![](media/image1.png){width="0.5834645669291338in" height="0.75in"}Life
Science

*Middle School Ecology*

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Life Science

Ecology Curriculum

I.  **Introduction 1**

#### Curriculum unit overview and activities

# The Biosphere 2

1.  **Ecosystems**

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a.  **Oh, Deer!** A game utilized to assist students in seeing\
    the plan of nature in order to understand the need to\
    protect Earth's resources. 3

b.  **Where Do I Belong?** A lesson to introduce students to\
    ecosystems, habitats, and niches of living things. 6

c.  **Parts to a Whole** An activity to allow students to\
    distinguish between the characteristics that make up\
    an individual, a population, a community, and an ecosystem. 9

d.  **Move Over, Please!** A project that allows students to\
    see what happens when a plant population is too dense. 13

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2.  **Food Chain/ Food Web**

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a.  **What's Cookin'?** Students will learn the basics of food\
    chains and food webs through various ways such as\
    whole class activities, journaling, oral discussions, and\
    small group activities. 15

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3.  **Biomes**

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a.  **Biomes!** An activity that introduces the characteristics\
    of six biomes (desert, tundra, ocean, grasslands, forest,\
    and rainforest). 22

b.  **Desert Biome**

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1.  **Why's It So Hot?** An activity to introduce students\
    to the various features of the desert. 26

2.  **Scenic Sculpture** An activity using salt dough to\
    reconstruct desert landforms. 31

3.  **How Do They Survive?** An experiment to show the\
    differences in temperature on the surface, below the\
    surface of the desert, an in microhabitats. How do\
    plants and animals survive? 36

4.  **Great Deserts of the World** An activity using the world\
    map to identify and locate the major deserts of the world,\
    even the often forgotten Chihuahuan desert!!!! 40

# Soil 46

1.  **Let's Get Down and Dirty -- Soil Science** A hands-on activity\
    that introduces the basics of soil science and allows students\
    to observe and identify different types of soils. 47

2.  **Succession and Soil Compaction** Students will examine\
    the influence of soil compaction on plant and animal habitat\
    and on water infiltration. 52

# Water 54

1.  **All the Water in the World** An activity to help students\
    visualize and understand the percentage of water that is\
    safe for drinking. 55

2.  **How Much Water Do You Use?** An activity to help students\
    identify how much water they use and find ways to conserve\
    this valuable resource. 59

3.  **What's In There?** An activity that helps student\
    understanding of water pollution and its potential effects\
    on wildlife and human habitats. Students will practice\
    techniques used by water quality examiners in their area. 64

4.  **Sediment as a Pollutant** An activity that allows students\
    to understand how sediment gets into bodies of water and\
    its effects on life. 68

5.  **Water Pollution** An activity to demonstrate the effects of\
    detergents and fertilizers on aquatic life. 71

# Fire 75

1.  **Fire 101** A lesson/activity designed to introduce students\
    to the fire triangle. 76

2.  **The Tree Ring Mysteries** A lesson that allows students\
    to explore dendrochronology (studying the past by looking at\
    tree rings) and debate controversy over prescribed burns. 79

# Conservation 85

1.  **We're All Connected** An activity that demonstrates the\
    interrelationship of plants and animals in an ecosystem. 86

2.  **Are You Ready?** An activity designed to help students\
    learn to prepare for backcountry travel. 101

3.  **Where Do We Camp?** An activity designed to help\
    students learn about campsite selection. 111

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II. **Benchmarks and Standards 115**

#### Glossary 122

#### Resources 127

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**Introduction**

This curriculum guide was developed for middle school teachers to be
used as a resource aid in the classroom. While it was designed as a
project sponsored by Carlsbad Caverns National Park and written by local
area teachers from the Carlsbad School District, Carlsbad, New Mexico,
the information is applicable anywhere in the country. The curriculum
guide follows a format that is intended to be user-friendly and
resource-rich: a unit overview provides general information concerning
the specific topic and follow-up activities supplement the lesson.
Content standards and benchmarks (specific to New Mexico), a glossary,
and additional resources are also provided.

The education office at Carlsbad Caverns National Park hopes you find
this curriculum guide useful and beneficial. For additional information
concerning other curriculum materials, contact the Education Specialist,
Carlsbad Caverns National Park, 3225 National Parks Highway, Carlsbad,
New Mexico 88220.

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Biosphere

Biosphere is defined as the system of living things and their
environment. Within a biosphere we have ecosystems, which focus on the
habitat and the interrelationships between the plants and animals. In
this unit students will participate in a game designed to allow them to
see the plan of nature in order to help them understand the need to
protect Earth's resources. Students will learn to distinguish the
identifying characteristics of ecosystems, habitats, and niches of
living things. In the lesson, ***What's Cookin'?***, students will learn
the basics of food chains and food webs.

In this unit six biomes (a large region on the Earth that has a certain
climate and certain kinds of organisms) will be identified. If you were
to travel along the surface of the Earth from one latitude to another,
you would also move from one biome to another. Each biome is described
in terms of its climate and its living things. The plants and animals
that survive in a biome are adapted to the conditions in that biome.

Particular attention will be paid to the characteristics of the Desert
biome. Deserts cover roughly one-third of the Earth's land surface. Yet
deserts aren't all dryness and desolation. This unit will provide
activities that allow students to create various desert formations and
participate in the development of microhabitats. Students will also
identify the great deserts of the world and design brochures that will
identify the distinguishing characteristics of each desert.

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**Oh Deer!**

> ***How does our world affect us?***

**Summary:** This lesson is designed to introduce students to the basic
needs of survival and how changes in an ecosystem can affect animal
life.

**Duration:** 1 class period

**Setting:** Outside

**Vocabulary:** limiting factors, habitat, drought, fire, deforestation,
uncontrolled hunting, population

**Standards/Benchmarks Addressed:** SC1-E1, SC1-E2, SC2-E1, SC3-E1,
SC4-E1, SC4-E2, SC4-E5, SC6-E1, SC6-E2, SC6-E3, SC6-E4, SC6-E5, SC6-E6,
SC6-E7, SC11-E2, SC11-E3, SC11-E4, SC11-E5, SC11-E6, SC11-E7, SC11-E8,
SC14-E1, SC15-E2, SC16-E1, SC16-E2, SC16-E3

**Objectives**

Students will:

-   identify and describe food, water, and shelter as the three
    essential components of habitat.

-   define limiting factors and give examples.

-   recognize that fluctuations in wildlife populations are natural as
    ecosystems constantly change.

-   create a line graph depicting the population cycles as the Oh Deer
    game is played.

**Background**

There are many factors that influence the number of plants and animals
in a habitat. Climate is an extremely important variable that influences
both the diversity of species and the number of plants and animals an
area can support. Another important variable is limiting factors.
Limiting factors are resources, such as food, water, shelter, and
nesting sites, that are in short supply and restrict the population
sizes of living organisms. These factors serve to balance the number of
plants and animals that can survive in an area at one time.

Other limiting factors like disease, predation, and competition for
resources can also impact populations. If any of the limiting factors
change the plant and animal populations change as well. Some changes may
cause the population to increase while others may cause the population
to decrease.

For example, if there are more plants than usual in an area, populations
of animals that eat that plant may increase. If one animal's population
increases, the population of animals that eat that animal might also
increase. Increases in population are not always good. A population
could grow too large for the environment to support. Other changes in
limiting factors can cause a population to decrease. If a population
becomes diseased, the population may decrease and the population of
animals that eat the diseased animal will also decrease. In nature,
populations usually balance themselves.

Predator and prey relationships also play an important role in animal
populations. If the balance between predator and prey is changed,
populations are changed. The deer population in some areas has grown too
large because there are very few natural predators. Mountain lions and
wolves are the natural predators of deer. Wolf and mountain lion
populations have decreased due to over-hunting and habitat loss. This
loss of a natural predator for the deer, along with other factors, has
led to overpopulation of deer in some areas.

**Materials**

None

Prep

Have two parallel lines on the playground or classroom floor 10 to 20
yards apart.

**Procedure**

***Warm up:*** Ask the students what living organisms need in order to
survive. List their ideas and discuss the basic needs: food, water,
shelter, and space. What kinds of things limit the population growth of
animals? List ideas and discuss these limiting factors: drought, fires,
deforestation, and uncontrolled hunting. Now we are going to play a game
to see how these needs and limiting factors affect the wildlife in the
environment.

# *Activity* {#activity .unnumbered}

1.  Divide class into groups by counting off by fours. All the students
    who share a number meet at a different location in the room (best if
    played outdoors because of the space needed).

2.  Have two parallel lines marked off on the playground or floor about
    10 to 20 yards apart.

3.  Have all the Ones meet at one of the parallel lines. The Ones
    represent deer. The other students will stand on the opposite line
    and represent the components of the habitat: food, water, shelter,
    and space. The deer will go out and search for one of the components
    of habitat.

4.  Explain the signals needed for the game. Here are the signals for
    the deer and the habitat components (they will be the same for
    both).

    a.  Food -- clamp your hands over your stomach

    b.  Water -- put your hands over your mouth

    c.  Shelter -- hold your hands together over your head

    d.  Space -- hold your arms straight out at your sides

> Have the students stand on the appropriate lines facing away from each
> other and decide which component they will represent (or be looking
> for). Students cannot change what they are or what they are looking
> for during the round; they may change before beginning the next round.
> If the deer finds the habitat component it is looking for it takes the
> student back to the deer line. This represents that the deer has
> survived and reproduced. If the deer fails to find the component it is
> seeking it dies and becomes part of the habitat side. (As the game is
> played keep track of the number of deer after each round- this will be
> used to make a line graph showing population trends corresponding to
> environmental factors.) Continue this process for a total of fifteen
> rounds.

5.  After the fifteen rounds discuss the activity and what the students
    concluded about the environment's impact on animal populations.
    Discuss that increases and decreases in the animal population are
    natural. In the beginning the herd grows, then some must die as the
    habitat is depleted.

6.  Review with students what limiting factors are: drought, fire,
    deforestation, uncontrolled hunting. Play the game again including
    some of the possible limiting factors. (Be sure to keep count of the
    number of deer and the conditions that were involved in each round,
    so the students can see the relationship between the limiting
    factors and their effect on the population.)

    a.  If there is a drought no student on the habitat side can choose
        water as their symbol.

    b.  If there is a fire no student on the habitat side can choose
        food or shelter as their symbol.

    c.  If there is deforestation no student on the habitat side can
        choose shelter as their symbol.

    d.  If there is uncontrolled hunting have 4 or 5 students become
        hunters (determine an appropriate hand signal to use).

> Discuss the results of the game with the use of limiting factors and
> their results on the wildlife population. Be sure that the students
> understand that humans can be a limiting factor on population growth.

***Wrap Up:*** Have the students describe what they learned from the
game. They should also construct two line graphs depicting the
population cycle of both games and describe why the populations
increased and decreased during the games.

Assessment

Teacher observation, participation, line graphs and explanations.

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**Where Do I Belong?**

> ***What is an ecosystem?***

**Summary:** This lesson introduces students to ecosystems, habitats,
niches, and interactions among living things.

**Duration:** 1 class period

**Setting:** Classroom

**Vocabulary:** ecology, habitat, niche, ecosystem, abiotic factors,
biotic factors, biome, predation, population, community, predator, prey,
competition, parasitism, mutualism, commensalism, producer, consumer,
decomposer

**Standards/Benchmarks Addressed:** SC1-E1, SC1-E2, SC2-E1, SC3-E1,
SC4-E1, SC4-E2, SC4-E5, SC6-E1, SC6-E2, SC6-E3, SC6-E4, SC6-E5, SC6-E6,
SC9-E1, SC10-E2, SC11-E1, SC11-E2, SC11-E3, SC11-E4, SC11-E5, SC11-E7,
SC12-E2, SC14-E1, SC16-E1

**Objectives**

Students will:

-   define ecology and relate ecosystems, communities, populations,
    habitats, and niches to one another.

-   define producer, consumer and decomposer.

-   describe a food chain, food web, and energy pyramid.

-   compare competition, predation, commensalism, mutualism and
    parasitism.

**Background**

The biosphere is the part of the Earth that contains all living things.
Each ecosystem that we study is part of the biosphere. A system is a
group of things that interact with one another. The organisms that make
up the living part of an ecosystem are called biotic factors. An
organism depends on other biotic factors for food, shelter, protection,
and reproduction. Nonliving things that we find in an ecosystem are
called abiotic factors. Abiotic factors have an effect on the type and
number of organisms living in an ecosystem. Some abiotic factors include
soil, water, temperature, and sunlight.

All populations living in an area make up a community. A population is a
group of individuals belonging to the same species whereas a community
is made up of all the populations of living things in a given area. A
community cannot be considered apart from their physical environment.
Communities are made up of species that are intimately linked through
feeding relationships. Food chains and webs of desert species, for
example, emphasize the remarkable adaptations of desert organisms and
the interdependence of species. Animals in every habitat must solve two
important problems: 1) finding enough food for themselves and 2) making
sure they don't become food for others.

Communities and their physical environment are called ecosystems. An
ecosystem is a community of interlocking parts, which act upon each
other in life's grand plan. It contains a balanced mix of living things
and non-living materials that interact in order to form a self-contained
ecological unit. In an ecosystem there is a one-way flow of energy
through living things and a cycling of nonliving materials. Plants and
animals are parts of most ecosystems and so are other living things
called microbes. Plants use the sun's energy to produce food which, in
turn, animals consume to get their energy. Most ecosystems also have
three nonliving parts: soil, water, and air.

By studying an ecosystem we can see how communities are influenced by
their physical surroundings. A stream, for example, depends on supplies
of carbon, phosphorus, nitrogen, water, and energy. At the same time,
populations alter their physical environment. Stream animals reshape the
stream by digging into its banks. Even by dying, a stream animal changes
the characteristics of its environment by contributing organic matter to
the streambed.

Within each large ecosystem, smaller ecosystems can be found, for
example, a decaying tree in a forest. As the tree decays, it returns to
the soil and recycles minerals in a series of processes. Fungi and
lichens or decomposers permeate and then soften the bark. Insects, such
as termites or beetles, attack the heartwood. In turn, animals feed on
the insects. Waste materials from the animals are deposited on the
ground providing a rich fertilizer for the soil.

Limiting factors control animal population sizes in a given area of
habitat. Limiting factors are resources, such as food, water, shelter,
and nesting sites, that are in short supply and restrict the population
sizes of living organisms. These factors serve to balance the number of
plants and animals that can survive in an area at one time. As a result,
a balance is maintained with the environment. Only a certain number of
animals and plants can thrive in a limited space --when there are too
many animals the resources are depleted and the animals and environment
suffer. Climate is another extremely important variable that influences
both the diversity of species and the number of plants and animals an
area can support. Interactions between organisms on different levels of
the food chains also influence the number of plants and animals found in
an area. Thus, the populations of predator and prey species are closely
linked. Predators provide an important check on the population size of
their prey and reduce the risk that the prey population will increase to
the point that it will exceed the available food.

Materials

Science magazines

Science textbook

**Procedure**

***Warm up:*** Draw a connections web on the board. Start by writing an
animal's name on the board and circling it. Ask the students to name
things that are connected to the animal (interactions with other
organisms, food, shelter...). Draw lines to the other factors until the
web is very complex. Point out that the web has abiotic and biotic
factors. Explain that this web on the board is not even a fraction of
the interactions happening in a natural ecosystem. Define ecosystem,
abiotic factors, and biotic factors.

# *Activity* {#activity-1 .unnumbered}

1.  Habitat vs. Niche- ask students to define the terms habitat and
    niche. What do you think your habitat or niche is. Explain the main
    differences and similarities of the two terms. Stress that a niche
    is much like an occupation, or the organism's role, while the
    habitat is its home.

2.  Describe an Animal's Habitat and Niche---hand out several science
    magazines. Tell the students to pick out any organism from the
    magazine (it can be a plant, animal, insect, reptile...). What do
    you think this animal's habitat is? Its niche? Do you think it has
    any relationships with other organisms? If so, what kinds?

3.  Introduce the Five Specific Interactions- List the five types of
    interactions on the board and give an example of each (predation,
    competition, parasitism, mutualism, and commensalism).

4.  Students will now write a paragraph involving a predator (mountain
    lion, coyote, fox, snake, etc...) through the eyes of its prey
    (mouse, insect, deer, etc...). Discuss what each student wrote.

***Wrap Up:*** Have the students create an animal that does not already
exist. Draw a picture of the animal and define its habitat and its
niche. They must also describe two specific interactions it has with
another living organism (predation, commensalism, mutualism, or
competition).

**Assessment**

Collect the students' pictures. Did the students define the animal's
habitat and niche? Did the students describe two interactions the animal
has with another organism?

### **Extensions** {#extensions .unnumbered}

***Materials needed:*** 2-liter bottle, sand, aquatic plants, gravel,
scissors, ruler, water, fish (1 goldfish or guppy per student), fish
food

1.  As a class, brainstorm and discuss factors needed for an ecosystem.
    Inform the students they are going to be creating an ecosystem in a
    2-liter bottle. Each student will be given a 2-liter bottle, sand,
    gravel, aquatic plants, water, and eventually one fish to add to
    their ecosystem.

2.  Have students draw a plan for their ecosystem and get it approved by
    you before they begin constructing their ecosystem. Students must be
    sure that the ecosystem is safe for the fish.

3.  After the plan has been approved the students can start constructing
    their ecosystems. Students should be able to explain how the fish
    will be able to survive in the ecosystem, and what they (students)
    must provide in order for the fish to survive.

***Materials needed:*** 5 cm soil, jar, water, aquatic plant, 1 cup
mixed bird seed

Have students observe and describe succession (the series of changes
that naturally take place in a community over time) by conducting the
following experiment using soils, water, seeds, a plant, and a jar.
First, place 5cm of soil in a jar and fill with water to a depth of 7.5
cm. Place the uncovered jar on a windowsill, allowing the contents to
settle overnight. Plant an aquatic plant in the jar. As time passes, do
not replace the water that evaporates from the jar. Once or twice a
week, have students add three or four seeds (use mixed birdseed) to the
jar. As long as water remains in the jar, the seeds should germinate and
then die. Continue adding seeds even after the water evaporates; this
evaporation is a metaphor for a warming, drying climate. As the water
evaporates, the aquatic plant will die, but the birdseed may find the
environment suitable for growth. When seedlings begin to sprout start
adding water to represent rainfall. Have students illustrate what they
saw happen to their pond. What did they learn about environmental
change?

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

Parts to a Whole

*How does it all fit together?*

**Summary:** Student will be creating a visual representation that
distinguishes the relationship between an individual of a species, its
interactions with others (living and non-living) around them, and the
role of limiting factors.

**Duration:** 1 week

**Setting:** Classroom

**Vocabulary:** population, community, ecosystem, limiting factors,
competition, drought

**Standards/Benchmarks Addressed:** SC1-E1, SC1-E2, SC2-E1, SC2-E3,
SC3-E1, SC4-E1, SC4-E2, SC4-E5, SC6-E1, SC6-E2, SC6-E3, SC6-E4, SC6-E5,
SC6-E6, SC9-E1, SC10-E2, SC11-E1, SC11-E2, SC11-E3, SC11-E4, SC11-E5,
SC11-E6, SC11-E7

**Objectives**

Students will:

-   be able to distinguish between the characteristics that make up an
    individual, a population, a community, and an ecosystem.

-   define the terms population, community, ecosystems, and limiting
    factors.

-   predict the effect of drought on populations of plants and animals
    in a habitat.

**Background**

All populations living in an area make up a community. A population is a
group of individuals belonging to the same species whereas a community
is made up of all the populations of living things in a given area. A
community cannot be considered apart from its physical environment.
Communities are made up of species that are intimately linked through
feeding relationships. Food chains and webs of desert species, for
example, emphasize the remarkable adaptations of desert organisms and
the interdependence of species. Animals in every habitat must solve two
important problems: 1) finding enough food for themselves and 2) making
sure they don't become food for others.

Communities and their physical environment are called ecosystems. An
ecosystem is a community of interlocking parts, which act upon each
other in life's grand plan. It contains a balanced mix of living things
and non-living materials that interact in order to form a self-contained
ecological unit. In an ecosystem there is a one-way flow of energy
through living things and a cycling of nonliving materials. Plants and
animals are parts of most ecosystems as well as other living things
called microbes. Plants use the sun's energy to produce food which, in
turn, animals consume to get their energy. Most ecosystems also have
three nonliving parts: soil, water, and air.

By studying an ecosystem we can see how communities are influenced by
their physical surroundings. A stream, for example, depends on supplies
of carbon, phosphorus, nitrogen, water, and energy. At the same time,
populations alter their physical environment. Stream animals reshape the
stream by digging into its banks. Even by dying, a stream animal changes
the characteristics of its environment by contributing organic matter to
the streambed.

Within each large ecosystem, smaller ecosystems can be found, for
example, a decaying tree in a forest. As the tree decays, it returns to
the soil and recycles minerals in a series of processes. Fungi and
lichens or decomposers permeate and then soften the bark. Insects, such
as termites or beetles, attack the heartwood. In turn, animals feed on
the insects. Waste materials from the animals are deposited on the
ground providing a rich fertilizer for the soil.

Limiting factors control animal population sizes in a given area of
habitat. Limiting factors are resources, such as food, water, shelter,
and nesting sites, that are in short supply and restrict the population
sizes of living organisms. These factors serve to balance the number of
plants and animals that can survive in an area at one time. As a result,
a balance is maintained with the environment. Only a certain number of
animals and plants can thrive in a limited space---when there are too
many animals the resources are depleted and the animals and environment
suffer. Climate is another extremely important variable that influences
both the diversity of species and the number of plants and animals an
area can support. Interactions between organisms on different levels of
the food chains also influence the number of plants and animals found in
an area. Thus, the populations of predator and prey species are closely
linked. Predators provide an important check on the population size of
their prey and reduce the risk that the prey population will increase to
the point that it will exceed the available food.

Can human population be a limiting factor? The size of the human
population affects virtually every environmental condition facing our
planet. As human population grows, demands for resources increase;
pollution and waste grow as well resulting in millions of plants and
animals facing the threat of extinction. Consequently, it is evident
that human population takes its toll.

**Materials**

Poster board

Colored pencils

Markers

**Procedure**

***Warm up:*** On the chalkboard make four columns with the headings:
Individual, Population, Community, and Ecosystem. Define each of these.
Explain to the students that individuals make up populations, which in
turn make up communities, which in turn make up ecosystems.

(Review background information as necessary)

Imagine the plant and animal populations in the Chihuahuan Desert. Ask
students if they think that the area could support an unlimited number
of species. Also ask them to consider what might limit the number of
individual animals and the number of species (drought, fire, heat, and
predators). Students should consider what happens to all the populations
of plants and animals during the drought (the numbers of all decrease).
Discuss why limiting factors are important to a habitat (It controls
animal populations, thus balance is maintained with the environment.
Only a certain number can thrive in a limited space. Too many animals
will deplete the resources.).

***Activity:*** Explain to the students that there are several
ecosystems. Ask students to name some that could be found in the
Chihuahuan Desert or more specifically Carlsbad Caverns National Park
(riparian area, cave ecosystems (which can include the twilight zone,
varied temperature zone, and the constant temperature zone), desert, and
forest).

Discuss the concept of an energy pyramid. Explain that it depicts the
species of a habitat in their appropriate hierarchical levels (producer,
consumer, etc.). The pyramidal shape is formed because the energy
decreases as you move up the levels. This happens because each time an
animal eats another animal or plant, 90 percent of the energy contained
in the food source is lost due to the digestion process. Therefore, only
about 10 percent of the energy is actually transferred to the next level
of the food chain.

Explain to the students that they will be working in groups to create an
Energy Pyramid. Each group must choose an ecosystem located in our area.
They will then identify an individual species they'd like to follow
through the relationships of individual, population, community, and end
with the ecosystem.

Each team will receive poster board, colored pencils, and/or markers.
Pictures from magazines to use for the pyramid could also be an option.

***Wrap Up:*** Groups will present their Energy Pyramid to the class in
a ten-minute presentation.

**Assessment**

# Pyramid rubric {#pyramid-rubric .unnumbered}

**Extensions**

Each student should select a specific species and conduct library
research about how change in their local climate might affect their
selected animal.

Parts to a Whole

+----------------------------------------+--------+----------+----------+
| # Energy                               | **Self | *        | **Co     |
|  Pyramid {#energy-pyramid .unnumbered} | Evalua | *Teacher | mments** |
|                                        | tion** | Eval     |          |
|                                        |        | uation** |          |
+----------------------------------------+--------+----------+----------+
| **Visual:**                            |        | **/12**  |          |
+----------------------------------------+--------+----------+----------+
| Includes an energy pyramid colored and |        |          |          |
| labeled (consider quality and appeal). |        |          |          |
+----------------------------------------+--------+----------+----------+
| Energy Pyramid is visually attractive  |        |          |          |
| (fills the page, colorful, neat).      |        |          |          |
+----------------------------------------+--------+----------+----------+
| Illustrations distinguish the          |        |          |          |
| relationships between the individual,  |        |          |          |
| population, community and ecosystem.   |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Written:**                           |        | **/8**   |          |
+----------------------------------------+--------+----------+----------+
| Information is accurate.               |        |          |          |
+----------------------------------------+--------+----------+----------+
| Proper grammar, spelling, etc.         |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Presentation:**                      |        | **/8**   |          |
+----------------------------------------+--------+----------+----------+
| Presenters followed appropriate        |        |          |          |
| speaking rules (eye contact, voice,    |        |          |          |
| enthusiasm).                           |        |          |          |
+----------------------------------------+--------+----------+----------+
| Presentation quality, organization,    |        |          |          |
| information, and appeal.               |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Teamwork:**                          |        | **/4**   |          |
+----------------------------------------+--------+----------+----------+
| Are the efforts of each team member    |        |          |          |
| clearly demonstrated, or did it appear |        |          |          |
| to be the work of one or two?          |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Responsibility:**                    |        | **/4**   |          |
+----------------------------------------+--------+----------+----------+
| Turned in on due date and presented in |        |          |          |
| class with visual aids.                |        |          |          |
+----------------------------------------+--------+----------+----------+

4 - no mistakes 3 - few mistakes 2 - many mistakes 1 - incomplete
(however is present) 0 - not evident or not included

Percentages: Visual \_\_\_\_\_ Written \_\_\_\_\_ Presentation
\_\_\_\_\_ Teamwork \_\_\_\_\_ Responsibility \_\_\_\_\_
Overall\_\_\_\_\_

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Move Over Please!**

***What happens when a plant population is too dense?***

**Summary:** This project explores the effects of plant population
density.

**Duration**: 2 weeks

**Setting**: Classroom/lab

**Vocabulary**: population, overcrowding

**Standards/Benchmarks Addressed**: SC1-E1, SC1-E2, SC2-E1, SC2-E2,
SC2-E3, SC3-E1, SC4-E1, SC4-E3, SC4-E4, SC4-E5, SC5-E1, SC5-E2, SC6-E1,
SC6-E2, SC6-E3, SC6-E4, SC6-E5, SC6-E6, SC6-E7, SC11-E2, SC11-E3,
SC11-E4, SC11-E5, SC11-E7, SC12-E2, SC14-E1

**Objectives**

Students will:

-   work with the scientific method in order to see what happens when a
    plant population gets too dense.

