A L B E R T A E N V I R O N M E N T - albertaparks.ca · 2.0 Pre-Field Study 4 2.1 Making a Pond 4 3.0 Field Study 12 4.0 Post-Field Study Activities 16 5.0 References and Further

A L B E R T A E N V I R O N M E N T

ENVIRONMENT

Pond Pals

This publication is part of a series of field study programs produced by the EnvironmentalEducation Program of Natural Resources Service in Kananaskis Country and Fish Creek

Provincial Park. The publications have been written to address the mission of AlbertaEnvironment and increase students’ environmental awareness, understanding, interaction andresponsibility for the natural world in which they live.

The publications are developed in a close working relationship with teachers, communityeducators and program writers. Programs focus on the areas of environmental education, science,social studies and language arts. They are also developed to emphasize elements of environmentalliteracy, lifestyle, and citizenship.

This material may be freely copied for educational use provided the source is acknowledged.

For more information contact:

Environmental Education CoordinatorAlberta Environment, Kananaskis CountrySuite 201, 800 Railway AvenueCanmore, AB. T1W 1P1

Telephone: (403) 678-5508 (toll-free within Alberta 310-0000)Internet: www.gov.ab.ca/env/parks/prov_parks/kananaskis

Pond Pals

ISBN: 0-7785-0868-4 Pub. No.:I/775 (printed edition)ISBN: 0-7785-0869-2 Pub. No.:I/775 (on-line edition)

Copyright © 1999 Government of Alberta

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TABLE OF CONTENTS

Page

1.0 Overview 11.1 At a Glance 11.2 Program Summary 21.3 Program Objectives 31.4 Curriculum Tie-ins 3

2.0 Pre-Field Study 42.1 Making a Pond 4

3.0 Field Study 12

4.0 Post-Field Study Activities 16

5.0 References and Further Reading 23

6.0 Pond Pals - Program Evaluation 24

AppendicesI Volunteer LetterII How to Make a Dip NetIII A Field Guide To Pond Life in Kananaskis CountryIV Pond Pals Volunteer BookletV Pond Pals Student Booklet

April, 1991

1Pond Pals

1.0 OVERVIEW

1.1 AT A GLANCE

TOPIC Meeting Basic NeedsPond CommunitiesInterrelationships

PROGRAM LEVEL Grades 1 - 3 / Ages 6 - 8

TIME REQUIRED - Pre-Field Study Activity: 60 minutes- Field Study: 2 hours- Post-Field Study Activities: a selection of 8 one hour activities

STAFF REQUIRED One teacher with parent volunteersRecommended ratio 1 adult: 5 students

BEST SEASON Spring or fall

SUGGESTED Kananaskis East (Elbow District)LOCATIONS - McLean Pond

Kananaskis Central (Bow Valley Provincial Park)- the beaver pond beside the Flowing Waters Trail- Sibbald Lake

Kananaskis West (Peter Lougheed Provincial Park)- Pocaterra Fen

2 Kananaskis Country Environmental Education Program

1.2 PROGRAM SUMMARY

The Pond Pals field study is designed to encourage students to explore a pond communityand find out how the different plants and animals meet their basic needs in thiscommunity. A pre-field study activity introduces students to the needs of plants andanimals living in a pond community.

A Student Booklet has been written to guide students in a variety of on-site activitiespertaining to the basic needs of plants and animals living in a pond. Through observationsmade during the field study, students will become aware of the similarities and differencesbetween their community and a pond community. A Volunteer Booklet has also beenprovided to assist volunteers in directing the students' discoveries. With little preparation,volunteers will be able to assist the students and teacher in conducting the activities.

After the field study, teachers can select activities from the post-field study section toreinforce concepts learned during the field study.

Throughout the program, space has been set aside under the heading Teacher’s Notes foryou to add your own thoughts, ideas, and variations for the activities.

This program is part of a written unit for Division I on needs, families, and communities.Each program can be used separately or as a unit of study. The complete unit includes:

Welcome to My Home - a field study designed to encouragestudents to discover how beavers meet their needs within theenvironment. This field study offers an excellent introductionto the story Living and Loving the Life of a Beaver.

Living and Loving the Life of a Beaver - a story and activityguide about two children who go on a field study to a beaverpond. While there, they meet a beaver who shrinks them insize, and takes them on a trip. During the trip, the childrendiscover what beavers eat, where they sleep, what their familylives are like and who their enemies are. Activities related tothe topics covered in each chapter are included. This storyoffers background to the field study you are currently reading.

3Pond Pals

1.3 PROGRAM OBJECTIVES

All of the following objectives need not be met. Teachers can select certain objectiveswhich can be emphasized during the program. Students will have the opportunity to:

1. Gain an awareness of the natural environment through experiential exploration andlearning.

2. Understand that plants and animals are distinct and have different characteristics.

3. Understand that all living things have basic needs: food, water, shelter, and space.

4. Understand that animals rely on plants for food.

5. Understand the concept of predation.

6. Use words and designs to understand and describe the environment.

7. Develop an awareness and sensitivity toward the environment and begin to recognizeinterrelationships.

1.4 CURRICULUM TIE-INS

This program supports selected themes and objectives outlined in the Alberta Curriculumfor Division I Science. Selected themes and objectives are covered using the naturalenvironment as the focus. Such a focus allows students, at their own level to explore theconcept that they are a part of rather than apart from the world in which they live.

Curriculum tie-ins are indicated in each activity. In general, the following areas areaddressed:

DIVISION SUBJECT SUBJECT MATTER

One Science Living Things and Environment- Living Things- Plants and Animals

Matter and Energy- Properties of Objects


2.0 PRE-FIELD STUDY

2.1 MAKING A POND

All plants and animals need food, water, shelter, and space. A community is a particularplace where all the needs of the plants and animals living there are met. This activity willprepare the students for their field study by introducing them to the basic needs of plantsand animals in a pond community.

ObjectivesStudents will understand the concept of basic needs.Students will be introduced to the concept of communities.

Curriculum Tie-inScience: Living Things and Environment - Plants and AnimalsPlants and animals are living organisms. Each has its specific characteristics and particular needsto sustain life.

Time Required60 minutes

Materials❏ 1 bulletin board❏ enough newsprint to cover the bulletin board❏ blue cellophane or blue construction paper to make a pond on the

bulletin board❏ 1 set of Pond Pals Bulletin Board Plants and Animals handouts (see pages 7 - 11)

Instructions for the Teacher1. Make enough copies of the Pond Pals Bulletin Board Plants and Animals handouts

to allow each student to have a picture of at least one plant and one animal.

2. Define the word community and the idea of basic needs for the students.community: Where plants and animals live together in a certain place and do

something to one another (interact).basic needs: There are four basic needs all living things require for survival: food,

water, shelter, and space.

5Pond Pals

3. Ask students the following questions:• Do they think the place where they live is a community? What makes it a community?• Can they think of a way in which they do things for other people or other people do things for them, i.e. interact? (Students may mention buying groceries, leaving garbage for the garbagemen or other ways they interact with people during the day.)• How do the students meet their basic needs in the community?

