels of environmental contaminants (that may be well within allowable toxicity guidelines) may make amphibians more vulnerable to viral and bacterial infections. Humans, either directly or indirectly, have contributed to the decline of amphibians. Harvesting for fish bait and food, as well as student dissections, has increased the stress on many struggling populations. Exotic introductions have spread lethal viruses to amphibians and increased predation pressures. For example, the introduction of the cane toad into Australia caused a decline in the native White’s tree frog population. The worldwide decline of amphibians is too widespread to be considered simply due to natural population fluctuations. The present decline may indicate a dangerous level of environmental degradation. The disappearance of amphibians is a very real problem. Although the exact cause of the decline is not known, we do not have to be passive observers. The destruction of amphibian habitats, specifically wetlands, is a problem which can be solved by students of all ages. Wetlands can be restored, protected from future destruction, or created where none exist. Habitat creation to link existing wetlands can improve reproductive success in amphibians, and allow populations to move throughout their range. The future of


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Difficulties Amphibians are Facing


amphibians is dependent on how we manage our backyards and beyond.

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Background Toads feed on a variety of invertebrates, such as insects. They're particularly fond of slugs, Japanese beetles, grasshoppers, centipedes, ants, Junebugs, sowbugs, earwigs, cutworms, and gypsy moths. This diet helps reduce garden pests. In a single growing season, a busy toad can consume more than 10,000 of these uninvited guests (three times their own weight). Toads like to hide in cool, dark places during the day to hide from the sun and predators, and come out to hunt at night when slugs and cutworms are active. Not surprisingly, they avoid pesticide-ridden, manicured lawns.

Equipment l

Flower pots (about 15 cm in diameter) l l

Terra cotta pots are easier to paint, and are heavy enough to stay in place. For a toad doorway either break a chip out of it, dig an entrance, or tip it at an angle. Plastic pots are often more accessible, and are easy to cut a doorway into. When placing them in a garden they may require a couple of small rocks on top.

l

Acrylic paints

l

Brushes

l

Pencils

l

Jigsaw

l

Weatherproof coating (shellac, or acrylic)


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Toad Abode


Constructing an Abode 1) Use a clean, dry flower pot. 2) Use a fine-bladed jigsaw to cut out a roundish hole that is about 6 to 8 cm wide and about 4 cm high. The pots should be prepared ahead of time. 3) Turn the pot upside down and have the naturalists paint a design on it. Acrylic paints will hold up better than most paints. To preserve it, an acrylic weatherproof coating can be put on when completed.

Placement and Care of a Toad Abode It is not enough to build a cute little home, set it out, watch it for two days, and then forget about it. One must do a bit more than that to be successful, feel a sense of accomplishment, and help the environment. Some helpful hints include: l

placing it in a moist, shady area in your garden

l

moving it around and changing the door direction if there are no inhabitants

l l

putting dead dry leaves and mulch on the bottom to provide moisture and food for toads as insects often are attracted to mulch toads drink by sitting in water and soaking it through their skin, so place a pie tin or clay saucer filled with water in a spot near the house (but out of view of predators)

Listen for their beautiful trilly song in the quiet evenings.

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Origami Jumping Frog Follow the steps shown with the pictures below. At first it may look confusing but once the paper is in your hands and you work your way through it will seem much easier. Once you have a completed frog, keep it as it will help you through the process the next time. It is very important to practice this before the session.

Step 1

Step 2

Step 3

Step 4

Step 5

Step 6


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Step 7

Step 8

Step 9

Step 10

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Activity 5: Why Wetlands Background Wetlands are areas of land that are covered with shallow water or have water at or near the surface for all or part of the year. In Ontario there are four types of wetlands, marshes, swamps, bogs, and fens. There is an excellent description of the four types of wetlands on pages 20 to 22 of Why Wetlands, available from Ontario Nature. It compares the location, water, soil, pH, vegetation, birds, mammals, reptiles, amphibians, fish, and invertebrates of each type of wetland. A pond is a well-defined basin, filled with stagnant water and fringed with vegetation. It is fed mainly by rain and snowmelt and loses water through seepage, direct evaporation and plant transpiration. During the summer, parts of a pond may dry out, exposing mudflats. The shallow depth of a pond allows water lilies and other bottom-rooted plants to reach the surface, while milfoils, pondweeds, and other submergent plants flourish beneath. A marsh is subject to periodic flooding, particularly if located near a river or lake, or in the case of saltwater marshes, near tidal waters. Consequently, its water level can change drastically. Its boundaries are not as well defined as those of a pond, and a marsh may dry out completely by late summer. A marsh is overgrown with coarse grasses, sedges, and rushes. A swamp is essentially a wooded marsh, a waterlogged area supporting trees, tall shrubs, herbs, and mosses. Still or gently flowing water covers much of the surface during wetter seasons. A peat bog is a poorly drained area covered by mats of moss. The moss slowly decomposes in layers to finally


39

Activity 5: Why Wetlands

form a material called peat. There are two types of peat bogs: bogs and fens. In bogs, the process of decomposition and peat formation is further advanced than in fens, making the soil and water more acidic. The most common moss found on the surface of a bog is sphagnum moss. Other bog plants are sedges and low-growing shrubs of the heath family and sometimes trees such as spruce. Information available at www.enoreo.on.ca/community/resources/wetlands.htm

following group activities can be done: l

l

Session Goal Knowledge can affect our actions, and our actions affect the environment. The goal of this session is to increase the knowledge of wetlands, their importance, and what has happened to some of them in recent history, as well as to learn about some of the plants and animals that exist in them. This knowledge will hopefully lead to conservation initiatives undertaken by the group.

l

l

Equipment l

l

One set of pictures of wetland plants and animals for each group. They can be cut up from photocopies of from pages 108 to 113 of “Why Wetlands”, available from Ontario Nature. Materials to make a poster (paper, pencils, coloured pencils, etc.).

Indoor Variation This is an indoor session, with a couple of suggestions for a hike.

Using the prepared pictures (described in equipment) the

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Briefly discuss the terms carnivore (meat eaters generally requiring live foods), herbivore (generally eats only vegetation), and omnivore (eats a variety of meat and vegetation). They then divide their animals into groups. Discuss food chains. An herbivore is eaten by a carnivore who in turn is eaten by a larger carnivore. Have each group choose three pictures from their collection to illustrate one or more food chains. Share results between groups. By cutting the names off of the pictures in the envelopes, they could practice matching the picture to its name. Make sure you leave one copy with the answers on it to use as an answer sheet.

Discuss possible actions people could take to help conserve wetlands. Then have the group create small posters about the actions that were discussed. The posters could indicate an action to be taken using a simple slogan, or a piece of information related to the importance of wetlands, and include some picture or design. They could use the pictures in the envelopes as guides. The posters could be displayed in a local mall or other public place. Look Around! Protect our Wetland! Don’t litter! Carry it Out! Help Restore Our Wetlands! Be Environmentally Friendly! Pesticides Aren’t for Wetlands! Let’s Adopt This Important Area. Learn Before You Fill.

Wetlands are very important. Their use can be presented using the information contained on the page “Wetland Uses” that is attached on page 44. Present information about the four main types of wetlands found in Ontario. See the background above. After describing wetlands and the important role they serve, give a short overview of why wetlands have been disappearing and approximately how much wetland area has been lost, using information from this section (“Where Have all the Wetlands Gone”, included at the end of this activity). For some regions, local information is available on the enclosed chart.

Discuss the terms vertebrate (animals with an internal skeleton), and invertebrate (animals without an internal skeleton). Have the group divide their animals into the two groups. Discuss the results and hopefully come to the conclusion that vertebrates include all birds, mammals, amphibians, reptiles, and fish. All other animals are invertebrates.

Other Activities a) Using Why Wetlands? from Ontario Nature l

Do a great web of life activity which clearly shows the importance of every living thing on every other living thing (page 52).

l


l

Do a wetland hike using suggestions found on page 81 and 82 (which includes a blindfold and barefoot walk with all senses in action). View a video from the listing on pages 88 to 95.

b) Using Nature Notes from Ontario Nature that are related to wetlands: l

Get hike suggestions

l

Learn more about finding pond insects

l

Do an activity to show how wetlands filter soil

l

Learn about insect-eating plants

l

Do an activity to show how wetlands hold water

l

Learn more about the types of wetlands

c) Other activities l l

Look at pond water through a microscope Do an activity from Appendix I, such as the Nature Alphabet.


