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Exploration Station

Endangered Species

Materials

All materials can be found in the bin located

in the various locations. See following pages

for exactly what each individual activity

requires.

Goal(s)

To learn that without certain animals, entire

ecosystems could become drastically

different or cease to exist altogether.

Objectives

1. Participants will be able to define an

endangered species.

2. Participants will be able to identify

multiple examples of endangered

species.

3. Explore the various causes of

biodiversity loss.

4. Investigate the active role of Maryland

Zoo in current conservation efforts.

5. Participants will be able to learn how

they can help right here in Maryland.

Theme

Endangered species of wildlife and plants are

of ecological value, and are a part of the

complex web of life that supports other

species, including us.

Sub-theme(s)

1. Biodiversity maintains the overall

health of the planet.

2. By focusing conservation efforts

around one particular animal, we can

make a difference on other plant and

animal species.

At a glance We will explore the factors that threaten the survival of many

plants and animals as well as the action steps one can take to slow down this sixth mass extinction.

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Background An endangered species is a species that has been categorized by the International Union for Conservation of Nature (IUCN) Red List as likely to become extinct. In 2012, the IUCN Red List featured 3,079 animal and 2,655 plant species as endangered worldwide-that is over 40% of the world’s species. Many factors are considered when assessing the conservation status of a species. These include the number remaining, the overall increase or decrease of the population overtime, breeding success rates and known threats. (If you would like to know the exact criteria read more here: http://www.iucnredlist.org/static/categories_criteria_3_1). Because a lot of this information is often difficult to collect, many species are labeled DD or “Data Deficient.” If a species has been labeled as endangered, it then has a chance of being protected by law- leading to the creation of reserves, restrictions on development, and bans on hunting.

Although extinction occurs naturally, and will continue to do so, there is growing scientific evidence showing that the current rate of extinction is much higher than the natural rate of the past. The current rate and extent of species loss can be directly attributed to human activities. The biggest threats to biodiversity can best be remembered by using the acronym H.I.P.P.O.: Habitat Loss, Invasive Species, Pollution, Human Population, and Overharvesting. (For further reading on these: https://www.e-education.psu.edu/geog030/node/394).

A Species Survival Plan (SSP) serves as a vital mode to maintain and preserve specific endangered and threatened species through captive breeding efforts. In addition to maintaining a captive population, SSP recommendations aim to maintain a healthy and genetically diverse population. With over 450 plans, these programs have been imperative in saving critically endangered species from the brink of extinction. Success stories include the Przewalski’s horse, California condor, Black-Footed ferret and more. This hope continues outside of captivity: conservation actions carried out in the United States under the Endangered Species Act (1973) have been successful in preventing extinction for 99% of the species that are listed as endangered or threatened, including the Bald Eagle (U.S. Fish and Wildlife).

The following are a series of activities, all of which support the zoo’s mission to “inspire and educate people to join the active support and conservation of wildlife and wild places. Engage people with the wonder of the living world through personal encounters that foster lifelong harmonious relationships with nature. We want people to care!”

Vocabulary Climate change- gradual changes in all of the interconnected weather elements on our planet Deforestation- destruction or removal of forests and their undergrowth Pollution- introduction of harmful materials into the environment Endemic species- a species that naturally occurs in only one area or region Introduced species- a species that does not naturally occur in an area (aka invasive species) Endangered- a species seriously at risk of extinction Threatened- an organism that may soon become endangered Extinct- no longer existing Biodiversity- all of the different kinds of living organisms within a given area Habitat- environment where an organism lives throughout the year or for shorter periods of time Niche- role and space of a species within an ecosystem Conservation- management of a natural resource to prevent exploitation, destruction or neglect Domino effect- situation in which one event causes another, which causes yet another, until an entire system is changed

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Activities

Polar Bear Watch

Climate Change Ice Melt Activity

Objective: To explore how a rapidly warming planet has a negative effect on the ice caps

leading to a decline in polar bear populations.

