ANIMALS

Module I: BirdsModule Objective:This module will introduce children to observational techniques and the awesome life in the sky.Background:

Birds are helpful environmental indicators. Health and strength of bird populations mirrors the health of the overall environment. Birds have a variety of feeding habits including the ingestion of: insects, fish, meat, seeds, nectar and fruit.

Birds, like humans, use color and hearing more than smell. Birds tend to be attracted to bright colored berries for feeding. Feathers are a type of modified ectoderm. They are made primarily of keratin. Keratin also makes up the hair and nails of

mammals. Each flight feather is connected to a muscle and so birds are able to adjust each feather individually. Feathers also help to maintain body heat by trapping in pockets of air close to the body. Feathers vary in colors, textures, patterns, and shapes. These differences help to distinguish birds based on gender, age, species, and social status. Some feathers also grant camouflage which helps to protect them against predatory attacks.

Birds maintain a very high body temperature – about 104° to 108° F. This high body temperature creates an internal environment in which chemical reactions can easily take place.

Birds are the fastest breathers of any animal. A pigeon, when in flight, breathes almost 450 times per minute. A human, when running, breathes around 30 times per minute.

Birds do not need as much sleep as most other mammals. It is assumed that birds sleep only to relax their muscles rather than to relax their brains. Some migratory birds are able to sleep for only a few seconds at a time for a month or more.

Annual migration allows birds to travel between climates so that the birds can remain in suitable climates year-round. Migration also helps birds to avoid food shortages. Some migratory seabirds travel more than 20,000 miles in one year.

The greatest bird diversity is found in the tropics of North and South America

Activity I: Feed the BirdsObjective: Encourage native birds to the area so that the students can begin to observe them up close.Time: This is a two-day activity that can be shortened as necessary. Birdseed Cookies:Materials: 2 cups flour 1/2 tsp baking powder 1/2 cup of sugar 2/3 cup shortening (Crisco) 2 eggs 3/4 cup birdseed (use small seeds) 3 egg whites

Cookie cutters Yarn to hang cookies Oven Cookie sheet or tinfoil Paperclips – 1 per student Cookie cutters – optional Paintbrushes.

Procedure:1. Mix dry ingredients2. Mix in shortening3. Add eggs4. Add birdseed and kneed until smooth5. Allow dough to chill over night6. Have students roll dough out to ¼ inch thickness7. Have students cut dough into shapes – either with a blunt knife or with cookie cutters8. Brush egg whites on top of cookies and press birdseed into the top of the cookies.9. (instructor only) Bake cookies on ungreased cookie sheet or on sheet of tinfoil at 325° F for 10-15 minutes.10. Once cookies and paper clips have cooled: have students thread yarn through the paper clips.11. Hang the cookies around the perimeter of the garden

Bagel Bird Feeder:Materials:

Day old (or older) bagels – free at many bakeries and grocery stores Vegetable shortening (Crisco)

Birdseed Yarn

Procedure:1. Have the students spread shortening on bagel2. Place greased bagel into a bag of birdseed.

3. Shake bag4. Remove bagel5. Loop yarn through the center of the bagel and hang outside

Pine Cone Bird Feeders:Materials: Large pine cone – one per student Yarn 2 cups bread crumbs 1/2 cup unsalted nuts 2 - 3 chopped apples 2/3 cup of raisins 1 cup sugar 1/4 cup cornmeal 1/2 pound ground beef suet 1/2 cup flour 8 oz. jar of peanut butter 1 cup wild birdseed

Procedure:1. Allow students to collect pine cones in heavily forested areas2. Have students combine ingredients – proportions are not too important3. Students press combination into the spaces in the pine cones4. String yarn through pine cones and hang in the garden’s periphery

Possible Extensions Run sightings boards on which students can monitor how many visitors each type of feeder gets Try different colors of yarn – do brighter colors attract more birds? Try adding colorful ribbons to the feeders If there are any extra bird feeders have the kids take them home to hang in their yards

Bird Resources:http://encarta.msn.com/encyclopedia_761552516_6/Bird.htmlhttp://ohioline.osu.edu/b865/index.html http://ohioline.osu.edu/b865/b865_01.htmlhttp://ohioline.osu.edu/b865/index.htmlhttp://www.gardenweb.com/overture/index.html?kw=Bird%20Feederhttp://www.gardenweb.com/overture/index.html?kw=Decorative%20Bird%20Feederhttp://ohioline.osu.edu/w-fact/0013.htmlhttp://www.geocities.com/sseagraves/feedingthebirds.htm

Module II: Garden Friends

Module Objective:This module will debunk the common misconception that all insects and other visitors are pests in a garden. Background is included in each activity in this module.

Activity II: Pillbug Box Party

Objective:Help students to study one of the most common garden insects while learning about the scientific process.

Materials: Shoeboxes – one per group Black and white construction paper Glue Scissors Collection cups Water spray bottle

Procedure:1. Divide students into groups2. Have students glue black construction paper to cover the inside of the box on one half and white construction paper to cover the

inside of the other half of the box3. While the glue is drying: have the students collect 10 pillbugs per group in their collection cups4. Once the glue is dry, have students spray one half of the black papered area with water and one half of the white papered area

with water5. Place 10 pillbugs in each box in the center of the box. 6. After ten minutes have the students count where the pillbugs are and record it in a table7. Repeat after 20 minutes, 40 minutes and 1 hour

Discussion/Extension: What does this tell us about the pillbugs preferred habitat?

o Pillbugs like dark, moist places Where would you expect to find pillbugs in the garden?

o In moist soil, by sides of garden beds, etc.