4. Write the following chart on the chalkboard and have students list how they meettheir needs.

MY COMMUNITY

BASIC NEED HOW NEED IS MET

FOOD (e.g. grocery store, gardens)

WATER (e.g. tap, river)

SHELTER (e.g. house, apartment, school)

SPACE (e.g. backyard, parks)

5. After completing the chart on their own community and basic needs, hand out one ormore of the Pond Pals Bulletin Board Plants and Animals pictures to each student.The students will now build a natural community.

6. Have the students cut out and colour their plant and animal pictures. Explain to thestudents that they are going to make a pond community on the bulletin board usingtheir cut-out plants and animals.

7. To make the bulletin board pond, coverthe bulletin board with brownconstruction paper. Add blueconstruction paper in the shape of apond (see diagram). The whole “pond”should be approximately 1 m x 1 m insize.


8. Have each student place their plant or animal on the bulletin board in the place whereit lives or can be found (for example, a dragonfly could be in the air above the pond orresting on a cattail).

9. If a student is unsure of where their plant or animal lives, set it aside until after thefield study when students will have a better idea where the plant or animal lives.

10. Add clouds, trees, and a sun to complete the scene.

11. When all the students have placed their plants and animals on the bulletin board, askthem the following questions:• What makes the pond a community? (Plants and animals living together in a certain place, meeting their needs and interacting, or doing something to each other.)• Name a plant or animal that interacts with another plant or animal? (The duck eats weeds or insects. The frog eats mosquitos. Fish eat snails and shrimp. Ducks make nests in tall weeds at the edge of the pond.)• How can a fish meet its basic needs at the pond? Food - fish may eat other small fish, insects, snails, algae, and plants in the pond Water - fish get their water from the food they eat Shelter - fish may find shelter in weeds, under logs or in a deep part of the pond Space - fish find space in the pond, the larger the pond the more space a fish would have

7Pond Pals

POND PALS BULLETIN BOARDPLANTS AND ANIMALS

dragonfly

snails

grasshopper

butterfly

beetle

mosquito

mayfly

fish



dandelion

caddisfly

stonefly

frog

9Pond Pals


duck



beaver

11Pond Pals


cattails


3.0 FIELD STUDY

The field study will give students the opportunity to discover how the plants and animalsin a pond meet their needs.

ObjectivesStudents will gain an awareness of the natural environment through experientialexploration and learning.Students will understand that all living things have basic needs: food, water, shelter, andspace.Students will develop an awareness and sensitivity toward the environment, and begin torecognize interrelationships.

Curriculum Tie-insScience: Living Things and the Environment - Plants and AnimalsPlants and animals are living organisms. Each has its specific characteristics and particular needsto sustain life.

Living ThingsAll those things which require food and water and grow and reproduce are classified as living.

Matter and Energy - Properties of ObjectsObjects can be identified, grouped, and ordered on the basis of physical properties.

MaterialsA Pond Exploration Kit for each group of 5 students containing:❏ 5 Pond Pals Student Booklets (see Appendix V).❏ 5 clipboards. These clipboards can be made from 22 cm x 30 cm pieces of cardboard with 2 strong elastic bands wrapped around each one. The elastic bands help to

keep the booklets in place on the clipboard.❏ 5 pencils.❏ 5 pieces of string 1 metre long. Tie the ends of the string together and tie or tape the pencil to the string. The students can wear their pencils around their necks.❏ 1 white plastic dishpan or white plastic container.❏ 5 hand lenses.❏ 2 dip nets (see Appendix II for instructions).❏ 5 spoons for digging in the mud.❏ 1 Field Guide to Pond Life in Kananaskis Country (see Appendix III).❏ 1 bag to hold the group’s materials.

13Pond Pals

For Each Volunteer❏ 1 Volunteer Letter (see sample in Appendix I).❏ 1 Pond Pals Volunteer Booklet (see Appendix IV).

For the Teacher❏ 1 Pond Pals Volunteer Booklet (see Appendix IV).❏ 1 whistle.❏ 1 microscope (optional).❏ 1 camera and film for recording your outing (optional).

Instructions for the Teacher Before the Field Study1. Choose a pond or slow-moving stream for the field study. Visit the site before the

day of your class’s arrival to become familiar with its facilities, features, and hazards.

2. Arrange for program assistance by enlisting the help of parents, school volunteers, orhigh school students. This program is designed for small groups. A ratio of 1volunteer to 5 students is recommended. It is also recommended that the teacher befree to circulate among the groups and provide assistance when needed. Thevolunteers’ roles are to keep their groups on task, to direct questioning, and to offerassistance when needed.

3. Each volunteer should receive a Volunteer Letter and a copy of the Pond PalsVolunteer Booklet at least two weeks prior to the field study to allow time for reviewand program familiarization.

4. One to two weeks before the day of the field study, send a letter and consent form tothe student’s parents. Students will need a warm, waterproof jacket, a hat, and apacked lunch or snack. It is recommended that the teacher bring some extra clothes inthe event that someone falls in the water.

5. Collect the materials listed in the Materials section for each group’s pond explorationkit.

6. Before the field study, build the dip nets. The purpose of the dip net is to collect smallorganisms from the bottom of the pond or from among the plants living in the pond.You may wish to give students the opportunity to practise using the dip nets byhaving them scoop small pieces of paper out of a sink or basin. Show students how toget the animals they collected out of the net and into the dishpan. First, fill thedishpan with water. Then place the net into the tray, turn the net inside out andgently swish it in the water. After observing the animals in the dishpan, studentsshould let them go in the pond. To do this, submerge the dishpan in the pond andgently tip the water out of it. Never pour the water out of the dishpan into the pond.Such action could prove fatal to the small plants and animals in the pond water.


7. Give the students the opportunity to become familiar with the hand lenses.

8. Divide the students into groups of 5, and assign a volunteer to each group. Place eachgroup’s exploration kit into a bag. Label the bags with the names of the students inthe group and the name of the adult volunteer.

Teacher’s Notes

Instructions for the Teacher During the Field Study1. Before departing on your field study, meet with volunteers to answer any questions

they may have about the field study and the Volunteer Booklets. Remind volunteersthat the instructions in their booklets are designed to help them direct students’discoveries.

2. At the site, assemble your class in an open area. Establish boundaries for theactivities. These boundaries could be delineated by pathways, distinctive trees, orcreeks. You can also establish a boundary by telling students to always be where theycan see their volunteer and their volunteer can see them.

NOTE TO TEACHER: In Provincial Parks and Recreation Areas, plants and animalsare protected. Please encourage the students to look, touch, smell, and feel, butalways to leave things as they found them. No picking or collecting, except for thepond animals which should be gently returned to where they were found.