Background: Polar bears are adapted to life on the sea ice, which they rely on for reaching their

seal prey. But the arctic sea ice is rapidly diminishing due to a warming Earth, affecting the

entire arctic ecosystem, from copepods to seals to walruses. With the sea ice melting sooner

and reforming later in the year, the fasting period for the bears stretches out. For polar bears,

sea ice losses mean reduced access to food, lower cub survival rates, increases in drowning, loss

of access to denning areas and an overall decline in population size.

Materials:

- Melting blocks

- Small plastic polar bear toy

- Ice in cooler or ice pack

- Small container to hold blocks and water

- Bio facts – polar bear fur

Procedure:

Level 1 (all ages) - Explain to participants that climate change can have an effect on polar bears

population. Use one plastic block and one metal block. Place ice on the two blocks. The ice

begins to melt quickly on the metal block (acts as a conductor and allows things to heat faster)

but retains its shape longer on the plastic (acts as an insulator and keeps things cool for longer)

block.

Level 2 (all ages) - Ask participants which of the two blocks provides more hunting areas for

polar bears- the plastic block or the metal block.

Level 3 (all ages) - Ask participants what they can do at home to help polar bears – reduce,

reuse, recycle!

Source:

http://www.polarbearsinternational.org/about-polar-bears/global-warming

Hunt Like a Polar Bear

Objective: To discover why an icy habitat is essential for a polar bear’s survival.

Background: Polar bears are perfectly adapted for life on the sea ice, and use it for both

hunting and mating. Seals are the main prey that they hunt for on the ice. Polar bears especially

like to eat seal blubber because it has a high fat content. They will sometimes eat walruses or

whales trapped at holes in the ice, but seals are their most important food source. Some

adaptations that help polar hunt on the ice include foot pads covered in papillae, or small black

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bumps, that help to provide traction on the ice. Their long, curved claws are effective for

grabbing their prey and to grip the ice while walking. A polar bear’s sense of smell is most acute

and can detect a seal’s breathing hole under three feet of snow and ice from more than half a

mile away. A polar bear can also smell a seal on land from over 3 miles away. All of these

adaptations make them perfect predators on the ice.

Materials:

- Clear Tub with foam board ice pack and ocean

- Wooden dowels with string and magnet

- Pictures of arctic marine animals

- Bio facts – polar bear skull

Procedure:

Level 1 (all ages, younger children might need to be guided) – Explain to participants that polar

bears mainly eat seals, walrus, and beluga whales in the wild. Have participants use the wooden

dowel with the string and magnet like a fishing rod. They should start by trying to catch each of

the animals in the open water. Participants should then try to capture seals and walruses off

the ice pack and/or whales out of the water at air holes in the ice.

Level 2 (all ages, younger children might need to be guided) – Ask participants which of the

areas (ice or water) was easier to catch the animals? Polar bears will find their prey on the ice

and in the air holes will be easier to catch than those out in the water. What do participants

think would happen to polar bears if their ice were to disappear?

Level 3 (all ages) - We can help out polar bears by decreasing our carbon emissions. Encourage

kids to continue the three R’s-reduce, reuse, recycle- but to also help out their parents by

turning of light switches and pulling plugs when not in use. Having a reusable water bottle is

another easy way to help out the polar bear! Try to end on a conservation note!

Penguin Coast

Seafood Watch Hot Dot Objective: To learn how our own eating habits can have an impact on endangered ocean animals. Background: African penguins are exceptional predators that specialize in capturing small schooling fish such as sardines and anchovies. Both the male and the female will take turns incubating the eggs, which typically lasts 38-42 days, and will participate in caring and feeding the chicks once they hatch. While one penguin is taking care of the egg/chick, the other is goes hunting for about 2-3 days. Despite their once abundant population numbers, due to food shortages, African penguins are an endangered species. Rivalry with commercial fisheries in addition to their typical aquatic competition has led to massive declines in prey population. The program Seafood Watch developed by the Monterey Bay Aquarium aims to help consumers and businesses purchase seafood that has been fished or farmed with as little environmental impact as possible. This allows them to purchase healthier seafood, while supporting conservation efforts of both wild and captive marine life.