Module III: ButterfliesModule Objective:This module will educate kids about one of the most beautiful and mesmerizing insects in the United States. Students will learn about migrating patterns, metamorphosis, life cycles and habitats through many different mediums.

Background:Butterflies are complex organisms that offer a great variety of educational

experiences for children. Butterflies are a part of the order Lepidopterans. Lepidopterans undergo metamorphosis from a caterpillar to the winged butterfly. Lepidopterans have a very specific body type in adult form. The body is covered by an exoskeleton and is divided into three sections: head, thorax and abdomen. The two wings that come of off the body is divided into the forewing and hind wing. The wings have veins for structural support. Antennae come off from the head and allow the butterfly to use its olfactory (smelling) senses to determine the location of food and mates. Lepidopterans feed by extending their proboscides – tubes that spend most of the time rolled up under the head. The organism can extend the proboscis, which can range from less than one inch in length to over on foot, in order to suck up nectar from

flowers. Butterflies prefer to inhabit flowery fields, meadows, and along hillsides. It is preferable for these areas to be near shelter from wind and rain. Butterflies need protection from the elements and it is important to consider providing this when creating a butterfly habitat. It is important for butterflies to feed in sunny places as they are cold blooded organisms. The ideal internal flight temperature for butterflies is ninety to one-hundred degrees Fahrenheit – to reach this temperature, butterflies are often found sunning themselves on large rocks. This is yet another landscaping element to be considered for butterfly habitat.

After mating, the adult female butterfly lays the eggs on plants that are edible for a caterpillar. Some species lay their eggs singly on plant’s leaves while others lay eggs in clusters around the stem. The egg hatches into a caterpillar. The

caterpillar then consumes its nutrient-rich egg-shell and begins to feed on its host plant. Once the caterpillar reaches full size it secures itself in a chrysalis – a hard, oval structure secured to a plant. The caterpillar’s organs break down into liquid form and then reassemble into the organs of the adult butterfly. When the butterfly is fully developed, it breaks open its chrysalis and crawls out. The butterfly holds the wings out to allow them to dry and harden, then the butterfly is ready to begin its adult life. Many adult butterflies live only a few weeks, however there are a few migratory species such as monarchs that live over six months.

Monarch butterflies are a migratory species. Monarchs migrate each year from the northern United States down to Mexico. These butterflies require specific plants on which to feed and rest, specifically milkweed. However, a great amount of milkweed has been destroyed by over-development of the United States – as a result, the monarch population has greatly decreased in recent years. Monarchs are important pollinators and therefore must be protected.

*students should be taught the above background material as it is vital to a full understanding of the activities.

Activity I: Artistic ButterfliesObjective: This activity allows students to use their recently acquired scientific knowledge – Lepidoptera anatomy – to create works of art. Time: ~45min - 75minMaterials: Paper; one sheet per student Paints, markers, pens, colored pencils and/or crayons; enough to easily share Paper clips (optional to attach anatomical labels); six per student 1 pair of scissors; to cut anatomical labels and/or cut out butterfliesProcedure: 1. Review Lepidoptera anatomy with class (esp. spelling) ~ 5-15 min2. Explain art project3. Allow the students to have artistic freedom over their butterfly creations ~ 25-45 min4. Students label important anatomical parts either by paper-clipping labels or by writing the labels on the butterfly. ~5-15 min

Some students may not want to label their artwork – in this case you can either have butterfly outlines ready for them to label or ask them to sketch a separate butterfly to label.

5. Decorate the learning space with these new colorful butterflies ~10 min As an extension of the decoration, the class could also create flowers and plants that could attract butterflies

Activity II: The Butterfly TalesObjective:It is important for students to be able to identify with the insects that they are studying. Metamorphosis is a difficult concept to understand. A writing assignment may greatly help students to understand how metamorphosis works and what it is.Time: ~Dependent on desired length of essays and desired complexity of understanding shown in the writing. Anywhere from 1.5 hrs – 4 hrs. This activity can easily be spread out throughout several sections. This keeps the concept in the minds of the students.Materials: Scratch paper; one to two pieces per student Computer access or lined paper

o For younger kids: create booklets by stapling folded paper together Pen/pencil/computer; one per student Large diagram of butterfly lifecycle; one Optional: paints, markers, colored pencils, pens, and/or crayons; recommended for younger studentsProcedure:

1. Explain the process that a butterfly undergoes during metamorphosis to the students2. Discussion time:

o Can you think of any other organisms that undergo full or partial metamorphosis?o Do humans undergo metamorphosis?o Come up with an agreed upon definition of metamorphosiso If you were able to undergo metamorphosis what organism would you like to become?o What do you think being in the chrysalis would be like? o How would you feel when you emerge from the chrysalis?

o *For younger children ask the same questions but ask them about butterflies – it may be too difficult for younger children to imagine themselves in the butterfly’s position

3. Tell the students that they have the opportunity to write a short story about metamorphosis4. Hand out scratch paper and have kids map out their storyline5. Hand out booklets, lined paper or take kids to computer labs to begin writing

a. Allow several different sessions for writing – the younger children should be expected to write for less time and write shorter stories