3. Introduce the field study by reviewing the four basic needs: food, water, shelter, andspace. Ask the students if they can remember the plants and animals they put ontotheir bulletin board pond. Tell them that all those plants and animals have the sameneeds, but that each one meets its needs in a different way. They are now going tofind some of those pond plants and animals, and discover how they meet their needs.

4. Review the use of the dip nets, the hand lenses, and the care of pond animals andplants.

5. Divide the students into their groups of five with their volunteer. Each volunteer willreceive the group’s exploration kit. Each student should be handed a Pond PalsStudent Booklet, a clipboard, a pencil and string, a hand lens, and a spoon from thegroup's exploration kit. Explain to the students that they will now spend time in theirexploration groups. Establish a time and place to meet at the end of the exploration.You may wish to blow a whistle to call the groups back.

15Pond Pals

6. Send the groups out to do the activities in their booklets. The groups should spreadthemselves out along the pond shoreline so that they all have room to workindependently. Have the students record the information they collect in theirbooklets. If the students are not yet able to read and write, have the volunteers readthe questions out loud and have the students discuss their answers.

7. Once the groups have dispersed, the teacher’s role is to circulate, answer questions,and be an interested observer.

Conclusion8. The conclusion will provide students with the opportunity to share what they have

discovered about pond plants and animals with their classmates and volunteerleaders.When the students have completed the activities in their booklets, gather the groupstogether in one circle.

9. Have the students take turns sharing one thing they learned about pond plants andanimals. If there is time, you may wish to ask the students the following questionsand discuss their answers.• Who are some of the pond pals you met?• What do the pond pals eat?• Where do they live? (in the pond, at the edge of the pond or in the air above the pond)• Who is your favourite pond pal? Why?• What pond sounds did you hear?• What other sounds did you hear?

Teacher’s Notes


4.0 POST-FIELD STUDY ACTIVITIES

The following activities will give the students the opportunity to further explore theknowledge they gained during their visit to the pond.

POND PALS REVIEW1. If possible, play a tape of common pond sounds. Make a list of all the pond sounds

from the tape and from the drawings made by the students in the Pond Pals Booklet.Talk about the sounds that belong at the pond, and the sounds that belong to thesurrounding areas such as highway noises, city noises, and human noises.

2. What living things did students find that were shorter than 5 centimetres? Longerthan 10 centimetres? If students made drawings, have them colour the pictures andplace them on a bulletin board in the classroom.

3. In activity 2.1 Making a Pond, students may not have been sure where to put theirplant or animal. After the field study, students should have a better idea of whereoraganims live in a pond. Have them place the picture of their plant or animal in theappropriate place on the bulletin board pond.

4. Cut out the pictures of pond animals found on page 7 of their Pond Pals Booklet.Place them around the room for everyone to see. Try to guess the name of the animal,then get a Pond Guide from the library and look for the animals. Have a scienceteacher come to class and identify the animals and talk about pond life.

POND DISCOVERIESRecord students’ information about the pond on a chart. List each student’s name downthe left-hand side of the chalkboard or on a large piece of paper. List the subject across thetop (Animals, Plants, Sounds, etc.). Draw what each student found during the field studyunder the appropriate heading. For example:

STUDENT’S NAME PLANTS ANIMALS SOUNDS

Barry

Sarah

Terry

17Pond Pals

PICTURE CHARTAnother way of recording which plants and animals were seen by which students is tomake a picture chart. Glue the Pond Pals Bulletin Board cutouts onto poster board. Placethe pictures down the left column. Beside each picture, record the names of the studentswho found that particular plant or animal. For example:

WHAT WE FOUND AT THE POND

POND PALS FOUND BY: (Plant/Animal)

Ian, Susan, Karen, Mary

Debbie, Joel, Bob, Ruth

Gareth, Bob

PHOTO ALBUMIf you took pictures during your field study, put them together in a photo album or as acollage.

POND PUPPETSMake paper plate pond puppets using the directions found on page 19. Change the frog toa fish by omitting the tongue and adding a fin to the top.

POND MAZEMake a copy of thePond Maze found on page 20 for each student. Have students completethe maze. Talk about the pond life in the maze.

MAKING A PONDMake copies of the handouts Making a Pond and Plants and Animals for Making a Pond foreach student (see pages 21 and 22).

Have each student cut-out and colour the illustrations on their Plants and Animals forMaking a Pond handout. Have them make their own pond by gluing the cut-out plants andanimals to the blank pond picture. Students could take the pond pictures home and telltheir parents about the pond field study.


POND WEB GAME1. Write the names or paste pictures of the different pond plants and animals onto recipe

cards. Make up extra cards for sun, water, air, and soil. Design one card for eachstudent in the class.

2. You may wish to duplicate some of the names or divide the class into two groups offifteen students and have each group do the activity on their own. Pin the cards to thestudents’ shirts and have the group stand in a circle.

3. Hand a ball of wool or string to one student. That student should wrap the stringaround their hand and throw the ball to another plant or animal in the group that theydepend on or who depends on them (i.e. a plant or animal they eat or need or that eatsor needs them).

4. The ball is passed around among the students until everyone is linked to at least twoother students.

5. Discuss the fact that the students have just created a food web which shows how allthe plants and animals in the pond community are linked together. Have the personwho is water let go of the string. The web will immediately start to fall apart. Explainthat as the water in a pond dries up or is drained away, the web starts to fall apart andplants and animals die. It is important that all of the parts of the web stay togetherbecause the disappearance of one thing, such as water, will affect all the others.

6. The web of wool or string will reinforce the concept of community as a place whereplants and animals live together, meet their needs, and interact with one another andwith sun, water, and air.

19Pond Pals

POND PUPPETS

Materials❏ construction paper❏ stapler or glue❏ scissors❏ paint and paintbrushes

Instructions

Step 1: Place the pie plate Step 2: Cut out the on the construction paper. circle. Draw a circle around the edge of the plate onto the paper.

Step 3: Cut the pie plate in Step 4: Fold the paper half and staple the circle in half to form the mouth of paper onto the bottom of of the puppet. the plate. Insert the staples around the edge of the plate leaving space for the hand.

The puppet can be painted and left to dry. Add eyes and a tongue when it has dried.

To make a frog tongue, cut a long strip of paper and glue it to the inside back of the mouth.Cut out nostrils and eyes and glue them to the face.

To make eyes, cut out this shape,fold on the dotted line and glueor staple to the head.


POND MAZEHelp the fish find the pond. The fish will pass other pond pals and theirhomes on his trip.

START

FINISH

21Pond Pals

MAKING A POND


PLANTS AND ANIMALS FOR MAKING A POND(not drawn to scale)

23Pond Pals

5.0 REFERENCES AND FURTHER READING

Caduto, M.J. Pond and Brook: A Guide to Nature Study in Freshwater Environments.Englewood Cliffs, N.J.: Prentice Hall, 1985.

Reid, George K. Pond Life (A Golden Nature Guide). New York: Webster PublishingCompany, Inc. 1967.