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Use of Wetlands See Appendix I for activity ideas using these answer cards under these general headings: l

Control water levels

l

Improve water quality

l

Wildlife habitat

l

Recreational opportunities

Reduce flooding by collecting and storing water

Help prevent droughts by releasing water to rivers and underground streams

Filter out soil from the water

Filter impurities from the water

Wetlands can filter waste water from cities

Wetland plants remove excess nutrients from the water (mainly nitrogen and phosphorous)

Produce up to 50% of the nitrogen that is returned to the atmosphere

Wetland plants reduce carbon dioxide in the air, which contributes to global warming

Provide shelter and protection for wildlife

They are a migratory stopover and staging area for many migrating birds

They help create biodivisersity and the home of many endangered animal and plant species

Shoreline vegetation buffers wave action and holds the soil together, which reduces erosion

They create many jobs such as conservation officer, trapper and nature guide

They are excellent places to find relaxation

They provide an excellent area for outdoor education

They provide many foods such as blueberries, cranberries, and rice

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The following chart shows the percentage of land within various counties that was once wetland. It is interesting to note that wetland decrease has slowed down since 1967.

County

Pre 1800

1967

1982

% Total Loss

Brant

7.9

4.2

4.2

47.0

Elgin

23.9

10.3

4.7

80.3

Essex

68.9

3.4

2.9

95.8

Haldimand-Norfolk

30.9

8.6

8.3

73.2

Halton

15.9

5.9

5.7

63.8

Hamilton-Wentworth

23.9

5.7

5.6

76.4

Huron

22.7

6.0

5.5

76.6

Kent

63.9

5.0

3.7

94.2

Lambton

52.9

11.3

10.0

81.1

Middlesex

13.9

3.1

2.7

80.8

Niagara

36.2

6.3

8.0

78.0

Oxford

10.6

12.8

4.8

54.8

Perth

27.0

4.2

4.1

84.6

Waterloo

7.0

5.1

4.9

29.7

Most wetland loss in southern Ontario can be attributed to dredging, draining and filling, primarily for agricultural purposes, as well as to the spread of urbanization. Draining or filling in wetlands permanently destroys entire communities of plants and wildlife. Other threats are related to air and water pollution, caused by insecticides, weed killers, and industrial wastes.


43


Where have all the Wetlands gone?

Activity 6: Scavenger Hunt

Background Research shows that you remember about 10% of what you hear, and up to 70% of what you see and do. An alternative to a guided hike is to have the group actively engaged in a search through a scavenger hunt. The following is an animal scavenger hunt that will fit almost any season and any location. It is better to go through a variety of environments for the best results (wooded, edge, and wetland would yield good results).

Session Goal To provide the group with an opportunity to improve their observational skills.

Equipment l

One copy of “Scavenger Hunt” per group (included at the end of this activity)

l

One copy of “Home Sweet Home” per group (included at the end of this activity)

l

Appendix I from this manual

Introduction to Activities Have a discussion on the types of animals that may be present in various local natural areas, particularly the areas being visited that day. Such areas could include woodlands, grasslands and wetlands.

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l l l l

Evidence of homes, such as nests, webs, tunnels, or a roosting site such as whitewash on branches. Signs of eating, such as stems without berries, a hole in a leaf, even the scat. Travel clues, such as broken branches, a pathway, or tracks. Even the animal itself, which includes a live specimen, a part (e.g. feather) or its sound.

Outdoor/Hike Go on a scavenger hunt to see how many animals, or animal signs, the group can find. The leader can keep track on the enclosed record page. It is a good idea for the leader to do the hike ahead of time and maybe put out some markers at spots where the group should be especially observant. Props can also be planted (feathers, bones, and nests). Note: The leader tracks the findings with a tally and the types of signs discovered. a) Tally (count) the number of signs.

Wrap-up at Meeting Space Sharing findings at the end will highlight what each group found. The findings could compare the various counts of signs, or the type of sign could be compared and a total list made of the various types of animal signs present. Note: This scavenger hunt allows everything in nature is interconnected and plays an important role. It isn’t a collection of objects but is a collection of observations. Remind participants to protect the environment by returning any logs or leaves that they searched under, and when off away from the path to be careful where they step. Choose an activity from Appendix I to use with “Home Sweet Home” (included at the end of this activity) which looks at various kinds of animal homes. There are blank cards where other types of homes can be added.

Other Activities l

l l

b) Log each one that is different. If you saw three birds’ nests, one squirrel’s nest, and a worm hole, there would be five tally marks under count, and the words “nest” and “tunnel” under types of sign.

l

Each group could tally the species of animals that they think the signs are from, such as mammal, bird, amphibian, etc. The scavenger hunt can be done in two different seasons and compared. Digital pictures can be taken or sketches can be made of observations to be copied and given to participants at the next meeting. A graph could be made of the group results on the scavenger hunt. The graph could show the count for each sign observed and the results discussed as to the most and least prevalent animal sign.

At the very beginning of the hike, discuss how good observers will: l

Listen

l

Look in all directions

l

Look at all levels from the ground to the top of the trees to the air above

l

Look under things like leaves and logs

l

Look in small places like the bark of trees


45


It is difficult to observe animals directly, as most are secretive. Looking for signs of animal life provides one with far more information. Discuss what the signs might be for each of the four broad classifications below.


Scavenger Hunt Worksheet Sign Observed

Count (Tally)

Home

Food

Travel

Actual Animal

Other

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Type of Sign


Home Sweet Home Burrow

Rock Crevice

Lodge

Cocoon

Water

Cave

Tunnel

Colony

Nest

Den

Scrape

Web

Tree

Hollow Log

Hollow Stump

Cavity

Thicket

Indentation

Hive

Herd

House

Form

Hill


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Activity 7: Snow

Background Snow is a part of the water cycle. It is an interesting substance and can be the cause of both enjoyment and consternation. To enjoy nature during the winter one must use snow to its full advantage. It is a source of entertainment, can be an interesting study in itself, and can also provide clues to wildlife movements.

Session Goal To introduce the group to the properties of snow, how it can help with wildlife study, and even provide enjoyment.

Equipment

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l

Paper

l

Scissors

l

Thermometer

l

Snow Trivia (included at the end of this activity)

l

Small container


Have a variety of pictures of common animal tracks placed around the meeting space to simulate observing animal tracks on a hike. Photocopies of tracks found in an animal track book would work well. Have duplicates of each of the tracks in order for participants to determine if they have seen that track in another place. A similar procedure to the outdoor hike could be done. Instead of playing the fox and geese game, the group can play Nature Alphabet (found in Appendix I) using words related to snow or winter (e.g. snowman, melt, white, hockey, etc.).

Introduction to Activities Use the enclosed trivia for openers. Have a container full of loosely packed snow. Have the group speculate what will happen to the snow if left inside for the entire session. NOTE: The container of snow should be small enough so that all the snow melts to show how little water is actually in snow. Make paper snowflakes (included at the end of this activity). This is a complicated snowflake in order to end up with six points (which most snowflakes initially have), so it is a good idea to check their progress after each step. Challenging them to make two identical ones will enforce the fact that no two snowflakes are alike.

Outdoor/Hike Take a hike to observe animal tracks. Unless identifying tracks is a main focus, casual observations can be made on tracks observed in the field. Observations could include any of the following identification criteria: l

Number of toes

l

Size of print

l

Claw marks

l

Presence of a heel

l

Clarity of the impression

l

Difference in size of fore and hind prints

l

Location of the hind print with respect to the fore print

l

The pattern of a series of prints

l

The direction the animal is going

To correctly identify tracks, a field guide is required. However, below are a few basic clues for identifying some common animal tracks. It would help to get a book from the library to make further comparisons and research some tracks likely to be found in your area. l l l l

White-tailed deer prints are heart-shaped, and often show the split hoof. Dog, wolf, coyote, and fox all show four toes and claws, and are oval-shaped. Domestic cat, lynx, and bobcat show no claws and are quite round. Black bear tracks show five toes, claw marks, and look like a shortened human foot.

l

Raccoon tracks look like a human handprint.

l

Mink and skunk show five toes and claws.

l

l

l l

Eastern cottontail rabbit shows its larger hind feet in front of the fore feet, and the four tracks make a triangular shape. Eastern grey squirrel shows its larger hind feet in front of its forefeet and shows claws, but the front feet are side by side. Deer mouse has a similar pattern to a squirrel but much smaller. Birds have a thin Y-shaped look to them.