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Materials: - Hot dot board with pictures and names of various seafood - Hot dot pen - Seafood watch pocket guide (southeast) - Appendix - Mini globe - Seafood Watch app on iPad if available

Procedure: Level 1 - Give the participants a brief description of African penguin eating habits and parental care. Explain that a combination of overfishing and egg abandonment has led to penguin numbers declining. But there is something that we can do to help! By making wildlife-friendly choices in our seafood we can help ensure that we are not taking more potential prey out of the ocean than necessary. We can do this by utilizing Seafood Watch! Level 2 (all ages, younger participants may need to be guided) - Either by using the pocket guides or the app, have the participants deduce whether certain fish are considered sustainable or not. The pen will light up green if it is a sustainable seafood option and red if it is not. If the seafood is not wildlife friendly, see if they can find a “good alternative” from the yellow or green list. Use the mini globe to locate where each seafood option comes from. Level 3 (all ages) - Thank the participants for doing the activity with you, and encourage them to take as many free pocket guides as they would like or use a QR code to download the app! Penguin Oil Feather Cleaning Objective: To explore the important work that our conservation partners do for the rehabilitation and release of endangered African penguins. Background: Unlike some of the Antarctic and sub-Antarctic penguin species, African penguins live in the shadow of modern urbanized areas with economies based on petroleum fueled technologies. Oil tankers frequently pass by the island and mainland nesting colonies of African penguins, and several oil spills have affected penguin populations in the area. Oiled birds lose the ability to thermoregulate because the oil interferes with the feathers’ ability to trap an insulating layer of air. The ingestion of the oil will also cause mortality in the birds. The South African Foundation for the Conservation of Coastal Birds (SANCCOB) specializes in mitigating the effects of oil spills on marine sea birds. They have responded to several large spills and have been successful with help from other penguin specialists in improving techniques for cleaning, caring for and releasing massive numbers of oiled sea birds including penguins, gannets and cormorants. This activity allows visitors to try their hand at cleaning a feather and in performing simple experiments that show the effects of oil on the operation of a feather. Materials:

- Vinyl Gloves (if needed)

- Brushes

- Cloth

- Craft Feathers

- Vegetable oil

- Dawn Dishwashing Liquid

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- Water

- Two water tubs

- Penguin oil spill pictures

- Bio fact – Penguin Feathers

Procedures:

Level 1 (all ages) – Start off by having participants touch and look closely at a couple of penguin

feathers. Explain to participants that the soft fluffy feathers trap and hold air underneath them.

A penguin has around 70 feathers per square inch on their body and their feathers act like a

wet suit keeping them warm in cold water.

Level 2 (can be done with all ages, younger children might need to be guided) – Show

participants the penguin oil spill pictures. Explain that when a penguin gets oil on its feathers

their feathers are no longer fluffy and able to keep them warm.

Level 3 (can be done with all ages, younger children might need to be guided or just have to

watch the activity being done) - Using a clean craft feather, show participants how the feather

is soft and fluffy looking even when placed in the water. Then dip the feather in the cup of oil

and return it to the water. The feather should no longer be fluffy looking. How is the oiled

feather and regular feather different when placed into water environment? Explain to

participants that one of the best methods that have been found to help clean an animal that

has oil on its body is Dawn dish soap. Place the oiled feather into the tub with soapy water and

use the brush to help scrub the feather. Once the feather has been cleaned return it to the

regular water tub. The feather should once again be fluffy looking.

Conservation Ask: There are things we can all do to help save endangered wildlife! Just by

coming to the zoo today you are helping to support our conservation partner SANCCOB.