Suzuki, David and Barbara Hehner. Looking at Insects. Toronto: Stoddart PublishingCompany Ltd., 1986.

Zim, Herbert S. and Clarence Cottam. Insects (A Golden Nature Guide). New York:Western Publishing Company, Inc., 1951.

(✔)

6.0 POND PALSPROGRAM EVALUATION

Kananaskis Country Environmental Education materials have been developed to provideyou with teacher-directed units of study. These are living documents that undergo changeson a continual basis.The purpose of this questionnaire is to find out if these materials are meeting your teachingneeds. Your comments are valuable to us. Please take a few minutes to complete thisevaluation so that we may continue to improve your materials.

School name Grade level taught Your name

� How did you hear about the program?❏ workshop ❏ administration ❏ in-service ❏ newsletter ❏ fellow teacher

❏ other (please specify)

� Did you use all of the program? ❏ yes ❏ no

If you answered no, which part did you not use and why?

� On the bar line below how would you rate the program in the following categories:

• appropriate for grade level

• clear instructions

• text easy to follow

• relevant to curriculum

• materials easy to use

• did you enjoy the material

• did your students like the material

• program of appropriate length

(optional)

YES NO

� Approximately how long did it take you to complete these materials?

❏ 1-2 weeks ❏ 3-4 weeks ❏ 5-6 weeks ❏ longer than one month

❏ program was spread over the year

� Were you satisfied with how these materials fulfilled the curriculum objectives? ❏ yes ❏ no If you were not satisfied, please elaborate:

� Did you require any additional information to complete any part of the program? ❏ yes ❏ no If yes please tell us what was required:

� Would you use these materials next year? ❏ yes ❏ no If you answered no please tell us why:

� Any additional comments about the program in general?

Thank you for completing this questionnaire. Please place the completed questionnairein an envelope and mail to:

Environmental Education CoordinatorAlberta Environment, Natural Resources Service

Kananaskis CountrySuite 201 - Provincial Building

800 Railway AvenueCanmore, AB T1W 1P1

Phone: 403-678-5508 Fax: 403-678-5505

APPENDICES

I VOLUNTEER LETTER

II HOW TO MAKE A DIP NET

III A FIELD GUIDE TO THE POND LIFE OF KANANASKISCOUNTRY

IV POND PALS VOLUNTEER BOOKLET

V POND PALS STUDENT BOOKLET

APPENDIX I: VOLUNTEER LETTER

Date

Dear

On _____________________ , 19 ___ you will have the special opportunity to share withchildren the excitement and the wonder of investigating the natural environment byexperiencing it with them, listening to them, and talking with them about what theyobserve and what they think about the world in which they live.

The activities which the children will be doing are outlined in the enclosed VolunteerBooklet. Please read over the activities to familiarize yourself with them and bring thebooklet along for reference. Feel free to participate in the activities with the children so youtoo can experience the exploration and share their observations.

Please try to complete all the activities during the field study. However, if the children areintrigued with one aspect, it is better to give them time to examine it than to rush onto thenext activity. The children will be given their own Logbooks in which to record theirobservations.

Children should avoid trampling vegetation and removing things from the environment,so encourage them to come and get you if they find something exciting, rather than havingthe children bring things to you. They will be collecting pond animals for easieridentification. These should be kept in a dish of pond water until the observations arecomplete and then gently returned to the spot where they were collected.

Thank you for volunteering your time. I am looking forward to an enjoyable day!

Sincerely,

Teacher

"If a child is to keep alive his inborn sense of wonder...he needsthe companionship of at least one adult who will share it,rediscovering with him the joy, excitement and mystery of theworld in which we live.”

Rachel Carson, 1965)

APPENDIX II - HOW TO MAKE A DIP NETMaterials❏ 1 wire coat hanger❏ 1 stick, one meter long, for the handle❏ 1 piece of cheesecloth, net, or hose for the bag, 30 cm square❏ 1 needle and thread for sewing (or a sewing machine)❏ 1 piece of tape or wire to attach net to the handle

Instructions to Make the Net and Hoop

Step 1: Fold one edge Step 2: Fold square in Step 3: Take a wire coat hanger,of cheesecloth down half and sew. Cut off straighten the hook and form theand sew. the excess. hanger into a square.

How to Assemble the Net

Step 4: Open the wire square and threadon the net.

Step 5: Attach wire to a stick

How to Use the NetFill a white container with water. Sweep the net through the water or through plantsgrowing in the water. After each sweep, empty the contents of the net into the container.Keep the containers in the shade so the animals don’t get too hot. After you have finishedobserving the animals in the container, place the container in the water and gently let theanimals go.

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actu

al s

ize:

15

- 40

mm

Foun

d o

n th

e bo

ttom

of p

ond

s.E

at o

rgan

ic d

ebri

s, w

orm

s an

dsn

ails

. The

larv

ae c

raw

l out

of

the

wat

er a

nd b

urro

w in

to th

eso

il ab

ove

wat

er le

vel.

Hor

sefl

y p

up

aac

tual

siz

e: 1

5 - 4

0 m

mFo

und

bur

ied

in s

oil a

bove

wat

er le

vel w

here

they

rem

ain

unti

l the

y em

erge

as

adul

ts.

Hor

sefl

y ad

ult

actu

al s

ize:

10

- 25

mm

Oft

en s

een

arou

nd h

orse

s. T

hem

ales

eat

nec

tar.

The

fem

ales

requ

ire

a bl

ood

mea

l in

ord

er to

prod

uce

eggs

.

Hor

sefl

y la

rva

10

Cop

epod

actu

al s

ize:

0.3

mm

Cop

epod

s us

e th

eir

legs

and

ante

nnae

to p

rope

lth

emse

lves

thro

ugh

the

wat

er.

The

y ea

t mic

rosc

opic

plan

ts, a

nim

als,

and

deb

ris.

Loo

k fo

r th

e eg

g sa

cks

whi

chm

ay b

e at

tach

ed to

thei

rlo

wer

bod

y.

Sid

esw

imm

er o

r S

cud

actu

al s

ize:

5 -

20 m

mT

hey

swim

usi

ng th

eir

legs

whi

ch m

ove

in a

blu

r. T

hey

eat t

he fi

lm w

hich

cov

ers

mic

rosc

opic

pla

nts,

ani

mal

san

d d

ebri

s. T

hey

are

also

scav

enge

rs.

Mit

eac

tual

siz

e: 2

.5 -

5.0

mm

Mit

es a

re o

ften

red

. T

hey

swim

thro

ugh

the

wat

er,

com

ing

to th

e su

rfac

e fo

r ai

r.T

hey

feed

on

smal

l ani

mal

sby

pie

cing

the

bod

y of

thei

rpr

ey a

nd s

ucki

ng u

p th

ese

mi-

dig

este

d m

ater

ials

of

the

prey

. T

hey

are

rela

ted

tosp

ider

s.

3

4

Cra

nef

ly la

rva

actu

al s

ize:

10

- 50

mm

Foun

d o

n th

e bo

ttom

of

pond

s. E

at p

lant

mat

eria

ls.