-   make a chart to record the growth of plants.

**Background**

Nature is an amazing thing. It has the ability to regulate itself in
order to promote a healthy habitat for all living things. In order to
maintain a healthy environment nature has a natural cycle of population
increases and decreases.

If a population becomes too crowded the plants or animals must compete
for the resources (food, water, shelter, and space) available. This
creates an unhealthy environment, which causes the plants and/or animals
to suffer.

Plants are modular and do not move around. As a consequence, plants can
get larger so both biomass and the numbers of plants are indicators of
plant population size. As the population increases (in numbers or
biomass) either survival or reproduction will be reduced by the limits
imposed by resources, competition, predation, or by space limits.
Competition is high because of the fixed nature of their location and
the fixed nature of resource availability. Competition is mitigated by
other factors such as predation, disease, and mutualistic interactions.

The degree of intra- and inter-specific competition is described by the
self-thinning rule (also called Yoda's rule or the 3/2 power rule). This
rule states that as plant population density increases plant size
decreases due to resource limitations.

**Materials**

2 small milk cartons

Potting soil

Water

Radish seeds

Metric ruler

Marker

Pie pan

Measuring cups

**Procedure**

***Warm up***

Ask the following questions:

-   What do you think will happen if the plants are too close together?

-   Will there be enough food, water, and sunlight?

-   What else might be in short supply?

Have students write their answers in a science journal.

# *Activity* {#activity-2 .unnumbered}

1.  Do the experiment using the following directions.

    a.  Cut off the top of each carton and punch three holes into the
        bottom of each of the cartons.

    b.  Label the cartons A and B.

    c.  Fill each carton ¾ full with potting soil.

    d.  In carton A, plant three radish seeds about one centimeter
        apart. In carton B, plant 20 radish seeds about ½ centimeter
        apart.

    e.  Place both cartons in a pie pan. Water each carton with about ¼
        cup of water. Water each carton every 3-4 days. Keep the soil
        damp.

    f.  Observe and measure all the plants in each carton after one week
        and then again a week later. Keep a record of plant growth in a
        journal.

2.  Make a chart comparing the plant growth in both cartons A and B.
    Answer the follow-up questions:

```{=html}
<!-- -->
```
a.  In which carton were the plants taller?

b.  In which carton were the plants fuller?

c.  In which carton were the plants more crowded?

d.  What might have caused the difference in the way the plants grew?

e.  What might happen to the soil when the plant population becomes too
    dense?

f.  Do you think that overcrowding might cause similar problems in other
    populations such as animals and humans?

***Wrap Up:*** Students must explain what they learned through this
activity and answer the initial question: What do you think will happen
if the plants are too close together? Will there be enough food, water,
and sunlight? What else might be in short supply?

**Assessment**

## Collect the students' journals. Did they answer the initial questions and keep a running log on plant growth? Did the students answer the follow-up questions? Did the students summarize what they learned from the activity?  {#collect-the-students-journals.-did-they-answer-the-initial-questions-and-keep-a-running-log-on-plant-growth-did-the-students-answer-the-follow-up-questions-did-the-students-summarize-what-they-learned-from-the-activity .unnumbered}

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**What's Cookin'?**

***How are living things linked in the Ecosystem?***

**Summary:** This lesson will help students understand how energy flows
within an undisturbed habitat. Students will learn about the flow and
about the interdependence of organisms.

**Duration:** 1 week

**Setting:** Classroom

**Vocabulary:** primary consumers, secondary consumers, tertiary
consumers, scavengers, detritivores, predators, herbivores, carnivores,
primary producers, photosynthesis, thermodynamics

**Standards/Benchmarks Addressed**: SC1-E1, SC2-E1, SC2-E2, SC2-E3,
SC3-E1, SC4-E2, SC4-E5, SC5-E2, SC5-E3, SC6-E2, SC6-E3, SC6-E4, SC6-E5,
SC6-E6, SC9-E1, SC11-E1, SC11-E2, SC11-E3, SC11-E4, SC11-E5

**Objectives**

Students will:

-   Recognize the food web and the living things that are a part of it.

-   Discuss the elements of a food web and their impacts on the world.

-   Have a better understanding of the interdependency of all living
    things in an ecological system.

### **Background*: A Close Look at Energy*** {#background-a-close-look-at-energy .unnumbered}

There are two important laws of thermodynamics that are fundamental to
understanding how energy behaves in living systems. The First Law
states: *Energy can be changed from one form to another, but it can
never be created or destroyed*. Energy transformation occurs all the
time in living systems: photosynthesis converts light energy into
chemical energy, mammals convert the chemical energy in their food into
the heat needed to keep their bodies warm. The First Law also tells us
that in any energy conversion, the energy that exists after the
conversion is exactly equal to the energy that existed before, however,
the quality doesn't remain the same. The first law may lead us to
believe that there will always be enough energy, yet anyone who has
attempted to start a car with no gas can attest to the fact that though
there once was gas (chemical energy) in the vehicle it was converted to
energy of movement and now is no longer there.

The Second Law states: *In all energy exchanges and conversions, the
potential energy of the final state is always less than the potential
energy of the initial state*. In other words, every time energy changes
form, there is less *useful* energy after the change than before. Almost
every time energy changes form, some of the energy turns into "low
quality" heat that is "lost" to the surrounding environment. The energy
still exists, but is no longer easily used. Ecologists express the
energy quantities in an energy pyramid. The pyramid shows how many
producers(plants) are needed to feed the primary consumers (mice) that
are needed to feed the secondary consumers (snakes) that are needed to
feed the top predator (a coyote). Understanding the Laws of
Thermodynamics and applying them to the food pyramid allows one to see
why there needs to be more mice than coyotes in a desert.

Let us follow the energy flow. Energy of life starts in the sun. It is
passed along from one organism to another; from plants to plant eaters,
on to the animals that eat them and so on. An animal's use of the sun's
radiant energy begins with the "capture" of that energy by
photosynthetic plants (and certain microorganisms) that convert light
energy to chemical energy in the form of carbohydrates. Each organism is
described by its position in the energy flow, and because plants capture
the sun's energy and make their own food, they are called primary
producers. What makes humans, and every other non-photosynthetic species
(all animals), possible is that all other organisms can utilize the
plant's stored energy. Animals (or the plants themselves) can break down
the glucose and other food molecules produced by plants into water and
carbon dioxide in a process called respiration. Respiration is
photosynthesis in reverse. During respiration, the stored chemical
energy captured originally by the plant is released for use by the
plant-eater. Primary consumers are the herbivores, or plant-eating
animals, that feed almost exclusively on photosynthetic plants; also
called primary consumers. Other animals called secondary consumers prey
on primary consumers. Secondary consumers are the carnivores. Tertiary
consumers are the carnivores that feed on secondary consumers.
Detritivores are organisms that feed on small bits of dead material and
waste from each level. As each of these organisms dies, its components
are broken down by digestion or by various decomposers, such as bacteria
and fungi. There is also another type of consumer. Scavengers, which
include earthworms and vultures, are animals that eat dead animals. They
play a crucial role in the recycling of nutrients for further use in the
ecosystem. In the real world many animals eat more than one kind of
animal. Also, most prey animals are eaten by more than one kind of
predator. This producer-consumer-decomposer sequence in a food chain
represents a flow of both energy and matter. Thus the depiction of a
simple chain turns into a complex web.

Consider this. Each individual from each species is concerned most
basically with obtaining energy---energy to keep going, energy to grow,
and energy to reproduce---in sum, energy for survival. Ultimately, all
that energy comes from the sun through plants and the medium of
photosynthesis. It ultimately returns to the universe as waste heat from
cellular respiration.

**Materials**

Owl pellets\*

Paper towels

Bone diagram

Tweezers or toothpicks

**Procedure**

***Warm up:*** Write the words shrews, grazing insects, sun, owl, grass.
Ask students why they think these five words would be placed together
and what they have in common. Students should answer that they are all
in a food chain. Explain that the students will be completing an
activity that will enable them to see evidence of connections within a
food chain. Review key terms such as primary producer, primary
carnivore, and herbivore.

***Activity:*** Students will pair up. Each pair should receive an owl
pellet. Have students begin taking apart the pellet. Students should
examine the various bones they find. Have them compare these bones to a
bone chart. After identifying the various types of bones found discuss
what we can conclude from these findings. Refer back to the original
words on the board and ask students to draw an illustration showing the
food chain represented in this activity.

Explain to the students that the class will be making a food web mural.
Students will choose any ecosystem, for example the Chihuahuan Desert.
Once they've identified an ecosystem the student will pick a plant or
animal that lives there and through research, determine its place in the
web. Once students have determined its place they should also identify
its predators and prey. When students have completed their findings they
will place their information on the class food web model.

***Wrap Up*:** Discuss the completed food web.

**Assessment**

Research on their animal or plant.

\*Carolina Biological Supply Co.

# 2700 York Road {#york-road .unnumbered}

Burlington, NC 27215

1-800-334-5551

![](media/image4.png){width="6.659722222222222in" height="9.15625in"}

What's Cookin'?

**Research Format**

# Name:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ {#name__________________ .unnumbered}

One way ecologists show a community's energy flow is through food chains
and food webs. A food chain shows what one type of animal eats and what
its prey eats in turn. A food web goes a step further, showing the
relationships among many animals in a community. It shows who eats what
and who eats whom within a community. A web that includes all the
animals and plants in a small patch of the Chihuahuan Desert, for
instance, would have hundreds of strands.

Use this information for review as you complete your research.

An animal's use of the sun's radiant energy begins with the "capture" of
that energy by photosynthetic plants. Because plants capture the sun's
energy, they are called primary producers. A primary consumer is a
plant-eating animal, or herbivore. Primary consumers are preyed on by
other animals, the secondary consumers, and so on, in what is termed the
food chain. As each organism dies, its components are broken down by
digestion or by various decomposers, such as bacteria and fungi. This
producer-consumer-decomposer sequence in a food chain represents the
flow of both energy and matter.

Use the shape below to label and illustrate the plants and animals in
your chain (use one for each illustration).

What's Cookin'?

**Research Format**

What's Cookin'?

**Research Format**

# Name:\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ {#name__________________-1 .unnumbered}

1\. Identify your plant or animal.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2\. Determine where your plant or animal fits in the diagram and write
its name in the box.

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Biomes!**

***What are the seven biomes?***

**Summary:** This lesson introduces the students to characteristics of
the seven biomes (grassland, ocean, forest, desert, rainforest, taiga,
and tundra).

**Duration:** 1-2 class periods

**Setting:** Classroom

**Vocabulary:** biome, grassland, ocean, desert, forest, rainforest,
taiga, tundra

**Standards/Benchmarks Addressed:** SC1-E1, SC2-E3, SC3-E1, SC5-E2,
SC6-E1, SC6-E2, SC6-E3, SC6-E4, SC6-E5, SC6-E6, SC11-E2, SC11-E3,
SC11-E4, SC11-E7

**Objectives**

Students will:

-   comprehend the distinct differences in the characteristics of the
    seven biomes.

-   create a poster depicting the characteristics of the seven biomes.

**Background**

Each environment has different kinds of organisms. One factor that
influences where organisms live is climate. Climate is the average
weather of a region over a long period of time. Two basic factors
influence both climate and weather. These factors are precipitation and
temperature. Weather is the result of the day-to-day changes in these
factors. Climate is the average of these factors over a long period of
time.

A biome is a region characterized by certain kinds of plant life, animal
life, and climate. The plants and animals that survive in a biome are
adapted to the conditions of that biome. Each biome is described in
terms of its climate and its living things. The plants and animals that
survive in a biome are adapted to the conditions in that biome.

Some researchers say there are six land biomes on the Earth, however we
included the ocean as a separate biome. That brings us to a total of
seven biomes on the Earth. These biomes include the desert, grassland,
forest, rainforest, taiga, tundra, and the ocean.

The tundra is a biome that is cold and receives little precipitation.
Winters in the tundra are long, dark, and very windy. Summers in the
tundra are very short. There are only about eight weeks of the year when
conditions are right for plants to grow. Most of the soil in the tundra
is frozen all year. This frozen soil is called permafrost. Few plants
can survive in the tundra, because the growing season is so short. The
plants that do grow are adapted to grow very quickly. The most common
plants are grasses, mosses, and lichens. The animals that live in the
tundra have special adaptations that allow them to survive in the very
cold environment. These animals include: caribou, lemmings, arctic
foxes, snowy owls, and wolves.

The taiga is a biome in which the main type of plant life is evergreen
trees. This biome has long, hard winters and constant snow cover.
However, there is no permafrost in the taiga. The most common plants in
the taiga are conifers. Because conifers keep their leaves all year,
little sunlight reaches the forest floor. The only plants that can
survive with very little sunlight are ferns and mosses. The animals that
reside in the taiga have adapted to living in these conifer forests.
These animals include: porcupines, crossbill, and moose.

The deciduous forest is a biome named for the broad-leaved trees found
there. The climate is temperate. Temperate means that it is not very hot
or very cold. The plants of the deciduous forest include deciduous trees
(maple, oak, and beech) and many wildflowers along the forest floor. The
animal life in the deciduous forest is very diverse. It includes:
squirrels, deer, rabbits, black bears, hawks, foxes, insects, worms,
birds, frogs, slugs, and snakes.

The tropical rain forest is a biome that has high temperatures and a
large amount of rainfall. Tropical rain forests are found only near the
equator. The tropical rain forest changes very little from season to
season. There are more living things in the tropical rain forest than in
all other biomes combined. It has been estimated that 50% of all living
things live in the rain forest. However, this biome only covers 2% of
the Earth's land mass. Some of the plants in the rain forest include
hanging vines and sandbox trees. The animals of the rain forest are
adapted to live only in one level of the rain forest. Few animals move
from one level to the next. There is so much diversity in the rain
forest it is hard to identify all the plants and animals that live
there. Some of the animals that live in the rain forests include:
hummingbirds, sloths, monkeys, toucans, and parrots.

The grassland in temperate regions is a biome that has cold winters,
warm summers, and uneven precipitation. As you might guess, grasses are
the main kinds of plant life in the grasslands. Many insects live in the
grassland. They include: ants, locusts, and grasshoppers. The grass also
provides the appropriate habitat for many other animals. These animals
include: prairie dogs, burrowing owls, hawks, coyotes, and wolves.

The desert is a biome that receives less than 10 inches of rainfall each
year. Most people think that the desert is always hot. That is not true.
A desert can also be very cold. Desert plants have adapted to living
with very little water. Some of these plants include: cacti, creosote
bush, and other small-leaved plants. Desert animals have also adapted to
prevent water loss. These animals include: snakes, lizards, and kangaroo
rats.

An ocean is a large body of salt water. There are four major oceans on
the Earth: Pacific, Atlantic, Arctic, and Indian. Since these oceans are
all connected water can flow from one ocean into another. The same is
true with animal and plant life. The ocean is alive with a great deal of
plants and animals. Seaweeds, sea snakes, whales, whelks, penguins,
porpoises, tuna, and tunicates are just a few of the many organisms that
live in the ocean.

**Materials**

Butcher paper

Drawing materials

World map

Science textbook

**Procedure**

***Warm up:*** Ask the students if they have ever heard the term biome.
Explain what a biome is. Ask the students to brainstorm possible biomes
and discuss the seven biomes: grassland, ocean, desert, forest,
rainforest, taiga, tundra

# *Activity* {#activity-3 .unnumbered}

1.  Look at the world map with the class and discuss where some of the
    biome regions can be found. Divide the class into groups of 2 to 4.

2.  Each group will be given a large piece of butcher paper. The
    students will then divide that piece of paper into seven different
    sections, one for each of the biomes discussed.

3.  Students are to research and fill up as much space as possible in
    each of the biome sections with pictures and facts about plants,
    animals, and weather characteristics for each particular biome. The
    groups should discuss between themselves what should go into each
    biome section and why it belongs there.

***Wrap Up:*** Students will present their work and explain some things
that make each biome distinct: a particular plant, animal, and weather
characteristic.

**Assessment**

## Students should be able to answer the following questions (teacher may use any format: game, written, discussion): {#students-should-be-able-to-answer-the-following-questions-teacher-may-use-any-format-game-written-discussion .unnumbered}

## What is a biome?

1.  What is the climate like in the desert? How does it compare with the
    climate in the tundra?

2.  What is the climate like in the rainforest? How often does it rain?

3.  In what biome would you find a cactus?

4.  In what biome(s) would you find a wolf?

5.  If you find a wolf in more than one biome, how is it possible?

6.  Because of the harsh hot and dry conditions of the desert, what
    characteristics would a plant (and animal) have in order to survive
    there?

7.  What might the waxy coating and spines on the plants in the desert
    tell us about the weather there? How might this relate to the plant
    life in Carlsbad Caverns National Park?

8.  How do animals of the forest, grassland, tundra, taiga, desert, and
    rainforest differ form the animals of the ocean?

9.  What biome-like region is Carlsbad Caverns National Park located in?

**Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

![](media/image5.png){width="9.0in"
height="5.7243055555555555in"}**Directions:** Outline, color, and label
your specific desert on the world map.

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Why's it so Hot?**

***What are the distinguishing features\
of a desert and how are they formed?***

**Summary:** Students will explore the various factors that contribute
to the formation of a desert.

**Duration:** 1 class period

**Setting:** Classroom and outside

**Vocabulary:** arid, desert, evaporation, precipitation,
desertification, rain shadow

**Standards/Benchmarks Addressed:** SC1-E1, SC2-E1, SC3-E1, SC4-E1,
SC4-E5, SC5-E2, SC6-E1, SC6-E2, SC6-E3, SC6-E4, SC6-E5, SC6-E6, SC11-E1,
SC11-E4, SC11-E5

**Objectives**

Students will:

-   understand the physical characteristics of a desert biome.

-   be able to identify four major reasons why deserts are formed.

**Background**

Imagine a place with only a few drops of water to drink all year long; a
place where the sun can be so hot that rocks are too hot to touch. A
desert is an area that receives less than 10 inches of precipitation per
year *and* has a high rate of evaporation (if the annual evaporation
rate of an area is higher than the annual amount of rainfall, the area
is considered a desert). Deserts cover roughly one-third of the Earth's
land surface. There are about 20 major deserts in the world, spread out
on five continents. Many people may think that deserts are all the same.
In fact, deserts are among the most varied and interesting landscapes on
earth. Their barren appearance is misleading because an amazing variety
of wildlife and plants have evolved adaptations enabling them to survive
the harsh environment. Some deserts have rolling dunes while others have
a flat surface of smooth stones. Deserts also vary in terms of the
altitude in which they are found.

It is important to recognize the relationship between the Earth's
geography and its climate. There are four major reasons why deserts
form. Deserts occur as a result of more than one of these factors:
latitude, ocean currents, rains shadows, and central location on a
continent.

Rain shadow deserts are created by prevailing winds that reach a
mountain range. As they rise quickly and cool, they lose most of their
moisture as rain. By the time the winds cross over the mountains and
move down the far side, they are very dry. The dry winds will create a
"rain shadow" desert if the area on the far side of the mountain does
not receive moisture in some other way.

Inland deserts are formed because they are just too far from
moisture-filled ocean winds. Air that picks up its moisture over the
oceans has already dropped that moisture as rain by the time it reaches
these mid-continental regions.

Latitude deserts are found along one of two lines of latitude, 30
degrees north or 30 degrees south. Many deserts form because they lie in
zones of high atmospheric pressure, where dry air is descending. As the
descending dry air warms up, it absorbs much of the moisture in the
area.

Cold current deserts are created when moisture-laden air traveling east
over the ocean cools as it crosses cold ocean currents (along the
western coasts of Africa, South America, and North America). Since cool
air holds less moisture than warm air, the cooling air masses drop most
of their moisture over these cold currents. By the time the air reaches
the west coast of the continent, it is very dry.

**Materials**

Map of the United States

Colored pencils

Two buckets of water

Sponges

Ruler

2 shallow pans

Salt

Stopwatch

Chalkboard

**Procedure**

***Warm up:*** Ask students to brainstorm what they think they know
about deserts, their characteristics, and how they are formed. Write
responses on the board. Give students the definition of a desert.
Explain that they will be performing an activity that will allow them to
observe how evaporation affects living things in the desert. Using a map
of the United States, ask students to locate the four deserts in the
North American continent.

***Activity:*** In these activities, students will get a chance to find
out how evaporation affects living things in the desert and how it helps
shape the way many desert areas look.

1.  Show students how water evaporates by wiping a damp sponge across a
    chalkboard. Explain that the water evaporated or changed from a
    liquid to an invisible gas called water vapor.

2.  Next, ask students how heat affects evaporation. To show how heat
    affects the evaporation rate, complete these two demonstrations.

3.  Place one pan in a sunny, open area and the other in a shady area.
    Fill each pan with exactly two inches of water. Leave the pans in
    place several hours, then measure the amount of water in each pan.
    Does one pan now have less water?

4.  The second demonstration shows how quickly rainfall evaporates off
    the hot desert ground with a sidewalk graffiti demonstration. Take a
    bucket of water, some sponges, and a stopwatch to an outside area.
    Locate a shady sidewalk area and a sunny one. Have the students
    write their initials on the sunny sidewalk with a damp sponge. With
    the stopwatch time how long it takes for their letters to evaporate
    completely. In which area did the water evaporate more quickly?

Explain to the students that they will be researching the four deserts
located on the North American continent. Divide students into four
groups. Assign each group a desert to study. Each group should complete
research on their assigned desert. Include the name, type, size and
location, how the desert was formed (rain shadow, high pressure, inland,
latitude, or cold current), physical features, examples of plants and
animals (what are their indicator species), and special facts. Pass out
a map of North America to each group. Each group will provide a physical
outline of their assigned desert.

***Wrap Up*:** Groups will present their information to the class.

**Assessment**

See research rubric.

![](media/image6.png){width="9.041666666666666in" height="6.5in"}**Name:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**Directions**: Use the following map to color and label the physical
outline of your assigned desert.

North American Desert Research

+---------------------------------------+-------+-------+--------------+
| # Research o                          | **S   | *     | **Comments** |
| n North American Deserts {#research-o | elf** | *Teac |              |
| n-north-american-deserts .unnumbered} |       | her** |              |
|                                       | **Ev  |       |              |
|                                       | aluat | **Ev  |              |
|                                       | ion** | aluat |              |
|                                       |       | ion** |              |
+---------------------------------------+-------+-------+--------------+
| **Visual:**                           |       | *     |              |
|                                       |       | */4** |              |
+---------------------------------------+-------+-------+--------------+
| Includes North American map with      |       |       |              |
| location outlined, colored, and       |       |       |              |
| labeled (consider quality and         |       |       |              |
| appeal).                              |       |       |              |
+---------------------------------------+-------+-------+--------------+
| **Written Report:**                   |       | **    |              |
|                                       |       | /20** |              |
+---------------------------------------+-------+-------+--------------+
| Includes content about animal life    |       |       |              |
| (identifies indicator species).       |       |       |              |
+---------------------------------------+-------+-------+--------------+
| Includes content about plant life     |       |       |              |
| (identifies indicator species).       |       |       |              |
+---------------------------------------+-------+-------+--------------+
| Includes location or geography.       |       |       |              |
+---------------------------------------+-------+-------+--------------+
| Written in complete sentences (neat,  |       |       |              |
| proper grammar, spelling, etc.)       |       |       |              |
+---------------------------------------+-------+-------+--------------+
| Cites 3 references (*[at least one    |       |       |              |
| internet site]{.underline}).*         |       |       |              |
+---------------------------------------+-------+-------+--------------+
| **Presentation:**                     |       | *     |              |
|                                       |       | */4** |              |
+---------------------------------------+-------+-------+--------------+
| Organization of information, quality, |       |       |              |
| etc.                                  |       |       |              |
+---------------------------------------+-------+-------+--------------+
| **Teamwork:**                         |       | *     |              |
|                                       |       | */4** |              |
+---------------------------------------+-------+-------+--------------+
| Are the efforts of each team member   |       |       |              |
| clearly demonstrated, or did it       |       |       |              |
| appear to be the work of one or two?  |       |       |              |
+---------------------------------------+-------+-------+--------------+
| **Responsibility:**                   |       | *     |              |
|                                       |       | */4** |              |
+---------------------------------------+-------+-------+--------------+
| Turned in on due date and presented   |       |       |              |
| in class with visual aids.            |       |       |              |
+---------------------------------------+-------+-------+--------------+

4 - no mistakes 3 - few mistakes 2 - many mistakes 1 - incomplete
(however is present) 0 - not evident or not included

Percentages: Visual \_\_\_\_ Written Report \_\_\_\_ Presentation
\_\_\_\_ Teamwork \_\_\_\_ Responsibility \_\_\_\_ Overall \_\_\_\_

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

Scenic Sculpture

> ***How are these desert landscapes created?***

**Summary:** Through a hands-on activity, students will explore the
factors contributing to desert formations and construct 3-D models.

**Duration:** 2 class periods

**Setting:** Classroom

**Vocabulary:** alluvial fan, arroyo, butte, dune, erosion, mesa, wadi,
arch, playa, canyon, columns, weathering

**Standards/Benchmarks Addressed:** SC1-E1, SC2-E1, SC2-E3, SC3-E1,
SC4-E1, SC4-E5, SC6-E2, SC6-E3, SC6-E5, SC6-E6, SC12-E1, SC12-E3,
SC12-E7

**Objectives**

Students will:

-   identify various desert landforms.

-   identify causes of desert landforms.

-   construct a 3-D model to illustrate the features seen in a desert.

**Background**

Deserts landscapes have been described in terms ranging from
breathtaking to barren. Although you see no autumn foliage or lush deep
greens of summer the desert landscapes are distinct and varied. Cracked
salt flats, deep rock canyons, golden arches, and towering sand dunes
are all part of desert landscapes, along with arroyos, playas, buttes,
and other landforms. In order to determine how the formations are
created it is necessary to take a look at the various factors that
create a desert.

It is important to start by defining a desert because it is here that we
first begin to see the process. Deserts are defined as an area that
receives less than 10 inches of precipitation per year and has a high
evaporation rate. Evaporation rates can be from seven to fifty times
high as the rate of precipitation. The dry air of the desert allows 90
percent of the incoming solar radiation to strike the Earth's surface as
compared to 40 percent in humid climates. It is no wonder then that
deserts truly are the hottest places on earth. The same dry air that
allows the radiation to penetrate during the day also allows the
accumulated heat to be radiated back to the sky at night. Therefore,
deserts are also known for their extremes in day and nighttime
temperatures.

If you were to look closely at a map of the Earth you would see that
deserts aren't randomly scattered. In fact, it is important to recognize
the relationship between the Earth's geography and its climate. Deserts
are located where they are because of four main factors: latitude, rain
shadows, cold currents, and central location on a continent.