Maryland Wilderness

Bog Turtle Puzzle

Objective: Actions that we do everyday can help the critically endangered bog turtles in our state! Background: Found in isolated colonies along the eastern seaboard of the United States ranging from New York to Georgia, bog turtles are listed as Critically Endangered. About one-third of all bog turtles live in Maryland, but few people have ever seen them in the wild. This is because bog turtles tend to inhabit inaccessible wetlands, are well camouflaged, and spend nearly half the year buried in the mud (brumation). Bog turtle populations have decreased by as much as 90% over the last century. Factors that have hastened this decline include collection for the pet trade. Habitat fragmentation and degradation is the largest threat, with suitable habitat having decreased by about 80% in the last century. Materials:

- Puzzle board - Puzzle pieces - Bio facts – turtle shell

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Procedure: Level 1 (all ages) - Have participants look at the puzzle board and point to all the things that are harmful to a bog turtle habitat. Participants can then put the puzzle back together and explain how the things they are putting back are improving the habitat. Level 2 (all ages, younger children might need to be guided) – Ask participants what they can do to help turtles and their habitat. The best thing that you can do for turtles is to leave them and their habitat undisturbed. If you visit wetlands, tread lightly and stay on designated paths. Never touch or relocate any species of turtle in the wild, and never remove a turtle from the wild. Make sure that you are not purchasing wild-caught individuals; captive-bred turtles are often easy to find!

Prairie Dog

Key Stone Species Block Activity Objective: The conservation of a keystone species can have a positive domino effect on the ecosystem. Background: Prairie dogs play an important role in the ecosystem that they live in and are considered a keystone species. A keystone species is a species that has a major influence on the way an ecosystem works, without. Prairie dog towns create islands of habitat that benefits approximately 150 other species, ranging from harvester ants to the American bison. Prairie dogs even help aerate and fertilize the soil, allowing a greater diversity of plants to thrive. Prairie dogs will also eat the plants that other animals avoid; this allows other plants more chances to grow, which in turns provides food for other herbivores. Many animals use the burrows of the prairie dog to hide in, while other animals use them for their homes, such as black footed ferrets and tiger salamanders. Prairie dogs also serve as an important food source for many predators such as coyotes, eagles, badgers, and black-footed ferrets. Unfortunately, conflict with farmers and ranchers has led to a severe decline in prairie dog numbers. Over the past 150 years populations have been reduced by over 95%. This is why it is so crucial to teach about and encourage guests to conserve this keystone species. Materials:

- 12 blocks with pictures of prairie natives - Bio facts – prairie dog skull

Procedure: Level 1 – Explain to participants that they will be learning about the prairie dog as a keystone species, and all of the other organisms that rely on them. Level 2 (all ages, younger children may need to be guided) - Have participants stack the blocks up, starting with the prairie dog block on the bottom. Participants may then stack the rest of the blocks in any order. Once all the blocks are stacked have participants remove one of the prairie dog blocks from the bottom. Ask participants what they think will happen when one of the blocks was removed? What other species were affected by that one prairie dog? Level 3 (all ages, younger children might need to be guided) –Try to end on a positive note! There are things we can all do to help save endangered wildlife! Just by coming to the zoo is a great way to help support prairie dog conservation.

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African Journey Umbrella Species Objective: To learn what an umbrella species is and the conservation of one can save an ecosystem. Background: The rhino is what’s called an umbrella species. Like an umbrella protects you from the rain, conservation of an umbrella species can indirectly protect many other species including other mammals, reptiles, amphibians, birds and even plants. Umbrella species are typically large and require a large range; by protecting this larger area, other species are protected as well. Umbrella species also generally have the following characteristics: biology is well-known, easily observed or sampled, migratory, and have a long lifespan. Rhinos are very important apex consumers whose grazing habits maintain savannah ecosystem biodiversity and function. With increased plant diversity, other smaller herbivores, such as zebra, gazelle and antelope are able graze as well. Because there are millions of species of conservation concern and the resources available for conservation are limited, it can be useful to use umbrella species to make conservation decisions. In summary, when you save a rhino, you save an ecosystem! Materials:

- Poster of savannah - Pictures of other savannah animals

Procedure:

Level 1 (All ages, younger children might need to be guided) - Have kids build their ideal savannah habitat using the materials provided (try to encourage placing the rhinos in various locations, spreading them across the board while other species tend to stick with their own. Female rhinos generally form loose groups with their offspring, whereas the males are typically solitary). Explain that a well-functioning ecosystem needs healthy biodiversity: can they find any mammals? Birds? A reptile? An insect? Plants? Any non-living things? (Rocks and water). Level 2 (all ages, younger children will need to be guided) - Next, present an unfortunate situation: humans have started expanding onto the savannah building houses and farms. The locals are willing to set up reserves, but are unsure where to set the boundaries. Conservationists now have a dilemma: we have to decide which species get priority- not an easy decision! Ask the kids which animal they would invest their resources in to study- how they use the range will dictate where the reserve boundaries will go. Once the participant chooses the animal, they will use their hands as a way to measure space/habitat use from the animal’s spot on the board. If they choose the savannah monitor (lizard) or dung beetle, they can use a fist; any animal within that fist is “saved.” (The monitor is only a fist because reptiles are ectothermic and needs to conserve energy and therefore do not travel as far. Although the dung beetle’s range is similar to that of a rhino, its short lifespan and size can make it difficult to study and track.) Ostrich, crane, zebra and gazelle will be one hand (medium-sized herbivore that does move around, but not as much as the rhino). Cheetah will be one hand plus a fist (as a carnivore, cheetahs typically move to get their food, but will rest for long periods of time to save their energy). Rhino two hands (two hands from every rhino on the board, so it is important that there are at least two groups of rhinos on different parts of the board for this to work). The rhino should be the only animal that encompasses the entire board and saves all the animals, because their range overlaps all. Explain what an umbrella species is: by focusing conservation efforts around one (large, charismatic, wide-ranging, easy-to-study) species we can save others!

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Addra Gazelle Jenga Objective: To investigate the causes of the Critically Endangered Addra gazelle’s population decline and to learn about the ongoing conservation efforts. Background: Addra gazelles (aka Dama gazelle) are listed by the IUCN as critically endangered, with less than 500 individuals left in the wild. They are also listed under CITES appendix 1, which heavily limits the trade of this species. Poaching and overhunting for horns and meat have driven the species nearly to extinction. Habitat destruction brought on by natural desertification and overgrazing of domestic livestock also poses a major threat to them. Social unrest in range countries is a challenge for conservation efforts and legislation. Most, if not all, of remaining wild breeding populations are heavily dependent on wildlife preserves. The Maryland Zoo participates in the Species Survival Plan (SSP), which aims to establish a genetically diverse breeding population in cooperating institutions. There have been successful introductions of offspring from captive breeding programs into national parks in Senegal and Tunisia. Materials:

- Jenga set - Addra gazelle cards - Bio facts – antelope horn

Procedure: Level 1 (all ages, younger children might need to be guided) - Set up the Jenga blocks on a level surface and explain to participants that the point of the game is to remove the blocks without knocking any of the others down. If the blocks fall down, that means that the addra gazelle population has fallen down as well. Level 2 (all ages, younger children will need to be guided) - Have participants read a playing card and follow the directions given on the card. Participants should only take blocks from below the top three rows and place blocks that they have pulled back on top of the tower. Try to end on a positive note! There are things we can all do to help save endangered wildlife! Just coming to the zoo today is helping the addra gazelles.

Chimp Forest

Coquerel’s Sifaka Deforestation

Objective: To learn about how habitat loss is affecting lemur species and what we can do to help. Background: Coquerel’s sifaka are classified as endangered. Native to the southeastern coast of Madagascar, Coquerel’s sifakas prefer the dry, deciduous forests. They are now found in only two protected areas of northwestern Madagascar. As an arboreal animal, sifakas spend most of their time in the trees. They spend half of their waking hours foraging for food, which is mostly leaves, but they can also eat buds, flowers, bark, dead wood and some fruit. At night, they sleep high up in the trees to avoid any predators. Habitat loss due to deforestation is the leading threat to Coquerel’s sifaka, as is the case with many species of lemur. Therefore, it is critical that we make smart building choices in lemur habitat.