Dis

k at

the

end

of t

ail t

hrus

tth

roug

h w

ater

sur

face

for

brea

thin

g.

Cra

nef

ly a

du

ltac

tual

siz

e: b

ody

20 m

mC

rane

flie

s ar

e no

t goo

dfl

iers

. T

hey

look

like

am

osqu

ito

wit

h ve

ry lo

ngle

gs.

The

y d

o no

t eat

, nor

do

they

bit

e.

Mos

qu

ito

larv

a an

dp

up

aac

tual

siz

e: 3

- 15

mm

Lar

vae

hang

ups

ide

dow

nw

ith

thei

r br

eath

ing

tube

brea

king

the

wat

er s

urfa

ce.

Lar

vae

are

calle

d w

rigg

lers

beca

use

of th

e w

ay th

eym

ove.

The

y ea

t tin

y pl

ants

and

ani

mal

s an

d a

re in

turn

eate

n by

fish

and

inse

cts.

The

pup

a ar

e ca

lled

tum

bler

s. T

hey

do

not e

at.

Mos

qu

ito

adu

ltac

tual

siz

e: 1

5 m

mT

he a

dul

t mal

es e

at n

ecta

r.T

he fe

mal

es m

ust f

eed

on

the

bloo

d o

f ani

mal

s in

ord

erto

pro

duc

e eg

gs.

larv

apu

pa

9Flat

wor

m (P

lana

ria)

actu

al s

ize:

20

- 25

mm

Foun

d u

nder

sub

mer

ged

obje

cts

away

from

ligh

t.T

hey

eat s

mal

l ani

mal

s.T

hey

have

ligh

t sen

siti

veey

e-sp

ots

on th

eir

head

s.

Hor

seh

air

Wor

mac

tual

siz

e: u

p to

300

mm

Foun

d in

pon

ds,

str

eam

, and

pud

dle

s. T

he a

dul

ts d

o no

tea

t. T

hey

rese

mbl

e a

hors

eha

ir w

hich

has

com

e to

life

.

Sn

ail

actu

al s

ize:

2 -

70 m

mFo

und

on

subm

erge

d p

lant

sor

floa

ting

ben

eath

the

surf

ace

of th

e w

ater

. T

hey

use

thei

r fi

le-l

ike

tong

ues

toob

tain

the

plan

t mat

eria

lth

ey e

at b

y sc

rapi

ng it

off

rock

s or

shr

edd

ing

it. T

hey

use

thei

r m

uscu

lar

foot

for

craw

ling.

Lee

chac

tual

siz

e: u

p to

100

mm

Lee

ches

pre

fer

dar

k pl

aces

inpo

nds.

The

y fe

ed b

ypi

erci

ng th

eir

prey

and

suck

ing

thei

r bl

ood

. T

hey

prey

mos

tly

on fi

sh.

Dam

self

ly n

ymp

hac

tual

siz

e: 3

0 m

mFo

und

cra

wlin

g ab

out o

nun

der

wat

er s

urfa

ces.

Loo

kfo

r 3

leaf

-lik

e gi

lls a

t the

end

of a

bdom

en.

Nym

phs

eat

each

oth

er a

nd o

ther

aqu

atic

inse

cts.

Dam

self

ly a

du

ltac

tual

siz

e: 3

0 - 4

0 m

mFo

und

nea

r po

nds.

Whe

n at

rest

, the

y ho

ld th

eir

win

gsfo

lded

to th

eir

bod

ies.

The

yea

t oth

er fl

ying

inse

cts.

Dra

gon

fly

nym

ph

actu

al s

ize:

up

to 5

0 m

mFo

und

cra

wlin

g on

the

bott

oms

of p

ond

s. T

hey

eat

othe

r aq

uati

c in

sect

s an

d a

rein

turn

eat

en b

y fi

sh a

ndbi

rds.

Dra

gon

fly

adu

ltac

tual

siz

e: 4

0 - 8

0 m

mU

sual

ly s

een

flyi

ng o

r at

res

tne

ar a

pon

d.

The

y ea

t oth

erfl

ying

inse

cts

whi

ch th

eyca

tch

wit

h th

eir

feet

.D

rago

nflie

s ho

ld th

eir

win

gsou

t whe

n at

res

t.

8

Bac

ksw

imm

erac

tual

siz

e: 1

0 - 1

5 m

mT

hey

swim

on

thei

r ba

cks

usin

g on

e pa

ir o

f lon

g le

gs to

prop

el th

emse

lves

. T

hey

appe

ar s

ilver

y be

caus

e of

aco

atin

g of

air

bub

bles

whi

chth

ey ta

ke b

elow

as

a so

urce

of o

xyge

n. T

hey

eat o

ther

aqua

tic

inse

cts

and

sm

all

fish

.

Wat

er B

oatm

anac

tual

siz

e: 5

- 15

mm

Wat

er B

oatm

en o

ften

clin

gto

sub

mer

ged

veg

etat

ion.

The

y sw

im e

rrat

ical

ly a

ndca

n al

so fl

y. T

hey

eat s

mal

lpl

ants

and

ani

mal

s.

Fair

y S

hri

mp

actu

al s

ize:

10

- 17

mm

The

y sw

im o

n th

eir

back

sus

ing

thei

r m

any

legs

topr

opel

them

. T

hey

eat

mic

rosc

opic

pla

nts

and

anim

als.

Wat

er F

lea

(Dap

hnia

)ac

tual

siz

e: 0

.2 -

3 m

mSw

im w

ith

jerk

y m

ovem

ents

usin

g th

eir

firs

t ant

enna

e to

mov

e th

em th

roug

h th

ew

ater

. T

hey

eat m

icro

scop

icpl

ants

and

ani

mal

s.

5

6

Cad

dis

fly

larv

aac

tual

siz

e: u

p to

50

mm

Foun

d o

n th

e bo

ttom

s of

pond

s an

d s

trea

ms.

The

yliv

e in

cas

es w

hich

they

mak

e ou

t of w

hate

ver

is o

nth

e st

ream

bot

tom

. T

hey

eat

smal

l pla

nts

and

ani

mal

s.

Cad

dis

fly

adu

ltac

tual

siz

e: 1

8 m

mT

he a

dul

ts c

an b

e se

en fl

ying

erra

tica

lly a

t nig

ht.

The

ylo

ok li

ke a

mot

h. I

f the

y ea

t,th

ey o

nly

feed

on

nect

ar.

Pre

dac

iou

s D

ivin

gB

eetl

e la

rva

actu

al s

ize:

25

mm

Foun

d th

roug

hout

the

pond

. T

hey

eat e

very

thin

gin

clud

ing

inse

cts,

sm

all f

ish

and

eac

h ot

her.