6. Allow time for students to present their stories – either in outline form or word for word (depending on time)

Butterfly Resources:http://encarta.msn.com/encyclopedia_761578331/Butterflies_and_Moths.htmlhttp://www.travelassist.com/mag/a99.htmlhttp://www.mygreathome.com/outdoors/garden_butterfly.htmhttp://www.foremostbutterflies.com/butterfly_garden/

Module III: SymbiosisModule Objective: This module will acquaint students with the idea of symbiosis and in a larger sense, a balance in nature. This lesson set will discuss three common examples of symbiosis that can be seen in the Ohio area. After this lesson set students should be able to identify symbiotic relationships in nature and realize the effect that their own symbiotic relationships can have on the world around them.Background: Symbiosis as two or more species living together. Emphasize that symbiosis is a very general term that involves many different

ways that organisms relate to one another. Symbiosis occurs anywhere where two organisms are interacting. Symbiosis does not inherently indicate a good or a bad

relationship, just a relationship. Symbiotic relationships can be good or bad. Some organisms will benefit from a symbiotic relationship but others may not. There are many different types of symbiotic relationshipsDiscussion for Younger students:

Types of symbiosis:1. One species gets something good and the other doesn’t get anything, good or bad2. Both species get something good3. One species gets something good but hurts the other species by getting it

Discussion For Older Students:1. Commensalism- One species benefits (gets food, shelter or other resources) and the species it is interacting with isn’t harmed but doesn’t get anything good. It is good for one species and neutral for the other.2. Mutalism- Both species benefit from the relationship; they provide each other with resources without harm to either.3. Parisitism- one species benefits while the other is harmed. This usually involves one species feeding on another species.

Activity I: Commensalism – The clown fish and the anemoneThis activity should attempt to get students to come up with the relationship between the clown fish and the anemone. Give students all of the particulars of the relationship and then ask them to figure out the relationship. These are the clues.

1. The anemone has toxins that stop fish from eating it.2. The clown fish is immune to anemone toxins.3. The clown fish is brightly colored and so can be seen easily by predators.4. The clown fish is the only fish immune to the anemone toxin.

Given these clues students should deduce that because the clown fish is immune to the toxins of the anemone and other fish aren’t and it needs protection from predation, the clown fish can hide within the anemone for protection.( There are some theories that suggest that the clown fish benefits the anemone by cleaning it but there has not been enough research on this and the relationship is considered commensalistic). This is commensalistic because the clownfish will gain protection from the anemone and also food from the leftovers of animals caught by the anemone. The anemone, on the other hand does not gain from the relationship.

Activity II: Commensalism – Clown fish tagThis game is similar to classic tag and strives to teach children the roles of predators like sharks, clownfish and the anemone. Here is how to play.

1. Children should separate into 3 teams, sharks, anemones, and clown fish.

2. On a playing field instruct anemones to spread out in a large circle, the will stand still and act as “safe spots for the clown fish”

3. The sharks, as predators “eat” the clownfish by tagging them4. Clownfish can escape from the sharks but only for ten seconds by touching one of the anemones.

After 10 minutes sharks will become anemones, anemones will become clownfish and clownfish will become sharks.

Activity III: Mutualism – Algae and fungi = lichenAgain give students clues to the roles of these two organisms and see if they can figure out their relationship.

1. Algae is small and can’t efficiently obtain nutrients from the soil.2. Algae can make its own sugar from the sun through photosynthesis.3. Fungi can spread and is large and can obtain nutrients from the soil.4. Fungi is not green and photosynthetic so it can not make its own food.

These clues indicate that algae and fungi live together, the photosynthetic algae providing the fungi with glucose while the fungus provides the algae with nutrients and water from the soil. They are so often occurring completely mutualistic that together they are referred to as one organism, lichen. By providing each other with nutrients that the other can not obtain itself algae and fungi provide an example of one of nature’s most efficient and hardy mutualistic systems,

Activity IV: Mutualism – “Create your own mutualistic relationship”Now that the children know the definition of commensalism and have seen an example encourage them to make up their own mutualistic relationship, using themselves as one organism and thinking of another person they could have a mutualistic relationship with. Ask them questions like:

What special talents do you have that you could offer to others? What are other talents that you don’t have but that someone could else could have? Would this relationship help both of you?

This is a very simplified exercise but the children should be able to grasp the idea that each organism is giving the other something and receiving something in return. Give the children a few examples like: On a baseball team, if Billy is good at pitching but not batting and Sammy is good at batting but not pitching, Billy and Sammy

can exist in a mutualistic relationship with Sammy offering his batting skills and Billy offering his pitching skills to create an efficient team.

Activity V: Parasitism – “Parasite chain”An example of a common parasite is a tick. Ticks will attach to a host and suck the hosts blood. While the tick receives a blood meal the host looses blood and is often infected with diseases harbored in the gut of the mosquito. Explain to the children this example and then have them play a game. This running game should show children how a parasite can impede an organism.1. Split class into parasites, hosts and predators.2. Have parasites hold on to hands of host3. Host and parasite must run together to get away from predator

Activity VI: What kinds of symbiotic relationships are you in? This section should encourage children to think about their impact on the natural world through their relationships with it. Though these are biological concepts the interpretation of them is often philosophical and up to discussion. Ask students questions like these: Do humans participate in commensalism with other animals?

o Humans often benefit from animals but less frequently without harming them. Do humans participate in mutualism with other animals?

o Humans exist in very few mutalistic relationships with animals. Some people consider us to benefit domesticated animals but only after their domestication.