Most deserts are found along the lines of latitude: 30 degrees north or
30 degrees south. This occurs because of the way air circulates in the
tropics. Rain shadow deserts form when a mountain cuts off a low-lying
area's rain supply. As moisture-laden winds travel over mountains they
rise and cool thus dropping their moisture on the western side of the
mountain. Cold currents are caused by ocean winds being cooled as they
blow across very cold currents near shore. This cold, dry air holds
little to no moisture and therefore, as it blows inland, a desert is
created. The many deserts are found in a central location on a
continent. Any air that picked up moisture over the oceans has already
dropped it as rain before it reaches the mid-continent region.

What does the dryness have to do with desert formations? For one thing,
forces of wind, water, and weathering are given more power by the high
evaporation rate. Wind is one of the primary factors in sculpting the
desert. A sandblasting effect occurs when dry sand, pebbles, and dirt
are picked up and blown with great force. Because of the dry surfaces
and sparse soil-anchoring vegetation, we see sand particles blown into
high dunes.

Water is an even more powerful erosive force than wind. Rainfall and
riverflow are infrequent in desert areas. And yet, it is not uncommon to
experience flash flooding. When rain does come to a desert, it often
falls heavily, washing away soil, transporting rocks and sand, and
cutting deep gashes in the surface. When streams and riverbeds fill with
water, sediment is eroded and carried with enormous power. This mud,
sand, and water slurry scours everything in its path. An example of this
is the Colorado River creating the Grand Canyon. Flood waters running
down a mountain drop their load of sediment, forming alluvial fans.

Weathering is how exposure to the elements breaks down rocks. One form
occurs when the rapid heating and cooling of the desert causes rocks to
expand and contract, building up strain. This strain can build up until
a rock cracks. It's a slower process, and a more subtle contributor to
desert formations than wind and water, but just as important. In many
deserts sand helps shape the way desert landscapes look. Although water
can erode rock surfaces without sand, sand increases the amount of
erosion that takes place.

**Materials**

Water

Flour

Salt

Measuring cups

Sandpaper

Cardboard (at least 14"x18")

Small plastic bowls

Paints

Bowls

Chalk

**Procedure**

***Warm up:*** Pass out a small sheet of sandpaper to each student. Ask
them if they know what sandpaper is used for (it helps grind and smooth
rough surfaces on wood and other materials). Explain that water or
wind-carried sand can also grind, just as sandpaper does. For example,
during a sandstorm in the desert, the wind may blow hundreds of pounds
of sand around at speeds of over 10 miles per hour for several days. As
the grains constantly bounce and grind they begin to wear rock surfaces
down. Hand each student a piece of chalk and allow them to experience
the abrasiveness of the sandpaper by rubbing it against the chalk.
Remind the students that this same effect can be caused by water too.

Refer to the background information that stated how the Colorado River
was made.

***Activity:*** Students will make salt dough clay and then create a
desert scene that depicts a variety of landforms found in a desert.

> Step 1 -- Have students combine ½ cup of salt and 1 cup of flour in a
> bowl. Students will then slowly add water and stir until the dough is
> the consistency of bread dough.
>
> Step 3 -- The teacher will name a landform and then give the
> definition. Students will be expected to write down all definitions,
> and then based on the description only, form their interpretation of
> that landform. Once finished, teachers will show pictures of each
> landform named. Students will assess their formation and make the
> necessary changes.
>
> Step 4 -- Each student will be given a piece of cardboard and will be
> instructed to create a desert landscape that would include seven of
> the eleven types of landforms defined. Students should label each
> landform.
>
> Step 5 -- Students may be allowed to paint their formations. Keep in
> mind the colorings of the various formations are often due to the
> different minerals found as opposed to vegetation.

***Wrap Up:*** As a review play a quick game of "What am I?" Students
will be given a definition or a picture and asked to provide the name.
This can be played for fun or for bonus points.

**Assessment**

# Topographical desert formations made of salt dough, quiz.  {#topographical-desert-formations-made-of-salt-dough-quiz. .unnumbered}

Scenic Sculpture

Landforms Quiz

Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Students should draw a picture of each type of landform listed:

+-----------------------------------+----------------------------------+
| **1. arroyo**                     | **2. butte**                     |
+-----------------------------------+----------------------------------+
| **3. wadi**                       | 4.  **alluvial fan**             |
+-----------------------------------+----------------------------------+
| 5.  **dune**                      | **6. canyon**                    |
+-----------------------------------+----------------------------------+
| 6.  **playa**                     | **7. arch**                      |
+-----------------------------------+----------------------------------+

Desert Formation Model

+--------------------------------------+--------+----------+------------+
| # Desert Formati                     | #      | *        | **         |
| ons {#desert-formations .unnumbered} | # Self | *Teacher | Comments** |
|                                      |  Evalu | Eval     |            |
|                                      | ation  | uation** |            |
|                                      | {#self |          |            |
|                                      | -evalu |          |            |
|                                      | ation  |          |            |
|                                      | .unnum |          |            |
|                                      | bered} |          |            |
+--------------------------------------+--------+----------+------------+
| **Visual:**                          |        | **/12**  |            |
+--------------------------------------+--------+----------+------------+
| 7 of 11 types of landforms discussed |        |          |            |
| are depicted.                        |        |          |            |
+--------------------------------------+--------+----------+------------+
| Formations are accurate.             |        |          |            |
+--------------------------------------+--------+----------+------------+
| Painted formations represent         |        |          |            |
| realistic coloring.                  |        |          |            |
+--------------------------------------+--------+----------+------------+
| **Written:**                         |        | **/8**   |            |
+--------------------------------------+--------+----------+------------+
| Provides a definition for each       |        |          |            |
| landform.                            |        |          |            |
+--------------------------------------+--------+----------+------------+
| Identifies an area in which each     |        |          |            |
| landform can be found.               |        |          |            |
+--------------------------------------+--------+----------+------------+
| **Presentation:**                    |        | **/4**   |            |
+--------------------------------------+--------+----------+------------+
| Organization of information,         |        |          |            |
| quality, etc.                        |        |          |            |
+--------------------------------------+--------+----------+------------+
| **Responsibility:**                  |        | **/4**   |            |
+--------------------------------------+--------+----------+------------+
| Turned in on due date and presented  |        |          |            |
| in class with visual aid.            |        |          |            |
+--------------------------------------+--------+----------+------------+

4 - no mistakes 3 - few mistakes 2 - many mistakes 1 - incomplete
(however is present) 0 - not evident or not included

Percentages: Visual \_\_\_\_\_\_ Written \_\_\_\_\_\_ Presentation
\_\_\_\_\_\_ Responsibility \_\_\_\_\_\_ Overall\_\_\_\_\_\_

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**How Do They Survive?**

***What is a microhabitat and how does it\
help plants and animals survive?***

**Summary:** Students will describe the various ways in which plants and
animals of the desert adapt by participating in an activity that
examines microhabitats as one type of adaptation.

**Duration:** 1 class period

**Setting:** Classroom

**Vocabulary:** burrow, microhabitat, adaptation

**Standards/Benchmarks Addressed:** SC1-E1, SC1-E2, SC2-E1, SC2-E2,
SC2-E3, SC6-E2, SC6-E3, SC4-E4, SC4-E5, SC5-E2, SC6-E1, SC6-E2, SC6-E3,
SC6-E5, SC6-E6, SC11-E2, SC11-E3, SC11-E5

**Objectives**

Students will:

-   interpret the results of their experiment in order to determine if
    their hypothesis was supported.

-   explain how animals and plants use microhabitats as a means of
    survival.

-   explain what a microhabitat is.

-   understand how life cycles of plants and animals help them cope with
    desert conditions.

**Background**

A variety of organisms live in almost any habitat you could name. The
desert, for example, is a challenging habitat for the plants and animals
that live there. Yet for thousands of years plant and animal species
have adapted and thrived in these arid lands. How? Because each organism
has its own way of life which often requires a different environment
from that of other organisms, plants and animals inhabit specific
microhabitats within the environment of a general habitat. This
microhabitat allows them to accommodate their needs and survive the
harshness of the desert. A microhabitat is simply a small, distinctly
specialized habitat.

For some animals their respite is the cool interior of a burrow.
Rattlesnakes, kit foxes, and kangaroo rats spend most of the day resting
in underground burrows. They choose the night for their active period to
avoid the intense dehydrating heat of the daytime sun. During the day,
the cool microclimate of their burrows helps protect them. How cool is
it? While the soil surface up top may be 165 degrees Fahrenheit, their
underground dens may be a livable 80 degrees Fahrenheit. In their cozy
microhabitat, these animals can conserve their energy for nighttime
hunting or seed gathering expeditions. Astonishingly, over half of all
vertebrate animals, including those that live in caves and the soil, are
nocturnal.

During the dry times, animals such as the spadefoot toad, an amphibian
that lives in the American Southwest, can be found in a burrow dug with
its spade-shaped back feet. It will continue to lie dormant until the
sound of raindrops hitting the surface awakens the toad. At that point
the race is on. Within approximately 8-10 days the cycle of finding a
mate to laying the eggs to becoming a toad will be complete.

Some plants use combined strategies of dormancy and an accelerated life
cycle. The seeds of the sand verbena will remain dormant (sometimes for
years) until there is enough rain. When there is sufficient rain, they
grow quickly, making their flowers and seeds and then dying all within a
period of a few weeks. Some plants bloom at night in order to minimize
water loss.

An arroyo, a ditch carved by water in desert regions, makes for the
perfect microhabitat for javelinas. When the steep banks erode, shallow
cavities are created that provide warmth in the winter and cool in the
summer.

Cave entrances can provide a microhabitat for a variety of plant and
animal species and provide growing conditions similar to a forest. It is
not uncommon to find a fringe of green around the entrances to caves.
Upon closer examination, evidence of animals such as birds, snakes,
skunks, or mice living in the mouth of the cave can be found.

A variety of microhabitats can be found in any environment. Plants and
animals find "their place" in logs, under boulders, in cacti, or even
under a refuse can. Places such as a shady area under a tree or shrub
are microhabitats because they provide a home for shade loving plants or
respite for the desert lizards.

The above mentioned areas are only a few of the vast array of
microhabitats found in an environment. The challenge is to locate some
in your area. A hike is a great way to discover your world. When hiking
an area such as the desert here are a few things to look for:

-   Cuplike nests tucked in cholla cacti, where cactus wrens raise their
    young;

-   Mounds where kangaroo rats live;

-   Lizards basking on rocks;

-   Young cacti growing under "nurse" trees or plants;

-   Shallow pits in the ground where javelinas have been digging for
    roots;

-   Cavities in cacti, where woodpeckers or owls nest

**Materials**

3-5 gallon terrarium

Sand (enough to fill the bottom 5 inches)

1 large, flat, dark-colored rock

12-inch scientific thermometer

Desk lamp with 100 watt bulb

Paper towel tube

Full sheet of paper

1 craft stick

Scissors

Graph paper

**Procedure**

Explain to the students that there are a variety of ways in which plants
and animals adapt in order to survive. Today's focus will be on the use
of microhabitats as a means of survival.

***Warm up:*** Write the word microhabitat on the board. Ask students
for a definition. Explain that a microhabitat is a small area within a
habitat that provides special conditions. These special conditions can
include shelter, moisture, darkness, etc.

***Activity:*** Students will create a microhabitat in order to
determine how animals find small cooler climates amid the harsh
conditions of the desert.

-   Let the sand sit in the classroom overnight so that it will be room
    temperature. Place the paper towel tube lengthwise in the bottom of
    the terrarium (cutting if necessary). Cut a hole approximately ¾
    inch in diameter on the topside of the tube. Roll up a sheet of
    paper and insert it into the hole in the paper towel tube. Fill the
    terrarium with sand (5 inches deep). Place the rock on the top of
    the sand. Clear an area on one side in order to create a shady
    overhang. Position the heat source so that it is 5-6 inches above
    the terrarium. Mark the center of the terrarium with a craft stick.
    This is the place where the temperature readings will be taken. Mark
    an X on the rock with a permanent marker to show where that
    temperature will be measured. Do not turn on the lamp until you are
    ready to begin the experiment.

Students will be divided into 6 groups. Each group will form a
hypothesis regarding the temperatures within the microhabitat. Students
will also tell why they made their hypothesis. Students will record
temperatures in four locations, four times a day. A temperature reading
will be taken in the burrow, under the rock, on the surface of the rock,
and on the surface of the sand. The temperatures will be taken at times
to be determined. After one day of taking temperatures a pattern should
emerge. You may continue to take readings for another day in order to
determine consistency in the pattern.

***Wrap Up:*** Explain to the students that the five areas in the
terrarium were used to simulate microhabitats found in the desert.
Conduct a follow-up discussion based on the results of the experiment.
Students should attempt to explain why or why not their hypothesis was
valid.

**Assessment**

Students should create a graph to depict the results of the experiment
and give a written response on what caused the variety of temperatures
to exist within the terrarium.

Students will research various types of microhabitats that plants and
animals utilize.

**Extension**

Students could go on their own microhabitat search and locate the
variety of microhabitats found in their area.

How Do They Survive?

Microhabitat Research

+--------------------------------------+--------+----------+------------+
| # Microh                             | ##     | *        | **         |
| abitats {#microhabitats .unnumbered} | Self E | *Teacher | Comments** |
|                                      | valuat | Eval     |            |
|                                      | ion {# | uation** |            |
|                                      | self-e |          |            |
|                                      | valuat |          |            |
|                                      | ion-1  |          |            |
|                                      | .unnum |          |            |
|                                      | bered} |          |            |
+--------------------------------------+--------+----------+------------+
| **Visual:**                          |        | **/12**  |            |
+--------------------------------------+--------+----------+------------+
| 4-fold with illustrations should     |        |          |            |
| depict microhabitats.                |        |          |            |
+--------------------------------------+--------+----------+------------+
| Illustrations should be colorful,    |        |          |            |
| detailed, and fill the page.         |        |          |            |
+--------------------------------------+--------+----------+------------+
| Graph should be included (look for   |        |          |            |
| accuracy).                           |        |          |            |
+--------------------------------------+--------+----------+------------+
| **Written:**                         |        | **/16**  |            |
+--------------------------------------+--------+----------+------------+
| Provides a paragraph in response to  |        |          |            |
| the graph analysis.                  |        |          |            |
|                                      |        |          |            |
| (What caused the variety of          |        |          |            |
| temperatures.)                       |        |          |            |
+--------------------------------------+--------+----------+------------+
| Provides a definition of             |        |          |            |
| microhabitat.                        |        |          |            |
+--------------------------------------+--------+----------+------------+
| Identifies the type of plant/animal  |        |          |            |
| that uses the microhabitat.          |        |          |            |
+--------------------------------------+--------+----------+------------+
| Identifies an area in which each of  |        |          |            |
| these animals and their              |        |          |            |
| microhabitats can be found.          |        |          |            |
+--------------------------------------+--------+----------+------------+
| **Responsibility:**                  |        | **/4**   |            |
+--------------------------------------+--------+----------+------------+
| Turned in on due date and presented  |        |          |            |
| in class with visual aid.            |        |          |            |
+--------------------------------------+--------+----------+------------+

4 - no mistakes 3 - few mistakes 2 - many mistakes 1 - incomplete
(however is present) 0 - not evident or not included

Percentages: Visual \_\_\_\_\_\_ Written \_\_\_\_\_\_ Presentation
\_\_\_\_\_\_ Responsibility \_\_\_\_\_\_ Overall\_\_\_\_\_\_

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Great Deserts of the World**

***Are they all alike?***

**Summary:** In this activity students will study the various aspects of
the Chihuahuan Desert and by comparing it to other deserts of the world
come to appreciate its uniqueness.

**Duration:** 1 class period

**Setting:** Classroom

**Vocabulary:** desert, arid, humidity, flash flood

**Standards/Benchmarks Addressed:** SC3-E1, SC4-E5, SC5-E2, SC6-E2,
SC6-E3,

SC6-E4, SC6-E5, SC6-E6, SC12-E1, SC12-E3

**Objevtives**

Students will:

-   locate some of the great deserts of the world on a map.

-   research information about specific deserts of the world.

-   create a travel brochure that includes specific information about
    their desert.

**Background**

Whether it is Death Valley or Takla Makan (translated, the place from
which there is no return), these deserts are deserving of their name.
Dry and often desolate, the desert can be a tough environment for
humans. Sand dunes, solid rock, or pebbled ground can stretch for
hundreds of miles, without a glimpse of shade in sight. People traveling
with enough water to survive the daytime heat may freeze on cool nights
or become lost in dust or sandstorms. Yet, deserts aren't all dryness,
dunes, and desolation. They can have an array of colorful cacti,
interesting creatures, flash floods, bizarre rock formations, tree-sized
cacti, salty lakes, and high mountains.

The desert is a biome, a geographic area that supports a certain kind of
climate and certain community of plants and animals. In the Sonoran
Desert you'll find cacti of many shapes and sizes. The Australian Desert
supports an abundance of lizards, from the geckos measuring in at 2
inches to the monitor that can grow to be 7 feet long. The Sahara Desert
is home to 3.5 million square miles of hot, windy vastness. You'll find
little wildlife along its rock and sand-filled floor. As you can tell,
exactly what you'll see in a desert depends on which one you visit.

How are deserts formed? There are four major reasons why deserts form.
Deserts occur as a result of more than one of these factors: latitude,
ocean currents, rains shadows, and central location on a continent.

Rain shadow deserts are created by prevailing winds that reach a
mountain range. As the winds rise quickly and cool, they lose most of
their moisture as rain. By the time the winds cross over the mountains
and move down the far side, they are very dry. The dry winds will create
a "rain shadow" desert if the area on the far side of the mountain does
not receive moisture in some other way.

Inland deserts are formed because they are just too far from
moisture-filled ocean winds. Air that picks up its moisture over the
oceans has already dropped that moisture as rain by the time it reaches
these mid-continental regions.

Latitude deserts are found along one of two lines of latitude, 30
degrees north or 30 degrees south. Many deserts form because they lie in
zones of high atmospheric pressure, where dry air is descending. As the
descending dry air warms up, it absorbs much of the moisture in the
area.

Cold current deserts are created when moisture-laden air traveling east
over the ocean cools as it crosses cold ocean currents (along the
western coasts of Africa, South America, and North America). Since cool
air holds less moisture than warm air, the cooling air masses drop most
of their moisture over these cold currents. By the time the air reaches
the West Coast of the continent, it is very dry.

There are about 20 major deserts in the world, spread out on five
continents. Despite their differences, deserts have two things in
common: their dryness and high rate of evaporation. The desert is the
hottest biome on earth. Most other biomes are insulated by their
humidity (water vapor in the air). While a forested area may have 80-90
percent humidity, the desert will have only 10-20 percent. The humidity
in the air reflects and absorbs the sun's energy, therefore lack of
humidity results in more of the sun's energy reaching the ground.

There are two main types of deserts: hot and cold. Most of the world's
deserts are hot deserts. That means they have hot daytime temperatures
during most of the year. Cold deserts have daytime temperatures that
during certain times of the year plunge below freezing. Many cold
deserts get over half of their moisture from snow. In most deserts, air
temperature falls quickly at night and rises quickly during the day.

Deserts may get little rain on average. But they often get huge amounts
all at once. Storms may be strong and flash floods are not uncommon.
Places like the Sahara may get rain only once in 20 years. When it does
rain, they can receive a decade's worth in just a few hours.

Some deserts experience dust or wind storms. Dust storms are stirred up
by the wind. These dust clouds, thousands of feet high, can block out
the sun. Soil from the Sahara can be carried all the way to Paris. These
storms can make it difficult to breathe and can quickly dehydrate an
animal. Particles of sand rubbing against one another during a sandstorm
can create such static electricity in the air that people suffer from
headaches.

The soils vary from sandy, salty, crumbly, or very rocky. Soil may be
rich in minerals, but often lacks organic matter (decayed plants and
animals). This is because there are fewer plants and animals in the
desert to start with.

Common plants can include cacti, yucca, salt bush, creosote bush, and a
variety of annuals. Desert plants have adapted a variety of methods to
reduce water loss and increase water storage.

Some deserts have abundant wildlife that include a large number of
lizards and small mammal species. Desert animals have some impressive
ways of handling the challenges of desert life.

(See fact sheet for additional desert information).

**Materials**

World map

Paper

Brochures

**Procedure**

***Warm up:*** Bring in travel brochures from a variety of places (from
all biomes). These can be obtained from a local travel agency. Ask
students what types of trips they have been on before. Have students
examine the brochures and discuss the advertising techniques they see
applied. Explain to the students that they will be creating travel
brochures for the great deserts of the world. Discuss the background
information with the class.

***Activity:*** Explain to the students that they will be working in
groups to create a brochure of their assigned desert. Students will
research specific information about each desert (location, size,
temperature, rainfall, interesting fact), and then use this information
to create a travel brochure.

Students will be placed into nine groups in order to research the
following deserts:

-   Arabian

-   Australian

-   Chihuahuan

-   Gobi

-   Kalahari

-   Mojave

-   Patagonia

-   Sahara

-   Sonoran

***Wrap Up:*** Groups will present their brochures to the class.

**Assessment**

## Desert Travel Brochure {#desert-travel-brochure .unnumbered}

Evaluate maps for accuracy.

Great Deserts of the World

+-----+----+------------+-------+--------------+--------------------+
| **  | #  | **Location | **F   | **Physical   | **Examples of      |
| Des | #  | and Size** | ormed | Features**   | Plants and         |
| ert | Ty |            | By**  |              | Animals**          |
| Nam | pe |            |       |              |                    |
| e** |  { |            |       |              |                    |
|     | #t |            |       |              |                    |
|     | yp |            |       |              |                    |
|     | e  |            |       |              |                    |
|     | .u |            |       |              |                    |
|     | nn |            |       |              |                    |
|     | um |            |       |              |                    |
|     | be |            |       |              |                    |
|     | re |            |       |              |                    |
|     | d} |            |       |              |                    |
+-----+----+------------+-------+--------------+--------------------+
| A   | H  | Arabian    | High  | Covered      | Acacia, oleander,  |
| rab | ot | Peninsula  | pre   | almost       | saltbush           |
| ian |    |            | ssure | entirely by  |                    |
|     |    | Covers     |       | sand, has    | Desert locust,     |
|     |    | 900,000    |       | some of the  | dromedary camel,   |
|     |    | sq. mi.    |       | most         | gazelle, jackal,   |
|     |    |            |       | extensive    | lizards, oryx      |
|     |    |            |       | sand dunes   |                    |
|     |    |            |       | in the world |                    |
+-----+----+------------+-------+--------------+--------------------+
| A   | H  | Australia  | High  | Sandy, stony | Acacia, casurarina |
| ust | ot |            | pre   |              | tree, eucalyptus,  |
| ral |    | Covers     | ssure |              | saltbrush,         |
| ian |    | 890,000    |       |              | spinifex grass     |
|     |    | sq. mi.    | Rain  |              |                    |
|     |    |            | s     |              | Blue-tongued       |
|     |    |            | hadow |              | lizard, dingo,     |
|     |    |            |       |              | fat-tailed mouse,  |
|     |    |            |       |              | kangaroo,          |
|     |    |            |       |              | rabbit-eared       |
|     |    |            |       |              | bandicoot, hopping |
|     |    |            |       |              | mouse, thorny      |
|     |    |            |       |              | devil              |
+-----+----+------------+-------+--------------+--------------------+
| C   | H  | North      | High  | High plateau | Cacti, Chihuahuan  |
| hih | ot | Central    | pre   | covered by   | flax, creosote     |
| uah |    | Mexico and | ssure | stony areas  | bush, lechuguilla, |
| uan |    | SW US (AZ, |       | and sandy    | mesquite, Mexican  |
|     |    | NM, TX)    |       | soil         | gold poppy         |
|     |    |            |       |              |                    |
|     |    | Covers     |       | Many         | Coyote,            |
|     |    | 175,000    |       | mountains    | diamondback        |
|     |    | sq. mi.    |       | and mesas    | rattlesnake,       |
|     |    |            |       |              | javelina, kangaroo |
|     |    |            |       |              | rat, roadrunner    |
+-----+----+------------+-------+--------------+--------------------+
| G   | Co | Northern   | Rain  | Covered by   | Camel's thorn,     |
| obi | ld | China and  | s     | sandy soil   | grasses            |
|     |    | Southern   | hadow | and areas of |                    |
|     |    | Mongolia   |       | small stones | Bactrain camel,    |
|     |    |            | I     | called Gobi  | gazelle, gerbil,   |
|     |    | Covers     | nland |              | herboa, lizards,   |
|     |    | 450,000    |       |              | onager, wolf       |
|     |    | sq. mi.    |       |              |                    |
+-----+----+------------+-------+--------------+--------------------+
| Ka  | H  | So         | High  | Covered by   | Acacia, aloe,      |
| lah | ot | uthwestern | pre   | sand dunes   | baobab tree,       |
| ari |    | Africa     | ssure | and gravel   | tamarisk tree      |
|     |    |            |       | plains       |                    |
|     |    | Covers     |       |              | Gazelle, gerbil,   |
|     |    | 200,000    |       |              | ground squirrel,   |
|     |    | sq. mi.    |       |              | hyena, jackal,     |
|     |    |            |       |              | sandgrouse,        |
|     |    |            |       |              | springbok          |
+-----+----+------------+-------+--------------+--------------------+
| Moj | H  | So         | Rain  | Covered by   | Creosote bush,     |
| ave | ot | uthwestern | s     | sandy soil,  | desert sand        |
|     |    | US         | hadow | pavement,    | verbena, Joshua    |
|     |    |            |       | and salt     | tree, mesquite     |
|     |    | (AZ, CA,   | High  | flats        |                    |
|     |    | NV)        | pre   |              | Bighorn sheep,     |
|     |    |            | ssure |              | chuckwalla,        |
|     |    | covers     |       |              | coyote,            |
|     |    | 25,000 sq. |       |              | jackrabbit,        |
|     |    | mi.        |       |              | sidewinder,        |
|     |    |            |       |              | zebra-tailed       |
|     |    |            |       |              | lizard             |
+-----+----+------------+-------+--------------+--------------------+
| Pat | Co | Argentina  | Rain  | Covered by   | Cacti, grasses,    |
| ago | ld |            | s     | stony and    | shrubs             |
| nia |    | Covers     | hadow | sandy areas  |                    |
|     |    | 153,000    |       |              | Patagonia fox,     |
|     |    | sq. mi.    |       |              | Patagonia hare,    |
|     |    |            |       |              | puma, rhea         |
+-----+----+------------+-------+--------------+--------------------+
| Sah | H  | Northern   | High  | Covered by   | Acacia, grasses,   |
| ara | ot | Africa     | pre   | mountains,   | tamarisks          |
|     |    |            | ssure | rocky areas, |                    |
|     |    | Covers 3.5 |       | gravel       | Addax antelope,    |
|     |    | million    |       | plains, slat | dorcas gazelle,    |
|     |    | sq. mi.    |       | flats, huge  | fennec, fox,       |
|     |    |            |       | areas of     | Horned viper,      |
|     |    |            |       | dunes        | jackal, herboa,    |
|     |    |            |       |              | sandgrouse, spiny  |
|     |    |            |       |              | tailed lizard      |
+-----+----+------------+-------+--------------+--------------------+
| S   | H  | So         | High  | Covered by   | Agave, Coulter's   |
| ono | ot | uthwestern | pre   | sand, soil,  | globemallow,       |
| ran |    | US (CA)    | ssure | and gravelly | creosote bush,     |
|     |    |            |       | pavement     | desert Mariposa    |
|     |    | Parts of   | Rain  |              | lily, mesquite,    |
|     |    | Mexico     | s     | Gets more    | ocotillo,          |
|     |    | (Baja)     | hadow | rain than    | paloverde, saguaro |
|     |    |            |       | any other N. |                    |
|     |    | Covers     |       | Am. desert   | Coati, elf owl,    |
|     |    | 120,000    |       |              | gila monster,      |
|     |    | sq. mi.    |       |              | kangaroo rat, pack |
|     |    |            |       |              | rat, roadrunner,   |
|     |    |            |       |              | sidewinder,        |
|     |    |            |       |              | tarantula          |
+-----+----+------------+-------+--------------+--------------------+

Great Deserts of the World

Brochure Rubric

+----------------------------------------+--------+----------+----------+
| # Desert B                             | **Self | *        | **Co     |
| rochure {#desert-brochure .unnumbered} | Evalua | *Teacher | mments** |
|                                        | tion** | Eval     |          |
|                                        |        | uation** |          |
+----------------------------------------+--------+----------+----------+
| **Visual:**                            |        | **/12**  |          |
+----------------------------------------+--------+----------+----------+
| Includes a world map with location     |        |          |          |
| outlined, colored, and labeled         |        |          |          |
| (consider quality and appeal)          |        |          |          |
+----------------------------------------+--------+----------+----------+
| Brochure is visually attractive (fills |        |          |          |
| the page, colorful, neat)              |        |          |          |
+----------------------------------------+--------+----------+----------+
| Brochure contains points of interest   |        |          |          |
| of the given desert (these may include |        |          |          |
| plants, animals, locations specific to |        |          |          |
| that desert)                           |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Written:**                           |        | **/12**  |          |
+----------------------------------------+--------+----------+----------+
| Information is accurate.               |        |          |          |
+----------------------------------------+--------+----------+----------+
| Proper grammar, spelling, etc.         |        |          |          |
+----------------------------------------+--------+----------+----------+
| Advertising techniques are evident     |        |          |          |
| (desert presented as a top attraction) |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Presentation:**                      |        | **/4**   |          |
+----------------------------------------+--------+----------+----------+
| Organization of information, quality,  |        |          |          |
| etc.                                   |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Teamwork:**                          |        | **/4**   |          |
+----------------------------------------+--------+----------+----------+
| Are the efforts of each team member    |        |          |          |
| clearly demonstrated, or did it appear |        |          |          |
| to be the work of one or two?          |        |          |          |
+----------------------------------------+--------+----------+----------+
| **Responsibility:**                    |        | **/4**   |          |
+----------------------------------------+--------+----------+----------+
| Turned in on due date and presented in |        |          |          |
| class with visual aids.                |        |          |          |
+----------------------------------------+--------+----------+----------+

4 - no mistakes 3 - few mistakes 2 - many mistakes 1 - incomplete
(however is present) 0 - not evident or not included

Percentages: Visual \_\_\_\_ Written \_\_\_\_ Presentation \_\_\_\_
Teamwork \_\_\_\_ Responsibility \_\_\_\_ Overall \_\_\_\_

**Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

![](media/image5.png){width="9.0in"
height="5.7243055555555555in"}**Directions:** Outline, color, and label
your specific desert on the world map.