Pre

dac

iou

s D

ivin

gB

eetl

e ad

ult

actu

al s

ize:

10

- 40

mm

Usu

ally

foun

d s

wim

min

g in

the

dee

per

part

s of

the

pond

.T

hey

eat e

very

thin

g. T

hey

trap

air

und

er th

eir

win

gco

vers

and

car

ry it

und

er-

wat

er li

ke a

min

i scu

ba ta

nk.

7Wh

irli

gig

Bee

tle

larv

aac

tual

siz

e: 3

- 7

mm

Foun

d c

raw

ling

onsu

bmer

ged

veg

etat

ion.

The

yar

e vo

raci

ous

carn

ivor

es.

The

thre

adlik

e fi

lam

ents

on

the

sid

es o

f the

ir b

odie

s ar

eus

ed fo

r br

eath

ing.

Wh

irli

gig

Bee

tle

adu

ltac

tual

siz

e: 3

- 7

mm

Foun

d a

t the

sur

face

of t

hew

ater

sw

imm

ing

in w

hirl

ing

patt

erns

. T

hey

are

scav

enge

rs. T

hey

take

air

bubb

les

belo

w th

e w

ater

as

asu

pply

of o

xyge

n. T

hey

have

two

sets

of e

yes

whi

chal

low

them

to s

ee a

bove

and

belo

w th

e w

ater

at t

he s

ame

tim

e.

Wat

er S

trid

erac

tual

siz

e: 1

0 - 1

5 m

mW

ater

str

ider

s ar

e fo

und

on

the

surf

ace

of th

e w

ater

.T

heir

hai

ry fe

et a

nd le

gshe

lp k

eep

them

on

the

surf

ace.

The

y ea

t sm

all

inse

cts

whi

ch fa

ll in

to th

ew

ater

.

PO

ND

PA

LS

VO

LU

NT

EE

R B

OO

KL

ET

PON

D B

ING

OC

he

ck

(�)

the

th

ing

s th

at

you

fin

d o

n t

he

Po

nd

Bin

go

ca

rd. Y

ou

r le

ad

er

will

ha

ve y

ou

wo

rka

lon

e o

r w

ith t

he

rest

of

you

r g

rou

p.

dra

go

nfly

___

_

le

af

____

c

att

ails

___

_

b

ea

ver

lo

dg

e _

___

inse

cts

___

_

flo

we

r __

__

du

ck

____

p

on

d _

____

sn

ail

____

12

2

TO T

HE

VO

LU

NT

EE

RS

The

Pon

d P

als

field

stu

dy h

as b

een

wri

tten

to e

ncou

rage

stu

dent

sto

inve

stig

ate

who

live

s in

or

near

a p

ond

com

mun

ity.

All

the

plan

ts a

nd a

nim

als

livin

g to

geth

er in

an

area

form

a c

omm

unit

y.T

hey

live

in th

e co

mm

unit

y w

here

they

can

bes

t mee

t the

ir n

eeds

of fo

od, w

ater

, she

lter

, and

spa

ce.

Pla

nts

and

anim

als

livin

g in

aco

mm

unit

y in

tera

ct w

ith

one

anot

her

to m

eet t

heir

nee

ds.

You

will

be

lead

ing

a sm

all g

roup

of s

tude

nts

thro

ugh

the

book

let

acti

viti

es.

Eac

h pa

ge o

f thi

s V

olun

teer

Boo

klet

sho

ws

you

wha

tth

e st

uden

ts' b

ookl

ets

look

like

. It

als

o gi

ves

you

som

e di

rect

ions

to h

elp

the

stud

ents

in th

eir

disc

over

ies.

Eac

h ac

tivi

ty s

houl

dta

ke 5

to 1

0 m

inut

es.

Aft

er c

ompl

etin

g th

ese

acti

viti

es, t

he w

hole

clas

s w

ill g

et to

geth

er fo

r a

disc

ussi

on.

As

you

help

the

stud

ents

wor

k th

roug

h th

eir

book

lets

, try

to d

raw

com

pari

sons

bet

wee

n th

e w

ay p

lant

s an

d an

imal

s in

the

pond

mee

t the

ir n

eeds

and

the

way

stu

dent

s m

eet t

heir

nee

ds.

You

rm

ain

job

is to

hel

p th

e st

uden

ts m

ake

thei

r ow

n di

scov

erie

s ra

ther

than

tell

them

the

answ

ers.

If t

he s

tude

nts

are

not y

et a

ble

tore

ad o

r w

rite

, you

r jo

b w

ill a

lso

incl

ude

read

ing

the

inst

ruct

ions

to th

em a

nd le

adin

g th

em in

a d

iscu

ssio

n of

thei

r an

swer

s.

Rem

ind

the

stud

ents

that

they

will

be

obse

rvin

g liv

ing

thin

gs.

Show

the

stud

ents

how

to g

entl

y co

llect

the

pond

ani

mal

s in

thei

rne

ts a

nd h

ow to

turn

the

net i

nsid

e ou

t int

o a

full

cont

aine

r of

wat

er to

rel

ease

the

anim

als.

The

pon

d an

imal

s sh

ould

alw

ays

beke

pt in

wat

er in

the

shad

e. T

o re

leas

e th

e an

imal

s ba

ck in

to th

epo

nd, s

ubm

erge

the

cont

aine

r be

fore

gen

tly

tipp

ing

it o

ut.

Tha

nk y

ou fo

r yo

ur h

elp.

Hav

e an

enj

oyab

le a

dven

ture

!

11

PON

D B

ING

OA

ssem

ble

all t

he g

roup

s at

a c

entr

al m

eeti

ng p

lace

for

the

Pon

dB

ingo

dir

ecti

ons.

The

obj

ect o

f the

Pon

d B

ingo

gam

e is

to lo

okfo

r th

ings

dra

wn

on th

e bi

ngo

card

and

mar

k th

em o

ff on

the

card

as th

ey a

re fo

und.

The

re a

re tw

o w

ays

to p

lay

the

gam

e:

1.

One

way

is to

hav

e th

e st

uden

ts in

eac

h gr

oup

wor

k to

geth

erto

fill

the

enti

re b

oard

. E

ach

stud

ent c

an b

e re

spon

sibl

e fo

rfin

ding

one

or

two

thin

gs.

The

vol

unte

ers

stay

in o

ne p

lace

and

the

stud

ents

go

out a

nd lo

ok fo

r th

ings

. T

he v

olun

teer

sm

ark

off t

he it

ems

on th

e bo

ard

as th

e st

uden

ts fi

nd th

em.

The

firs

t gro

up to

com

plet

e th

eir

boar

d sh

ows

thei

r fin

ds to

the

othe

r gr

oups

.

2.

Ano

ther

way

is to

hav

e th

e st

uden

ts w

ork

alon

e an

d tr

y to

find

3 it

ems

liste

d ac

ross

or

dow

n on

the

boar

d. E

ach

stud

ent

can

also

try

to fi

ll in

thei

r ow

n bo

ards

.

Rem

ind

stud

ents

that

they

are

to lo

ok fo

r th

ings

, not

to c

olle

ctth

em.