Play a game of “fox and geese” outside in the snow. It is like a game of tag, but the players have to stay on lines as they try to avoid a cunning fox. Pack down a path in the snow with your feet. The path should be in a large circle (between 30 and 50 feet across). Then add 8 to 10 spokes running from the center of the circle to the edges. The player who is the fox stands in the center of the circle, while the others scatter. At the signal the fox takes off after the geese. Everyone must stay on the lines at all times. If two geese run into each other, they can turn around or try to pass each other, but they can’t step off of the lines. When the fox catches a goose, or if a goose steps off of the lines, the goose becomes the new fox. If the fox is having difficulty catching someone and starts to tire, have them choose a new fox. Another method of play that involves more people is to have the tagged goose join the fox in hunting. The last goose not to become a fox gets to start the next round. Another variation would be to alter the track by adding another inner circle.


49

Activity 7: Snow

Indoor Variation

Activity 7: Snow

Wrap-up at Meeting Space Check the container of snow to see what has happened since the beginning of the session. Notice anything that has changed by making a few comparisons to the water that is in the container (less volume, doesn’t flow, different colour, feels different, etc.).

Other Activities l

l

50

Group snowman building activity. Given a specific time frame each group will build a snowman which is unique. It could be tall, wide, an animal, or something else that is original. For older groups a temperature study could be done. They should predict where temperatures may be different and then check their predictions. Temperatures could vary in any of the following places: l

under the snow

l

above the snow

l

on the surface

l

in a bush

l

in a snow cave


Activity 7: Snow

Snow Trivia 1) What strategies do animals use for surviving the winter? a) Migrate to warmer climates b) Hibernate c) Have physical adaptations (extra fur, fat, padded feet) d) All of the above 2) Which animal has the densest, warmest fur on earth? a) Beaver b) Sea otter c) Polar bear d) Dog e) Deer Note: One square inch of sea otter fur contains as many hairs as on the heads of ten humans. 3) How much weight might an adult grizzly bear gain before hibernating for the winter? a) 2 kilograms b) 4 kilograms c) 50 kilograms d)1,000 kilograms e) 200 kilograms 4) Which animal remains active all winter, and doesn’t hibernate for a long period of time? a) Eastern chipmunk b) Groundhog c) Squirrel d) Black bear e) Polar bear 5) Choose the animal species that does NOT regularly appear in a white-furred form. a) Eastern gray squirrel b) Arctic fox c) Least weasel d) Gray wolf e) Black bear 6) Which of the following species will travel to a new area for the winter? a) Hummingbird b) Caribou c) Red-tailed hawk d) Snow goose e) All of the above


51

Activity 7: Snow

7) Match the predator (1-7) with the prey (a-g) that it commonly eats. 1) Arctic fox 2) Lynx 3) Northern river otter 4) Mink 5) Polar bear 6) Walrus 7) Northern elephant seal

a) Fish b) Squid c) Clams d) Seal e) Snowshoe hare f) Lemming g) Muskrat

8) A snowflake forms inside a cloud when a droplet of water freezes around: a) A tiny particle of dust b) Salt c) Bacteria d) Smog e) All of the above 9) The shape that an ice crystal takes depends on: a) Temperature b) Moisture content in the cloud c) Temperature and moisture content in the cloud d) None of the above 10) Is it true that larger crystals grow in warm air? True False 11) Is it true that most ice crystals form as six-sided plates?

12) Would it be difficult to find two snowflakes that are exactly alike?

Answers: 1-d; 2-b; 3-e; 4-c; 5-e; 6-e; 7-1-f, 2-e, 3-a, 4-g, 5-d, 6-c, 7-b ; 8-e; 9-c; 10-True; 11-Yes, but all snowflakes don’t retain this shape. They may crash into other ice crystals and break, partially melt and refreeze, or they may be misshapen; 12-Yes. Considering the billions upon billions that have fallen in the history of the world, there remains only a small chance that, over all of time, two identical snowflakes may have fallen.

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Activity 7: Snow

Paper Snowflakes

1) To square off photocopy or printer paper, fold and cut off excess as shown.

2) Unfold to a square and then into a rectangle.

3) Fold into a square. Make sure the fold from step two is at the bottom of the rectangle before folding.

4) Fold into a rectangle. Make sure the fold from step two is still at the bottom of the square before folding.

5) When the last two folds are unfolded it should look like this.


53

Activity 7: Snow

6) Make sure the fold from step two is at the bottom again. Bring the bottom left corner to touch the top of the third line.

7) Fold the right side up as shown. Make sure the edges line up to form a “V”.

8) Fold in half. Make sure the flat side (highlighted) is folded in to the middle.

9) Cut as shown. The bottom part is the snowflake.

10) Cut a variety of notches into all sides and corners and unfold.

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Activity 8: Avian Symphony Background Sounds are very useful to locate birds or their nests, to do population counts, to help identify similar species of birds, and to study birds that are active or that migrate at night. In most songbird species only males sing and song appears to function as a “keep out” signal to other males of the same species (and an invitation to females). Studying bird sounds helps to enhance all of the senses as it makes us more observant of nature. Many people can readily identify a bird by sight, but have problems identifying the same bird by sound. The following list provides some basic information about bird sounds. l

Each bird has a variety of calls.

l

Some birds mimic (northern mockingbird, grey catbird, brown thrasher).

l

Counter-singing often happens (one bird answers another with the same call).

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Some birds such as the brown thrasher only sing in breeding season.

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Singing is usually at its peak in the spring, and at dawn and dusk while roosting.

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Some birds, such as starlings, often have a new song each year.

l

Many birds have a regional dialect or accent (white-crowned sparrow).

l l

Songs vary by the length of call, complexity, loudness, how frequently it is repeated, and the order and frequency of elements or notes. Some females sing while pair bonding, mate guarding, and helping to defend territory.


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Activity 8: Avian Symphony

Session Goal


The following activities are not designed to teach bird sounds or bird identification, but to make participants more aware of the use of sound. Participants will also learn why birds communicate, learn about some different methods of communication, and practice using their ears as locators.

Have each participant imitate the sound of a bird. There is no correct or incorrect sound, as they are just making a sound that they think happens in nature. Listen carefully to the sounds produced as this will be done again at the end to give an indication of whether their knowledge has changed.

Equipment l l

Frog-watch tape (available from the Adopt-A-Pond initiative of the Toronto Zoo www.torontozoo.com). Have a tape prepared by a local naturalist who has access to bird sound recordings and a knowledge of local species commonly encountered. This tape should include some obvious bird calls (robin, cardinal, great horned owl), and some bird calls that aren’t obvious (screech owl, woodcock), a couple of amphibian sounds that are similar to birds (spring peeper, American toad), and some amphibian sounds that are more recognizable (bullfrog, green frog). If they are making a tape for the indoor hike variation, they should repeat many of the sounds throughout the tape.

l

Portable tape recorder.

l

Pictures of a few local birds likely to be heard.

Indoor Variation Have a pretend hike around the room. At a command, have them stop and close their eyes. Take the portable tape recorder to a spot while their eyes are closed. Play one sound from the tape recorder. Participants point to where the sound came from (locational skills). They then try to identify if they have heard that sound before (during the session). They can describe and imitate the sound. They can also guess what made the sound. Every time you have them stop for a sound, keep changing tape recorder locations. The procedure is repeated until you have either completed the tape, or the interest has waned. Note that with a good variety of sounds this can be enjoyable. For the indoor tape it would be a good idea to repeat various sounds so that they can determine if they have heard that sound before. It is optional whether the bird or amphibian is actually named, but generally children like to know the names of things.