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

Soil

Desert soils have some very unique characteristics. Desert soils are
usually mineral rich. However, they have less organic materials
(decaying plant and animal material) than other soils. This organic
material produces nitrogen that is important for plant growth and helps
the soil hold water. Windblown and rain-dissolved particles create a
dark sheen called "desert varnish." Some minerals in the desert soil
cement the soil together forming what is known as "hardpans," commonly
known as caliche, a hard crust that makes the soil less permeable to
rainwater. In some parts of the desert tiny plants and small plantlike
organisms such as lichens create a fragile living crust on the desert
soil. This living crust can be found in Carlsbad Caverns National Park.

This unit will focus on the basics of soil science through two hands-on
activities. In the first activity, *Let's Get Down and Dirty,* students
will participate in a hands-on experiment to identify different soil
types and their water holding ability. In the second activity,
*Succession and Compaction,* students will examine the influence of soil
compaction on plants, animals, and on the water infiltration rate.

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Let's Get Down and Dirty!**

***What is in our soil and how much water does it hold?***

**Summary:** This lesson is designed to help students understand the
characteristics of different soils and their water-holding ability.

**Duration:** 1 class period

**Setting:** Classroom

**Vocabulary:** soil, stony soil, sandy soil, clay soil, loam, peat
soil, desert varnish, hardpans

**Standards/Benchmarks Addressed:** SC1-E1, SC1-E2, SC2-E1, SC2-E2,
SC2-E3, SC3-E1, SC4-E1, SC4-E3, SC4-E4, SC4-E5, SC5-E1, SC5-E2, SC6-E1,
SC6-E2, SC6-E3, SC6-E4, SC6-E5, SC6-E6, SC6-E7, SC12-E2, SC14-E2,
SC16-E3

**Objectives**

Students will:

-   investigate soil samples and determine the basic components of those
    soils.

-   determine how much of a soil is rock.

-   test the water-holding ability of different soil samples.

**Background**

Soil is the part of the ground where plants grow. Soil is a mixture of
tiny particles of rock and rotting plant and animal material, with water
and air between them. Soils help plants grow in two ways. First, soil
holds the plants into place. Second, soil contains nutrients that plants
need in order to survive. These nutrients include water, a nutrient
needed by all living things. Water is absorbed into the soil and can be
used by plants and other living organisms to stay healthy and survive.

There are many different types of soil. Each type of soil absorbs water
at a different rate. The main types of soil focused on in this lesson
are stony soil (soil that contains mostly rocks), sandy soil (soil that
contains mostly sand), clay soil (soil that contains fine particles, and
is heavy, cool, and damp), loam (soil that contains sand and clay), and
peat soil (soil that contains decayed plants).

Desert soils have some very unique characteristics. Desert soils are
usually mineral rich. However, they have less organic materials
(decaying plant and animal material) than other soils. This organic
material produces nitrogen that is important for plant growth and helps
the soil hold water. Windblown and rain-dissolved particles create a
dark sheen called "desert varnish." Some minerals in the desert soil
cement the soil together forming what is known as "hardpans," commonly
known as caliche, a hard crust that makes the soil less permeable to
rainwater. In some parts of the desert tiny plants and small plantlike
organisms such as lichens create a fragile living crust on the desert
soil. This living crust can be found in Carlsbad Caverns National Park.

Biologists at Carlsbad Caverns National Park must be aware of the soil
types and water infiltration rates of these soils in order to conserve
the plant life in the park for future generations.

**Materials**

Soil samples (stony soil, sandy soil, clay soil, loam, peat soil)

Styrofoam cups (all the same size)

Glass jars (the cups should fit into the mouth of the jars)

Measuring cups

Bowl

Fine mesh screen

Paper towel

Magnifying glass

**Procedure**

***Warm up:*** Ask the students, "When you think of soil what comes to
mind?" List the students' responses. Discuss what soil is.

# Activity {#activity-4 .unnumbered}

1.  Have five stations around the room set up for students to observe
    the five soil samples (stony soil, sandy soil, clay soil, loam, peat
    soil). Have the students use the small mesh screen to filter out the
    different size particles, and use a magnifying glass to observe the
    characteristics of each type of soil. Have the students write their
    observations in a science journal. After all students have had a
    chance to observe the five soil samples discuss their observations
    as a class. Have them try to identify what each soil sample is.

2.  Ask the students, "Do all soils store the same amount of water?" Use
    the same five soils and have the students test the water-holding
    ability of each soil. Have students follow these directions:

    a.  Each student should have 5 Styrofoam cups and 5 jars. The
        students should punch a small hole in the bottom of each of the
        Styrofoam cups.

    b.  Line each cup with a circle of paper towel. Fill each cup ½ full
        of soil. Put only one soil type in each cup. Have students label
        each cup with the soil type and record it on the data sheet.

    c.  Place each Styrofoam cup into the mouth of a jar. Pour an equal
        amount of water (1 to 2 cups) over the soil in each can.

    d.  When each cup stops dripping have students measure the amount of
        water in the jar. To do this they must pour the water out of the
        jar into a measuring cup. Record the amount of water in each jar
        on the data sheet next to the corresponding soil sample.

    e.  Have students write up the results of the water-holding ability
        of each type of soil. Have them explain which soil they feel
        would be best for planting crops.

***Wrap Up:*** Have the students answer the following questions:

1.  Does the water drain more rapidly through some soils than others?
    Why do you think this happens?

2.  When the water stopped dripping from the cups were the jars equally
    full? If not, which soils retained the most water? Which soils held
    the least amount of water?

3.  Which soil do you think would be best for planting crops? Why?

**Assessment**

Write-up of soil characteristics, Lab write-up (water-holding ability),
and answers to wrap up questions.

**Extensions**

#### *Salt Flats:* Salt flats and pans can be found in most deserts. They were formed when large bodies of water repeatedly evaporated and left behind a residue of salt. In some saltpans there is still water present. In other places the ground is completely covered with a crust of salt. {#salt-flats-salt-flats-and-pans-can-be-found-in-most-deserts.-they-were-formed-when-large-bodies-of-water-repeatedly-evaporated-and-left-behind-a-residue-of-salt.-in-some-saltpans-there-is-still-water-present.-in-other-places-the-ground-is-completely-covered-with-a-crust-of-salt. .unnumbered}

1.  To show your class how a salt flat is formed, stir 5 tablespoons of
    table salt into 2 cups of warm water. Pour the solution into a glass
    loaf pan. Make a paper ruler and tape it to the side of the pan so
    kids can easily read the depth of the water. Place the pan on a
    sunny windowsill. Have the students check the pan every day and use
    a highlighter to mark the water level. Continue to do this until all
    the water evaporates. Then pass the pan around and ask: Where did
    the water go? What is the residue?

2.  Make a salt lake by filling a pie pan with an inch or two of sand
    and covering it with the water solution (same mixture as above). Set
    it in a sunny windowsill. Have the students observe what happens as
    it evaporates. Ask: What did the water leave behind? How does this
    compare to what real salt flats and pans look like? (Discuss the
    salt flats around Carlsbad, New Mexico; bring in pictures to show
    students.)

3.  Students will set up an experiment using different kinds of
    soils---sandy, stony, clay, loam, and peat---and compare their
    findings with the original exercise.

**Soil Observation Lab**

**Name \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

Use the small mesh screen to filter out the different size particles in
each soil type. Use the magnifying glass to observe the five soil types.
Note the characteristics (particle sizes, consistency, texture, living
matter, and non-living matter) of each type in the correct column on the
following chart.

  ---------------- ------------------------------------------------------
  **Soil Type**    **Characteristics**

  Stony soil       

  Sandy soil       

  Clay soil        

  Loam             

  Peat soil        
  ---------------- ------------------------------------------------------

***Water-Holding Ability Lab:*** Using the five soil samples---stony
soil, sandy soil, clay soil, loam, and peat soil---test the
water-holding ability of each soil.

**Lab Directions:**

a.  You will need 5 Styrofoam cups and 5 jars. Punch a small hole in the
    bottom of each of the Styrofoam cups.

b.  Line each cup with a circle of paper towel. Fill each cup ½ full of
    soil. There should be one soil in each cup. Label each cup with the
    soil type.

c.  Place each Styrofoam cup into the mouth of the jar. Pour an equal
    amount of water (1 to 2 cups) over the soil in each cup.

d.  When each cup stops dripping measure the amount of water in the jar.
    To do this pour the water out of the jar into a measuring cup.
    Record the amount of water in each jar on the data sheet next to the
    corresponding soil sample.

  ------------------ ----------------- ----------------- -----------------
  **Soil Type**      **Amount of water **Amount of water **Amount of water
                     put into the      filtered out of   held by the
                     soil**            the soil**        soil**

  Stony soil                                             

  Sandy soil                                             

  Clay soil                                              

  Loam                                                   

  Peat soil                                              
  ------------------ ----------------- ----------------- -----------------

Based on the information obtained through this investigation, which soil
type do you feel would be best for planting crops? Why?

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Succession and Soil Compaction**

***Does soil compaction affect plant and animal life?***

**Summary:** Students will compare two study sites to see if soil
compaction affects the plant and animal life.

**Duration:** 1 class period

**Setting:** Outdoors

**Vocabulary:** succession, soil compaction, water infiltration rate

**Standards/Benchmarks Addressed**: SC1-E1, SC1-E2, SC2-E1, SC2-E2,
SC3-E1, SC4-E1, SC4-E2, SC4-E4, SC4-E5, SC5-E1, SC5-E2, SC6-E1, SC6-E2,
SC6-E3, SC6-E4, SC6-E5, SC6-E6, SC6-E7, SC11-E4, SC11-E6, SC12-E2,
SC14-E3, SC16-E1, SC16-E2, SC16-E3

**Objective**

Students will examine the influence of soil compaction on plant and
animal habitats and on the water infiltration rate.

**Background**

Going into the desert should be a treasured experience. As you travel in
the pristine wilderness, such as the Chihuahuan Desert of Carlsbad
Caverns and Guadalupe Mountains National Parks, be sure to leave no
trace. A very valuable lesson that needs to be learned is the effects of
human impact on the soils of this delicate area. When hiking in the
desert, stay on an established trail. There are cryptogamic soils
(living soils such as lichens) that are easily destroyed. Walking off
the trail also leads to unnecessary erosion and can harm the fragile
plant life that grows near the trail.

Although soil type is the most important factor in determining the water
infiltration rate of soil, another important factor is compaction.
Highly compacted soils and high traffic areas are often less permeable
and this leads to the destruction of plant and animal life.

Soil structure is important because it determines the ability of soil to
hold and conduct water, nutrients, and air necessary for plant root
activity. Some research has been conducted on soil compaction and its
effects on plant growth. Soil compaction occurs when soil particles are
pressed together, reducing pore space between them. Heavily compacted
soils contain few large pores and have a reduced rate of both water
infiltration and drainage from the compacted layer. This occurs because
large pores are the most effective in moving water through the soil when
it is saturated.

Soil compaction can have both desirable and undesirable effects on plant
growth. Slightly compacted soil can speed up the rate of seed
germination because it promotes good contact between the seed and soil.
In addition, moderate compaction may reduce water loss from the soil due
to evaporation and, therefore, prevent the soil around the growing seed
from drying out. Excessive soil compaction impedes root growth and
therefore limits the amount of soil explored by roots. This, in turn,
can decrease the plant's ability to take up nutrients and water.

There are several causes of soil compaction, both natural and
man-induced. Raindrop impact is a natural cause of compaction. We see it
as soil crust that may prevent seedling emergence. Wheel traffic is a
major cause of soil compaction. Excessive driving on delicate soils with
four-wheel-drive vehicles usually causes wheel traffic compaction.

The effect of compaction on plant growth depends on the crop grown and
the environmental conditions that crop encounters. In general, under dry
conditions some compaction is beneficial, but under wet conditions
compaction decreases yields.

**Materials**

Ice pick

Tin cans

Water

Paper

Pencils

**Procedure**

***Warm up:*** Ask students if they think hard packed soil affects the
plants and animals that live there. Do they think the hardness of the
soil affects the water infiltration rate? Discuss the students' answers.
Explain that they are going to do a project to see the effects of soil
compaction on water infiltration, plants, and animals.

***Activity***

1.  Have the students select two sites on the school campus. One site
    should be a high traffic site where students often congregate. The
    other site should be a site where there is little or no student
    traffic.

2.  Students will work in small groups to observe and classify the
    natural cover and litter (living and dead plants, insects, human
    impact) of each site. Have the students sketch their findings in a
    journal.

3.  Students will measure the soil's compaction at each site by
    recording the average depth to which an ice pick penetrates the soil
    when dropped several times from a height of 3-4 feet. Students
    should record their average depths in their journals.

4.  Students will measure the water infiltration rate of each site. This
    can be done by placing a tin can with both ends cut out, into the
    soil, filling it with a known quantity of water (the water amounts
    must be exactly the same), and recording the length of time
    necessary for all of the water to penetrate into the soil.

5.  Students will compare the data obtained from the two sites and
    discuss the effects and relationships of soil compaction and living
    organisms.

***Wrap Up*:** Students write a paragraph on the following question: "Do
you feel that soil compaction has an effect on the water infiltration
rate and plant and animal life?"

**Assessment**

Collect journals and sketches

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

Water

People that live in the desert need to be extra careful with water
usage. We only have a limited supply of fresh water to drink and use.
That is why it is important that we use water wisely and protect our
water supplies whenever and wherever possible. If we each save a small
amount of water each day, our combined savings will add up to millions
of gallons each year. Unlike traditional desert people, most of us tend
to take water for granted. We turn on the tap and it is always there. We
wallow in hot baths, take long showers, and water our lawns to an
unnatural perfection. We are probably the most profligate users of water
in the world; yet it is estimated that between a third and a half of all
that water is wasted. Only 1% of the water on Earth is usable for
humans. Much of this surface water and useable underground water is
polluted or contaminated. Water pollution is a very serious problem.
There are two major sources of pollution. One is point source pollution.
This form of pollution enters the waterways from a pipe or some other
clear point of discharge. An example is a sewer pipe that empties into a
river. The other is non-point source pollution. This form of pollution
enters waterways from various sources, none of which can be identified.
Examples of this type of pollution include: fertilizers, pesticides,
detergents, and other chemicals that run off into our local rivers,
creeks, ponds, and groundwater. Most of the pollution in the cave pools
at Carlsbad Caverns National Park is directly related to non-point
source pollution. The cave pools have trace amounts of antifreeze, motor
oil, and other chemicals that have run off the parking lot and have
slowly worked their way to the pools through leaching.

This unit will focus on water availability, water consumption, and water
quality. In the first activity, *All the Water in the World,* students
will visualize and understand the percentage of the Earth's water that
is safe for drinking. In the second activity, *How Much Water Do You
Use?*, students will identify how much water they use and find ways to
conserve this valuable resource. In the third activity, *What's in
There?*, students will develop an understanding of water pollution and
its potential effects on wildlife and human habitats. In the fourth
activity, *Sediment as a Pollutant*, students will understand how
sediment gets into bodies of water and its effects on life. The final
activity, *Water Pollution*, explores the effects of detergents and
fertilizers on aquatic life.

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**All the Water in the World!**

*How much fresh drinking water is there?*

**Summary:** This lesson is designed to help students understand that
there is only a small fraction of usable drinking water on Earth and
that this valuable resource must be protected.

**Duration:** 1 week

**Setting:** Classroom/Lab

**Vocabulary:** karst, groundwater, water cycle

**Standards/Benchmarks Addressed:** SC1-E1, SC1-E2, SC2-E1, SC2-E2,
SC2-E3, SC3-E1, SC4-E1, SC4-E3, SC4-E4, SC4-E5, SC5-E2, SC6-E1, SC6-E2,
SC6-E3, SC6-E4, SC6-E5, SC6-E6, SC9-E2, SC11-E6, SC12-E1, SC12-E2,
SC12-E3, SC12-E7, SC16-E1, SC16-E2, SC16-E3

**Objectives**

Students will:

-   recognize that there is a lot of water in the world but only a small
    fraction can be used for drinking water and other water supply
    needs.

-   recognize that groundwater is a very small percentage of the Earth's
    water.

-   understand how important it is that we take care of our ground
    water.

**Background**

From looking at maps and satellite photographs we know that about
3/4^th^ of the Earth's surface is covered in water. 97% of the water on
the Earth's surface is salty (unusable) ocean water while the remaining
3% is fresh water. Most of that fresh water (2% is frozen in the ice
caps and glaciers where it is unavailable for human use. Only 1% of all
water is found in lakes, rivers, and underground aquifers.

The area surrounding Carlsbad Caverns National Park is characterized by
karst landforms. Karst landforms are produced through the dissolving of
rocks such as limestone, dolomite, marble, gypsum, and salt. Features of
a karst landscape include caves, sinkholes, large springs, dry valleys,
and sinking streams. These landscapes are characterized by sufficient
flow of groundwater through conduits in dissolved rock. In these areas
water quickly drains to the subsurface at zones of recharge and a
network of fractures, partings, and caves and returns to the surface in
zones of discharge at springs, seeps, and wells.

The source of all groundwater is precipitation. When rain falls, plants
and soil absorb some of the rainwater, some of it drains into streams,
some evaporates, and the remainder moves downward recharging aquifers.
Groundwater moves through the water cycle as part of a dynamic system
from recharge areas (caves, sinks, fractures, and partings) to areas of
discharge that flow into streams, lakes, wetlands, or the ocean. Streams
that flow during periods of little rainfall are fed or produced by a
groundwater system.

Knowing the fact that there is such a limited supply of fresh water we
need to conserve and protect as much of it as possible.

**Materials**

5 gallons of water

5-gallon aquarium

Measuring cup (24 ounce)

Blue food coloring

Ice tray

Dropper

6-ounce see through container

Sand

**Procedure**

***Warm up:*** Have five gallons of water in an aquarium. Tell students
that this represents all the water in the world. Have the students
predict the percentage this water represents:

> Ocean:...................................................\.... 97.2%
>
> Groundwater:.............................................. 0.397%
>
> Surface water:............................................. 0.022%
>
> Ice Caps/Glaciers:......................................... 2.38%
>
> Atmosphere:..................................................0.001%

Have students write their predictions in a journal.

***Activity***

1.  Remind the students that the five gallons represent all the water in
    the world. Remove 18 ounces of the water from the aquarium with the
    measuring cup. Using the blue food coloring, color the remaining
    water in the aquarium. Tell the student that the water in the
    aquarium represents all the water on Earth that is held in the
    oceans. The water in the measuring cup represents all the water that
    is not ocean.

2.  Pour 15 ounces of the water from the measuring cup into the ice
    tray. This water represents the water held in glaciers and ice caps.
    (This water is not readily available for use.)

3.  The remaining 3 ounces represent the world's available fresh water.
    Of this amount, only a fraction of an ounce is held in the world's
    fresh water lakes and rivers. Place this water (only one dropper of
    water) into a student's hand.

4.  The remaining 2.5 ounces of water is ground water. Pour this
    remaining water into a cup of sand and explain that this is what is
    referred to as groundwater. This is water that is held in pore
    spaces of soil and fractures in the bedrock.

5.  Discuss what the students learned from the lesson and discuss the
    actual percentages of water resources.

***Wrap Up:*** Ask these follow-up questions:

-   Why isn't all fresh water usable? *(Some is not easy to get to; it
    may be frozen or trapped in unyielding soils or bedrock fractures.
    Some water is too polluted to use.)*

-   Why do we need to take care of the surface/ground water? *(Water is
    very important for humans, plants/crops, and animals. If we waste
    water or pollute it, we may find that there is less and less of it
    available for us to use.)*

Students will:

-   Research karst areas and describe what they are and how they are
    related to groundwater aquifers. Research should include sinks,
    caves, recharge areas, and discharge areas. Students must also
    include reasons for and ways of protecting/conserving our ground
    water. With the research students should include a correctly labeled
    picture of the water cycle, including what is happening under
    ground. A wonderful example of this can be found in the book: Living
    With Karst: A fragile Foundation. To order contact: AGI at
    *www.agiweg.org* or (703)379-2480.

**Assessment**

See rubric for grading criteria.

**Extension**

Have students create a graphic organizer showing the 5 sources of
Earth's water (oceans, ground water, surface water, ice caps/glaciers,
and atmosphere). Have them list the ways they are used and ways they are
polluted.

**All the Water in the World**

  ----------------------------------- -------------- -------------- --------------
  **Karst Research**                  **Self         **Teacher      **Comments**
                                      evaluation**   evaluation**   

  **Visual criteria:**                               **/12**        

  Includes a detailed labeled picture                               
  of above ground activity                                          

  Includes a detailed labeled picture                               
  of underground activity                                           

  Includes a short summary of what is                               
  happening in the visual                                           

  **Research criteria:**                             **/16**        

  Includes a description of karst                                   
  areas and how they relate to                                      
  groundwater aquifers                                              

  Includes recharge and discharge                                   
  areas and examples of each                                        

  Includes reasons for                                              
  protecting/conserving groundwater                                 

  Includes ways of                                                  
  protecting/conserving groundwater                                 

  **Overall:**                                       **/12**        

  Has the student fulfilled all the                                 
  parts of the task?                                                

  Has the student used proper grammar                               
  and sentence structure?                                           

  Has the student cited appropriate                                 
  resources?                                                        
  ----------------------------------- -------------- -------------- --------------

4 no mistakes 3 few mistakes 2 many mistakes 1 incomplete (however is
present) 0 not evident or not included

Percentages: Visual Research Overall \_\_\_\_\_\_\_

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**How Much Water Do You Use?**

***How much water does your family use in one week?***

**Summary:** This lesson is designed to help students identify ways
water is used and their family's water usage and have them find ways to
reduce water consumption.

**Duration:** 1 week

**Setting:** Classroom/home

**Vocabulary:** conservation

**Standards/Benchmarks Addressed:** SC2-E1, SC2-E2, SC4-E4, SC4-E5,
SC5-E2, SC6-E1, SC6-E2, SC6-E3, SC6-E4, SC6-E6, SC11-E6, SC11-E8,
SC12-E2, SC14-E2, SC15-E2, SC16-E1, SC16-E2, SC16-E3

**Objectives**

Students will:

-   Identify ways in which water is used.

-   Analyze a family's water use with a focus on ways to reduce water
    consumption.

**Background**

From looking at maps and satellite photographs we know that about
3/4^th^ of the Earth's surface is covered in water. 97% of the water on
the Earth's surface is salty (unusable) ocean water while the remaining
3% is fresh water. Most of that fresh water (2%) is frozen in the ice
caps and glaciers where it is unavailable for human use. Only 1% of all
the water is found in lakes, rivers, and underground aquifers.

People that live in the desert need to be extra careful with water
usage. We only have a limited supply of fresh water to drink and use.
That is why it is important that we use water wisely and protect our
water supplies whenever and wherever possible. If we each save a small
amount of water each day, our combined savings will add up to millions
of gallons each year.

Unlike traditional desert people, most of us tend to take water for
granted. We turn on the tap and it is always there. We wallow in hot
baths, take long showers, and water our lawns to an unnatural
perfection. We are probably the most profligate users of water in the
world; yet it is estimated that between a third and a half of all that
water is wasted.

***Water Conservation Tips***

***Bathroom*:** Two-thirds of the water used in the average home is used
in the bathroom, mostly for flushing toilets, showering, and bathing.

1.  Turn off water when you are not using it. Don't let the water run
    while you brush your teeth or shave.

2.  Flush your toilet less often. Put used tissues, trash, hair, and
    paper towels, in the wastebasket instead of flushing them.