The

y sh

ould

rep

lace

any

roc

ks th

ey m

ight

mov

e so

as

not

to d

istu

rb a

ny a

nim

al h

omes

.

Pon

d B

ingo

ties

toge

ther

all

of th

e el

emen

ts o

f the

fiel

d st

udy

and

the

conc

epts

of c

omm

unit

y an

d ba

sic

need

s.

3

Thi

s ac

tivi

ty r

einf

orce

s th

e id

ea o

f the

pon

d as

a c

omm

unit

y w

here

plan

ts a

nd a

nim

als

live

toge

ther

in a

cer

tain

pla

ce a

nd in

tera

ct.

Giv

e ea

ch s

tude

nt a

Pon

d P

als

Stud

ent B

ookl

et, a

clip

boar

d,pe

ncil

and

stri

ng, a

han

d le

ns, a

nd a

spo

on.

Hel

p yo

ur g

roup

cons

truc

t a p

ond

usin

g th

e w

hite

dis

hpan

s or

pla

stic

con

tain

ers.

Usi

ng th

e P

ond

Exp

lora

tion

Kit

, col

lect

pon

d m

ater

ials

suc

h as

anim

als,

roc

ks, m

ud, w

ater

, dea

d tw

igs,

and

leav

es (n

o liv

ing

plan

ts).

At t

he e

nd o

f the

fiel

d st

udy,

ret

urn

the

pond

mat

eria

lsan

d an

imal

s to

the

plac

es w

here

you

foun

d th

em.

~~

~M

AKE

A P

ON

D

Ma

ke a

po

nd

with

yo

ur

grou

p u

sing

yo

ur

wh

ited

ishp

an

or

pla

stic

co

nta

ine

r.

Use

yo

ur

Po

nd

Exp

lora

tion

Kit

to c

olle

ct

po

nd

ma

teria

ls su

ch

as

roc

ks,

mu

d,

wa

ter, le

ave

s, a

nd

an

ima

ls.

Go

on

to t

he

ne

xt a

ctiv

ity w

hile

yo

u w

ait

for

thin

gs

to s

ett

le i

n y

ou

r p

on

d.

10

Pla

nts

and

anim

als

live

in d

iffer

ent a

reas

of t

he p

ond.

Hav

est

uden

ts lo

ok fo

r an

ani

mal

livi

ng a

bove

thei

r he

ad, a

t the

sam

ehe

ight

as

they

are

and

bel

ow th

eir

feet

. The

re is

spa

ce o

n pa

ge 1

0 of

thei

r bo

okle

ts to

dra

w a

pic

ture

of w

hat t

hey

find.

Ove

r th

eir

head

incl

udes

bir

ds, b

utte

rflie

s, fl

ying

inse

ct, a

ndsq

uirr

els;

the

sam

e he

ight

as

they

are

incl

udes

bus

hes,

cat

tails

, tre

eba

rk, b

eetl

es, a

nd in

sect

s, a

nd; b

elow

thei

r fe

et in

clud

es fi

sh,

inse

cts,

frog

s, w

orm

s, a

nd g

rass

hopp

ers.

~~

~PO

ND

HO

MES

F

ind

an

d d

raw

on

e a

nim

al

tha

t liv

es

in e

ac

h

of

the

fo

llow

ing

pla

ce

s a

t th

e p

on

d:

ove

r m

y h

ea

d

the

sa

me

he

igh

t a

s m

e

be

low

my

fee

t

4

Enc

oura

ge y

our

grou

p to

sit

qui

etly

for

thre

e m

inut

es a

nd li

sten

for

pond

sou

nds.

Ani

mal

s w

hich

may

be

the

sour

ce o

f pon

d so

unds

are

draw

n be

low

. H

ave

the

stud

ents

cir

cle

the

pict

ures

of t

hean

imal

s th

ey h

ear.

A s

pace

is p

rovi

ded

on th

e ne

xt p

age

for

stud

ents

to d

raw

any

oth

er a

nim

al th

ey m

ight

hea

r. T

ry to

focu

sth

e st

uden

ts' a

tten

tion

on

soun

ds in

the

imm

edia

te p

ond

area

rath

er th

an o

n di

stan

t hum

an s

ound

s.

~~

~PO

ND

SO

UN

DS

Sit

qu

ietly

fo

r 3

min

ute

s a

nd

list

en

fo

r p

on

dso

un

ds.

C

ircle

th

e a

nim

al

wh

ich

is

ma

kin

g t

he

sou

nd

.

du

ck

mo

squ

ito

fro

g

qu

ac

k-q

ua

ck

hu

m-m

-m

cro

ak-

cro

ak

9

In th

is a

ctiv

ity,

stu

dent

s w

ill lo

ok fo

r th

e fo

od o

f a d

rago

nfly

(adu

ltan

d ny

mph

). S

tude

nts

draw

a li

ne fr

om th

e pi

ctur

e of

the

drag

onfly

to th

e pi

ctur

es o

f it

s fo

od.

Aft

er c

ompl

etin

g th

e ac

tivi

ty,

you

can

ask

the

stud

ents

if th

ey th

ink

this

wou

ld b

e a

good

pla

cefo

r a

drag

onfly

to li

ve.

~~

~D

RAG

ON

FLY

FOO

DD

rag

on

flie

s e

at

sma

ll fis

h,

wo

rms,

in

sec

ts,

an

dfr

esh

wa

ter

shrim

p.

Co

uld

a d

rag

on

fly f

ind

foo

d a

t yo

ur

po

nd

?

Dra

w a

lin

e f

ro

m t

he

dra

go

nfly

to

th

e f

oo

d t

ha

t yo

u c

an

fin

d i

n y

ou

rp

on

d.

Wh

en

yo

u h

ave

fin

ishe

d l

oo

kin

g f

or

the

dra

go

nfly

fo

od

, retu

rn t

he

po

nd

an

ima

ls t

o t

he

pla

ce

wh

ere y

ou

fo

un

d t

he

m.

inse

cts

dra

go

nfly

wo

rms

shrim

p

sma

ll fis

h

5

bird

be

e

win

d

Dra

w o

r sp

ell

an

oth

er

an

ima

l yo

u h

ea

r:

bu

zz-b

uzz

ch

irp-c

hirp

wh

oo

s-s-

sh

8

Bel

ow is

a 5

cm

and

a 1

0 cm

rul

er.

Hav

e st

uden

ts fi

nd a

livi

ngth

ing

that

is s

hort

er th

an 5

cen

tim

etre

s an

d on

e th

at is

long

erth

an 1

0 ce

ntim

etre

s. S

tude

nts

can

draw

wha

t the

y fin

d in

the

spac

e un

der

the

rule

rs.

Eac

h st

uden

t may

als

o sh

are

one

of h

isfin

ds w

ith

the

rest

of t

he g

roup

.

If ti

me

allo

ws,

enc

oura

ge s

tude

nts

to lo

ok c

aref

ully

and

thin

k ab

out

the

basi

c ne

eds

of th

e th

ings

they

find

.