Ask the group if they know why birds communicate, and what they may be saying. Some examples are listed below. l

To warn of danger (Hawk!)

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To defend their territory (You’re on my turf!)

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To attract a mate (Will you marry me?)

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To show affection (We have such a nice family.)

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To show happiness (La, La, La, La, La, La.)

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To express hunger (e.g., babies saying “I’m hungry!”)

l l l


To let juveniles know adults have food for them (Supper is ready.) To co-ordinate group actions like flocking (Are we all here?)

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To locate (I’m here, where are you?)

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To express aggression (Oh no you don’t!)

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To advertise health (I’m fit as a fiddle!)

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To express distress or alarm (Look out!)

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To identify (I am a male cardinal.)

Discuss other methods of communication, such as sounds and visual displays. Some examples are listed below. This section is effective with a tape of the various sounds. l l l l l l

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To warn babies to stay put (e.g., adults saying “Stay right here and don’t move.”)

Each woodpecker species has a different drumming sound and will not respond to other species sounds. The snipe makes a distinct whistling sound using its tail feathers. The woodcock uses its wings to make a unique sound. Pigeons (rock doves) can make a clapping sound with their wings. Owls make a clacking sound by clicking their bills. The grouse makes an unusual drumming sound with its wings.

l l l

Geese spread their wings out when defending territory. Many birds fluff out their feathers to look bigger when in conflict. Many male birds display brighter colours when attracting a mate.

l

Direction game: Have someone sit, blindfolded, in the middle of a circle of players. The leader points to someone in the circle to make a bird sound. If the player in the middle can point to the person who made the sound they can switch places. The goal is to stay out of the middle and remain unobtrusive just like in nature.

Many male birds bow to the female.

Using the prepared tape of animal sounds, have the group determine if it is a bird sound or not and what their clues were. The option at this point is to identify what species was heard on the tape. Ensure you receive an answer guide from the person making the tape!

Outdoor/Hike Take the group on a hike to learn more about bird sounds. For this they will need to listen carefully every time the leader gives a certain sign or cue. Stop at the first bird sound you hear. On the cue all participants freeze, stop making noise, and point to where the bird is. They listen carefully to the sound and then they describe or imitate it, or both (leader choice). Where a number of birds are singing, pick one of the closest ones to work with or one that is unique. Ask them to try to remember the sound. Be brief. Move on. Cue the group at another bird sound. At that sound follow the same procedure, but now you can compare sounds to see if it is the same one or not (vary between birds heard before, and ones not yet heard). When comparing, always look for similarities and differences. The walk can continue until interest wanes, which is generally after four to five calls for young children. Identifying the species is optional depending on the leader's familiarity with bird sounds.

Wrap-up at Meeting Space Imitate sounds and compare with the type of sounds made in Step 2 to determine what the group has learned during the exercise. Ask the group if they noticed any difference in the sounds they made, and why that might be. Review the importance of communication, not just with birds but with all animals.

Other Activities l

Bird trivia (see page 58)

l

Learn some bird sounds from the tape


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l


Bird Trivia The following trivia quiz was developed from information found in Introducing Birds, available from Ontario Nature. 1) When migrating, Arctic terns fly: a) A greater distance than flying around the world b) More than 1000 km c) From the far north to as far as Antarctica d) All of the above 2) The largest nest in North America was an eagle’s in Florida. It weighed: a) As much as a bag of potatoes b) As much as a person c) As much as an automobile d) All of the above 3) The smallest nest is that of the ruby-throated hummingbird. It is about the size of: a) A baseball b) A pin head c) A bottle cap 4) An ostrich egg is equal to how many chicken eggs? a) One b) Five c) Seven to ten d) Twelve to eighteen 5) How many feathers does the American goldfinch grow in the winter to keep warm? a) 10 b) 100 c) 1,000 d) None 6) When diving for food, peregrine falcons have reached speeds of: a) 50 km/h b) They don’t dive for food c) Over 100 km/h d) Over 240 km/h 7) Some geese have been sighted flying at the same altitude as airplanes. True False

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8) An albatross can have a wingspan that is as big as: a) The length of a small car b) The length of a canoe paddle c) The height from the floor to the ceiling of a house 9) When migrating, a canvasback duck, the fastest migratory bird, can fly as fast as a) A fast bicycle b) The speed limit for cars on many larger roads c) A fast walker 10) Birds can live in which of the following environments? a) In the air and water b) On trees and on the ground c) Under the ground d) All of the above 11) How many feathers can a swan have? a) 10 b) 110 c) 25,000 d) 1,200

Answers: 1-d; 2-c; 3-c; 4-d; 5-c; 6-d; 7-True; 8-a; 9-b; 10-d; 11-c.


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Birds

Starting at top left: downy woodpecker, American goldfinch, rose-breasted grosbeak, dark-eyed junco, mallard, tree swallow, Baltimore oriole, purple finch, white-throated sparrow.

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Activity 9: Feeder Birds Background Studying birds at a feeder is a wonderful way of introducing nature to children. There is much more to be learned about birds at a feeder than identification. By observing birds people have learned about their behaviours and eating habits over time. This is how we know what feed to use, and what type of feeder is more successful for certain species.

Session Goal This activity looks at the most common types of birds found at feeders, the variety of food available, the types of feeders useful at a feeding station, and some of the physical adaptations that are useful for various species.

Equipment l

Various bird seeds

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Various bird feeders

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Parts to make feeders (see Step 6)

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Copies of activities in Introducing Birds, available from Ontario Nature

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Pictures of common feeder birds


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Activity 9: Feeder Birds

Introduction to Activities Discuss what birds eat. At first the answers will probably have to do with seeds, especially if there are feeders on display. As they think about it, other answers will begin to surface, such as those from the list below. l

Seeds (many birds)

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Suet (woodpeckers, nuthatches, and many others)

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Nectar (mainly orioles and hummingbirds)

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Insects (warblers, chickadees, woodpeckers, and many others) Sap from trees (yellow-bellied sapsuckers, hummingbirds)

Discuss what vegetables each person likes to eat. Then ask the group whether they would eat another kind of vegetable if they had to. Birds are the same. They have preferences to the type of seed and the type of feeder they use. The preference has to do with their size, beak strength and structure, dexterity, and learned skills. Use the seed chart that is enclosed to do any of the following:

Mice, snakes, voles, rabbits (raptors)

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Dead animals (turkey vultures)

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Berries (bluebirds, cedar waxwings)

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Worms (robins)

Have samples of some of the various types of seeds used in bird feeders. A local supplier or avid bird feeder would probably be happy to supply a little seed. Have them separate the seeds out of a handful of mixed seed to find the different kinds. It would help if there was a sample of each kind of seed that is listed on the seed preference chart (included at the end of this activity). Discuss similarities and differences of the various seeds. l

Red and white millet

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Striped and oiled sunflower

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Cracked corn

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Safflower

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Niger (thistle)

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Peanuts (whole and shelled) Note: make certain no one has allergies

Have samples of some of the various types of feeders. A local store will probably be more than willing to loan them for a session. It would be good to have a variety such as: l

A silo feeder for niger or millet, sunflower seeds, or mixed seeds

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A suet feeder

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A peanut feeder (shelled)


A platform feeder

Comparisons of feeders and the birds that use them can be made. It is a good idea to have pictures of the various birds that frequent feeders (often they are on the boxes). Have the group try to identify some useful features of each type of feeder for the birds that use them.

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Indoor Variation

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l

l

Match the seed name to the sample of seed. Make observations, such as that sunflower will attract many birds or that oiled sunflower is preferred by many species because it is easier to open, or that both small and large birds eat sunflowers, etc. Decide on a mix that they would use for their favourite three birds.

Introducing Birds, available from Ontario Nature, has a matching beaks and feet activity (pages 17-18) that is good especially if the feet and beak are compared to the bird’s diet. Make a simple bird feeder (included at the end of this activity).

Wrap-Up at Meeting Space Discuss (using pictures) some of the birds that are likely to be attracted to their feeders. The enclosed page from Project Feederwatch (see page 64) is a useful guide to help determine the most common feeder birds. The first ten birds on the list are the most likely. Some of the others are more regional. As well, remind them to observe their feeders carefully for any signs of bird activity.