Are humans parasites?o Yes, we may not be parasites in a strictly biological sense but we have developed into ones. We often take benefits of

animals while harming them or the habitat they live in.

End this section with the idea that we, as people, must try to reduce our impact on the globe and its creatures. Encourage children to look up ways that they can help animals around them. Whether it is volunteering at a pet shelter, or encouraging better practices for animal care in the food industry, every little bit helps.

Symbiosis Resources:http://www.globalchange.umich.edu/globalchange1/current/lectures/ecol_com/ecol_com.html http://www.cbu.edu/~seisen/ExamplesOfParasitism.htmlhttp://www.cals.ncsu.edu/course/ent591k/symbiosis.htmlhttp://www.accessexcellence.org/AE/AEC/AEF/1994/bisaccio_symbiosis.html

(http://www.kidsolr.com/science is where I found this page and is a great general resource)http://www.britannica.com/eb/article-9058426/parasitismhttp://www.ucmp.berkeley.edu/fungi/lichens/lichens.htmlhttp://www.earthlife.net/lichens/intro.html

Module I: The Food ChainObjective: This module is designed to teach students the importance and complexity of the food chain, in the garden and in the larger world. It will also show students what happens when a link in the food chain is removed by pollution or other detrimental human impacts. Important vocabulary: (These definitions are simplified for student useChildren 5-8 Producer- an organism that makes its own food from the sun, usually a plant Primary consumer- plant-eating animals that eat producers Secondary consumer- animals that eat primary consumers Tertiary consumer- larger animals that eat secondary consumers Herbivore- an organism that eats plants Carnivore- an organism that eats meat Omnivore- an organism that eats both plants and meat Habitat- the area that an organism lives in Children 9-11 Autotroph- an organism that produces its own food Heterotroph- an organism that relies on other organisms for food Trophic level- level in a food chain Where do organisms live?

o Grass- Grass is actually a combination of many plant species and can grow in many different kinds of soils, as it is very hardy. It does need a good amount of sunlight so usually grows in open spaces or forests with sparse canopy cover.

o Grasshoppers- Hinted at by the name, grasshoppers live mainly in grasslands but have a great variety of habitats and can be found in rocky areas as well as gardens.

o Snakes- There are many species of snake that occupy a plethora of habitats. They live in all types of climates in most places in the world.

o Hawks- Hawks will live in areas where prey is easily attainable and like the other organisms discussed here can live in a variety of places.

o (These organisms do not have specific habitats but rather have conditions that they will survive best in. Ensure students that find many different answers in research that most of their answers are probably right, considering these organisms are not necessarily species specific and the groups are very general).

What does it eat? o Grass- Grass is an autotroph that makes its own food through photosynthesis.o Grasshoppers- Grasshoppers are herbivorous and can eat anything from grass to vegetables.o Snakes- Snakes are predators and carnivorous. Depending on their size they can eat anything from small insects to

medium sized mammals. o Hawks- Hawks prey on snakes as well as a variety of mammals, reptiles, amphibians and if in the proximity of water,

fish. What eats it?

o Grass- innumerable animals eat grass, from large mammals like cows to small insects like grasshoppers.o Grasshoppers- Grasshoppers are eaten by many kinds of insectivores, including birds, small mammals, amphibians,

and in this food chain, snakes.o Snakes- Snakes are eaten mainly by large predatory birds. o Hawks- Hawks are eaten by very few animals, but when hawks die their bodies are decomposed by fungi, and so these

organisms break down the hawk into nutrients that can be used by the grass, bringing the food chain full circle.Omnivore, an herbivore or a carnivore?

Grass- none, autotroph

Grasshoppers- herbivores Snakes- carnivores Hawks- carnivores

Is it a producer or a consumer, if it is a consumer what kind is it (primary, secondary, tertiary)? Grass- Producer Grasshoppers- Primary Producer Snakes- Secondary Consumer Hawks- Tertiary Consumer

Is my organism an autotroph or a heterotroph? Grass- autotroph Grasshoppers- heterotroph Snakes- heterotroph Hawks-heterotroph

How could the food chain be disrupted?o A disruption most commonly occurs when a species is killed or dies off, therefore removing itself from the food chain or

when something toxic is eaten by an animal and is passed to other species when they eat it. Or with introductions of non-native species!

Do you think this happens naturally?o Drastic changes in population can occur due to disease, or natural disaster but it is uncommon to have a species

eliminated from the food chain through natural means. It can easily be natural – if we include human involvement as part of natural process.

Can people do this?o Yes, in fact it is most often people that cause missing links in the food chain. Through the introduction of invasive

species, pollution, development, industry, logging, hunting, pesticide use and innumerable other activities people destroy habitats and endanger species in them. We leave animals with no place to reproduce, with no food to be obtained and with toxic chemicals in their tissues to be passed on up the food chain.