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Materials: - Magnetic board - Magnetic trees with lemurs - Magnetic roads/buildings - Bio facts – lemur skull (very fragile)

Procedure: Level 1 (all ages, younger children might need to be guided) - Ask participants if they know what endangered means. Explain that Sifaka are a type of lemur. Lemurs live in the forests on an island called Madagascar and are endangered, mainly because of deforestation. Level 2 (all ages, younger children might need to be guided) - Set up the magnetic board (the “island”) with only trees on it and ask the participants what happens if people want to build a road, school, house, office, etc. Each time we build something, we have to take away some of the trees, which is where the lemurs live. Ask participants where the lemurs can go if we take away all the trees – they have nowhere to go because they live on an island! Encourage guests to design their city without creating fragmented habitats. Level 3 (all ages) - Try to end on a positive note! There are things we can all do to help save endangered wildlife! Just coming to the zoo today is helping Coquerel’s sifakas. Panamanian Golden Frog Jenga Objective: Guests will observe how fragile amphibian populations can be, and how we have the power to make a positive change. Background: Panamanian golden frogs are native to the wet rainforests and dry cloud forests of the Cordilleran Mountains that run like a spine through western-central Panama in Central America. Panamanian golden frogs are listed as critically endangered, and may actually be extinct now in the wild. Birds, snakes, and fish are traditional frog predators, and they have preyed on their fair share of Panamanian golden frogs and tadpoles. A much more lethal predator arrived on the scene in recent times: the amphibian chytrid fungus, otherwise known as Batrachochytrium. Habitat loss remains the most serious threat, but pollution, disease, climate change, and over-collection for the pet trade are also significant. Materials:

- Jenga set - PGF playing cards - Bio facts – frog life stages, frog skeleton - Example toad abode

Procedure: Level 1 (all ages) - Set up the Jenga blocks on a level surface and explain to participants that the point of the game is to remove the blocks without knocking any of the others down. If the blocks fall down, that means that the PGF population has fallen down as well. Have participants read a playing card from the black card pile and follow the directions given on the card. Participants should only take blocks from below the top three rows and place blocks that they have pulled back on top of the tower. Level 2 (all ages) - Once the tower falls down, switch to the blue set of playing cards. As they pull cards, they will be creating a second population here in Maryland! Explain that although PGFs are extinct in the wild, the captive population being maintained here ensures that there

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will always be a chance of reintroduction! Direct guests attention to the example toad abode. Amphibians right here in Maryland can use our help, and putting a toad abode in your backyard is an easy way to help. Try to end on a positive note! There are things we can all do to help save endangered wildlife! Just coming to the zoo today is helping the PGFs - the Maryland Zoo is involved with Project Golden Frog, a conservation consortium among scientific, educational, and zoological institutions in the Republic of Panama and the United States to research ways to eradicate the fungus that has greatly affected their populations.

Farmyard

Pollution Solutions Objective: To help participants feel empowered to make eco-friendly choices and to provide actions steps for all ages. Background: With all of the doom and gloom talk surrounding the status of the earth, kids often disheartened when it comes to “saving the planet.” However, there are many things that even our youngest zoo visitors can do to make a positive impact on the environment. We need transportation, electricity, food, clothing and other goods, but how we choose to use these can make a difference. Materials:

- Problem cards - Solution cards - Example of a homemade mason bee house

Procedure: Level 1 (all ages, younger children will need to be guided) - Point out some of the problems that are currently plaguing the earth, and how these things happen. Then direct them to the solution cards, assure the participants that there is something that we can do to help lessen the effects of all. Level 2 (all ages, younger children will need to be guided) - See if the participant can match up

the problems with the solutions. Once all are matched up, have them think about any other

ways they can help out the environment. Do they already do some of these eco-friendly things?

Do some of the solutions help with more than one problem? Congratulate and thank them if

they do! Ask them if there is anything that they want to try now after this activity!