Other Activities l

l

Visit a bird-feeding station and watch the activity at the feeder (types of birds, what they are eating, how they break open a seed). Try to break open various kinds of seeds to show why different types of beaks are more useful with different types of seeds. The group must be cau-


tioned not to eat any seeds, and not to put their fingers in their mouths after they have handled the seeds. l l l

l

Take a quick hike to look for nests (including cavities). Imitate bird flight patterns (flapping, gliding, soaring, fluttering and hovering, flap and glide). Using pictures of birds cut out of feeding brochures often found at your local bird feed supply store, an activity from the Appendix can be done with the pictures and the bird names. Activities in Introducing Birds, a resource available from Ontario Nature, include: l l l

Bird Bingo: page 11 and related Appendices, Parts of Birds: page 11 and related Appendix, and Food chain activities: page 14.


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Project Feederwatch http://birds.cornell.edu/pfw/DataRetrieval/dataretr_index.html The following information has been adapted (with all numbers rounded off) from the website above. Common Name

Percentage of feeders visited

Mean group size

Black-capped chickadee

90

2

Blue jay

88

2

Dark-eyed junco

84

2

Mourning dove

82

2

Downy woodpecker

81

2

American goldfinch

73

1

Northern cardinal

67

2

European starling

66

2

House finch

59

5

Hairy woodpecker

57

1

White-breasted nuthatch

52

1

House sparrow

50

9

American tree sparrow

50

4

American robin

48

3

Common grackle

48

4

American crow

45

2

Red-winged blackbird

38

4

Purple finch

31

5

Song sparrow

25

2

Red-breasted nuthatch

25

2

Brown-headed cowbird

23

3

Sharp-shinned hawk

20

1

White-throated sparrow

17

2

Cooper’s hawk

14

1

Rock dove (pigeon)

13

5

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Soda Feeder Equipment l

2liter pop bottle

l

string

l

20-cm dowel

1) Remove all the labels and stickers from a 2 litre pop bottle. 2) Thoroughly wash and dry the bottle. 3) Drill a small hole in the bottle cap to thread a string through. Tie a knot on the inside end to the cap so the feeder will hang from it. 4) Using a drill, make holes that are on opposite sides of the bottle, just big enough for the dowel. Insert the dowel through the pair of holes. If the dowel is too loose, wrap masking tape around the ends of the dowel not only to hold it in place, but to make a softer perch. 5) Drill holes for the seed to come out. For a sunflower seed feeder, make holes that are about 1 1/2 cm in diameter, about 4 cm above the perches. They are a bit small, but once you trim the plastic a bit they should be about the right size. 6) Drill a couple of very small drain holes in the bottom. To fill the feeder, it must be unscrewed. It is a good idea to dump out all unused seed if it is at all wet or has sat too long, as it could lead to disease problems in birds. For easy filling, cut the top off another pop bottle to use as a funnel.


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Favourite Foods Striped sunflower

Oiled sunflower

Red millet

White millet

Thistle

Blue jay

2

Northern cardinal

2

1

Blackcapped chickadee

2

1

Common grackle

1

2

American goldfinch

3

2

1

House finch

2

1

2

Purple finch

2

1

3

Whitethroated sparrow

Cracked corn

Safflower

1

House sparrow Mourning dove

Shelled peanuts

2

3

3

3

3

2

1

3

1

2

1

Note: The above information was gathered through experimentation. The complete chart is in the form of a poster. The information on the poster was provided by the National Wildlife Federation (www.nwf.org). The top three choices are provided for a few species of birds, with number one being their first choice.

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Bird Feeders


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Bird Feeders

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Activity 10: Insect-A-Hike Background Insects are the most diverse group of organisms in the world. Over 900 thousand different species of insects have been identified, out of an estimated two million species. Insects represent approximately 80 percent of the world’s species of animals.

Insect Characteristics l

An insect is an invertibrate with six legs and is composed of three body parts l

head

l

thorax (mostly muscle, where the legs and wings are attached)

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abdomen

l

The mouth parts are specially designed for chewing, sucking, piercing, or absorbing liquids.

l

Most have compound eyes (an arrangement of simple eyes), and often a pair of simple eyes as well.

l

They have one pair of antennae to help with smell and touch.

l

Most have two or four wings, and are able to fly.

l l

Insects have an exoskeleton which is a hard outer covering that serves as protection from water loss and predators. During growth the exoskeleton can be shed from 4 to 30 times. Colours range from drab to brilliant, glittery, or iridescent.


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Activity 10: Insect-A-Hike

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They are some of the smallest animals, seldom larger than five centimetres.

An interesting characteristic of insects is that they go through different stages, with different characteristics and visual appearances, as they grow. Most species go through four stages, although there are a few species that do not go through the pupa stage. The stages are: l l

Eggs (often found on vegetation)

pupa (the cocoon stage)

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adult insect, which we most often recognize

Insects are very seasonal, and may be abundant at one time of year and completely absent at other times. A keen eye is needed to locate insects on outings as they look different in different life stages, are small, and are often well camouflaged or hidden. On outings we often see flies, bees, and butterflies and think we have seen numerous species, although there are many more species to observe. So take an Insect-A-Hike, and see what new insects are discovered.

Session Goal To search for insects, or signs of insects, and to share the important role insects play in ecosystems. Identification is not recommended unless the leader is experienced.

Equipment l

Magnifying glass

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Sweep net for each group

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Container for temporary viewing (e.g. pill bottle) “Introducing Insects” from Ontario Nature (recommended)

Indoor Variation Conduct an indoor hike using pictures (available in Introducing Insects, a reference guide from Ontario Nature), and choose from a variety of activities from Introducing Insects, some of which are listed under Other Activities. Make it interesting by occasionally interjecting statements like “Don’t step on the ant hill!”, “Watch out for the snake!”, or “Look at the goldenrod.” Follow the procedure outlined in the Outdoor Hike. Insert other activities on occasion, such as “I spy”, to break things up.

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Have the group discuss their favourite animals and see if anyone names an insect. At this point the leader could introduce the topic by saying their favourite animal was a bee. Bees are industrious, communicate with each other, and make honey, which most of us enjoy. l

larvae or nymphs (young growth stages, e.g. caterpillar)

l

l



l

The trivia questions at the end of this chapter can introduce the group to the fascinating world of insects. One of the questions helps them to identify an insect. The Insect Uses activity (included at the end of this activity) will show the group how valuable insects are to the natural world. Choose an activity from Appendix I to use with this page.

Note: When planning the hike, it is a good idea to include an area that has a couple of habitats, such as a meadow and a wetland. Discuss where insects may be located before setting out.

Outdoor/Hike There are many special techniques that can be used to find insects. Choosing one or more of the following may help the success of your search. l l

l

l

l l

Shaking: Put a white sheet under a bush or low tree and shake the branches. Baiting: Mix up fruit juice (stale works even better), or ripe fruit and sugar or molasses. Paint the mixture onto a tree trunk or fallen log. Come back at night to see what is there. This method is an option for groups that meet at night. Decomposition: Look for dung beetles and flies in rotting smelly meat which can be put in an area a day or two before the hike to attract a few critters. Peeking: Look under rocks and logs. Replace all overturned items carefully. You might find various beetles, ants, earwigs, and crickets, and non-insect animals like wood lice, centipedes, millipedes, slugs, snails, earthworms, and maybe even a newt or salamander. Night light: Use a light after dark to see what insects it attracts. Sweeping: Use a net to sweep through vegetation to see what can be caught.

l

Holes in leaves (beetles)

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Bites out of leaf margins (caterpillars)

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Curled up leaves (caterpillars or spiders)

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Stages (e.g., eggs on leaves)

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Nests (wasps, tent caterpillars)

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Galls (wasp and fly larvae)

l

Cavities (ants)

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Trails or tunnels in leaves (leaf miners, fly or moth larvae)

As you walk, make sure that the group is looking for insects along all parts of the plant: l l l

Stem: aphids, ladybugs (looking for aphids), praying mantis (looking for another insect) Flower: bees, wasps, various flies, beetles

Foam on plants: spittle bug nymph

l

Under bark: ants

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Roots

After finding a few insects, it is a good idea to review their characteristics. Information is provided in the background section. Different species of insects are found in different habitats, so it is important to take the group to different ecosystems. Examples of the types of insects found in various ecosystems are listed below. l l

Woodland: flies, wasps, bees, butterflies Open field: treehoppers, spittle bugs, beetles, grasshoppers, wasps, ants, bees, butterflies, flies Aquatic: l l l

In the air (dragonflies, damselflies, mosquitoes, mayflies) On the water (water striders, whirligig beetles) In the water (mosquito larvae, dragonfly larvae, damselfly larvae, beetle larvae, caddis fly larvae (in protective case), water bugs, beetles, black fly larvae

Soil: l l l

l

In (tiger beetle larvae, ant nests, wasps, bees, doodle bugs) On (beetles, grasshoppers, ants, flies) Under stones and litter (ants, beetles, beetle larvae, sow bugs, springtails)

On animals: lice, mosquitoes, horse flies, black flies, fleas.