~~

~H

OW

BIG

IS IT

?

Fin

d a

liv

ing

th

ing

at

the

po

nd

th

at

is lo

ng

er

tha

n t

his

line

. D

raw

or

spe

ll w

ha

t yo

u f

ou

nd

un

de

r th

is lin

e.

Fin

d a

liv

ing

th

ing

at

the

po

nd

th

at

is sh

ort

er

tha

n t

his

line

. D

raw

or

spe

ll w

ha

t yo

u f

ou

nd

un

de

r th

is lin

e.

6

Pla

nts

are

part

of t

he p

ond

com

mun

ity.

Pla

nts,

big

and

sm

all,

are

eate

n by

ani

mal

s. S

tude

nts

mig

ht g

uess

, or

you

can

tell

them

, tha

tpl

ants

get

thei

r fo

od fr

om w

ater

, sun

light

, and

soi

l.

~~

~PO

ND

PLA

NTS

Wh

ich

of

the

pla

nts

pic

tured

be

low

grow

in

or

be

sid

e t

he

po

nd

?

Cir

cle

th

e o

ne

s yo

u f

ind

.

bu

she

s

c

att

ails

tre

es

gra

ss

7

Man

y po

nd p

lant

s an

d an

imal

s ca

n be

see

n w

ith

the

nake

d ey

e.Sm

alle

r pl

ants

and

ani

mal

s ca

n on

ly b

e se

en w

ith

the

aid

of a

han

dle

ns o

r m

icro

scop

e. H

ave

stud

ents

use

this

equ

ipm

ent t

o lo

ok a

tso

me

of th

ese

smal

ler

life

form

s in

the

pond

. T

he h

and

lens

can

also

be

used

to lo

ok a

t the

bod

y pa

rts

of th

e an

imal

cho

sen

for

the

pict

ure.

~~

~PO

ND

AN

IMA

LSH

ow

ma

ny

diff

ere

nt

kin

ds

of

po

nd

an

ima

ls c

an

you

se

e i

n y

ou

r p

on

d w

ate

r? _

____

____

____

____

Ch

oo

se o

ne

an

d d

raw

a p

ictu

re

of

it in

th

esp

ac

e

be

low

.

PO

ND

PA

LS

ST

UD

EN

T B

OO

KL

ET

MY

NA

ME

IS: _

____

____

____

____

____

2

MA

KE A

PO

ND

Ma

ke a

po

nd

with

yo

ur

grou

p u

sing

yo

ur

wh

ited

ishp

an

or

pla

stic

co

nta

ine

r.

Use

yo

ur

Po

nd

Exp

lora

tion

Kit

to c

olle

ct

po

nd

ma

teria

ls su

ch

as

roc

ks,

mu

d,

wa

ter, le

ave

s, a

nd

an

ima

ls.

Go

on

to t

he

ne

xt a

ctiv

ity w

hile

yo

u w

ait

for

thin

gs

to s

ett

le i

n y

ou

r p

on

d.

11

PON

D B

ING

OC

he

ck

(�)

the

th

ing

s th

at

you

fin

d o

n t

he

Po

nd

Bin

go

ca

rd. Y

ou

r le

ad

er

will

ha

ve y

ou

wo

rka

lon

e o

r w

ith t

he

rest

of

you

r g

rou

p.

dra

go

nfly

___

_

le

af

____

c

att

ails

___

_

b

ea

ver

lo

dg

e _

___

inse

cts

___

_

flo

we

r __

__

du

ck

____

p

on

d _

____

sna

il __

__

3

PON

D S

OU

ND

S

Sit

qu

ietly

fo

r 3

min

ute

s a

nd

list

en

fo

r p

on

dso

un

ds.

C

ircle

th

e a

nim

al

wh

ich

is

ma

kin

g t

he

sou

nd

..

du

ck

mo

squ

ito

fro

g

qu

ac

k-q

ua

ck

cro

ak-

cro

ak

hu

m-m

-m

10

MY

PIC

TURE

ove

r m

y h

ea

d

the

sa

me

he

igh

t a

s m

e

be

low

my

fee

t

4

bird

be

e

win

d

Dra

w o

r sp

ell

an

oth

er

an

ima

l yo

u h

ea

r:

wh

oo

s-s-

h

ch

irp-c

hirp

bu

zz-b

uzz

9

PON

D H

OM

ES

Fin

d a

nd

dra

w o

ne

an

ima

l th

at

live

s in

ea

ch

o

f th

e f

ollo

win

g p

lac

es

at

the

po

nd

:

ove

r m

y h

ea

d

the

sa

me

he

igh

t a

s m

e

be

low

my

fee

t

5

PON

D P

LAN

TS

Wh

ich

of

the

pla

nts

pic

tured

be

low

grow

at

you

r p

on

d?

C

ircle

th

e o

ne

s yo

u f

ind

.

bu

she

s

tre

es

ca

tta

ils

g

rass

8

DRA

GO

NFL

Y FO

OD

Dra

go

nfli

es

ea

t sm

all

fish

, w

orm

s, i

nse

cts

, a

nd

fre

shw

ate

r sh

rimp

. C

ou

ld a

dra

go

nfly

fin

dfo

od

at

you

r p

on

d?

D

raw

a l

ine

fr

om

th

ed

rag

on

fly t

o t

he

fo

od

th

at

you

ca

n f

ind

in

yo

ur

po

nd

. W

he

n y

ou

ha

ve f

inish

ed

lo

oki

ng

fo

r th

ed

rag

on

fly f

oo

d,

retu

rn t

he

an

ima

ls t

o t

he

pla

ce

wh

ere y

ou

fo

un

d t

he

m i

n t

he

po

nd

.

sma

ll fis

hin

sec

ts

wo

rms

dra

go

nfly

shrim

p

6

PON

D A

NIM

ALS

Ho

w m

an

y d

iffe

ren

t ki

nd

s o

f p

on

d a

nim

als

ca

nyo

u s

ee

in

yo

ur

po

nd

wa

ter?

__

____

____

____

__C

ho

ose

on

e a

nd

dra

w a

pic

tur

e o

f it

in t

he

spa

ce

b

elo

w.

7

HO

W B

IG IS

IT?

Fin

d a

liv

ing

th

ing

at

the

po

nd

th

at

is lo

ng

er

tha

n t

his

line

. D

raw

or

spe

ll w

ha

t yo

u f

ou

nd

un

de

r th

is lin

e.

Fin

d a

liv

ing

th

ing

at

the

po

nd

th

at

is sh

ort

er

tha

n t

his

line

. D

raw

or

spe

ll w

ha

t yo

u f

ou

nd

un

de

r th

is lin

e.

Documents

A L B E R T A E N V I R O N M E N T - albertaparks.ca · 2.0 Pre-Field Study 4 2.1 Making a Pond 4 3.0 Field Study 12 4.0 Post-Field Study Activities 16 5.0 References and Further