*Start list of ways to protect our environmentFood Chain Resources:

http://www.kidport.com/RefLib/Science/FoodChain/FoodChain.htmhttp://library.thinkquest.org/11353/foodhttp://ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/indexhttp://www.vtaide.com/png/foodchains.htmhttp://www.planetpals.com/foodchain.htmlhttp://www.geography4kids.com/files/land_foodchain.htmlhttp://www.marietta.edu/~biol/102/ecosystem.htmlhttp://www.epa.gov/climatechange/kids/difference.htmlhttp://www.faulkingtruth.com/Articles/GlobalWarning/1009.htmlhttp://www.sfgate.com/cgibin/article.cgi?file=/chronicle/archive/2003/12/13/HOGK63KAVL1.DTL

The Magic School Bus Dries UpField Trip NotesCan anyone do something about the weather? It's a hot, muggy day and a thunderstorm might help break the heat. Ralphie fantasizes being a superhero - Weatherman - who controls the weather. He gets to live out his daydream when the class rides the Magic School Bus into the clouds. As Weatherman, Ralphie makes wind, an updraft, clouds, and rain. Then a thunderstorm moves in and the Magic School Bus is caught in the middle of it! Can Weatherman save then day? Where's The Water?For once, Arnold is prepared for a field trip! He's wearing desert survival gear. But the class discovers that desert animals have 'built-in' adaptations, or ways of surviving. One adaptation many desert animals have is the ability to get water from their food. Have children work in small groups to find out if foods they eat contain water. What You Need

for each group: 4 bite-size pieces of different foods (Try apple, turkey, cheese, bread, chips.) 4 plastic sandwich bags that zip close gooseneck lamp with 75-watt bulb copies of WHERE’S THE WATER? Page

Ask children if they think there is water in the food they eat. Why? Together, make a list of foods that kids think contain water. What To Do

1. Give each group the materials. 2. Arrange a spot for kids to place bags about 20 inches under the lamp. 3. Help kids discover if the foods contain water. Have them write their responses on the WHERE’S THE WATER? page. (The

moisture from the food evaporates and condenses in the sandwich bag.)Next Stop Ask children: What foods would you want to take with you if you were going on a hike in the desert?

The Magic School Bus Gets SwampedThe debate is intense: Should Walkerville get rid of the swamp by the river and replace it with a fantastic new shopping mall, or build the mall somewhere else? Carlos, representing his class, is given the thankless task of persuading the town council to keep the smelly old swamp. And if he loses the debate, he loses to...Janet! The kids discover that the swamp is an important habitat and a natural water filter. But the council is not convinced to keep it until...FLOOD!Settle DownGoing Hands-On Time: 40 minutes Group Size: 4 Ms. Frizzles class discovers that wetlands help clean polluted water. Your students investigate how wetlands filter dirty water. What You Need

Pail of sand and soil Clock with second hand Copies of SETTLE DOWN page

For each group: Glass of water Tablespoon Cookie sheet Bowl

For half the groups: 2 damp (not wet) sponges

Talk About It Ask: Which carries more dirt - moving water or calm water? (Moving water; dirt settles out in calm water.) What To Do

1. Supervise as groups make glasses of muddy water. Make an extra to serve as a control. 2. Let kids investigate how dirt settles out in Dirt Drop. 3. For the Muddy Water Race, give each group a cookie sheet and bowl. Give half the groups damp sponges to represent

wetland plants. 4. Hold races between sponge and nonsponge teams. Each team needs a Pourer, Timekeeper, Water Catcher (to collect

water running off the cookie sheet), and Recordkeeper. 5. Compare the amount and muddiness of the collected water. Use the control to ask: Is the water as muddy as the dirty water

we made? How are the sponges like wetland plants? How are they different?

Next Stop What kinds of wetlands are near you? Create an Our Wetlands bulletin board of plants and animals that live in local wetlands.

The Magic School Bus Goes to Mussel BeachField Trip NotesThe class is enjoying a normal day at the beach until Ms. Frizzle discovers a letter from Uncle Shelby. He needs the class to look after his beachfront property. The kids soon discover that his supposedly luxurious accommodation is actually a tiny spot on the shoreline. Why would anyone live in a spot where youre battered by waves at high tide and baked by the sun at low tide? To find out the answer, Ms. Frizzle turns the kids into...mussels!

Life in the Intertidal ZoneGoing Hands-onTime: 20 minutes for tide; 45 minutes for tidal zone Group Size: 4 Ms. Frizzles class explores the intertidal zone as mussels. Your class simulates a tide, and then populates a tidal zone. What You Need

18 inches of clear plastic aquarium tubing Glass of water Food coloring Rectangular glass casserole dish Rocks, sand Tape Copies of LIFE IN THE INTERTIDAL ZONE page

For each group: 1 animal model from activity sheet Books, magazines about intertidal critters Ahead of time: Gather a Between-the-Tides library of pictures, shells, books, other

material. Talk About it Ask: What are tides? (twice-a-day rise and fall of ocean waters) Do they affect ocean shore critters? (They cover the uncover them, batter them with waves.) What To Do Create a Tide

1. Create a “shoreline” in the dish. Prop it to make a sloping “beach.” Arrange rocks and sand in dish for a shore. 2. Create a “tide.” Color the water. Position the glass so that the glass water level is near the bottom of the beach dish - “low-

tide zone.” 3. Put one end of the tubing in the glass. Tape in place. Suck on the tube to fill it with water. Pinch shut while you place it in the

dish. Tape in place. 4. Raise or lower the glass to siphon water to or from the dish, creating “tides.” Ask: Are shore animals always covered with

water? How can they survive tide changes? (experiment graphic) Raise and lower glass for tides. Create an Intertidal Zone

1. Assign each group an activity-sheet critter. 2. Arrange furniture to create an intertidal zone - floor, low zone; chairs and tables, mid-zone; chalkboard, high and splash

zone. 3. Let groups arrange their animals in the proper part of the intertidal zone. Ask: Why is this the best place for you? How do

you survive when the tide is out? Next StopHave groups select another intertidal zone animal to learn about and draw. Add it to your intertidal zone tableau.