It is important that the group understands what they should do when they find an insect. l l l l

Leaves (don’t forget to look underneath): caterpillars, leaf hoppers, beetles, leaf miners (inside)

l

l

l

l

Handle the insect withcare both while it is being caught and observed as insects are fragile. Acknowledge who found it by asking them to catch it and share their discovery. Observe using a magnifier. Participants can determine if it is an insect or not by identifying features that are common to insects. Factors such as colour could also be discussed. Release the insect where it was found.

Wrap-Up at Meeting Space At the end of the hike have the group discuss their findings, what they found interesting and what they learned.

Other Activities l

l l

Count how many species of insects the group can find in an area to determine the most common species for that area. As most people have a limited knowledge of insect names, pick five or six insects that everyone would recognize. The group could draw a couple of the different species of insects found on the hike. Choose an activity from Introducing Insects (a resource available from Ontario Nature). A few of the activity highlights are listed below. l

Dragonfly parts activity: page 11

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Identifying imposters: page 11

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Food chain: page 14

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Feed the frog: page 14

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Echolocation simulation: page 14

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Eating adaptations: activity sheet 11


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Look for evidence of insects. Examples are listed below.


l

Underwater adaptations: page 19/20

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Setting up an aquarium: page 20

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Camouflage worksheet: page 21

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Butterfly craft: page 26

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Making a monarch craft: page 29

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Aquatic insect identifier: activity sheet 8

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Mosquito life cycle board game: page 38

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Looking at and raising larvae from goldenrod galls: page 40

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Identification activity: page 43

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Discussion questions: page 51

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Planting an insect garden: page 52

Note: There are many pictures of insects throughout the book that could be run off, put on cards with their names written on other cards and used as a tool during the session.

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The following trivia quiz was developed using information found in Ontario Nature’s Introducing Insects resource book. 1) If humans could jump as well as fleas they could: a) Jump 3 times their height b) Jump over a house c) Jump five city blocks in one bound d) Not jump very high 2) Cicadas are the loudest of all insects. They make a sound by vibrating a pair of drum-like membranes on their abdomen. The sound can be heard up to: a) 2 m away b) 200 m away c) Almost 1/2 km away d) 6 km away 3) Some insects don’t live very long. The adult stage of a mayfly often lives less than: a) One year b) One month c) One day d) One minute 4) A grasshopper moves its leg over the edge of its wing like playing a violin to make a noise to: a) Stake out its territory and attract a mate b) Stake out its territory c) Irritate people d) Exercise 5) For a thimbleful of honey, a bee must collect nectar from: a) 6 flowers b) 2,000 flowers c) 60,000 flowers d) One million flowers 6) Monarch butterflies are one of the few insects that migrate. They can travel as far as: a) 2 km each fall b) 200 km each fall c) 1,000 km each fall d) 2,900 each fall


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Insect Trivia


7) Backswimmers can stay underwater for up to 30 minutes because: a) They have large lungs b) They don’t use much oxygen c) They can breath underwater through gills d) They trap air bubbles in hairs on their body 8) There are over one million species of insects in the world. That is equal to: a) The number of kinds of frogs b) The number of birds c) Less than the number of fish d) Twice the number of all other animals put together 9) Characteristics of adult insects include (select all those that apply): a) 6 legs b) Having sense organs for smell at the end of their antennae c) 4 ears d) 3 body parts e) 2 feet on each leg f) A hard outer covering called an exoskeleton g) 2 pairs of wings h) Hear through their noses i) 2 kinds of eyes j) Being bigger than many animals 10) The following is true of an insect life cycle (select all those that apply): a) Most juvenile insects look like the adult b) They all go through a larval stage before becoming an adult c) A larva can grow up to 2,700 times its original size d) All insects have a molt of their exoskeleton as they grow e) 2 or 3 generations of butterflies can be produced in one season f) All insects hibernate in the fall

Answers: 1-c; 2-c; 3-c; 4-a; 5-c; 6-d; 7-d; 8-d; 9-a, b, d, f, g and i; 10-c, d and e.

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Use of Insects See Appendix I for activity ideas using these answer cards under these general headings: l

Help the soil

l

Create useful products

l

Useful for humans

l

Weed control

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Food for humans

Break down plants and animals into organic material

Help aerate the soil by creating tunnels and pathways

Mix up the soil

Fertilize it from their droppings

Honey/candle wax

Dyes for colouring (a red colour, carmine, is from female cochineal insects)

Silk

Some inks

Fun to watch and study

Help control other insects (one type of beetle can eat up to 500 aphids in its larval stage)

Scientific study

Some insects eat certain species of insects

Many birds, mammals, fish, amphibians and reptiles eat insects


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Activity 11: Adopt-A-Something

Background There are many programs in existence that encourage participation through the adoption concept. Most are very successful and, like anything else, success depends on positive leadership and motivation. This section started out as an Earth Day activity. What changed it is the fact that all too often something is done on April 22, and forgotten about the rest of the year. This is not what any of us want to see happen. The goals submitted by members of the Nature Network suggest an attitude change towards a positive life style that includes conservation efforts throughout the year. Therefore, maybe Earth Day within the various groups could take on a different approach. Maybe it could be the celebration of the conservation activities undertaken throughout the year, or maybe it could be the culmination of a year-long initiative to achieve a goal on Earth Day, or any day for that matter. Thus this activity is not just a list of possible things that could be done. It is also an approach that could be the backbone of an environmental initiative that would be a good idea for each club to take, and one that could leave a more lasting impression on both individuals and nature. It is an approach that would make the youth feel an active participant in conserving nature in their community. Thus the suggestions provided do not prescribe something that we can have the youth do, but ideas to get youth started on their own initiatives as a group. It would also create a scenario where input and suggestions from the group are welcome and will form the course of direction. To give one example, let’s look at one of the more common Earth Day initiatives, the removal of litter from the

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Suggestions for a junior naturalist Earth Day litter removal initiative could include: l

l

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Playing a trivia game at each session related to “Saving the Earth.” A good source is 50 Simple Things You Can Do To Save the Earth (details in the resources section). Even better is having the junior naturalists bring in something to share with the group. That will foster their own searching and learning which could lead to more self-fulfillment. Encouraging the group to write letters to various organizations or businesses requesting sponsorship for the project. Creating posters, notices, or letters to promote the club initiative. Researching the negative effects of litter, programs and initiatives available, and sponsorship of no-litter programs (the internet has a wealth of information). Results can be shared at each meeting throughout the year. At each session, someone could present something, so that over the course of the year everyone gets a turn. It doesn’t have to be anything extensive. A name and address of a sponsor, an interesting contact or website, or a new idea is all that is needed. Using Google as a search engine and having it search for “garbage + litter” produced some excellent results (a couple enclosed in Appendix III), which could lead to a variety of initiatives.

for garbage containers, and be able to develop an easy way to keep the garbage container empty. This will help to prevent the problem rather than constantly having to deal with an existing and ongoing problem. Often there is a problem and we try to make it disappear without addressing its root cause. l l l

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Determining how much of the litter that was found is recyclable. Having a consistent litter program that removes it before it spreads (one group per month). Hosting a community event (e.g., instead of directly picking up litter, sponsoring a community litter-athon with entertainment, prizes, etc.). Reading books that have an environmental message to the youngsters, like Isn’t It A Beautiful Meadow? (see Appendix II).