Checkerspot Butterfly Garden Objective: To investigate the needs of the checkerspot butterfly throughout its entire lifecycle. Background: Over the past few decades, Maryland populations of Baltimore Checkerspot butterflies have experienced significant declines. The State of Maryland currently lists the Baltimore Checkerspot butterfly on its “Conservation Watch List.” This list highlights species that, if their numbers continue to decline, may become threatened or endangered in the state. It should be noted that there are stable populations of the Baltimore Checkerspot elsewhere within their range, which comprises most of the eastern half of the U.S. and southern Canada. Checkerspot caterpillars prefer to feed on white turtlehead. This plant typically grows in wet areas. The caterpillars also favor the moist air typical of wetlands. Turtlehead, and other less-

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favored food plants like beardtongue, false foxglove and English plantain tolerate drier conditions, but marshes, wet meadows, stream banks, intermittent wetlands and pond edges provide the optimum conditions for caterpillar survival. Like most species experiencing population declines, the Baltimore Checkerspot has endured drastic alterations to their habitat:

- The continuous development of wetlands reduces the amount of wetland habitat available for checkerspot breeding.

- White-tailed deer, heavily overpopulated in many parts of the eastern United States, often out-compete Checkerspot caterpillars for turtlehead leaves. Their depredations on turtlehead plants severely limit the food available to the growing caterpillars.

- All-terrain vehicle operators crush caterpillar food sources as they motor through suitable, but often fragile habitat. Other destructive land uses such as indiscriminant mowing and grazing may have similar impacts.

- Pesticides, designed to combat gypsy moth and other insect pest infestations, take their toll on similar but beneficial insect species like the Baltimore Checkerspot.

Materials: - Two foam bases - Two plastic plates - Various items on popsicle sticks (fruits, vegetables, turtlehead, sand, mud, etc.) - Laminated dead leaves - Pictures of checkerspot butterflies and caterpillars - Bio facts – meadow insect display

Procedure: Level 1 - Set up the plates and foam bases next to each other. One base will be for things that a Checkerspot caterpillar needs. The other will be for things that a Checkerspot butterfly needs. Level 2 (all ages, younger children might need to be guided) - Go through the pictures on popsicle stick with the kids and ask what types of things should be in an ideal garden for a caterpillar and butterfly. Have the kids stick the popsicle sticks in the appropriate garden. Some pictures won’t belong in either garden. For instance, native plants and fruits would be beneficial, but things like mangos and pineapples aren’t naturally found in Maryland. The two gardens will have differences. The caterpillar garden needs the turtlehead plant and dead leaves for the caterpillar to hibernate in. The adult butterfly garden will have native fruits (apples, tomatoes, and blackberries) instead. The gardens will also have things in common: sun, rain, and mud are essential to both caterpillars and butterflies. Things like lemons, mangos, and bottled water won’t be utilized in either garden plot. Level 3 (older participants) - One the gardens are built, discuss the difference between them. Why do they have some differences? What do they have in common? Why were some pictures not used in either garden? Tell guests that we can help native insect species by planting native plants in our yards, using fewer pesticides, and not overdeveloping.

Further Reading On choosing which animals to save: http://news.nationalgeographic.com/news/2013/12/131216-conservation-environment-animals-science-endangered-species/ Birds and the Endangered Species Act: http://www.esasuccess.org/2016/index.html

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Appendix I The following are brief summaries of why certain seafood is labeled “Best Choice” or “Avoid.” I recommend reviewing the Seafood Watch app for further explanations. Sharks- Steer clear of all species of shark unless it's from a "Best Choice" and "Good Alternative" source. If you're not sure about the species and source, err on the side of caution because many shark populations are overfished.

Catfish (US)- Blue catfish caught in the U.S. Chesapeake Bay is a "Best Choice." Blue catfish is an invasive species that’s adversely affecting native species through predation and resource competition, and fishery managers are working to reduce and prevent it from spreading further. It’s caught in a mix of fisheries using a variety of gears that have low impacts on the Chesapeake Bay’s bottom habitat. Channel catfish farmed in the U.S. in ponds is a "Best Choice." U.S. catfish farms are usually sited on old agricultural lands in shallow ponds, and they can have beneficial effects by functioning as artificial wetlands.