Heavy Metals and Aquatic EnvironmentsObjectiveIn this experiment you will test the effects of the heavy metal copper (Cu) on an aquatic environment containing algae, worms, fish, and plants.IntroductionYou might know that lead can be toxic, and that you can get lead poisoning from eating or inhaling old paint dust. Lead is called a heavy metal, and there are other sources of heavy metals that can be toxic, too. Silver, copper, mercury, nickel, cadmium, and chromium are all heavy metals that can be toxic in certain environments. "Toxic metals, including "heavy metals," are individual metals and metal compounds that have been shown to negatively affect people's health. In very small amounts many of these metals are necessary to support life. However, in larger amounts, they become toxic. They may build up in biological systems and become a significant health hazard." (OSHA, 2004)In this experiment you will find out if one common heavy metal, copper (Cu), can be toxic to an aquatic environment. You will use copper because it is one of the heavy metals that is easy to find and it is not very toxic to humans. You will use copper sulfate as a source of copper that is soluble, meaning it will dissolve in water. A recommended source for soluble copper sulfate is in aquarium products designed to treat infestations. One such product is called "Had-A-Snail" and contains a 3.8% solution of copper sulfate pentahydrate, or 1.61% copper ion in solution. The amount of an ion in solution is often measured in parts per million (ppm). This means that if there is 1 ppm ion in solution, then there is 1 milligram (mg) present in each liter (L) of solution. Heavy metals release free ions in solution that are very potent, and can cause an effect at very low doses, less than 0.5 ppm! How do you calculate the amount of ion in ppm from a solution where the concentration of ion is measured in percent, like Had-A-Snail? First, start by reading the manufacturers instructions. To use Had-A-Snail you add 1 drop per gallon of water, but you will need to convert these units to the metric system. This means that 1 drop will convert to 1/20th of a milliliter (mL) which is the same as 0.05 mL, and that 1 gallon will convert to 3.785L which is

the same as 3785 mL. Had-A-Snail provides 1.61% copper ion in solution from 3.8% copper sulfate pentahydrate. So the calculation for the amount of copper in the diluted 1 gallon solution is

( (1.61% × 0.05 mL) / (1000 mL/L) ) / 3.785 L = 0.00002% copper ion in solution.Then you need to convert from % ion in solution to parts per million. Make this conversion by multiplying your answer by 10,000 to get parts per million, so that 0.00002% copper ion is calculated as 0.2 ppm. The product guidelines will give you a baseline, or a place to start, for deciding how much copper to use in each of your experimental environments. Once you know your baseline, then you will add increasing amounts of copper to a series of experimental aquatic environments. You will need to calculate the amount of copper in parts per million (ppm) for each experimental environment. Then, you will add a number of aquatic organisms to each environment. Each aquatic environment will be a mixture of algae, plants, worms, and fish. How will adding copper affect the organisms in each environment?Terms, Concepts and Questions to Start Background ResearchTo do this type of experiment you should know what the following terms mean. Have an adult help you search the internet, or take you to your local library to find out more!

heavy metals and their sources o copper (coins, pipes, wiring, fungicide, pesticide) o lead (old paint, fishing weights) o nickel (coins, batteries) o mercury (thermometers, fluorescent light tubes) o arsenic (pesticides and rodenticides) o cadmium (batteries) o chromium (chrome plating, batteries, toner, paint)

environmental toxicity aquatic environments soluble insoluble

Questions How will soluble copper affect an aquatic ecosystem? Will all of the organisms be affected similarly or differently? How much copper will cause an effect?

Bibliography This project was adapted from the Duckweed Bio-Assay protocol from Cornell University:

EIP, Date unknown. "Assessing Toxic Risk: Student Edition," Environmental Inquiry Program (EIP), Cornell University [accessed July 3, 2006] http://ei.cornell.edu/teacher/pdf/ATR/Protocol2.pdf

Here is a resource on the uses of copper in aquariums: Aukes, B., 2006. "All About Copper Sulfate," FishyFarmacy.com [accessed July 3, 2006] http://www.fishyfarmacy.com/Q&A/all_about_copper.html

Damgaard, M., 2003. "Copper and Your Health." Wisconsin Department of Natural Resources [accessed October 5, 2006] http://www.dnr.state.wi.us/org/water/dwg/copper.htm

OSHA, 2004. "Safety and Health Topics: Toxic Metals." U.S. Dept. of Labor, Occupational Safety and Health (OSHA) [accessed July 3, 2006] http://www.osha.gov/SLTC/metalsheavy/index.html

At this site, you can find out the toxicity of different chemical compounds: Habeck, M., 2006. "Toxics," Eco-USA.net [accessed July 3, 2006] http://www.eco-usa.net/toxics/index.shtml

Heavy metals are often used in agriculture as pesticides. Learn more about pesticide use and ecotoxicity from the Pesticide Action Network (PAN): PAN, 2006. "The PAN Pesticides Database," Pesticide Action Network (PAN), San Francisco, CA. [accessed July 3, 2006] http://www.pesticideinfo.org/Index.html

Materials and Equipment 1 3/4 oz. bottle of "Had-A-Snail" - a copper sulfate pentahydrate solution for treatment of snail infested aquariums, available at pet stores selling

aquarium supplies. NOTE: There are many other common sources of soluble copper sulfate in liquid form (available at pet stores in the aquarium section for treating fish parasites) and granular form (available at a nursery or hardware store for treating plants for pests and fungal infections). Using these other products will alter all of the suggested amounts in this project. You will need to read the manufacturers recommendations and calculate the amount of product to use for your experiment.