3.  Fix leaks and drips.

4.  Change old plumbing fixtures with new flow reducing devices.

5.  Take shorter showers, less than 5 minutes.

6.  Take baths. If you like to linger in the shower change to baths, a
    partially filled tub uses less water than a shower.

***Kitchen and Laundry*:**

1.  Use appliances efficiently. Run full loads in the dish or clothes
    washer.

2.  Buy a water saver. Select new appliances that are designed to
    minimize water usage.

3.  Clean vegetables and fruit efficiently. Use a vegetable brush to
    speed up the cleaning process.

4.  Use garbage disposals as little as possible. Start a compost pile or
    give your leftovers to your pet.

5.  Keep a bottle of drinking water in the refrigerator. Avoid running
    the tap to get cool water for drinking.

***Lawn and Garden*:**

1.  Water the lawn and garden only when necessary. Early mornings and
    evenings are the best times. Let grass grow higher in dry weather.
    Avoid watering driveways and sidewalks.

2.  Deep soak your lawn. Allow the moisture to soak deep down to the
    roots where it does the most good. A light sprinkle evaporates
    quickly.

3.  Plant drought-resistant trees and plants.

4.  Wash your car sensibly. Clean the car with a pail of soapy water and
    use the hose only for a quick rinse.

**Materials**

Water usage worksheet

**Procedure**

***Warm up:*** Have students predict how much water their family uses in
one week. Have them write their predictions on a piece of paper.

***Activity***

1.  Hand out a copy of the water usage worksheet. Students will be
    conducting the survey at home for a full week. Explain how to fill
    out the survey by making tally marks each time the activity takes
    place. After the surveys have been completed discuss the results.

2.  Create a Venn diagram comparing the weekdays and the weekends.

3.  Have students look at their water usage worksheets and consider what
    their family could do to reduce the amount of water they use. Make a
    list of possibilities. How much water would that conserve?

***Wrap Up:*** Discuss water conservation tips. Look over the lists
prepared by the students to see how they compare to each other. Students
complete the follow-up questions.

**Assessment**

Venn diagram, participation

**Extension**

-   Students write an article for the school newspaper describing ways
    people can conserve water.

-   Students can write a brief newsletter for their parents reporting
    the results of the study. Honor the families that used the least
    amount of water. Include water conservation tips.

-   Students conduct a survey of water conservation devices in their
    homes.

**Water Usage Worksheet**

**Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**Directions:** This data sheet will help you figure out how much water
your family uses in one week. Place a tally mark in the day column every
time someone in your family does the activity.

+--------------+----------------------+-------+-------------+---------+
| **Activity** | **Times per Day**    | **W   | **Water per | **Total |
|              |                      | eekly | Activity**  | water   |
|              |                      | To    |             | used**  |
|              |                      | tal** |             |         |
+--------------+----------------------+-------+-------------+---------+
|              |   ------- -------    |       |             |         |
|              | ------- ------- ---- |       |             |         |
|              | ---- ------- ------- |       |             |         |
|              |   **S**   **M**      |       |             |         |
|              |   **T**   **W**   ** |       |             |         |
|              | Th**   **F**   **S** |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |                      |       |             |         |
|              |   ------- -------    |       |             |         |
|              | ------- ------- ---- |       |             |         |
|              | ---- ------- ------- |       |             |         |
+--------------+----------------------+-------+-------------+---------+
| Toilet       |                      |       | X 5 gallons |         |
| Flushing     |                      |       |             |         |
+--------------+----------------------+-------+-------------+---------+
| Short Shower |                      |       | X 25        |         |
| (5-10 min)   |                      |       | gallons     |         |
+--------------+----------------------+-------+-------------+---------+
| Long Shower  |                      |       | X 35        |         |
|              |                      |       | gallons     |         |
| (\> 10 min)  |                      |       |             |         |
+--------------+----------------------+-------+-------------+---------+
| Tub Bath     |                      |       | X 35        |         |
|              |                      |       | gallons     |         |
+--------------+----------------------+-------+-------------+---------+
| Brushing     |                      |       | X 10        |         |
| Teeth (water |                      |       | gallons     |         |
| on)          |                      |       |             |         |
+--------------+----------------------+-------+-------------+---------+
| Brushing     |                      |       | X ½ gallon  |         |
| Teeth (water |                      |       |             |         |
| off)         |                      |       |             |         |
+--------------+----------------------+-------+-------------+---------+
| Dishwasher   |                      |       | X 16        |         |
|              |                      |       | gallons     |         |
+--------------+----------------------+-------+-------------+---------+
| Hand washing |                      |       | X 10        |         |
| dishes,      |                      |       | gallons     |         |
| filling the  |                      |       |             |         |
| basin        |                      |       |             |         |
+--------------+----------------------+-------+-------------+---------+
| Washing      |                      |       | X 60        |         |
| machine      |                      |       | gallons     |         |
|              |                      |       |             |         |
|              |                      |       | (per load)  |         |
+--------------+----------------------+-------+-------------+---------+
| Outdoor      |                      |       | X 10        |         |
| watering     |                      |       | gallons     |         |
|              |                      |       | (per/min)   |         |
+--------------+----------------------+-------+-------------+---------+
| GRAND TOTAL  |                      |       |             |         |
+--------------+----------------------+-------+-------------+---------+

Using the information obtained through this survey, find the average use
per person in your family. To do this, divide the total by the number of
people in your family. The average is:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_.

**Water Usage Follow-Up Questions**

**Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

Use the information you obtained on the water usage worksheet to help
answer the following questions:

1.  In your home, which activity happened most often?

2.  Which activities use the most water each time they occur?

3.  What other activities at home consume large amounts of water?

4.  What things can your family do to conserve water?

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**What's In There?**

***How clean is the water that you are drinking?***

**Summary:** This lesson is designed to help students understand that
clear water is not always clean water and allows them to use water
quality testing practices to test their own drinking water.

**Duration:** 2-4 class periods

**Setting:** Lab

**Vocabulary:** limnology, physical parameters, chemical parameters,
biological parameters, pH

**Standards/Benchmarks Addressed:** SC1-E2, SC2-E1, SC2-E2, SC3-E1,
SC4-E1, SC4-E3, SC4-E4, SC4-E5, SC5-E1, SC5-E2, SC6-E1, SC6-E2, SC6-E3,
SC6-E4, SC6-E5, SC6-E6, SC6-E7, SC7-E2, SC7-E3, SC9-E3, SC11-E6,
SC11-E8, SC11-E9, SC11-E10, SC12-E2, SC12-E3, SC14-E3, SC15-E2, SC16-E1,
SC16-E2, SC16-E3

**Objectives**

Students will:

-   understand that some water pollutants cannot be seen.

-   practice the techniques used by water quality examiners in their
    area.

**Background**

Surface water is easy to see; it is the water that flows in our rivers,
lakes, streams, bays, and oceans. However there is another important
source of water that we often forget about. Groundwater is hidden from
view; it is the water that fills the caves and aquifers underground.

Approximately half of the people living in the U.S. rely on groundwater
for their drinking water. It is also one of the important sources for
irrigation of crops. Unfortunately some groundwater in every state has
become contaminated with pollutants. Some scientists fear that the
percentage of groundwater contamination will increase as toxic chemicals
dumped on the ground slowly make their way down to the underground water
supplies of caves and aquifers.

Pesticides and fertilizers are some of the pollutants that seep into the
groundwater. Others may include road salt, toxic substances from mining
sites, and used motor oils. Untreated waste may also leak into the
groundwater supply from faulty septic tanks and sewage leaks. This
process of pollutants seeping down into the groundwater supply is very
evident at Carlsbad Caverns. As scientists test the water in the cave
pools they often find evidence of antifreeze, motor oils, and other
pollutants that have worked their way down from the parking lot above
the cave. Unlike surface water, contaminated groundwater is very
difficult or even impossible to clean.

Our drinking water comes from a variety of sources and quality. Some of
the water comes from water purification plants. Some comes from
underground sources. Due to this diversity of these sources, the
drinking water of you and your friends can differ greatly in quality and
healthiness. The study of water is limnology. This involves physical,
chemical, and biological conditions. Physical parameters (conditions)
refer to water temperature, stream velocity, and clarity. Chemical
parameters refer to the chemical makeup of water such as the amount of
dissolved oxygen, phosphate, and nitrate. Biological parameters refer to
the organisms supported in the water such as bacteria, plankton, and
fish.

**Materials**

Glass jars (five for introductory exercise)

Cotton balls

Sugar

Salt

White vinegar

Citric acid

Tap water

Goggles (one for each student)

Rubber gloves (one pair for each student)

Phosphate test kit and directions

Coliform test kit and directions

PH paper

Data sheets

Alcohol (for hand cleaning)

Microscopes

Five glass jars per group

Water from a variety of source (bottled water, river, pond, irrigation
ditch, well water, city tap water from different areas of town, etc.)

Microscope

**Prep**

Teacher must prepare the jars with the 5 clear liquids. Record what each
jar contains and have the activity set up before class starts.

Have the students bring in a milk carton of their drinking water. The
teacher will also need to bring in a carton of water from a river, pond,
irrigation ditch, well water, or water from any other source they have
available.

**Procedure**

***Warm up:*** To help the students understand that clear water isn't
necessarily free of pollutants, place 5 clear liquids in glass jars. Use
sugar water, white vinegar, salt water, water mixed with citric acid,
and tap water. Using cotton balls, have the students taste each liquid
(dispose of each cotton ball after each taste) and record what they
taste after each. After all students have had a chance to taste, discuss
that some kinds of pollution cannot be seen. Tell the students that they
will be doing a variety of tests on water looking for different types of
pollution.

***Activity***

1.  Go over the directions for the phosphate coliform test kits and pH
    paper. Remind students that they are to wear goggles at all times
    while working with chemicals and unknown sources of water. They must
    also wash their hands after any contact with unknown water sources.

2.  Divide students into groups of 2 to 3. Each student should have
    his/her own sample of five water types (bottled water, tap water,
    etc.) to begin testing. They will test each sample for:

    a.  odor

    b.  clarity/color

    c.  phosphates

    d.  pH

    e.  fecal coliforms

    f.  observe through a microscope for bacterial forms.

3.  Results should be recorded on the data sheet.

4.  Go over the results of the tests with the students orally and
    explain what each test might indicate.

    a.  Bad odor- could indicate sewage pollution or algae. A chlorine
        odor could indicate treatment from a sewage treatment plant.

    b.  Clarity/color- poor clarity could indicate dissolved solids,
        like silt or soil in the water.

    c.  Phosphates- if phosphates are present it could indicate
        fertilizers, wastewater (detergents, sewage, etc.), and
        industrial discharge. These lead to algae blooms and plant
        blooms that consume CO~2~ and kill everything in the water.

    d.  pH (acidity)- most biological systems have a pH at about 7.1. A
        low pH (acidic, below 5) or high (alkaline, above 9) may kill
        eggs, larvae, nymphs, hatchlings, etc. as well as leach toxic
        heavy metals from soils and rocks.

    e.  Fecal coliforms -- these are bacteria derived from human feces,
        mainly E. coli. See directions in the kit for levels. High
        levels indicate contamination, possibly sewage being too close
        to the water supply.

    f.  Microscopic observation -- some bacteria are normal and
        harmless. But it is interesting to see what kinds of critters
        are in the water we drink.

***Wrap Up:*** Have students summarize what they learned from the lab,
why we did the lab and how they can use the information from this lab
again. Be sure they complete the data sheets.

**Assessment**

Teacher observation, summary, data sheets

**Extensions**

Have a Park Ranger from Carlsbad Caverns National Park come in and
discuss water testing in the cave pools and how they clean up pollution
in these pools.

Have a water quality expert from the city come in and discuss
water-testing procedures used to monitor the drinking water in the city
water wells and aquifers. They should also discuss the methods they use
to conserve and clean up any unwanted materials in the city's drinking
water.

\*For: Phosphate test kit, Coliform test kit, and pH paper contact:

Carolina Biological Supply Co.

2700 York Road

Burlington, NC 27215

1-800-334-5551

# What's In There? Data Sheet {#whats-in-there-data-sheet .unnumbered}

**Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

Please follow the phosphate and coliform test kit directions very
carefully. Follow all lab safety procedures. Be sure to wash your hands
after contact with unknown water sources.

  ------------ --------- ---------- ------------------- ---------------- --------- ------------- -------------
  **Sample**   **Water   **Odor**   **Clarity/color**   **Phosphates**   **pH**    **Fecal       **Bacterial
               type**                                                              coliforms**   forms**

  A                                                                                              

  B                                                                                              

  C                                                                                              

  D                                                                                              

  E                                                                                              
  ------------ --------- ---------- ------------------- ---------------- --------- ------------- -------------

Summarize what you learned from this lab.

How can you use this information again?

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Sediment as A Pollutant**

***How does sediment affect water quality?***

**Summary:** This lesson is designed to demonstrate the effects of
erosion and sedimentation and their effects on water quality.

**Duration:** 1 class period

**Setting:** Lab

**Vocabulary:** sediment, erosion, deposition

**Standards/Benchmarks Addressed:** SC1-E1, SC1-E2, SC2-E1, SC2-E2,
SC2-E3, SC3-E1, SC4-E1, SC4-E3, SC4-E5, SC5-E1, SC5-E2, SC6-E1, SC6-E2,
SC6-E3, SC6-E4, SC6-E5, SC6-E6, SC6-E7, SC8-E3, SC9-E1, SC11-E2,
SC11-E3, SC12-E1, SC12-E2, SC12-E3, SC12-E7, SC14-E2, SC15-E2, SC16-E1,
SC16-E2, SC16-E3

**Objectives**

Students will:

-   explain what sediment is and how it enters lakes and reservoirs.

-   describe the effects of sediment on aquatic plant and animal life
    found in lakes.

-   develop a method of protecting lakes from sediment deposits.

**Background**

Weathering changes solid rock into small pieces of rock and soil. Much
of the rocks and soils are carried away by agents of erosion, which are
wind, ice, and moving water. Rock and soil that are carried away is
called sediment.

Erosion is the picking up and moving away of weathered rock and soil.
Water, wind, and ice that carry away weathered material are called
agents of erosion. When an agent of erosion slows down, it drops, or
deposits, its load of sediment. The dropping of sediment by these agents
is called deposition.

Water is one of the most important agents of erosion. Moving water picks
up and moves sediment. In a stream or river sand and smaller sediments
are carried in the water. During a flood, water overflows the banks of a
stream or river. It covers the land on both sides picking up sediment
from that land. As the floodwaters decrease they bring deposits of
sediment back into the river.

When rainwater runs off land that has been disturbed by human activity
it picks up soil and silt and carries them to surface water. Once in the
water, sediment can keep sunlight from reaching aquatic plants, clog the
gills of fish, and can smother bottom dwelling organisms.

**Materials**

Small aquarium

Soil

Pebbles

Watering can

Water

Metal tray

**Procedure**

***Warm up:*** Ask the students what they think sediment is. Where does
it come from? How does it get into our water supply? How do you think it
affects the plant and animal life in our lakes and rivers?

***Activity***

1.  Divide the class into groups of 2-4. Each group will be given a
    complete set of the materials listed above.

2.  Students follow these directions to complete the exercise:

    a.  Fill a metal tray with loose soil and pebbles.

    b.  Tilt the tray slightly at one end. Place the metal tray on the
        edge of a filled aquarium.

    c.  Pour water over the soil using a watering can.

    d.  Observe the sediment deposits falling into the aquarium.

    e.  Repeat this procedure several times and record observations.

***Wrap Up:*** Students will answer the follow-up questions.

**Assessment**

Participation

**Extensions**

Visit a river or lake to observe sediment deposits.

**Sediment Follow-up Questions**

**Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

1.  What is sediment?

2.  How did the rain affect the soil in the metal tray?

3.  What happened to the sediment carried by the rainwater?

4.  Where did the sediment settle in the lake? Why?

5.  If the sediment deposit continues, how do you think it will affect
    the plants and animals? Explain.

6.  Design a plan that would reduce the amount of sediment entering the
    lake. Explain how your process would work. Draw pictures to
    illustrate your plan of action.

Picture:

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Water Pollution**

***How do detergents and fertilizers affect aquatic life?***

**Summary:** This lesson is designed to demonstrate the effects of
detergents and fertilizers on aquatic life.

**Duration**: 2 weeks

**Setting**: Lab

**Vocabulary**: pollution, point pollution, nonpoint pollution,
eutrophication, cultural eutrophication, algal bloom, leaching

**Standards/Benchmarks Addressed**: SC1-E1, SC1-E2, SC2-E1, SC2-E2,
SC3-E1, SC4-E1, SC4-E3, SC4-E4, SC4-E5, SC5-E1, SC5-E2, SC6-E1, SC6-E2,
SC6-E3, SC6-E4, SC6-E5, SC6-E6, SC6-E7, SC7-E1, SC7-E2, SC7-E3, SC9-E2,
SC11-E3, SC11-E6, SC12-E1, SC12-E2, SC16-E1, SC16-E3

**Objectives**

Students will:

-   examine the effects of detergents and fertilizers on aquatic life.

-   test for dissolved oxygen in pond water samples.

-   collect and interpret data.

**Background**

Water pollution is a very serious problem. There are two major sources
of pollution. One is point source pollution. This form of pollution
enters the waterways from a pipe or some other clear point of discharge.
An example is a sewer pipe that empties into a river. The other is
nonpoint source pollution. This form of pollution enters waterways from
various sources, none of which can be identified. Examples of this type
of pollution include: fertilizers, pesticides, detergents, and other
chemicals that run off into our local rivers, creeks, ponds, and
groundwater. Most of the pollution in the cave pools at Carlsbad Caverns
National Park is directly related to nonpoint source pollution. The cave
pools have trace amounts of antifreeze, motor oil, and other chemicals
that have run off the parking lot and have slowly worked their way to
the pools through leaching. Leaching is the process by which materials
on or in the soil dissolve and are carried into aquifers by water
seeping through the cracks in the rocks.

When nitrate-containing fertilizers and phosphate-containing detergents
get into the surface water, they deplete the oxygen supply. These
nitrates and phosphates act as fertilizers for algae and can cause them
to grow at a tremendous rate; this process is called eutrophication. It
is called cultural eutrophication when the introduction of these
nutrients is related to human activity with detergents and fertilizers.

A direct result of cultural eutrophication is a rapid increase in algae.
This is referred to as algal bloom. The increase in algae causes the
water to become cloudy and it decreases the amount of oxygen in the
water. Some types of algae release toxic substances into the water.
These toxins can then be ingested by the aquatic life and enter the food
chain. Humans can get food poisoning from eating these organisms. All
aquatic organisms need a supply of oxygen to survive. With algal blooms
and the decreased amount of oxygen available organisms will begin to
die.

In the summer of 2002, there was a mysterious fish death incident in the
Pecos River near Carlsbad, New Mexico. The New Mexico Game and Fish
Department was called in to investigate the reasons for the fish dying
along the river. The final conclusion was that an algal bloom had
depleted the oxygen in the water causing the fish to die.

**Materials**

Dissolved Oxygen Test kit

10 jars

Trowel

Water, plants, and mud from a pond

Detergent containing phosphates

Fertilizer in powder form

Measuring spoons

Data Sheet

Graph paper

Journal

**Procedure**

***Warm up:*** Discuss with students the ways phosphates and nitrates
make their way into rivers, lakes, and ponds. Explain to them that this
lab will allow them to see the effects of these pollutants in our
waterways.

***Activity***

1.  Divide the class into groups of 2.

2.  Have each group use the dissolved oxygen test kit to measure the
    amount of dissolved oxygen in the pond water. Write the amount on
    their data sheet.

3.  Label the jars 1-10. Cover the bottom of each jar with mud and
    plants. Then fill each jar with pond water.

4.  Place the appropriate amount of fertilizer or detergent in each jar
    using the amounts in the chart below.

  ----------------------------------- -----------------------------------
  **Jar**                             **Treatments**

  1                                   Control -- no treatment

  2                                   Control -- no treatment

  3                                   1/8 tsp. Detergent

  4                                   ¼ tsp. Detergent

  5                                   3/8 tsp. Detergent

  6                                   1 tsp. Detergent

  7                                   1/8 tsp. Fertilizer

  8                                   ¼ tsp. Fertilizer

  9                                   3/8 tsp. Fertilizer

  10                                  1 tsp. Fertilizer
  ----------------------------------- -----------------------------------

5.  Place all the jars in sunny place.

6.  Make observations daily for two weeks. Write observations in
    journals. What do you see happening? What changes have you noticed
    in each of the jars?

7.  Measure the amount of dissolved oxygen each week (preferably on days
    7 and 14). Write your amounts on the data sheet.

8.  Discuss the students' observations and draw conclusions.

9.  Graph the results of the dissolved oxygen test.

***Wrap Up:*** Discuss the students' observations and draw conclusions.
Graph the results of the dissolved oxygen test.

**Assessment**

Data sheets, journal summaries, graphs

**Extensions**

-   Discuss the possible sources of nitrogen and phosphates.

-   Have students list the things they can do to stop pollution.

-   Have student perform the same experiment, however this time using a
    combination of the two pollutants.

-   Ask a water quality expert from the city or National Park to come in
    and discuss the process of cleaning up polluted water.

-   Ask the Game and Fish Department to come in and discuss the effects
    of algal bloom on the fish population and its connection to
    pollution in the waterways.

\*For: Dissolved Oxygen Test Kits:

Carolina Biological Supply Co.

2700 York Road

Burlington, NC 27215

1-800-334-5551

# Water Pollution Data Sheet {#water-pollution-data-sheet .unnumbered}

**Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

+-------------+-------------+-------------+-------------+-------------+
| **Jar**     | **          | **Dissolved | **Dissolved | **Dissolved |
|             | Treatment** | Oxygen      | Oxygen**    | Oxygen**    |
|             |             | Before      |             |             |
|             |             | Treatment** | **Day 7**   | **Day 14**  |
+-------------+-------------+-------------+-------------+-------------+
| 1           | Control --  |             |             |             |
|             | no          |             |             |             |
|             | treatment   |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| 2           | Control --  |             |             |             |
|             | no          |             |             |             |
|             | treatment   |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| 3           | 1/8 tsp.    |             |             |             |
|             | Detergent   |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| 4           | ¼ tsp.      |             |             |             |
|             | Detergent   |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| 5           | 3/8 tsp.    |             |             |             |
|             | Detergent   |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| 6           | 1 tsp.      |             |             |             |
|             | Detergent   |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| 7           | 1/8 tsp.    |             |             |             |
|             | Fertilizer  |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| 8           | ¼ tsp.      |             |             |             |
|             | Fertilizer  |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| 9           | 3/8 tsp.    |             |             |             |
|             | Fertilizer  |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| 10          | 1 tsp.      |             |             |             |
|             | Fertilizer  |             |             |             |
+-------------+-------------+-------------+-------------+-------------+

Use the information from the chart above to graph the effects of
detergents and fertilizers on the oxygen content of water. You will need
to use your own graph paper for the graphs.

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

Fire

The perception of fire and the influence of the media greatly affect the
National Park Service's (and other agencies') management of the land and
decisions made in the event of wildfire. Fire is the most influential
ecological disturbance of the park's plant and wildlife. Fire has played
a major role in shaping the grasslands that once dominated the park
landscape. Very aggressive wildland fire suppression and extensive
grazing of cattle and other domestic animals have drastically altered
this grassland ecosystem. Grazing and fire suppression have favored the
increased abundance and distribution of shrubs and succulent desert
plants. Therefore, the animal population has changed because of the new
plant community reducing biodiversity in the area.

This unit will focus on the basics of fire and its influence on the
ecosystem. In the first activity, *Fire 101,* students conduct an
in-class lab to learn the three ingredients of fire. In the second
activity, *The Tree Ring Mysteries,* students are introduced to
dendrochronology through the study of tree rings. The activity
encourages students to carefully examine tree rings for evidence of fire
in the tree's past. The students also develop a debate over the
controversial issue of prescribed fire.

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Fire 101**

***What are the ingredients of a fire?***

**Summary:** This lesson is designed to help students understand the
ingredients of a fire and what chemical reactions take place during a
fire.

**Duration:** 1-2 class periods

**Setting:** Lab

**Vocabulary:** combustion, fuel, oxidation, dehydrated

**Standards/Benchmarks Addressed:** SC1-E2, SC2-E1, SC2-E2, SC2-E3,
SC3-E1, SC4-E1, SC4-E2, SC4-E3, SC5-E1, SC5-E2, SC5-E3, SC6-E1, SC6-E2,
SC6-E3, SC6-E4, SC6-E5, SC6-E6, SC9-E1, SC9-E2, SC9-E3, SC12-E1,
SC12-E2, SC14-E1

**Objectives**

Students will:

-   explain the three ingredients of fire and the chemical reaction that
    causes rapid oxidation -- combustion.

**Background**

How do fires begin? In the Chihuahuan Desert, the main cause of fire is
lightning strikes from thunderstorms. No matter what the cause every
fire needs three ingredients---fuel, heat, and oxygen.

***Fuel*:** Fuel is any combustible material. During the long summer
months in the Chihuahuan Desert shrubs and dead grasses provide "dry
fuel" and burn very easily. When years go by with no fire this dead
plant material builds up, so when fire occurs, there is ample fuel to
burn.

***Heat*:** The typical climate of the area includes long, dry summers
with very little rain. These conditions increase the temperature of the
ground and the fuels there, making it easier for the fuel to ignite and
burn. Dry fuel ignites easily from sources such as lightning, a
campfire, a burning cigarette butt, or a match.

***Oxygen*:** Wind is a typical occurrence in nature. The wind not only
increases the oxygen supply and dries out the fuels it also influences
the spread of fire. Shrubs are more quickly ignited when their small
leaves are surrounded by plenty of oxygen.

Fire is a chemical reaction. When combined, the ingredients work
together in this way. Start with a fuel, such as dry shrubs, which
contains hydrogen and carbon atoms. When the summer sun hits the shrub,
it raises the temperature of the shrub, drying it out. When an ignition
source such as lightning contacts the shrub, it breaks the bonds between
the carbon and the hydrogen. This allows them to react with O~2~ in the
air, releasing CO~2~, H~2~O, and heat-oxidation. Oxidation releases
heat, which triggers more bonds, and more heat in a positive feedback
cycle. This is known as combustion (burning).

**Fire Triangle**

The reaction, represented by the fire triangle, shows that fuel, heat,
and oxygen are necessary to create fire. If any one of them is missing,
there can be no fire.

**Materials**

Ingredients of Fire worksheet

Candles set up in aluminum pie pans or tin foil

Matches

Glass jars that fit over the candles

**Procedure**

***Warm up:*** Ask students what a fire needs to burn. What if one of
the ingredients is missing? Do you still have a fire?

***Activity***

1.  Discuss the fire triangle. Tell students that all three
    elements---fuel, heat, and oxygen---are needed for a fire to burn.
    If one is missing there is no way that a fire can burn.

2.  Divide the class into small groups and pass out the materials needed
    for the lab.

3.  Light the candle.

4.  Have the students observe the burning candle for three to five
    minutes. They must answer questions 1-5 on the Ingredients of Fire
    worksheet.