Clams, Mussels and Oysters- Clams and oysters are collected with handheld gears that are highly selective, so there's very low bycatch of other species. Blue mussels farmed worldwide on the seafloor or in suspended systems are a "Best Choice." Mussel aquaculture is considered a highly sustainable practice because the environmental impacts of farming plankton-filtering species are minimal.

Crawfish (US farmed)- Red swamp crayfish farmed in the U.S. in ponds is a "Best Choice" because this aquaculture industry has low environmental impacts. No antibiotics, pesticides, disinfectants or feeds are used. The occurrence of disease or pathogens among farmed crayfish is rare. Red swamp crayfish are native to Louisiana, so the risk of farmed crayfish impacting wild populations is minimal.

Lionfish (US)- Devil firefish caught in the U.S. with spears or as bycatch in lobster trap fisheries is a "Best Choice." Fishery managers are proactively working to control further spreading of this invasive species, including by promoting human consumption. Devil firefish is a popular ornamental aquarium fish that has been released or escaped into the Atlantic Ocean. Its spread in U.S. waters is among the most rapid and devastating invasions in history.

Conch (imported)- Queen conch caught in Puerto Rico, the Bahamas and the Turks and Caicos Islands (TCI) is on the "Avoid" list because the populations are depleted or overfishing is occurring. In addition, the Puerto Rico and TCI fisheries target the overfished Caribbean spiny lobster, and the TCI fishery targets endangered hawksbill and green sea turtles.

Salmon (AK and New Zealand)- Many salmon runs in Alaska, on the U.S. West Coast and in British Columbia are augmented by large numbers of hatchery salmon, which could reduce the ability of wild populations to survive. Some sources of Chinook salmon are certified sustainable to the standard of the Marine Stewardship Council. In New Zealand, the industry operates on a small scale and has minimal environmental impacts. Look for this logo:

Exploration Station Public Programs 2017

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Sardines: Pacific (Canada and US)- Pacific sardines caught in the U.S. and Canada with purse seines are a "Best Choice" because the fishing gear has a very low impact on other species and seafloor habitats. However, steep population declines can occur because of changing ocean conditions, even when best fishing practices are followed. Currently, the Pacific sardine fishery is closed because the population numbers are too low.

Lobster: Spiny (Belize, brazil, Honduras, Nicaragua)- Caribbean spiny lobster caught in Belize, Brazil, Honduras and Nicaragua with traps or by divers under casitas is on the "Avoid" list. Management is ineffective in all countries. The high incidence of illegal, unregulated and unreported fishing in Brazil, Honduras and Nicaragua is a critical concern.

Octopus: Common (Spain, Portugal, Mexico)- Common octopus caught in Mexico’s Gulf of Mexico with handlines and hand-operated pole and lines and Mauritania, Morocco, Portugal and Spain with bottom trawls is on the "Avoid" list. In Mexico, common octopus is caught with red octopus, and fishing levels for red octopus have been exceeded for most years since the mid-2000s. In the bottom trawl fisheries, the catch of endangered, threatened or overfished species is a serious concern, and impacts to seafloor habitats is a moderate concern.

Salmon: Atlantic (farmed)- Atlantic salmon farmed in Canada, Scotland, Chile (excluding the Verlasso brand) and Norway (excluding the Blue Circle brand) in net pens is on the "Avoid" list. The overuse of chemicals is a serious concern in all countries, and it's a critical concern in Chile. The potential impacts of farm waste (effluent) in Chile, and the potential impacts of escapes and disease on wild populations in Canada, Scotland and Norway are also major concerns.

Tuna: Yellowfin (Atlantic troll, pole and line)- Yellowfin tuna caught in the Atlantic Ocean with trolls or poles is a "Good Alternative." This fishery also catches bigeye tuna, which is depleted and being overfished in the Atlantic. Yellowfin tuna stocks are depleted, but overfishing is not occurring.