Please note that the above is for only one type of initiative. Consider the following, which could lead to interesting results. Note that what works for one activity could also work for another. So suggestions for litter could work for butterflies. The following are examples of some possible Adopt-APrograms. A couple may seem a bit unusual at first, but do serve a purpose. l

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Adopt-A-Weed: That lawns are appealing to many people does not mean they are good for the environment. The issue of herbicides could fit nicely here. Adopt-A-Snag: Even dead trees have a use. Adopt-A-Butterfly: The initiative here could be to create an instant environment (butterfly garden), that shows results very quickly with respect to vegetation and insect life.

Doing a litter-per-100 metre count. Choose a couple of different areas (urban, rural, highway, forest, etc.). Have different groups go to different areas and collect litter. As it is collected, have it tallied as to the type of litter. When the results are in, one might get ideas as to how to solve the problem. An idea might be to place a garbage container in a strategic location. This is much easier than picking up litter. Maybe the club will develop signage, get sponsors


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Activity 11: Adopt-A-Something

natural environment. What happens is that we go along and remove the litter and are pleased to have completed a positive action. So litter removal could encourage the young naturalists to undertake other conservation projects, such as habitat restoration. Other activities could also be done throughout the year during regular meetings. Thus, meetings aren’t just a series of activities to impart knowledge, and affect attitude. They become something that builds towards a group goal.

Activity 12: Wildlife Habitat

Background Habitat is the type of environment in which species live. One doesn’t need to go far from home to find a habitat that is suitable for a species of plant or animal. For the activities below a habitat is considered to be a place that provides for most of the needs of a particular animal. Even something as small as a piece of dung is a place suited to certain animals, providing protection, moisture, and nutrients. Each animal has needs that are met by certain habitat types. When there are varied habitats, the wildlife diversity increases.

Session Goal To look at a variety of habitats and have the group understand that all habitats are important to ensuring a diversity of animal life.

Equipment

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Copy of the habitat worksheet for each group

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Variety of Nature Notes available from Ontario Nature

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Pencils

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Clipboards


Discuss the basic needs of animals (food, water, shelter, space, air, and warmth) and how each animal’s needs are a bit different. l

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Frogs: habitat with many insects, water for laying eggs and for protection from enemies, and deep water for winter survival, etc Squirrels: food supply of tree buds, seeds, berries, fruits, and nuts; a cavity or source of materials to build a nest, trees for protection, etc. Have participants make their own suggestions for fish, birds, etc.

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Outdoor/Hike Find as many different habitats as possible. For this, look at different sizes and locations of habitats. Identify one or two unique aspects about a particular habitat, or mini-habitat. Different habitats can be found: l

Under logs

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In a pond

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Around a pond

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At a butterfly garden

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At a marsh

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In a shrub

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In a woodlot

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In a field

Hike through a variety of habitats to compare them on a more in-depth basis. As you proceed on the hike use the related worksheet (included at the end of this activity) as a guide for discussion, or for older groups use the log as a group activity. There is no right or wrong way to fill out the worksheet. It is important for the group to notice different environmental factors that could affect the type of animal life found. The following suggestions could be used: l l l

Temperature: warm, cool, or cooler than [ ]. For older groups a thermometer could be used. Humidity: dry, or damp, or drier than [ ]. For older groups a hygrometer could be used. Sunlight: this is a comparative measure with respect to the surroundings. It may not be a sunny day, but is it a sunny location?

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Wind: this is also a comparative measure. Would it be a windy area? Physical (soil type, rock, slope of land, topography drainage, moisture): very little detail would be needed for younger groups. Maybe one or two descriptive words like flat and dry would suffice for any group. Protective (shelter from weather or predators): do conditions exist that some animals could use for protection from either weather or predators? Food availability: identify the main food sources, such as seeds, insects, rodents, etc. Space available: comment on the amount of space. For example, a field is a large space, while under a log is a small space. Type of plants: are there many different kinds of plants. Type of animals: log the number of types of animals seen, and also ones that are likely to be in that habitat.

Wrap-up at Meeting Space The findings of the various groups could be shared at the end. The group could discuss actions people can take to conserve habitats. An animal population count could be done for two different habitats. For example, a hula hoop could be used in a lawn and in a weeded area, and an animal count could be done. Count the number of different species of animals, and maybe the total number of animals. Dig through the grass and weeds to the soil being careful not to disturb the inhabitants. A plant count could also be done. For plants, you would just find how many different kinds of plants were found. There should be three times the diversity in the field than on the lawn.

Other Activities The Family Nature Notes series, available from Ontario Nature, has a wealth of information on this topic which could be used in a variety of ways such as: l

To supplement the above activities.

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As information sources for comparing habitats as an


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indoor activity. l l

For information and activities to form the basis of a different set of activities. As a source of trivia questions.

Around Algonquin (spring 97) Bogs and Fens (spring 99) Carolinian Canada (fall 95) Concrete Jungle (fall 97) Grassland Carnivores (winter 99) Grasslands (summer 99) Great Lakes-St. Lawrence Forest (spring 98) Lake Ontario Shoreline (spring 96) Marshes (fall 98) Nearly North (fall 96) Niagara Escarpment (winter 95) Old Growth Forest (winter 90) Ponds (summer 90) Swamps (winter 98) The Great Northwest (winter 96) The Oak Ridges Moraine(fall 00) The Ottawa Valley (summer 96) Wetlands (summer 98)

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Habitats Worksheet Area 1

Area 2

Area 3

Area 4

Temperature

Humidity Weather Sunlight

Wind

Physical

Weather Protection Predators

Food Sources

Space

Vegetation

Animal Life


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Appendix I: Additional Activities

Additional Activities Many of the activities described within the manual have a question or problem that has a number of answers. By putting this information on sheets that could be cut up, these answers can be used in a variety of ways. This will help to increase interest and vary how things are done. Additionally, you could make up your own cards for any related information. You could also make them look more appealing by printing them out in different colours. When cut up these answers become activity cards. To make them look more appealing, less likely to get lost during an activity, and to preserve for future use, it would be a good idea to mount answers on a coloured card stock or construction paper, and then laminate them. For that extra effect, the construction paper could be cut up in the shape of trees, birds, frogs, etc. Some possible activities are listed below. Note that some of the activities do not require cards, as they can be used as openers or closers without any preparation.

Find and Seek Activity cards can be placed around an area and participants are to find one or more answers, depending on the purpose. By setting a maximum number to collect everyone should get at least one. Then they could be used for discussion.

Help Sometimes when a question is asked they could be used as aids to help the juniors come up with more answers. If someone is stuck for an answer they can draw a card from the pile. If it is an answer that was already discussed they can draw another card.

Checklist Not everything needs to be an activity. The answer cards can be used just as a checklist so the leader can keep track of answers discussed. If some particularly significant answers weren’t discussed, the leader could just read them off at the end, or give clues to help the participants guess missing answers.

Partner Search Divide everyone into two equal groups. Give each person in a group an answer and each person in the other group an identical answer. The goal is to find the person in the other group who has the same answer. They can only use sign language. This would be difficult for some answers, like “enrich soil” so only use answers that could be easily guessed using sign language.

Ten Questions Everyone could be given an answer and told to keep it a secret. Then the others in the group would try to figure out their answer by asking questions. The person with the answer can only answer yes or no. The group must listen to questions and answers in order to help them form new questions or guess the answer. The goal is to get the answer in 10 questions or less.

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The answer cards could be given out to smaller groups. Each group then has to divide the answers into classifications. They can use their own criteria, or the criteria could be put on cards and given to them. For example: tree uses could be divided into three families (useful for people, useful for other animals, useful for the environment). It could be divided into two groups (useful for mankind, useful for nature). There are many other ways of classifying things, and none are incorrect. What will come out of it is that some things will fit two groups. This can be solved by putting that card in the middle if it fits more than one group.

Trivia

thing said. They can all have a turn at it. The list can get quite long.