5.  Students now place the glass jar over the burning candle until it
    rests on the table. Students observe the reaction and answer
    questions 6-7.

6.  Have the students research the answers to sections B and C on the
    Ingredients of Fire worksheet.

***Wrap Up:*** Have the students present their answers and discuss as a
class.

**Assessment**

Lab worksheet

**Extensions**

Have students draw the fire triangle and label the parts.

**Ingredients of a Fire**

**Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

A. Observe the burning candle.

1.  What is the source of fuel?

2.  What is the source of heat?

3.  What is the source of oxygen?

4.  What is the evidence of oxidation?

5.  What color represents the hottest area of the flame?

6.  What happened when you eliminated one of the three ingredients of
    fire? Why?

7.  Explain the chemical reaction that took place:

B. Why are more fires likely to burn during hot weather than during cool
weather?

C. Why would plants with smaller leaf surfaces burn faster than those
with larger leaf surfaces?

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Tree Ring Mysteries**

***What can you learn from a tree?***

**Summary:** This lesson is designed to help students understand what
events have happened in an area using dendrochronology.

**Duration:** 1 week

**Setting:** Classroom/lab

**Vocabulary:** dendrochronology, wildfire, prescribed fire,
prescriptions

**Standards/Benchmarks Addressed:** SC1-E1, SC2-E1, SC3-E1, SC4-E1,
SC4-E3, SC4-E5, SC5-E2, SC6-E1, SC6-E2, SC6-E3, SC6-E4, SC6-E5, SC6-E6,
SC6-E7, SC6-E8, SC11-E6, SC12-E2, SC14-E2, SC14-E3, SC15-E2, SC16-E1,
SC16-E2, SC16-E3

**Objectives**

Students will:

-   explain how scientists use dendrochronology.

-   understand the importance of tree rings.

-   examine tree rings for age and significant events that have affected
    the tree's growth (fire, drought, etc.)

-   debate the controversial issue of prescribed fires.

**Background**

The major cause of wildland fires in Carlsbad Caverns National Park is
lightning strikes during summer thunderstorms. These prairie and
woodland fires are well documented in historical records. Tree ring
studies have documented fire scars hundreds of years back. The science
of studying the past by looking at tree rings is called
dendrochronology. Scientists can learn a great deal from studying tree
rings. For example, they can learn how old a tree is, when a fire
occurred in the area, and they can also learn about the climate of an
area.

Fire is the most influential ecological disturbance of the park's plant
and wildlife. Fire has played a major role in shaping the grasslands
that once dominated the park landscape. Very aggressive wildland fire
suppression and extensive grazing of cattle and other domestic animals
have drastically altered this grassland ecosystem. Grazing and fire
suppression have favored the increased abundance and distribution of
shrubs and succulent desert plants. Therefore, the animal population has
changed because of the new plant community reducing biodiversity in the
area.

Prescribed fire is an essential tool to restore this out-of-balance
ecosystem. First, some of the naturally ignited (lightning) fires are
allowed to burn when certain predefined conditions (prescriptions) of
wind speed and direction, relative humidity, and fuel moisture are met.
Second, prescribed (controlled) fires are ignited at planned locations
by trained fire personnel. These prescribed fires are conducted under
controlled conditions and monitored by professional fire teams.

By studying a tree trunk, scientists can determine more than a tree's
age. They can also learn about the weather in past years from its
effects on the tree. Annual rings vary in width. Growth is much slower
during periods of drought. A lack of water causes an annual ring to be
narrow. A year in which the temperatures are warmer than usual can have
a long growing season. A longer growing season would provide a wider
annual ring.

Below is a labeled tree ring.

![](media/image7.png){width="5.017361111111111in"
height="3.2256944444444446in"}

**Materials**

Tree Ring handout

Sample tree rings with evidence of a variety of events (fire, drought,
etc...)

Lab worksheet (teacher created based on tree rings obtained)

**Procedure**

***Warm up:*** Ask students what they can learn from a tree. Write
responses on the board and discuss. Pass out Reading Rings worksheet.
Have students match the event on the right with a sample tree ring on
the left. The tree rings can be used more than once. Discuss the
background information for this lesson.

***Activity***

1.  Hand out the Tree Ring Handout. Have the students cut out the core
    samples at the bottom. Be sure they leave the letter on the core
    sample so they know which sample they are using.

2.  Have the students decide which core sample matches the tree ring
    sample. They do this by laying the core sample across the tree ring
    looking for a matching pattern of lines. (Be sure that the students
    understand that core samples do not go father than the core of the
    tree, so the core sample should not cross the center of the tree.)
    Ask students which core sample is the one that matches the tree
    ring.

3.  Have the students observe the tree ring handout. Then have them
    assign dates to the important events in the tree's life. What year
    did fire scar the tree? (1915) How many years did it take the tree
    to grow around the remains of a dead branch? (10 years) How long did
    the drought that began in 1912 last? (2 years).

4.  Hand out lab worksheet (teacher created). Have the students observe
    the tree rings arranged around the room and complete the lab
    questions (teacher created). Teacher may need to contact their local
    Extension Agent, National Park, or local Forestry official for the
    tree ring samples.

5.  Discuss the need for fire in an ecosystem and how it brings balance
    to an unhealthy ecosystem. Discuss the need for prescribed fire.

***Wrap Up -- Debate***

Survey the students' feelings on prescribed burns in the National Parks.
Have each student research and prepare a debate on the opposite view
than they possess (Try to divide the class as evenly as possible- some
students may have to write on their own view to keep things even). If
the student supports prescribed burns they take the stance against
prescribed burns. If the student is against prescribed burns they take
the stance for prescribed burns.

Give the students several days to work on the research for their portion
of the debate project. Divide the class into debate groups of 4-6 (2 to
3 students from each side). Have each group debate the issue to the
whole class.

**Assessment**

Rubric for debate

**Extensions**

Take the students on a field trip to a local watershed, for instance,
Smith Springs, in Guadalupe Mountains National Park. Have the students
look for signs of a fire in the area's past. Have them write down any
evidence they find that indicates that a fire has burned in the area.

Ask a firefighter from the local National Park to come to class and
discuss the effects of wildfire and prescribed fire in the National
Parks. Some questions they should cover include: Are all wildfires bad?
Do they let some wildfires burn? Why or why not? What is a prescribed
fire? Why do they have prescribed fires? What considerations do they
have to look at before, during, and after a prescribed fire?

Tree Ring Handout

**Directions:** Cut out the core samples labeled A-C at the bottom of
this page. Be sure that you do not cut off the letter or dates on the
core samples. Match the core sample to the tree ring sample by laying
the core sample across the tree ring sample. Be sure that the core
sample does not go further than the core of the tree.

![](media/image8.png){width="6.500694444444444in" height="7.5in"}

Worksheet adapted from: Ranger Rick's Nature Scope: Trees are Terrific!

**Reading Rings Worksheet**

**Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**Directions:** Carefully observe the rings on this worksheet and match
them to the events on the opposite side. The rings may be used for more
than one event.

![](media/image9.png){width="5.996527777777778in"
height="7.274305555555555in"}

Worksheet adapted from: Ranger Rick's Nature Scope: Trees are Terrific!

**Prescribed Fire**

+--------------------------------------+---------+----------+--------+
| # Debate {#debate .unnumbered}       | **Self  | *        | **Comm |
|                                      | evalu   | *Teacher | ents** |
|                                      | ation** | eval     |        |
|                                      |         | uation** |        |
+--------------------------------------+---------+----------+--------+
| **Information:**                     |         | **/12**  |        |
+--------------------------------------+---------+----------+--------+
| Includes detailed factual            |         |          |        |
| information                          |         |          |        |
+--------------------------------------+---------+----------+--------+
| Supports the assigned viewpoint      |         |          |        |
+--------------------------------------+---------+----------+--------+
| Shows evidence of preparing for the  |         |          |        |
| opposing side's arguments            |         |          |        |
+--------------------------------------+---------+----------+--------+
| **Presentation:**                    |         | **/16**  |        |
+--------------------------------------+---------+----------+--------+
| Stays calm during the debate         |         |          |        |
+--------------------------------------+---------+----------+--------+
| States argument clearly so people    |         |          |        |
| understand what is being said        |         |          |        |
+--------------------------------------+---------+----------+--------+
| Shows eye contact with the other     |         |          |        |
| speaker and audience                 |         |          |        |
+--------------------------------------+---------+----------+--------+
| Speaks clearly and loudly so         |         | **/4**   |        |
| audience can hear                    |         |          |        |
+--------------------------------------+---------+----------+--------+
| **Teamwork:**                        |         |          |        |
+--------------------------------------+---------+----------+--------+
| Are the efforts of each team member  |         |          |        |
| clearly demonstrated, or did it      |         |          |        |
| appear to be the work of one or two? |         |          |        |
+--------------------------------------+---------+----------+--------+
| **Overall:**                         |         | **/12**  |        |
+--------------------------------------+---------+----------+--------+
| Has the student fulfilled all the    |         |          |        |
| parts of the task?                   |         |          |        |
+--------------------------------------+---------+----------+--------+
| Has the student used proper grammar  |         |          |        |
| and sentence structure?              |         |          |        |
+--------------------------------------+---------+----------+--------+
| Has the student cited appropriate    |         |          |        |
| resources?                           |         |          |        |
+--------------------------------------+---------+----------+--------+

4 no mistakes 3 few mistakes 2 many mistakes 1 incomplete (however is
present) 0 not evident or not included

Percentages: Information Presentation Teamwork \_\_\_\_\_\_\_\_ Overall
\_\_\_\_\_\_\_\_

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

Conservation

*"We must understand that the human and non-human problems are linked.
If the forest goes the wildlife goes, and eventually, the
ever-increasing human population, no longer able to live in harmony with
the natural world, will face starvation.*

*Yes, there is hope. Especially if we can give hope to children, harness
their energy, their concern. We must teach them how to care for the
world around them so that societies once again can live in harmony with
nature."*

Dr. Jane Goodall

People often use the words conservation and preservation synonymously.
However there is a difference. Conservation is the sustainable use and
management of natural resources including wildlife, water, air, and
earth deposits. Natural resources may be renewable or non-renewable.
Conservation of natural resources usually focuses on the needs and
interests of human beings, for example the biological, economic,
cultural, and recreational values such resources have. Conservationists
accept that development is necessary for a better future, but only when
the changes take place in ways that are not wasteful. Preservation, on
the other hand, attempts to maintain the present condition of areas that
are so far untouched by humans. This is due to the concern that mankind
is encroaching onto the environment at such a rate that many untamed
landscapes are being given over to farming, industry, housing, tourism,
and other human developments, and that we are losing too much of what is
"natural." No matter what your beliefs are on the area of preservation,
you cannot deny the fact that humans have a tremendous impact on our
natural environment. Many of us enjoy outdoor activities that are
consequently harmful to the environment if we are not careful and aware
of our surroundings.

This unit will focus on ways people can enjoy the wilderness in an
environmentally friendly way. In the first activity, *We're All
Connected,* students will see the interrelationships of plants and
animals in an ecosystem. In the second activity, *Are You Ready?,* the
students will learn how to prepare for backcountry travel. In the final
activity, *Where Do We Camp?,* students will learn how to select an
appropriate campsite in a desert environment.

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

We're All Connected

***A personal connection with the natural world nurtures a commitment to
protect it.***

**Summary:** Students will participate in a game designed to help them
gain an understanding of how the natural world functions and our ability
to change this world. Students are reminded that humans are a part of
the natural world and thus should be committed to protecting it.

**Duration:** 1 class period

**Setting:** Classroom

**Vocabulary:** ecosystem, stewardship, pollinate, aquifer, ecotone,
edge

**Standards/Benchmarks Addressed**: SC1-E1, SC1-E2, SC2-E1, SC3-E1,
SC4-E1,

SC4-E2, SC4-E5, SC5-E2, SC6-E1, SC6-E2, SC6-E3, SC6-E6, SC9-E2, SC11-E1,
SC11-E2, SC11-E3, SC11-E4, SC11-E5, SC11-E6, SC11-E10, SC15-E2, SC16-E1,
SC16-E2

**Objectives**

Students will:

-   describe connections between the plants and animals of an ecosystem.

-   describe behaviors that will help ensure the protection of our
    natural resources.

-   gain a better understanding of their own environment.

**Background**

Ecology is the study of interactions between living things and their
environments. Ecology comes from the Greek word *oikos*, which means
home. The word ecosystem refers to the system of interactions between
living and non-living things. Over the past 30 or 40 years, ecosystem
has been defined in a variety of ways. Sometimes it is described in
terms of the interactions and sometimes in terms of the area where the
interactions occur. The use of the term here means a system that has a
source of energy (the sun) and includes living and nonliving components.
The living components include plants and animals, including human
beings. The nonliving components include soil, rocks, water, air, and
other physical features.

An ecotone is a zone where two ecosystems overlap. An edge is an area
where two or more communities meet abruptly. In local communities there
are many edges. This may result from an abrupt change in soil type or
other natural causes, or as a result of human activities or fire. Edges
attract humans. Because of this, it is in the edge that we see the
greatest human impact.

The most accessible edge in your community may be the edge of the school
ground. Other edges can be stream banks, lake shores, marsh edges,
forest meadows, and ocean beaches. In such places there is the
possibility that humans will change the ecotone with damaging
consequences for wildlife and plants. Changes may include such things as
marshes being drained or filled for construction or agriculture. Natural
forests are often cut down for homes and lawns. Streams can be dammed
and rivers channelized for boating or shipping. Human litter and other
refuse on a lakeshore are also changes. These changes are often an
indicator of other human-created problems. Fish-kills and prolonged
absence of waterfowl are often indicators of contaminated water.

Plants, insects, animals, and humans owe their existence to one another.
Insects pollinate plants and provide food for small animals; plants
provide food and shelter for both animals and humans. Plants also help
filter water that is then stored in mountains, streams, lakes, and
aquifers. When one member of the web of life has been altered or
eliminated, other living things are invariably affected.

People are an integral part of the Earth's ecosystem and the health of
ecosystems is intertwined with the viability of human communities. Like
all living beings, people require the use of resources. From the air we
breathe to our food, water, shelter, clothing, arts, and communication
networks, we consume resources to live. Just try to imagine something in
your home that is not grown or mined. We tend to forget the fact that
natural resources usually support a country's economy. Our goal in
managing the ecosystem should be the wise and reasonably paced use of
our resources to assure their availability far into the future.
Individuals can take actions to make a difference.

**Materials**

Plant and animal cards

Double-sided tape

Ball of yarn

Scenario cards

**Procedure**

Students need to adopt reasons for caring for our natural world. By
helping students understand the impact of "just one little piece of
litter" we assist them in developing stewardship in caring for the
environment.

***Warm up:*** Teachers will write the following items on the board and
ask students to guess the life expectancy (time it takes to degrade) of
each item.

-   Paper (2-4 weeks)

-   Banana peel (3-5 weeks)

-   Wool cap (1 year)

-   Cigarette butt (2-5 years)

-   Disposable diaper (10-20 years)

-   Hard plastic container (20-30 years)

-   Rubber boot sole (50-80 years)

-   Tin can (80-100 years)

-   Aluminum can (200-400 years)

-   Plastic six-pack holder (450 years)

-   Glass bottles (thousands or millions of years)

Get feedback from the students regarding the time it takes for each of
these items to degrade. Discuss the impact this makes in our ecosystem
and in our dumps!

***Activity:*** Students will play a game that demonstrates the
connection between plants and animals in an ecosystem.

Students will be given a plant or animal card to stick to their shirts.
Students will form a circle. In the middle of the circle (on the floor)
lay the following cards: sun, water, soil, and air. The leader can start
the ball of yarn. They must look around the circle and find another
plant or animal that they need, or that needs them, in order to survive.
The person holding the yarn describes this connection and then throws
the yarn to that person representing the plant or animal. (ex. "I need
the downed log for a home." "The owl needs me for food.") Play goes
around the circle until everyone is holding a section of the yarn. No
one should let go of the yarn. In some cases people may have received
the yarn more than once. Have group members observe the web of
connections they have made. Discuss what the web demonstrated about
connections in an ecosystem (don't forget the human connection).

Have each student think about one item from the middle of the circle
(sun, water, soil, and air) and describe one connection he or she has to
this resource (ex. "I need sun in order to photosynthesize").

Next, have a student read a scenario card. The group should discuss the
question. The person who reads should drop their string to show how an
impact of one part of the web affects another part (ex. If a camper
plays in a small desert water hole, it becomes polluted for the animals
that drink there). Anyone with a card that would be affected should also
drop their string.

***Wrap Up*:** Have students summarize what they have learned from the
game. Students should brainstorm positive methods of ecosystem
management and how they support the natural resources.

**Assessment**

Students will create a poster that demonstrates an ecosystem management
concept. They will present this to the class.

We're All Connected

+-----------------------------------+-----------------------------------+
| ### SUN {#sun .unnumbered}        | WATER                             |
+-----------------------------------+-----------------------------------+
| ### AIR {#air .unnumbered}        | SOIL                              |
+-----------------------------------+-----------------------------------+

+--------------------+---+----------------------+---+----------------------+
| ![](media/image    |   | ![](media/image11.   |   | ![](media/image12    |
| 10.png){width="2.2 |   | png){width="2.625in" |   | .png){width="2.75in" |
| 465277777777777in" |   | height="1.           |   | height="1.           |
| height="1.875in"}  |   | 8777777777777778in"} |   | 8777777777777778in"} |
|                    |   |                      |   |                      |
| # Gamble'          |   | **American Kestrel** |   | #                    |
| s Quail {#gambles- |   |                      |   |  Harris' Hawk {#harr |
| quail .unnumbered} |   |                      |   | is-hawk .unnumbered} |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| !                  |   | ![](media/image14    |   | ![](media/           |
| [](media/image13.p |   | .png){width="2.75in" |   | image15.png){width=" |
| ng){width="2.75in" |   | height="2.0in"}      |   | 2.872916666666667in" |
| height="2.00       |   |                      |   | height="1.           |
| 97222222222224in"} |   | ##                   |   | 7597222222222222in"} |
|                    |   | Golden Eagle {#golde |   |                      |
| # Burrow           |   | n-eagle .unnumbered} |   | ## Turk              |
| ing Owl {#burrowin |   |                      |   | ey Vulture {#turkey- |
| g-owl .unnumbered} |   |                      |   | vulture .unnumbered} |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ![](media/image16. |   | ![](media/           |   | ![](media/           |
| png){width="1.5in" |   | image17.png){width=" |   | image18.png){width=" |
| height="2.00       |   | 2.127083333333333in" |   | 2.252083333333333in" |
| 27777777777778in"} |   | height="1.           |   | height="1.           |
|                    |   | 8777777777777778in"} |   | 9861111111111112in"} |
| ## Ca              |   |                      |   |                      |
| ctus Wren {#cactus |   | ##                   |   | # Greater Road       |
| -wren .unnumbered} |   | Common Raven {#commo |   | runner {#greater-roa |
|                    |   | n-raven .unnumbered} |   | drunner .unnumbered} |
+--------------------+---+----------------------+---+----------------------+
| ![](media/image    |   | ![](media/           |   | ![](media/i          |
| 19.png){width="2.8 |   | image20.png){width=" |   | mage21.png){width="1 |
| 715277777777777in" |   | 2.997916666666667in" |   | .6270833333333334in" |
| height="1.51       |   | height="2.           |   | height="2.           |
| 66666666666666in"} |   | 0055555555555555in"} |   | 0027777777777778in"} |
|                    |   |                      |   |                      |
| # Desert Tor       |   | **Western            |   | # Western Diamondbac |
| toise {#desert-tor |   | Coachwhip**          |   | k Rattlesnake {#west |
| toise .unnumbered} |   |                      |   | ern-diamondback-ratt |
|                    |   |                      |   | lesnake .unnumbered} |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ![](media/image    |   | ![](media/           |   | ![](media/image24.   |
| 22.png){width="2.2 |   | image23.png){width=" |   | png){width="3.125in" |
| 465277777777777in" |   | 2.747916666666667in" |   | height="2.           |
| height="2.13       |   | height="2.           |   | 0097222222222224in"} |
| 47222222222224in"} |   | 1347222222222224in"} |   |                      |
|                    |   |                      |   | ## Ho                |
| # Gila             |   | ##                   |   | rned Lizard {#horned |
|  Monster {#gila-mo |   | Gopher Snake {#gophe |   | -lizard .unnumbered} |
| nster .unnumbered} |   | r-snake .unnumbered} |   |                      |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ![                 |   | ![](media/           |   | ![](media/image2     |
| ](media/image25.pn |   | image26.png){width=" |   | 7.png){width="2.3in" |
| g){width="2.625in" |   | 2.872916666666667in" |   | height="2.           |
| height="2.0in"}    |   | height="2.           |   | 0631944444444446in"} |
|                    |   | 0027777777777778in"} |   |                      |
| ## Collared L      |   |                      |   | # Checke             |
| izard {#collared-l |   | ## Desert K          |   | red Whiptail Lizard  |
| izard .unnumbered} |   | ingsnake {#desert-ki |   | {#checkered-whiptail |
|                    |   | ngsnake .unnumbered} |   | -lizard .unnumbered} |
+--------------------+---+----------------------+---+----------------------+
| ![](media/image    |   | ![](media/image29.   |   | ![](media/image30.pn |
| 28.png){width="1.8 |   | png){width="1.675in" |   | g){width="2.73125in" |
| 715277777777777in" |   | height="2.           |   | height="2.           |
| height="2.13       |   | 2055555555555557in"} |   | 1277777777777778in"} |
| 95833333333334in"} |   |                      |   |                      |
|                    |   | **Pronghorn**        |   | # Grey Fox {#g       |
| # Mule Deer {#mule |   |                      |   | rey-fox .unnumbered} |
| -deer .unnumbered} |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ![](media/image    |   | ![](media/image32.   |   | ![](media/image3     |
| 31.png){width="2.4 |   | png){width="2.875in" |   | 3.png){width="2.5in" |
| 965277777777777in" |   | height="2.           |   | height="2.0in"}      |
| height="2.13       |   | 0097222222222224in"} |   |                      |
| 47222222222224in"} |   |                      |   | ## El                |
|                    |   | ## Bison             |   | k {#elk .unnumbered} |
| # Bobcat {#b       |   | {#bison .unnumbered} |   |                      |
| obcat .unnumbered} |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ![                 |   | ![](media/image35.   |   | ![](media/           |
| ](media/image34.pn |   | png){width="0.925in" |   | image36.png){width=" |
| g){width="1.625in" |   | height="2            |   | 2.252083333333333in" |
| height="1.99       |   | .292361111111111in"} |   | height="2            |
| 30555555555556in"} |   |                      |   | .370833333333333in"} |
|                    |   | ## Ba                |   |                      |
| ## Desert Taran    |   | rk Scorpion {#bark-s |   | # Couch's S          |
| tula {#desert-tara |   | corpion .unnumbered} |   | padefoot {#couchs-sp |
| ntula .unnumbered} |   |                      |   | adefoot .unnumbered} |
+--------------------+---+----------------------+---+----------------------+
| ![](media/image    |   | ![](media/image38    |   | ![](media/           |
| 37.png){width="2.7 |   | .png){width="1.25in" |   | image39.png){width=" |
| 465277777777777in" |   | height="2.0in"}      |   | 2.872916666666667in" |
| height="2.00       |   |                      |   | height="2.25in"}     |
| 27777777777778in"} |   | **Mexican Gray       |   |                      |
|                    |   | Wolf**               |   | # Mo                 |
| #                  |   |                      |   | untain Lion {#mounta |
| Black Bear {#black |   |                      |   | in-lion .unnumbered} |
| -bear .unnumbered} |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ![                 |   | ![](media/image41.   |   | ![](media/i          |
| ](media/image40.pn |   | png){width="1.675in" |   | mage42.png){width="1 |
| g){width="2.875in" |   | height="2.           |   | .6701388888888888in" |
| height="2.18       |   | 1215277777777777in"} |   | height="1.           |
| 47222222222222in"} |   |                      |   | 9972222222222222in"} |
|                    |   | ## Javelina {#j      |   |                      |
| # Ringtail         |   | avelina .unnumbered} |   | ## Blac              |
| ed Cat {#ringtaile |   |                      |   | k-tailed Prairie Dog |
| d-cat .unnumbered} |   |                      |   |  {#black-tailed-prai |
|                    |   |                      |   | rie-dog .unnumbered} |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ![](media/imag     |   | ![](media/i          |   | ![](media/           |
| e43.png){width="2. |   | mage44.png){width="1 |   | image45.png){width=" |
| 620138888888889in" |   | .6229166666666666in" |   | 3.122916666666667in" |
| height="2.2625in"} |   | height="2.14375in"}  |   | height="2.           |
|                    |   |                      |   | 1277777777777778in"} |
| ## Black-tail      |   | ## Badger {          |   |                      |
| ed Jack Rabbit {#b |   | #badger .unnumbered} |   | # Me                 |
| lack-tailed-jack-r |   |                      |   | xican Free-tailed Ba |
| abbit .unnumbered} |   |                      |   | t {#mexican-free-tai |
|                    |   |                      |   | led-bat .unnumbered} |
+--------------------+---+----------------------+---+----------------------+
| ![                 |   | ![](media/image47.pn |   | ![](media/image48.   |
| ](media/image46.pn |   | g){width="3.10625in" |   | png){width="3.125in" |
| g){width="2.625in" |   | height="1.           |   | height="1.           |
| height="2.375in"}  |   | 1277777777777778in"} |   | 7527777777777778in"} |
|                    |   |                      |   |                      |
| # Centipede {#cent |   | **Millipede**        |   | # Ba                 |
| ipede .unnumbered} |   |                      |   | nded Wing Grasshoppe |
|                    |   |                      |   | r {#banded-wing-gras |
|                    |   |                      |   | shopper .unnumbered} |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ![](media/image    |   | ![](media/image50.pn |   | ![](media/i          |
| 49.png){width="2.2 |   | g){width="1.28125in" |   | mage51.png){width="1 |
| 465277777777777in" |   | height="2.           |   | .4805555555555556in" |
| height="2.13       |   | 0083333333333333in"} |   | height="1.           |
| 47222222222224in"} |   |                      |   | 9166666666666667in"} |
|                    |   | ## Hone              |   |                      |
| # Pinacate B       |   | y Mesquite {#honey-m |   | ##                   |
| eetle {#pinacate-b |   | esquite .unnumbered} |   | Engelmann Prickly Pe |
| eetle .unnumbered} |   |                      |   | ar {#engelmann-prick |
|                    |   |                      |   | ly-pear .unnumbered} |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ![](media/image    |   | ![](media/i          |   | ![](media/i          |
| 52.png){width="1.5 |   | mage53.png){width="1 |   | mage54.png){width="1 |
| 784722222222223in" |   | .4805555555555556in" |   | .8729166666666666in" |
| height="1.93       |   | height="2.           |   | height="1            |
| 19444444444445in"} |   | 1319444444444446in"} |   | .832638888888889in"} |
|                    |   |                      |   |                      |
| ## Soaptree        |   | ## Spanis            |   | #                    |
|  Yucca {#soaptree- |   | h Bayonet {#spanish- |   | Desert Agave {#deser |
| yucca .unnumbered} |   | bayonet .unnumbered} |   | t-agave .unnumbered} |
+--------------------+---+----------------------+---+----------------------+