6 empty recycled 1 gallon milk containers, cleaned and rinsed thoroughly 6 large, reusable plastic containers with lids (6 cups / 48 oz, e.g. Glad or Zip-lock) permanent marker for labeling aquatic organisms: (should pick at least 2 plants and 2 animals)

o small, cheap fish (minnows, feeder fish, or goldfish from pet shop or bait shop) o small pond snails (pond or aquarium supply store) o water fleas (Daphnia, available at aquarium supply stores) o live tubifex (available at aquarium supply stores, bait shops, or found in pond bottoms) o aquatic plants like duckweed or elodea (available at aquarium supply stores, ponds, or nurseries) o algae (spirulina, available at aquarium supply stores)

Experimental Procedure1. Rinse each container thoroughly with water. Do not use soap because it can coat the plastic container and may be harmful to the organisms in your

experiment.

2. Prepare the copper solutions for each container, using one milk jug for each experimental group. Use the permanent marker to label each milk jug with the amount of copper ion in ppm. Add the corresponding amount of distilled water and copper sulfate pentahydrate (Had-A-Snail) according to the table below:

Water (mL) Drops of Concentrated Copper Sulfate Solution (Had-A-Snail) Total Copper Ion in Solution (ppm)

1 gallon 0 0 ppm

1 gallon 1 0.2 ppm

1 gallon 2 0.4 ppm

1 gallon 3 0.6 ppm

1 gallon 4 0.8 ppm

1 gallon 5 1.0 ppm

3. Here are some important things to consider when mixing your solutions: o Be sure to have one container that only has water as a control. o Use bottled water, not tap water, because it may contain harmful chemicals like chlorine or chloramine. o Use caution when using the concentrated copper solution. Add the concentrated solution slowly, one drop at a time. o Finally, label each container with a permanent marker.

4. Use the gallon solutions to fill your containers with lids. Label each container with the same label as the solution you fill it with (0 ppm, 0.2 ppm, 0.4 ppm, etc).

5. Evenly distribute the organisms into each container, being sure to add a mixture of plants (algae, duckweed, elodea) and animals (aquatic worms, snails, and small crustaceans).

6. Observe the animals and write down observations in a data table. Continue your observations for a few hours, or overnight if necessary. For each observation, count the number of organisms that are still alive for each different type. This is called a viability assay, because you are counting the number of things that are viable, or still living.

Total Copper Ion in Solution (ppm) Observations (Viability, Appearance, Etc...)

0 ppm

0.2 ppm

0.4 ppm

0.6 ppm

0.8 ppm

1.0 ppm

7. Make a graph of your results. On the left side (Y-axis) of the graph, make a viability scale by graphing the number of living organisms of each type. On the bottom (X-axis) of the graph write the amount of copper sulfate in each solution. Then make a line graph for each type of organism in your study. Did they respond similarly or differently to the copper in your environments? Which amounts are toxic? Which organisms are the most sensitive or the most resilient to the copper?

Variations Some water plants can remove contaminating heavy metals from aquatic environments. Others are poisoned by them. Do an experiment comparing

different species of aquatic plants for this ability. Use a copper test kit to test the water each day after the plants have been added. We used copper sulfate because it is highly soluble. Can other sources of copper be a problem? Try other sources of elemental copper, like pipes,

wires, and metal sheets. Also try other metal products that are weak toxins, like aluminum (foil, cans) or zinc (coins, wires). Are any of these common sources of metals toxic to aquatic life? It is important not to do experiments with lead or mercury, because they can be very toxic and cause developmental defects in children.

Try these other Science Buddies experiments to test the effects of toxins on aquatic environments: o Acid Rain and Aquatic Life o Something's Fishy About That Fertilizer

Credits

Sara Agee, Ph.D., Science Buddies

OTHERThe Magic School Bus Holiday SpecialField Trip NotesDuring a class trip to Murphs recycling plant, the toy soldier Wanda needs to get in to see the Nutcracker ballet that night gets turned in plastic pellets! Devastated, Wanda wishes for a world without recycling! Anxious to please, Ms. Frizzle takes the kids on a song-filled bus trip. The importance of recycling hits home when the buss magic unrecycles everything in Walkerville--including the bus itself, as it too was made from recycled objects. Will the kids find a way to reconstruct the bus in time for Wanda to get back to see the Nutcracker?