Family Nature Notes The Family Nature Notes series, available from Ontario Nature, is an excellent source of child-friendly information on a variety of topics. The pictorial and graphic content helps with presentation of information. Most Nature Notes have a couple of activities ranging from word searches, picture searches, comparisons, suggestions of something to make or reading for information. Having one of every publication would be a worthwhile and reasonable investment. Contact Ontario Nature or visit www.ontarionature.org to order copies.

Trivia questions are included with some of the sessions. Trivia games can be played at any time, before or after a session. It might be a good idea to run off the questions, cut them up, and have different naturalists present a question. If more are needed, maybe the leader can make them up using information on the trivia cards. For example which is not a tree use? It is best to use trivia more as a way of imparting information for the group than as a competition. Having individuals bring in one or two trivia questions is a good way of increasing participant involvement. As presenting information in small bits is a great idea trivia could be used at various points during a hike, or as a filler during sessions.

Nature Alphabet The geography game that many have played is wonderful to use with nature topics. This could be done as teams, small groups, the whole group, or any combination. One person begins by saying a word that pertains to the topic. Another person continues by saying a word that begins with the last letter of the previous word related to the same topic. The play goes on until no one can think of a word beginning with a certain letter that hasn’t already been said.

Snowball Start with someone saying something related to a topic like “I went to a wetland and saw a frog.” Another person would continue by saying the same thing and then adding an answer, like “I went to a wetland and saw a frog and a dragonfly.” Play continues until no one can remember the last


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Classify


Compass Activity Working with a compass is always a thrill for junior naturalists. Everyone thinks they know how to use a compass but once it is in their hands they become unsure. Ask someone to set the compass to point east to test this theory out. This activity can be used with any activity listed in the program. Practice using a compass to describe where something is, or to go in a certain direction. Compass work can be a diversion (every so often, stop and give the juniors a compass bearing to find a certain tree, plant, etc.). Or the compass work can be the main activity throughout the session (more likely, as it takes time to teach the skills). Young children end up going north no matter what direction you tell them to go in. The reason is that they follow the floating red needle, which always points north. The trick is to have them set the dial to the desired direction first. Even children as young as 8 or 9 years old can learn to set the dial to a direction even if given in degrees. Once the dial is set, all they have to do is to make sure that the red needle which always points north is pointing to the north on the dial. This is accomplished not by adjusting the dial, but by physically turning the compass. Make sure that they hold the compass flat in their palm, and that it isn’t near anything metal. Once that is accomplished just follow the arrow on the base plate. This is all quite easy once done a few times. When working with young children always check that they are actually doing things properly as they will tend to do what their friends are doing.

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Blank Activity Card


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Appendix II: Resources

Resources Environmental Education Resources Available Through Ontario Nature Introducing Trees. Pamela Hickman, Pembroke Publishers, Markham,1999. Introducing Reptiles. Pamela Hickman, Pembroke Publishers, Markham,1999. Introducing Birds. Pamela Hickman, Pembroke Publishers, Markham,1999. Introducing Insects. Pamela Hickman, Pembroke Publishers, Markham,1999. Why Wetlands? Pamela Hickman, 1994. Wildlife in Jeopardy. An extensive source of authoritative information and hands-on, classroom-ready activities and lesson plans for teachers and students, keyed to the Ontario curriculum for grades 4-10. Through cross-curricular themes, educators and students learn about the impact of disappearing habitats on flora and fauna. Ontario Trees & Some Woodland Plants. Stew Hilts, University of Guelph, 1997. This is a great little pocket guide for introductory teaching of trees. Operations Manual. Andrea Kettle, Tatiana Mitchell, Federation of Ontario Naturalists, 2001. The manual gives a good description of a variety of considerations and organizational procedures involved when running Junior Naturalists Clubs.

Additional Resources Head-of-the-Lake Pocket Nature Guide. Laurel McIvor, Hamilton Nature Club, 2003. This pocket guide has information on a lot of topics and fits most places in Southern Ontario. Dragonflies and Damselflies of Southwestern Ontario. Ian Carmichael, Alistair MacKenzie, Brad Steinberg, Friends of Pinery Park, 2002. This pocket field guide has excellent pictures of what will probably be found in many places in Ontario. Animal Tracks of Ontario. Ian Sheldon, Lone Pine Publishing, 1997. This pocket guide is relatively easy to use for beginners. Familiar Trees of North America East. Ann H. Whitman, A Chanticleer Press Edition, 1986. This National Audubon Society field guide has excellent photographs of common species. Wetland Plants of Ontario. Steven G. Newmaster, lan G. Harris, Linda J. Karshaw , Lone Pine Publishing, 1997. This book includes information and keys on trees, bushes, wildflowers etc. The Urban Outback - Wetlands for Wildlife. Heather Gosselin, Bob Johnson, Metro Toronto Zoo, 1995. This book, available through Adopt-A-Pond, deals with small urban wetlands, and includes some interesting information on amphibians. Fifty Trees of Canada. J. L. Van Camp, The Book Society of Canada, 1952. This is a wonderful book which has a great identification key and descriptions. It is similar to Ontario Trees and Some Woodland Plants, but more detailed. It might be out of print.

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Appendix II: Resources

Pond Life. George K. Reid, Golden Guide by St. Martin’s Press, 2001. This pocket guide is a must for reasonable, easy-to-carry identification help. Teaching Kids About Birds. Eirik Blom, Bird Watchers Digest. This $6 booklet provides some background information and a few ideas. Amphibian Voice. newsletter of the Adopt-A-Pond. All of the Adopt-A-Pond resources are most helpful for a variety of topics. Their posters, mini-identification guides, and publications are all very useful. 50 Simple Things Kids Can Do To Save The Earth. The EarthWorks Group, Earthworks Press, Berkeley, CA, 1989. This book has a host of interesting trivia, as well as strategies that are easy to follow to help protect the environment. Isn’t it a Beautiful Meadow? Wolf Harranth and Winfried Opgenoorth, Oxford University Press, Oxford, 1985. This children’s story book has an excellent story line, which passes along a conservation message.


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Appendix III: Websites

Websites www.ontarionature.org - visit Ontario Nature online for the resources available in this manual as well as for links to Ontario Nature Network member groups. www.greenscreen.org - an environmental website. Offers a subscription for newsletters. www.speciesatrisk.ca - has some information and excellent links. Has links to a couple of sites, e.g., on Blandings turtle, that are good for species at risk study. www.cnf.ca - the Canadian Nature Federation site has information on Canadian issues as well as being a source for educational materials (reasonably priced) and nature links. www.wildeducation.org - this site takes you to the Canadian Wildlife Federation page. This group has some excellent resources, such as “Project Wild”, along with other materials and links. www.wildaboutgardening.org - this site belongs to the Canadian Wildlife Federation. It has some good ideas for backyard habitats for a variety of species, including butterflies, birds, amphibians, etc. www.acer-acre.org - ACER’s (the Association for Canadian Educational Resources) current focus is “Community outreach through environmental monitoring” in forest plots, streetscapes and school yards. ACER is working with educators, volunteers, scientists, landowners, organizations and governments, measuring locally and reporting globally. www.treecanada.org.index_e.htm - has some sponsorship programs and some educational resources. www.greenteacher.com - a great magazine for teachers. www.evergreen.ca/cgi-bin/library.cgi - a good page of resources for community restoration projects.

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Photo credits: Page 16: Paul Philp Page 17: Paul Philp Page 21: Paul Philp Page 26: Paul Philp Page 27: Paul Philp Page 29 - Maple key activity photos: Paul Philp Page 30: Paul Philp Page 35 - Toad abode activity photos: Paul Philp Pages 37 & 38 - Origami jumping frog activity photos: Paul Philp Page 39: Paul Philp Page 44: Vanessa Denov Page 48: Paul Philp Pages 53 & 54 - Paper snowflake activity photos: Paul Philp Page 55: Paul Philp Page 60 - Bird photos: Paul Philp Page 61: Paul Philp Page 65: Paul Philp Pages 67 & 68 - Bird feeder photos: Paul Philp Page 69: Paul Philp Page 76: Paul Philp Page 78: Vanessa Denov