+--------------------+---+----------------------+---+----------------------+
| #                  |   | ## Pronghorn {#pr    |   | ## Mule Deer {#mule  |
| # Grey Fox {#grey- |   | onghorn .unnumbered} |   | -deer-1 .unnumbered} |
| fox-1 .unnumbered} |   |                      |   |                      |
|                    |   | *Antilocapra         |   | *Odocoileus          |
| *Urocyon           |   | americana*           |   | hemionus*            |
| cinereoargenteus*  |   |                      |   |                      |
|                    |   | Mammal               |   | Mammal               |
| Mammal             |   |                      |   |                      |
|                    |   | **Size:** 3 ft.      |   | **Size:** 3 ft.      |
| **Size:** 3-4 ft.  |   | tall, 5 ft. long:    |   | tall, 5 ft. long;    |
| long; 7-15 lbs.    |   | 90-130 lbs.          |   | 100-400 lbs.         |
|                    |   |                      |   |                      |
| **Coloring:**      |   | **Coloring:** Buff   |   | **Coloring:** Dark   |
| Cinnamon colored   |   | colored with two     |   | gray in winter,      |
| sides and neck,    |   | white bands across   |   | reddish-brown in     |
| with a             |   | the throat, white    |   | summer with a large  |
| silvery-gray back, |   | under-parts, and a   |   | white rump patch     |
| a black ridge down |   | prominent white rump |   | which surrounds a    |
| its back with a    |   | patch                |   | small black tipped   |
| black tip on its   |   |                      |   | tail                 |
| tail               |   | **Diet:** Grasses    |   |                      |
|                    |   | and forbs            |   | **Diet:** Woody      |
| **Diet:** Rodents, |   |                      |   | shrubs and trees,    |
| insects, small     |   | **Did you know that  |   | also grasses         |
| vertebrates,       |   | the Pronghorn:**     |   |                      |
| fruits, and        |   |                      |   | **Did you know that  |
| vegetables         |   | -   sheds the hard,  |   | Mule Deer:**         |
|                    |   |     hairy sheath of  |   |                      |
| **Did you know     |   |     its horns and    |   | -   are named for    |
| that a Grey Fox:** |   |     retains its bony |   |     its large ears?  |
|                    |   |     core?            |   |                      |
| -   is the master  |   |                      |   | -   only males have  |
|     of the ambush? |   | -   is the fastest   |   |     antlers?         |
|                    |   |     mammal in North  |   |                      |
| -   is a very      |   |     America?         |   |                      |
|     intelligent    |   |                      |   |                      |
|     animal?        |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ## Elk {#          |   | ## Bison {#          |   | ## Bobcat {#b        |
| elk-1 .unnumbered} |   | bison-1 .unnumbered} |   | obcat-1 .unnumbered} |
|                    |   |                      |   |                      |
| *Cervus elaphus*   |   | *Bos bison*          |   | *Lynx rufus*         |
|                    |   |                      |   |                      |
| Mammal             |   | Mammal               |   | Mammal               |
|                    |   |                      |   |                      |
| **Size:** 8 ft     |   | **Size:** 6 ft. at   |   | **Size:** 3 ft.      |
| long, 5 ft         |   | shoulder; 950-2650   |   | long; 15-35 lbs.     |
| antlers; 400-1000  |   | lbs.                 |   |                      |
| lbs.               |   |                      |   | **Coloring:**        |
|                    |   | **Coloring:** Dark   |   | Reddish-tan coat     |
| **Coloring:**      |   | brown with an even   |   | scattered with dark  |
| Reddish-brown with |   | dark thick hair that |   | spots and stripes, a |
| dark hair on its   |   | surrounds its head   |   | tipped-tail with a   |
| neck with a pale   |   | and face             |   | white underside      |
| yellow rump patch  |   |                      |   |                      |
| surrounding a      |   | **Lifespan:** 18-25  |   | **Diet:** Rabbits,   |
| small white tail   |   | years                |   | rodents, insects,    |
|                    |   |                      |   | birds, and           |
| **Diet:** Grasses  |   | **Diet:** Grasses    |   | occasionally a young |
|                    |   |                      |   | deer or pronghorn    |
| **Did you know     |   | **Did you know that  |   |                      |
| that the Elk:**    |   | the Bison:**         |   | **Did you know that  |
|                    |   |                      |   | the Bobcats:**       |
| -   only lose      |   | -   can run up to 35 |   |                      |
|     antlers in     |   |     miles per hour?  |   | -   have spots on    |
|     midwinter, and |   |                      |   |     ears for kittens |
|     begin regrowth |   | -   have more hair   |   |     to follow?       |
|     within a       |   |     on their head    |   |                      |
|     month?         |   |     because they     |   | -   have a naturally |
|                    |   |     face into the    |   |     "bobbed" tail?   |
| -   associate in   |   |     cold and wind?   |   |                      |
|     herds of 25 or |   |                      |   |                      |
|     more?          |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| **Spadefoot**      |   | ## Bark              |   | ## Desert Tar        |
|                    |   |  Scorpion {#bark-sco |   | antula {#desert-tara |
| *Scaphiopus        |   | rpion-1 .unnumbered} |   | ntula-1 .unnumbered} |
| couchi*            |   |                      |   |                      |
|                    |   | *Centruroides        |   | *Aphonopelma         |
| Amphibian          |   | exilicauda*          |   | chalcodes*           |
|                    |   |                      |   |                      |
| **Size:** 3 inches |   | Arthropod            |   | Arthropod            |
|                    |   |                      |   |                      |
| **Coloring:**      |   | **Size:** 2-3 inches |   | **Size:** 3 inches   |
| Greenish,          |   |                      |   |                      |
| yellowish, olive   |   | **Coloring:**        |   | **Coloring:** Copper |
| frog with          |   | Tannish brown with   |   | color with a reddish |
| irregular blotches |   | darkly marked ridges |   | abdomen and black    |
| of black, brown,   |   |                      |   | legs                 |
| or dark green.     |   | **Lifespan:** 2-5    |   |                      |
| White belly        |   | years                |   | **Lifespan:** 25     |
| without markings.  |   |                      |   | years (female),      |
|                    |   | **Diet:** Insects    |   | 10-12 (male)         |
| **Lifespan:** 6-12 |   | and other scorpions  |   |                      |
| years              |   |                      |   | **Diet:** Insects,   |
|                    |   | **Did you know that  |   | small lizards, and   |
| **Diet:** Insects  |   | Scorpions:**         |   | rodents              |
|                    |   |                      |   |                      |
| **Did you know     |   | -   sting with a     |   | **Did you know that  |
| that the           |   |     powerful venom?  |   | Tarantulas:**        |
| Spadefoot:**       |   |                      |   |                      |
|                    |   | -   carry their      |   | -   have large fangs |
| -   has a call     |   |     babies on their  |   |     that inject      |
|     that sounds    |   |     back?            |   |     venom into their |
|     like a sheep?  |   |                      |   |     prey?            |
|                    |   | -   are nocturnal?   |   |                      |
| -   has eggs that  |   |                      |   | -   are preyed upon  |
|     hatch in one   |   |                      |   |     by skunks and    |
|     day?           |   |                      |   |     coyotes?         |
+--------------------+---+----------------------+---+----------------------+
| ## Harri           |   | ## American          |   | ## Gam               |
| s' Hawk {#harris-h |   |  Kestrel {#american- |   | bel's Quail {#gambel |
| awk-1 .unnumbered} |   | kestrel .unnumbered} |   | s-quail .unnumbered} |
|                    |   |                      |   |                      |
| *Parabuteo         |   | *Falco sparverius*   |   | *Callipepla          |
| unicinctus*        |   |                      |   | gambelii*            |
|                    |   | Bird                 |   |                      |
| Bird               |   |                      |   | Bird                 |
|                    |   | **Size:** 10 inches  |   |                      |
| **Size:** 21       |   | long, 23 inch        |   | **Size:** 10-12      |
| inches, 51 inch    |   | wingspan             |   | inches long          |
| wingspan           |   |                      |   |                      |
|                    |   | **Coloring:** Mostly |   | **Coloring:**        |
| **Coloring:** Dark |   | brown, with rust     |   | Male-brown with      |
| brown with         |   | brown on back and    |   | various bars and     |
| chestnut shoulder  |   | tail, black and      |   | markings, black      |
| patches, a long    |   | white head           |   | patch on breast,     |
| black tail with    |   |                      |   | reddish sides, and   |
| white at its base  |   | **Lifespan:** 11     |   | large plume on its   |
| and tip            |   | years                |   | head. (Female        |
|                    |   |                      |   | differs slightly)    |
| **Diet:** Rodents, |   | **Diet:** Insects,   |   |                      |
| rabbits, and birds |   | mice, lizards, and   |   | **Diet:** Seed,      |
|                    |   | snakes               |   | fruit, insects, and  |
| **Did you know     |   |                      |   | mesquite buds        |
| that Harris'       |   | **Did you know that  |   |                      |
| Hawks:**           |   | the Kestrel:**       |   | **Did you know that  |
|                    |   |                      |   | the Gambel's         |
| -   hunt in        |   | -   hovers in        |   | Quail:**             |
|     groups?        |   |     midair?          |   |                      |
|                    |   |                      |   | -   has a total of   |
| -   have a loud,   |   | -   male offers food |   |     10 call types?   |
|     rasping call?  |   |     to female during |   |                      |
|                    |   |     courtship?       |   | -   can survive      |
|                    |   |                      |   |     extremely cold   |
|                    |   |                      |   |     temperatures?    |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ## Turkey Vul      |   | ## Go                |   | ## Burr              |
| ture {#turkey-vult |   | lden Eagle {#golden- |   | owing Owl {#burrowin |
| ure-1 .unnumbered} |   | eagle-1 .unnumbered} |   | g-owl-1 .unnumbered} |
|                    |   |                      |   |                      |
| *Cathartes aura*   |   | *Aquila chrysaetos*  |   | *Athene cunicularia* |
|                    |   |                      |   |                      |
| Bird               |   | Bird                 |   | Bird                 |
|                    |   |                      |   |                      |
| **Size:** 26-32    |   | **Size:** 30-40      |   | **Size:** 8-11       |
| inches long; 72    |   | inches long, 84 inch |   | inches long          |
| inch wingspan      |   | wingspan             |   |                      |
|                    |   |                      |   | **Coloring:** Brown, |
| **Coloring:**      |   | **Coloring:** Dark   |   | spotted, and barred  |
| Small naked red    |   | with slight          |   | with two white       |
| head with          |   | lightening at base   |   | eyebrow marks above  |
| two-toned blackish |   | of tail with a wash  |   | two yellow eyes      |
| wings and paler    |   | of gold on the       |   |                      |
| flight feathers    |   | hind-neck, legs and  |   | **Diet:** Large      |
|                    |   | talons are golden    |   | insects, rodents,    |
| **Diet:** Carrion, |   |                      |   | and birds            |
| garbage, and offal |   | **Lifespan:** 18-40  |   |                      |
|                    |   | years                |   | **Did you know that  |
| **Did you know     |   |                      |   | the Burrowing Owl:** |
| that the Turkey    |   | **Diet:** Rabbits,   |   |                      |
| Vulture:**         |   | birds, grouse, and   |   | -   when disturbed   |
|                    |   | waterfowl            |   |     sends off an     |
| -   utters faint   |   |                      |   |     alarm that       |
|     hisses,        |   | **Did you know that  |   |     imitates a       |
|     grunts, and    |   | the Golden Eagle:**  |   |     rattlesnake?     |
|     barks when     |   |                      |   |                      |
|     alarmed?       |   | -   has a yelping    |   | -   returns to the   |
|                    |   |     bark (seldom     |   |     same nest year   |
| -   will vomit as  |   |     heard)?          |   |     after year?      |
|     an act of      |   |                      |   |                      |
|     self-defense?  |   | -   uses same nest   |   |                      |
|                    |   |     for many years?  |   |                      |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| **Greater          |   | ## Co                |   | ##                   |
| Roadrunner**       |   | mmon Raven {#common- |   | Cactus Wren {#cactus |
|                    |   | raven-1 .unnumbered} |   | -wren-1 .unnumbered} |
| *Geococcyx         |   |                      |   |                      |
| californianus*     |   | *Corvus              |   | *Campylorhynchus     |
|                    |   | cryptoleucus*        |   | brunneicapillus*     |
| Bird               |   |                      |   |                      |
|                    |   | Bird                 |   | Bird                 |
| **Size:** 20-24    |   |                      |   |                      |
| inches long        |   | **Size:** 19-21      |   | **Size:** 7-9 inches |
|                    |   | inches long          |   | long                 |
| **Coloring:** Dark |   |                      |   |                      |
| with white         |   | **Coloring:** Glossy |   | **Coloring:**        |
| markings,          |   | black feathers with  |   | Brownish with heavy  |
| stream-like        |   | white bases if       |   | spotting that        |
| plumage, off-white |   | ruffled on neck and  |   | gathers into a       |
| lower-down with    |   | breast, with black   |   | cluster on upper     |
| black stripes,     |   | feet, legs and bill  |   | breast, white stripe |
| with blue legs and |   |                      |   | over eye and white   |
| beak               |   | **Diet:**            |   | spots on outer tail, |
|                    |   | Omnivorous, carrion, |   | dark beak, light     |
| **Diet:** Insects, |   | insects, plants      |   | legs and feet        |
| lizards, rodents,  |   |                      |   |                      |
| and fruit          |   | **Did you know that  |   | **Lifespan:** 7      |
|                    |   | the raven:**         |   | years                |
| **Did you know     |   |                      |   |                      |
| that the           |   | -   can mimic human  |   | **Diet:** Insects,   |
| roadrunner:**      |   |     speech?          |   | fruit pulp, and      |
|                    |   |                      |   | seeds                |
| -   can run up to  |   | -   likes shiny      |   |                      |
|     15 miles per   |   |     things and often |   | **Did you know that  |
|     hour?          |   |     steals them?     |   | the Cactus Wren:**   |
|                    |   |                      |   |                      |
| -   is a member of |   |                      |   | -   has a call that  |
|     the cuckoo     |   |                      |   |     sounds like      |
|     family?        |   |                      |   |     "chug, chug"?    |
+--------------------+---+----------------------+---+----------------------+
| ## Western         |   | ## Western Co        |   | ## Desert T          |
| Diamondback Rattle |   | achwhip {#western-co |   | ortoise {#desert-tor |
| snake {#western-di |   | achwhip .unnumbered} |   | toise-1 .unnumbered} |
| amondback-rattlesn |   |                      |   |                      |
| ake-1 .unnumbered} |   | *Masticophis         |   | *Gopherus agassizii* |
|                    |   | flagellum*           |   |                      |
| *Crotalus atrox*   |   |                      |   | Reptile              |
|                    |   | Reptile              |   |                      |
| Reptile            |   |                      |   | **Size:** Up to 14   |
|                    |   | **Size:** 3-8 ft.    |   | inches               |
| **Size:** 30-84    |   | long                 |   |                      |
| inches long        |   |                      |   | **Coloring:** Brown  |
|                    |   | **Coloring:** Tan,   |   | to gray with a       |
| **Coloring:**      |   | gray, pink, black,   |   | yellowish underside  |
| Gray, brown, pink, |   | and even a           |   |                      |
| or yellowish with  |   | reddish-brown color  |   | **Lifespan:** 35-40  |
| light brown to     |   |                      |   | years                |
| black blotches on  |   | **Diet:** Rodents,   |   |                      |
| its back           |   | birds, eggs,         |   | **Diet:** Grasses    |
|                    |   | lizards, insects,    |   | and cacti fruit      |
| **Lifespan:**      |   | and carrion          |   |                      |
| 20-25 years        |   |                      |   | **Did you know that  |
|                    |   | **Did you know that  |   | the Desert           |
| **Diet:** Rodents, |   | the Coachwhip:**     |   | Tortoise:**          |
| rabbits, lizards,  |   |                      |   |                      |
| and birds          |   | -   has been clocked |   | -   can live without |
|                    |   |     moving at 3.6    |   |     water?           |
| **Did you know     |   |     MPH?             |   |                      |
| that this          |   |                      |   | -   is protected in  |
| rattlesnake:**     |   | -   seizes and       |   |     all areas?       |
|                    |   |     swallows prey    |   |                      |
| -   is called      |   |     without killing  |   |                      |
|     "coon tail"    |   |     it?              |   |                      |
|     for the rings  |   |                      |   |                      |
|     on its tail?   |   |                      |   |                      |
|                    |   |                      |   |                      |
| -   causes the     |   |                      |   |                      |
|     most number of |   |                      |   |                      |
|     serious        |   |                      |   |                      |
|     snakebites in  |   |                      |   |                      |
|     the US?        |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ## Horned L        |   | ## Go                |   | ## Gi                |
| izard {#horned-liz |   | pher Snake {#gopher- |   | la Monster {#gila-mo |
| ard-1 .unnumbered} |   | snake-1 .unnumbered} |   | nster-1 .unnumbered} |
|                    |   |                      |   |                      |
| *Phrynosoma spp.*  |   | *Pituophis           |   | *Heloderma           |
|                    |   | melanoleucus*        |   | suspectum*           |
| Reptile            |   |                      |   |                      |
|                    |   | Reptile              |   | Reptile              |
| **Size:** 2-5      |   |                      |   |                      |
| inches             |   | **Size:** 4-9 ft.    |   | **Size:** 2 ft. long |
|                    |   | long                 |   |                      |
| **Coloring:**      |   |                      |   | **Coloring:** Bright |
| Brown, flat,       |   | **Coloring:** 33--66 |   | pink/orange and      |
| toad-like body     |   | light to dark brown  |   | black, usually in    |
| with thorn-like    |   | or reddish blotches  |   | reticulated pattern  |
| projections at     |   | on a yellow, tan, or |   | and beaded look of   |
| rear of head       |   | cream colored        |   | dorsal scales        |
|                    |   | background, dark     |   |                      |
| **Diet:** Insects  |   | stripe runs from in  |   | **Lifespan:** 20-30  |
| (especially ants)  |   | front of the eye to  |   | years                |
|                    |   | angle of jaw         |   |                      |
| **Did you know     |   |                      |   | **Diet:** Rodents,   |
| that the Horned    |   | **Lifespan:** 20-25  |   | rabbits, lizards,    |
| Toad:**            |   | years                |   | and eggs             |
|                    |   |                      |   |                      |
| -   squirts blood  |   | **Diet:** Rodents,   |   | **Did you know that  |
|     from its eyes  |   | rabbits, birds, and  |   | the Gila Monster:**  |
|     as defense?    |   | eggs                 |   |                      |
|                    |   |                      |   | -   is one of only   |
| -   uses its       |   | **Did you know that  |   |     two venomous     |
|     large, flat    |   | the Gopher Snake:**  |   |     lizards in the   |
|     body as a      |   |                      |   |     world?           |
|     solar          |   | -   is sometimes     |   |                      |
|     collecting     |   |     mistaken for a   |   |                      |
|     panel?         |   |     rattlesnake?     |   |                      |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| **Checkered        |   | ## Desert Kin        |   | ## Collared          |
| Whiptail Lizard**  |   | gsnake {#desert-king |   |  Lizard {#collared-l |
|                    |   | snake-1 .unnumbered} |   | izard-1 .unnumbered} |
| *Cnemidophorus     |   |                      |   |                      |
| spp.*              |   | *Lampropeltis        |   | *Crotaphytus         |
|                    |   | getulas*             |   | collaris*            |
| Reptile            |   |                      |   |                      |
|                    |   | Reptile              |   | Reptile              |
| **Size:** 2-6      |   |                      |   |                      |
| inches             |   | **Size:** 3-6 ft.    |   | **Size:** 8-12       |
|                    |   |                      |   | inches               |
| **Coloring:** Tan, |   | **Coloring:** Dark   |   |                      |
| olive, or brown    |   | brown or black snake |   | **Coloring:** Tan,   |
| with lighter       |   | with narrower bands  |   | bright green, olive, |
| stripes or spots   |   | of yellow, white, or |   | brown, bluish, or    |
| of yellow or white |   | cream around body;   |   | yellowish body with  |
|                    |   | smooth and glossy    |   | many light spots and |
| **Diet:** Variety  |   |                      |   | two black collars    |
| of invertebrates   |   | **Diet:** Lizards,   |   | around neck          |
| and insects        |   | birds, frogs, eggs,  |   |                      |
|                    |   | and snakes           |   | **Diet:**            |
| **Did you know     |   |                      |   | Grasshoppers,        |
| that Whiptails:**  |   | **Did you know that  |   | insects, and lizards |
|                    |   | the Kingsnake:**     |   |                      |
| -   are most       |   |                      |   | **Did you know that  |
|     active in the  |   | -   includes the     |   | the Collared         |
|     morning?       |   |     rattlesnake as   |   | Lizard:**            |
|                    |   |     part of its      |   |                      |
| -   reproduce (in  |   |     diet?            |   | -   is diurnal       |
|     30% of         |   |                      |   |     (hunts during    |
|     subspecies)    |   | -   seldom strikes   |   |     the day)?        |
|     without a male |   |     when threatened  |   |                      |
|     lizard?        |   |     but discharges a |   | -   runs on two back |
|                    |   |     musk?            |   |     legs with front  |
|                    |   |                      |   |     two tucked       |
|                    |   |                      |   |     against chest?   |
+--------------------+---+----------------------+---+----------------------+
| ## Mountain        |   | ## Mexican Gr        |   | #                    |
|  Lion {#mountain-l |   | ey Wolf {#mexican-gr |   | # Black Bear {#black |
| ion-1 .unnumbered} |   | ey-wolf .unnumbered} |   | -bear-1 .unnumbered} |
|                    |   |                      |   |                      |
| *Puma concolor*    |   | *Canis lupus*        |   | *Ursus americanus*   |
|                    |   |                      |   |                      |
| Mammal             |   | Mammal               |   | Mammal               |
|                    |   |                      |   |                      |
| **Size:** 6-7 ft.  |   | **Size:** 5-6 ft.    |   | **Size:** 5-6 ft.    |
| long; 100-200 lbs. |   | long; 50-175 lbs.    |   | long; 200-500 lbs.   |
|                    |   |                      |   |                      |
| **Coloring:**      |   | **Coloring:** Gray   |   | **Coloring:** Comes  |
| Tawny coat is a    |   | with scattered black |   | in many colors from  |
| monotone shade     |   | and dark brown hair, |   | pure white to        |
| with lighter areas |   | dark tips on ears    |   | totally black. In    |
| under its belly    |   | and areas on face    |   | West usually in      |
| and inside legs,   |   |                      |   | brown, cinnamon, or  |
| sometimes has a    |   | **Lifespan:** 10-15  |   | tan                  |
| black tipped tail  |   | years                |   |                      |
|                    |   |                      |   | **Lifespan:** Up to  |
| **Lifespan:** 15   |   | **Diet:** Deer, elk, |   | 27 years             |
| years              |   | and other large prey |   |                      |
|                    |   |                      |   | **Diet:** Fruit,     |
| **Diet:** Deer and |   | **Did you know that  |   | nuts, insects, meat, |
| other hoofed       |   | the Grey Wolf:**     |   | and garbage          |
| animals            |   |                      |   |                      |
|                    |   | -   is an Endangered |   | **Did you know that  |
| **Did you know     |   |     Species?         |   | the Black Bear:**    |
| that Mountain      |   |                      |   |                      |
| Lions:**           |   | -   has long legs    |   | -   can sprint more  |
|                    |   |     for running      |   |     than 25 miles    |
| -   roam a wide    |   |     distances?       |   |     per hour?        |
|     area up to 200 |   |                      |   |                      |
|     sq. miles?     |   |                      |   | -   stores fat for   |
|                    |   |                      |   |     winter           |
| -   rarely are     |   |                      |   |     hibernation?     |
|     seen by        |   |                      |   |                      |
|     humans?        |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ## Black-tailed    |   | ## Javelina {#jav    |   | ## Ringta            |
|  Prairie Dog {#bla |   | elina-1 .unnumbered} |   | iled Cat {#ringtaile |
| ck-tailed-prairie- |   |                      |   | d-cat-1 .unnumbered} |
| dog-1 .unnumbered} |   | *Pecari tajacu*      |   |                      |
|                    |   |                      |   | *Bassariscus         |
| *Cynomys           |   | Mammal               |   | astutus*             |
| indovicianus*      |   |                      |   |                      |
|                    |   | **Size:** 3-4 ft.    |   | Mammal               |
| Mammal             |   | long; 40-50 lbs.     |   |                      |
|                    |   |                      |   | **Size:** 1-2 ft.    |
| **Size:** 1-2 ft.  |   | **Coloring:** Black  |   | long; 1-2 lbs.       |
| long               |   | and gray bristles    |   |                      |
|                    |   | blend to form a      |   | **Coloring:**        |
| **Coloring:**      |   | "salt and pepper"    |   | Grayish-brown with a |
| Brownish, cinnamon |   | color with a lighter |   | fluffy black and     |
| color with a black |   | band of hair around  |   | white ringed tail,   |
| tipped tail        |   | its neck             |   | with white ringed    |
|                    |   |                      |   | large black eyes     |
| **Lifespan:** 8    |   | **Lifespan:** 15     |   |                      |
| years              |   | years                |   | **Diet:** Rodents,   |
|                    |   |                      |   | fruit, birds,        |
| **Diet:** Grasses, |   | **Diet:** Mesquite   |   | reptiles, and        |
| leaves, roots, and |   | beans, fruits, and   |   | insects              |
| seeds              |   | cactus               |   |                      |
|                    |   |                      |   | **Did you know that  |
| **Did you know     |   | **Did you know that  |   | the Ringtailed       |
| that the Prairie   |   | the Javelina:**      |   | Cat:**               |
| Dog:**             |   |                      |   |                      |
|                    |   | -   can go days      |   | -   is nocturnal?    |
| -   live together  |   |     without water?   |   |                      |
|     in towns?      |   |                      |   | -   uses its long    |
|                    |   | -   is not a pig but |   |     tail for         |
| -   live in        |   |     looks like one?  |   |     balance?         |
|     burrows?       |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| **Mexican          |   | ## Badger {#b        |   | ## Black-            |
| Free-tailed Bat**  |   | adger-1 .unnumbered} |   | tailed Jack Rabbit { |
|                    |   |                      |   | #black-tailed-jack-r |
| *Tadarida          |   | *Taxidea taxus*      |   | abbit-1 .unnumbered} |
| brasiliensis*      |   |                      |   |                      |
|                    |   | Mammal               |   | *Lupus californicus* |
| Mammal             |   |                      |   |                      |
|                    |   | **Size:** 2-3 ft.    |   | Mammal               |
| **Size:** 4 inches |   | long, 30-45 lbs.     |   |                      |
|                    |   |                      |   | **Size:** 2 ft.      |
| **Coloring:** Dark |   | **Coloring:** Dark   |   | long, up to 6 inches |
| brownish black     |   | "badges" offset      |   | long (ears)          |
| with a lighter     |   | white cheeks and a   |   |                      |
| underside          |   | white stripe that    |   | **Coloring:** Gray   |
|                    |   | extends from its     |   | with black tips on   |
| **Diet:** Moths    |   | nose, between ears,  |   | its ears with a      |
| and other insects  |   | to the shoulder area |   | black stripe that    |
|                    |   |                      |   | runs along the top   |
| **Did you know     |   | **Diet:** Large      |   | of the tail to the   |
| that the bat:**    |   | rodents, gophers,    |   | rump                 |
|                    |   | and reptiles         |   |                      |
| -   migrates to    |   |                      |   | **Diet:** Grasses    |
|     Mexico every   |   | **Did you know that  |   | and forbs            |
|     winter?        |   | the badger:**        |   |                      |
|                    |   |                      |   | **Did you know that  |
| -   travels up to  |   | -   has been         |   | the Jack Rabbit:**   |
|     200 miles a    |   |     recorded         |   |                      |
|     night?         |   |     traveling        |   | -   uses its long    |
|                    |   |     together with    |   |     ears to help     |
|                    |   |     coyotes?         |   |     cool its body?   |
|                    |   |                      |   |                      |
|                    |   | -   has loose        |   | -   can run very     |
|                    |   |     versatile skin?  |   |     fast?            |
+--------------------+---+----------------------+---+----------------------+
| ## Banded-win      |   | ## Millipede {#mi    |   | ## Centipede {#cent  |
| g Grasshopper {#ba |   | llipede .unnumbered} |   | ipede-1 .unnumbered} |
| nded-wing-grasshop |   |                      |   |                      |
| per-1 .unnumbered} |   | *Orthoperus ornatus* |   | *Scolopendra         |
|                    |   |                      |   | polumorpha*          |
| *Acridinae         |   | Arthropod            |   |                      |
| achurum*           |   |                      |   | Arthropod            |
|                    |   | **Size:** 4-5 inches |   |                      |
| Insect             |   | long                 |   | **Size:** 4-5 inches |
|                    |   |                      |   | long                 |
| **Size:** 1-2      |   | **Coloring:** Dark   |   |                      |
| inches long        |   | golden brown         |   | **Coloring:** Brown  |
|                    |   |                      |   | and tan              |
| **Coloring:** Hind |   | **Diet:** Decaying   |   |                      |
| wings can be red,  |   | organic material     |   | **Diet:** Insects,   |
| orange, yellow     |   |                      |   | arthropods, lizards, |
| with white bands   |   | **Did you know that  |   | and small rodents    |
| on drab brown      |   | the Millipede:**     |   |                      |
| forewings          |   |                      |   | **Did you know that  |
|                    |   | -   spends most of   |   | the Centipede:**     |
| **Diet:** Plants   |   |     its time         |   |                      |
| and leaves         |   |     underground?     |   | -   actually         |
|                    |   |                      |   |     pinches, not     |
| **Did you know     |   | -   if threatened    |   |     "bites"?         |
| that the           |   |     exudes foul      |   |                      |
| Grasshopper:**     |   |     tasting          |   | -   injects venom    |
|                    |   |     chemicals from   |   |     into prey?       |
| -   uses its color |   |     its body?        |   |                      |
|     to blend into  |   |                      |   |                      |
|     its            |   |                      |   |                      |
|     background?    |   |                      |   |                      |
|                    |   |                      |   |                      |
| -   can leap over  |   |                      |   |                      |
|     20 times its   |   |                      |   |                      |
|     body length?   |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ## Engelman        |   | ## Honey             |   | ## Pinacate          |
| n Prickly Pear {#e |   | Mesquite {#honey-mes |   |  Beetle {#pinacate-b |
| ngelmann-prickly-p |   | quite-1 .unnumbered} |   | eetle-1 .unnumbered} |
| ear-1 .unnumbered} |   |                      |   |                      |
|                    |   | *Prosopis            |   | *Eleodes spp.*       |
| *Opuntia           |   | glandulosa*          |   |                      |
| engelmannii*       |   |                      |   | Insect               |
|                    |   | Plant                |   |                      |
| Plant              |   |                      |   | **Size:** 1 inch in  |
|                    |   | **Size:** 10-30 ft.  |   | length               |
| **Size:** Mounds   |   |                      |   |                      |
| up to 5ft.tall,    |   | **Coloring:** Two    |   | **Coloring:** Glossy |
| and 2-3 times      |   | pinnae with smooth   |   | black                |
| wider              |   | or hairy bright      |   |                      |
|                    |   | green leaflets       |   | **Diet:** Carrion,   |
| **Coloring:**      |   |                      |   | animal scat, plants, |
| Blooms on green    |   | **Blooming Season:** |   | and wood             |
| pads are bright    |   | Spring and sometimes |   |                      |
| yellow, has a rich |   | midsummer            |   | **Did you know that  |
| purplish-red fruit |   |                      |   | the Beetle:**        |
|                    |   | **Did you know that  |   |                      |
| **Blooming         |   | the Honey            |   | -   uses antennae as |
| Season:** May near |   | Mesquite:**          |   |     receptors to     |
| end of Spring      |   |                      |   |     detect food,     |
|                    |   | -   is used to make  |   |     locate egg       |
| **Did you know     |   |     beautiful        |   |     laying sites,    |
| that the Prickly   |   |     furniture?       |   |     and assess       |
| Pear:**            |   |                      |   |     temperature and  |
|                    |   | -   seeds are        |   |     humidity?        |
| -   fruit is       |   |     dispersed by     |   |                      |
|     edible by      |   |     trucks           |   | -   Is part of       |
|     animals and by |   |     transporting     |   |     largest group of |
|     humans?        |   |     cattle?          |   |     insects on       |
|                    |   |                      |   |     Earth?           |
| -   pads can get   |   |                      |   |                      |
|     over a foot    |   |                      |   |                      |
|     wide?          |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ## Desert          |   | ## Spanish           |   | ## Soaptr            |
|  Agave {#desert-ag |   | Bayonet {#spanish-ba |   | ee Yucca {#soaptree- |
| ave-1 .unnumbered} |   | yonet-1 .unnumbered} |   | yucca-1 .unnumbered} |
|                    |   |                      |   |                      |
| *Agave desertii*   |   | *Yucca filamentosa*  |   | *Yucca elata*        |
|                    |   |                      |   |                      |
| Plant              |   | Plant                |   | Plant                |
|                    |   |                      |   |                      |
| **Size:** 12-20 ft |   | **Size:** 8 ft.      |   | **Size:** 23 ft tall |
| tall, 1 ft, in     |   | tall, 3-6 ft. in     |   |                      |
| diameter           |   | diameter             |   | **Coloring:**        |
|                    |   |                      |   | Flowers are a creamy |
| **Coloring:**      |   | **Coloring:**        |   | white on a large     |
| Leaves are light   |   | Bluish-green rosette |   | green stalk with     |
| gray to            |   | with creamy white    |   | green leaves         |
| bluish-gray with   |   | flowers              |   |                      |
| marginal teeth,    |   |                      |   | **Blooming Season:** |
| the flowers are    |   | **Blooming Season:** |   | May and June         |
| bright yellow      |   | Beginning of summer  |   |                      |
|                    |   |                      |   | **Did you know that  |
| **Blooming         |   | **Did you know that  |   | the Soaptree         |
| Season:**          |   | the Spanish          |   | Yucca:**             |
| Summertime         |   | Bayonet:**           |   |                      |
|                    |   |                      |   | -   leaves are used  |
| **Did you know     |   | -   are pollinated   |   |     as a basketry    |
| that the Desert    |   |     by a moth?       |   |     fiber?           |
| Agave:**           |   |                      |   |                      |
|                    |   | -   have some        |   | -   leaves can grow  |
| -   forms in       |   |     flowers tinged   |   |     up to 2 feet     |
|     ring-shaped    |   |     with purple?     |   |     long?            |
|     colonies?      |   |                      |   |                      |
|                    |   |                      |   |                      |
| -   is extensively |   |                      |   |                      |
|     harvested by   |   |                      |   |                      |
|     desert         |   |                      |   |                      |
|     peoples?       |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+