Back To BasicsGoing Hands-On Time: 30 minutes Group Size: 4 Wandas favorite doll is chopped into plastic pellets! Shes crushed until she discovers the pellets can be recycled to make a new doll. Your kids explore how things can be reused or recycled again and again. What You Need

Books, pamphlets about recycling. Check with local waste-management service for information. Household trash - glass, plastic, metal, cardboard, Styrofoam, junk mail, broken appliances Copies of BACK TO BASICS page

Talk About ItAsk children: Pass around trash samples. Ask: If we toss this stuff, where will it go? How can we re-use it? (Jars might become containers, vases; newspaper - packing material, animal bedding; paper-scratch paper, aluminum pie tin) If we recycle these things, what can they become? What To Do

1. Analyze a piece of paper. Ask: What went into making this? (raw materials-trees, chemicals, fuel) If we toss it away, how will we get new paper?(use more raw materials) If we recycle it, what will it become at the recycling plant? (wood pulp) What can we do with that? (e.g., make newspaper, greeting cards, toilet paper, packing or building materials)

2. Ask: What gets recycled in our community? (Kids may not know that vehicles and large appliances are recycled.)

3. Brainstorm things kids would like to see made with recycled stuff. Introduce the reference resources.

4. Pass out activity pages. Let kids work in groups to analyze how the bike seat, handle bars, and tires can be reused and recycled. If kids are stumped at any step, challenge them to come up with ways to find out more about recycling.

Next StepWith the kids, work out a plan to reduce personal waste. What can you do without? What can be reused? Ask kids to write or draw one way to reduce their waste. Compile ideas on a "Waste Away!" bulletin board.

The Big PictureGoing Hands-OnTime: 20-30 minutes Group Size: Variable Led by detective Tim and D.A., Ms. Frizzle’s class discovers that all life in the rain forest is connected. Your kids create and feel the tug of the connections in your community’s web of life. What You Need:

Name tags Marker Ball of yarn Thin cardboard, like old manila folders Glue

Scissors Crayons Tape 6 pencils Modeling clay Copies of THE BIG PICTURE page

Talk About It:Ask: How do animals and plants depend on each other? (for food; some animals use trees for homes, shelter; deer need hawks to eat rabbits that compete for food, and so on) What To Do:Sit in a circle. Toss the ball of yarn to a kid and ask for the name of a local plant. Write it on a name tag for the child. Ask: What eats or uses the plant? Keeping hold of the yarn end, the plant kid tosses the yarn to a responder, who gets a name tag. Ask: What does this organism use or eat? What eats it? Continue to link community members as long as possible. Cut the yarn. If everyone is not connected, start again with a new plant. Tie the yarn together as the web connects with organisms already included. Something happens - perhaps a tree is bulldozed or falls from disease. The person who is the plant tugs the yarn. Everyone who feels the tug raises a hand. The hand raisers tug on the yarn they hold. All who feel the new tugs raise their hangs Continue until everyone has felt the tug from the removal of one thing in the web. Next Stop:Make a bulletin board of your “Big Picture.” Kids draw their plant or animal from the web game. Have kids connect their organism to as many others as possible. Use red yarn for feeding relationships, green for home and shelter, black for other connections

PLANTSModule II: Plant Parts Background:Flowering Plant parts: This section of the lesson plant should familiarize students with the basic parts of flowering plants. They should be able to identify them in the classroom and the garden. Students should be given a diagram such as the one to the right:

Activity II: Find plant parts in the gardenAfter students have created their own plant take them into the garden to further their understanding of plant morphology. Have them try to find plants that have flowers and when found discuss the flower as a group, asking the students to identify the parts of the plant. Emphasize that not all stems, leaves, flowers, and roots look the same, but that every flower has its own unique and beautiful shape. Materials:

Magnifying glass – 1 per student

Activity III: What do these parts do? After these two activities students should be given the functions of different parts of the plant but without the name of the part that it corresponds to. Ask students to speculate about which part of the plant each function belongs to.(flower)- This part of the plant attracts bees and other insects.(stem)- This part of the plant provides support for he plant.(leaf)- This part of the plant is wide to catch sunlight to make food.(root)- This part of the plant brings the plant important vitamins from the soil.

Once students have matched part and function explain to them why each answer is correct. This will lead into an explanation of how plants live and grow.

*Artistic diagrams?

Activity VII: How do flowers get pollinators to come to them? Plants want insects, birds, and small mammals to pollinate them so that they can reproduce and insects want to visit flowers because of the sweet nectar or food that they provide. Plants use a variety of techniques to attract pollinators including:

Bright, vivid colors Stripes running towards the center of the flower that act much like a runway at an airport, guiding insects

Sweet nectar, which is the major attraction Sweet smell Large petals or cup shaped petals that make it easier for an insect to land and feed.

*Explain Petals, sepals etc. purpose and locationPlant Resources:http://www.kathimitchell.com/plants.htmlhttp://www.cornwallwildlifetrust.org.uk/educate/kids/photsyn.htmhttp://biology.clc.uc.edu/courses/bio104/photosyn.htmhttp://ag.arizona.edu/pubs/garden/mg/botany/plantparts.htmlhttp://waynesword.palomar.edu/trmar98.htmhttp://www.biology4kids.com/files/plants_main.htmlhttp://pollinator.com/kids/kids_index.htmhttp://library.thinkquest.org/3715/pollin5.htmlhttp://www.mbgnet.net/bioplants/images/plant.gif)http://www.urbanext.uiuc.edu/gpe/images/otherparts.gifhttp://www.prairiefrontier.com/pages/families/flwrparts.jpg)