We're All Connected

Scenario cards

+-----------------------------------+----------------------------------+
| A family has chosen to make camp  | Your group has been hiking all   |
| on the edge of a pristine meadow. | day in the desert. You camp near |
| They stay for a week and when     | a small desert water hole. Some  |
| they leave you see a rock fire    | of the campers decide a          |
| ring, several logs that had been  | refreshing dip in the pond is    |
| used for benches, and a well worn | just what they need.             |
| area in and around the campsite.  |                                  |
|                                   | Questions:                       |
| Questions:                        |                                  |
|                                   | 1.  How might the campers affect |
| 1.  How will this scene attract   |     the animals that use this    |
|     more campers to the area?     |     location at night to get     |
|                                   |     their water?                 |
| 2.  How might increased usage by  |                                  |
|     campers affect the meadow's   | 2.  What should you do and what, |
|     community of life?            |     if anything, should you say  |
|                                   |     to the other campers?        |
+-----------------------------------+----------------------------------+
| A group of campers go out for an  | It's time for supper. It is your |
| afternoon hike. They spot an area | job to collect the firewood. You |
| filled with beautiful flowers.    | pick up the axe and head out. A  |
| Later that day they all return    | few yards down the trail you     |
| home with a handful of flowers as | find a tree and begin to hack    |
| a souvenir.                       | away. Finally you have a few     |
|                                   | pieces. You also decide to peel  |
| Questions:                        | away some bark in order to get   |
|                                   | the fire started.                |
| 1.  Why should the flowers be     |                                  |
|     left in their natural         | Questions:                       |
|     setting?                      |                                  |
|                                   | 1.  Might these actions affect   |
| 2.  How else might campers be     |     the trees and the            |
|     able to capture the beauty of |     environment?                 |
|     nature without leaving an     |                                  |
|     impact on the community?      | 2.  What alternatives are there  |
|                                   |     to cooking with fire?        |
+-----------------------------------+----------------------------------+

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Are You Ready?**

*What do you need to consider when planning a trip to the wilderness?*

**Summary:** Students will participate in an activity designed to help
them gain an understanding of the importance of planning ahead in order
to ensure safety and minimal impact on the environment.

**Duration:** 1 class period

**Setting:** Classroom

**Vocabulary:** environment, conservation, preservation

**Standards/Benchmarks Addressed:** SC1-E1, SC2-E1, SC3-E1, SC4-E1,
SC4-E5, SC5-E2, SC6-E1, SC6-E2, SC6-E3, SC6-E4, SC6-E5, SC11-E2,
SC11-E5, SC11-E6, SC11-E8, SC16-E1, SC16-E2

**Objectives**

Students will:

-   explain the concept of conservation.

-   explain the concept of preservation.

-   explain how education and planning help reduce impact on the
    environment.

**Background**

Those who are concerned with protecting the environment often use the
words conservation and preservation. Although these two terms are often
confused and are used to mean the same thing, differences exist.

Conservation is the sustainable use and management of natural resources
including wildlife, water, air, and earth deposits. Natural resources
may be renewable or non-renewable. The conservation of renewable
resources like trees involves ensuring that they are not consumed faster
than they can be replaced. The conservation of non-renewable resources
like fossil fuels involves ensuring that sufficient quantities are
maintained for future generations to utilize. Conservation of natural
resources usually focuses on the needs and interests of human beings,
for example the biological, economic, cultural, and recreational values
such resources have. Conservationists accept that development is
necessary for a better future, but only when the changes take place in
ways that are not wasteful.

Preservation, in contrast to conservation, attempts to maintain in their
present condition areas of the Earth that are so far untouched by
humans. This is due to the concern that mankind is encroaching onto the
environment at such a rate that many untamed landscapes are being given
over to farming, industry, housing, tourism, and other human
developments, and that we are losing too much of what is "natural." The
mindset of preservationists can range from protection of nature for
purely human-centered reasons to preservation regardless of their
usefulness to humans. The latter follows the belief that every living
thing has a right to exist and should be preserved.

Regardless of where you stand on your beliefs towards preservation, we
cannot deny that plants, insects, animals, and humans owe their
existence to one another. When one member of the web of life has been
altered or eliminated, other living things are invariably affected.

People are an integral part of the Earth's ecosystem and the health of
ecosystems is intertwined with the viability of human communities. Like
all living beings, people require the use of resources. From the air we
breathe to our food, water, shelter, clothing, arts, and communication
networks, we consume resources to live. Just try to imagine something in
your home that is not grown or mined. We tend to forget the fact that
natural resources usually support a country's economy. Our goal in
managing the ecosystem should be the wise and reasonably paced use of
our resources to assure their availability far into the future.
Individuals can take actions to make a difference.

**Materials**

Pictures of the desert

Travel cards

*Low Impact Techniques* handout

*Survival Backpack* handout

**Prep**

Teacher will bring a backpack packed for an imaginary day hike of your
choice.

**Procedure**

***Warm up:*** Teacher will explain to the students that they will be
going on an imaginary hike. Tell students that they will use the
*Survival Backpack* handout to draw pictures of what they will need to
take. Students may ask where they are going but explain that they will
have to guess.

Allow students enough time to complete their drawings and then reveal to
them the location of the imaginary hike. Show them destination pictures
(pictures of a desert location or any location you have chosen). Explain
the purpose of the trip (fishing, wildlife viewing, etc.). The teacher
will then unpack his or her bag to show the equipment necessary for a
successful hike.

Ask the students to "unpack their packs" and consider the following
questions.

-   How well do the contents of your pack prepare you for your trip?

-   How well do the contents of your pack ensure your safety? (proper
    clothes, maps, compass, small flashlight, water filter, firstaid
    kit, etc.)

-   How well do the contents ensure minimal impact to natural resources?

-   How well do the contents ensure your trip will meet your goal?

Ask the group to consider these questions.

-   How would the contents of your pack change with different
    destinations?

-   What other information would you need in order to pack properly for
    a trip?

-   What is the value of knowing this information *before* packing?

***Activity:*** Review *Low Impact Techniques.*

1.  Pass out event and solution cards. Each student will get one card.
    The object of the game is to match the event with the solution.

> Key for game: 1 & 11, 2 & 9, 3 & 13, 4 & 15, 5 & 12, 6 & 16, 7 & 14, 8
> & 10

2.  Once the students have paired up, each pair will plan a way to teach
    the plan ahead concept.

3.  Have each pair take turns teaching the concept to the group.

***Wrap Up:*** As a group:

-   Discuss why trip planning is so important (ensures safety, allows
    the accomplishment of your trip goals, allows minimal impact on
    natural resources).

-   What elements should be considered when trip planning (identify
    goals, skills and ability, gain knowledge of the area you plan to
    visit, choose proper equipment and clothing)?

-   Discuss the concepts of conservation and preservation and how they
    affect us.

**Assessment**

Students will work in groups to research topics related to the
wilderness, conservation, or preservation. Students will present their
findings to the class.

Are You Ready?

+--------------------------------------+--------+----------+------------+
| Conservation/Preservation Rubric     | ##     | *        | **         |
|                                      | Self E | *Teacher | Comments** |
|                                      | valuat | Eval     |            |
|                                      | ion {# | uation** |            |
|                                      | self-e |          |            |
|                                      | valuat |          |            |
|                                      | ion-2  |          |            |
|                                      | .unnum |          |            |
|                                      | bered} |          |            |
+--------------------------------------+--------+----------+------------+
| **Written:**                         |        | **/16**  |            |
+--------------------------------------+--------+----------+------------+
| Identify at least three reasons why  |        |          |            |
| trip planning is important.          |        |          |            |
+--------------------------------------+--------+----------+------------+
| Describe key elements of successful  |        |          |            |
| planning and preparation.            |        |          |            |
+--------------------------------------+--------+----------+------------+
| Explain the concept of conservation  |        |          |            |
| or preservation.                     |        |          |            |
+--------------------------------------+--------+----------+------------+
| Explain the relevance of             |        |          |            |
| conservation or preservation as it   |        |          |            |
| applies to your area of research.    |        |          |            |
+--------------------------------------+--------+----------+------------+
| **Presentation:**                    |        | **/4**   |            |
+--------------------------------------+--------+----------+------------+
| Presentation quality, organization,  |        |          |            |
| information, and appeal              |        |          |            |
+--------------------------------------+--------+----------+------------+
| **Teamwork:**                        |        | **/4**   |            |
+--------------------------------------+--------+----------+------------+
| Are the efforts of each team member  |        |          |            |
| clearly demonstrated?                |        |          |            |
+--------------------------------------+--------+----------+------------+
| **Responsibility:**                  |        | **/4**   |            |
+--------------------------------------+--------+----------+------------+
| Turned in on due date and presented  |        |          |            |
| in class with visual aids.           |        |          |            |
+--------------------------------------+--------+----------+------------+

4 - no mistakes 3 - few mistakes 2 - many mistakes 1 - incomplete
(however is present) 0 - not evident or not included

Percentages: Visual \_\_\_\_\_ Written \_\_\_\_\_ Presentation
\_\_\_\_\_ Responsibility \_\_\_\_\_ Teamwork \_\_\_\_\_ Overall
\_\_\_\_\_

**Are You Ready?**

Travel Cards

+----------------------------------+-----------------------------------+
| **Event Card 1**                 | **Solution Card 13**              |
|                                  |                                   |
| You and your family are walking  | The planner of this hike had come |
| along a trail when you suddenly  | to this area two weeks ago and    |
| come up to a fenced off area and | found several alternative sites.  |
| a sign that reads, "Private      | Therefore, after hiking another   |
| Property." Now what?             | 15 minutes you find the perfect   |
|                                  | spot.                             |
+----------------------------------+-----------------------------------+
| **Event Card 2**                 | **Solution Card 9**               |
|                                  |                                   |
| You haven't brought a stove, and | Because this was only an          |
| the area you came to visit has   | overnight camping trip, someone   |
| been heavily used. To make       | brought prepared food along. As   |
| matters worse there's a fire ban | night falls everyone gathers      |
| and everyone's hungry.           | around for sandwiches and fruit   |
|                                  | and to watch for falling stars.   |
+----------------------------------+-----------------------------------+
| **Event Card 3**                 | **Solution Card 15**              |
|                                  |                                   |
| It is getting late and you       | After another hour of an          |
| haven't reached your destination | uncomfortably dry hike, you run   |
| yet. You are tempted to set up   | across another hiker who pulls    |
| camp here on the trail, what do  | out a water filter designed to    |
| you do?                          | remove bacteria from open water   |
|                                  | sources. You take a break by a    |
|                                  | small pond and filter enough      |
|                                  | water to finish your hike. Make a |
|                                  | note to purchase a water filter   |
|                                  | or purification tablets before    |
|                                  | your next hike.                   |
+----------------------------------+-----------------------------------+
| **Event Card 4**                 | **Solution Card 11**              |
|                                  |                                   |
| You thought everyone in the      | The planner of this hike had      |
| group brought plenty of water,   | reviewed a map several weeks ago  |
| but it has been a long hot trip. | and realized he needed to contact |
| With a fire ban in effect and a  | the owner of the land. Therefore, |
| low supply of water, what do you | he now has a signed permission    |
| do?                              | statement to cross the private    |
|                                  | property.                         |
+----------------------------------+-----------------------------------+

**Are You Ready?**

Travel Cards

+-----------------------------------+----------------------------------+
| **Event Card 5**                  | **Solution Card 16**             |
|                                   |                                  |
| Your new hiking boots have rubbed | While planning your trip you     |
| a blister on your heel. Your      | read safety tips and found out   |
| backpack is feeling extremely     | that lightning is attracted to   |
| heavy and you're not sure if you  | the highest point and that water |
| can make it to the campsite.      | and metal are conductors. You    |
|                                   | hike to the lowest spot and      |
|                                   | crouch down. Remove your metal   |
|                                   | frame, stay away from water and  |
|                                   | tall trees, and insulate         |
|                                   | yourself from the ground by      |
|                                   | sitting on your pack.            |
+-----------------------------------+----------------------------------+
| **Event Card 6**                  | **Solution Card 12**             |
|                                   |                                  |
| After a beautiful day the clouds  | Encourage everyone to check "hot |
| begin to roll in. You can see     | spots' while you take a break.   |
| lots of lightning. You estimate   | Change your socks often and keep |
| you have about ten minutes until  | your feet clean and dry.         |
| the storm reaches you.            | Remember to carry an adhesive    |
|                                   | felt-like material that acts     |
|                                   | like a second skin to help       |
|                                   | prevent rubbing.                 |
+-----------------------------------+----------------------------------+
| **Event Card 7**                  | **Solution Card 10**             |
|                                   |                                  |
| You felt energized when you left  | When you were planning the hike  |
| this morning but now your         | you figured that people hike an  |
| backpack feels like it's loaded   | average of 2 miles an hour on    |
| with stones. You're so tired you  | flat surface. You realized that  |
| feel like stopping right here.    | you should add an extra hour for |
|                                   | the steep terrain. Encourage     |
|                                   | everyone to take it steady and   |
|                                   | slow. You have plenty of time to |
|                                   | reach camp.                      |
+-----------------------------------+----------------------------------+
| **Event Card 8**                  | **Solution Card 14**             |
|                                   |                                  |
| Your hike is two miles long and   | Your heavy backpack has made it  |
| is a very steep trail. Your       | impossible to reach your         |
| campsite is still a long ways     | destination.                     |
| off, but everyone is having to    |                                  |
| walk very slowly.                 | Plus, you've had a miserable     |
|                                   | day. Next time, keep in mind     |
|                                   | that your pack should be no more |
|                                   | than a fourth of your body       |
|                                   | weight. Take only items          |
|                                   | necessary and divide them among  |
|                                   | several packs.                   |
+-----------------------------------+----------------------------------+

### **Low Impact Techniques** {#low-impact-techniques .unnumbered}

1.  **Plan ahead and prepare** -- Proper planning and preparation
    increases the opportunity for a positive learning experience and
    helps ensure a safe trip. Poor planning can lead to a miserable
    experience or, worst of all, a rescue event.

> *Tips in planning ahead:*

-   Write down your expectations of the trip.

-   Assess the skills and abilities of the members of your group.

-   Get information about the area you plan to visit (get maps, etc.)

-   Stay away from areas susceptible to flash flooding.

-   Carry plenty of drinking water.

-   Check weather conditions.

-   Talk with the local land managers regarding any regulations,
    permits, etc.

-   Choose appropriate equipment and clothing.

-   Anticipate food usage (and the waste).

-   (Meal planning is essential. Planning for lightweight snacks and
    one-pot meals can reduce the dependency on campfires, reduce trash,
    and reduce pack weight.)

> *Outdoor Essentials:*

-   Extra clothes

-   Extra food

-   Camera

-   Pocketknife

-   Matches and fire starters

-   Sun and insect protection

-   Watch

-   Water bottles

-   Maps and compass

-   First-aid kit

-   Stove

-   Rain gear

-   Trowel for digging a cathole

-   Strainer for removing food particles from dishwater

-   Axes and saws are not needed. A Low Impact fire is built by
    collecting downed wood.

2.  **Hike and camp on durable surfaces** -- Hikers should concentrate
    activities in heavily used areas. The goal is to enjoy the
    experience while minimizing the damage to the land. Damage can occur
    when hikers trample surface vegetation or communities of organisms
    beyond recovery. Choose one well-designed route. In pristine areas
    it is important to spread the use and impact. Two primary factors
    influence how off-trail travel affects the land: durability of
    surfaces and vegetation, and frequency of travel. Surface durability
    refers to the ability of surfaces to withstand wear. Frequency
    increases the likelihood of an area being trampled. Durability of
    the surface is an important consideration. Rocks, sand, and gravel
    are highly durable. Ice and snow make good choices for travel as
    long as there is sufficient depth and firmness to prevent vegetation
    damage. Making careful decisions about traveling across vegetation
    is vital to prevent damage to fragile vegetation. A general rule is
    to spread out to avoid creating a path that would encourage others
    to follow. In desert environments, cryptobiotic crusts that consist
    of tiny communities of organisms are extremely vulnerable to foot
    traffic. One footstep can destroy cryptobiotic crust for decades. In
    this case it is best to follow in one another's footsteps, thereby
    affecting the smallest area possible. In the desert water is a
    scarce resource for all living things. Don't disturb the water in
    any way. Even the smallest water hole is a home to tiny desert
    animals. Selecting a campsite is the most important aspect of
    low-impact use. Avoid camping close to water and trails (a good rule
    of thumb is at least 200 feet away) in order to allow access routes
    for wildlife. The object is to confine impact to places that already
    show use and avoid enlarging the area of disturbance. In a remote
    area, spread out tents, avoid repetitive traffic routes, and move
    the camp each night.

> You should also *consider* wearing soft shoes and minimizing the
> activity around the kitchen. Before leaving, rake matted grassy areas
> with a stick and brush out footprints. In deserts beware of camping in
> areas susceptible to flash flooding and never camp on cryptobiotic
> soil or on islands of vegetation. In any situation never scrape away
> the organic litter in a site. The litter acts as a cushion, reduces
> erosion, and releases plant nutrients. The removal of rocks and gravel
> may destroy lichens and varnish that will not grow back within our
> lifetime.

3.  **Leave what you find** -- Minimize site alterations by finding a
    good campsite not making one. Avoid damage to living things. Never
    cut, trample, or nail things into trees. Don't take on the mindset
    of "I'll just pick a few." Natural objects of interest should be
    left so others can experience the discovery. In many protected areas
    it is illegal to remove natural objects or cultural artifacts.
    Knowledgeable campers take a picture instead.

4.  **Properly dispose of any waste (pack it in, pack it out)** -- Trash
    and litter in the backcountry ranks high as a problem. This type of
    human impact can greatly detract from the naturalness of an area. It
    is possible to leave most potential trash at home if you take the
    time to repackage food supplies. Never consider burning your trash.
    Areas are often closed to fires and some desert settings have a
    scarcity of firewood. Food scraps must be packed out. Under no
    circumstances should they be discarded or buried. Human food is not
    natural for wild animals. Their natural feeding cycles and habits
    become disrupted when fed by humans. Sanitation is another
    consideration. Dishwater should be strained and food particles
    sealed and packed out. Broadcast the water over a large area for
    quick evaporation and minimal impact. In most areas human waste can
    be buried if done correctly. However, places such as narrow river
    canyons or caves may require the waste to be packed out.

5.  **Minimize the impact of campfires** -- The most important
    consideration to be made when deciding to use a fire is the
    potential damage to the backcountry. Consider the fire danger,
    restrictions, and the supply of materials when deciding. If building
    a fire cannot be avoided choose an area where wood is abundant. It
    is always best to use an existing fire ring. Allow the wood to burn
    completely to ash and then put the fire out with water, not dirt.
    Scatter the remains over a large area away from camp. Keep the area
    looking as natural as possible. Pack out any litter.

6.  **Be considerate of others** -- Allow all visitors to enjoy their
    outdoor experience. Most people come to the outdoors to listen to
    nature therefore excessive noise and unleashed pets will take away
    from everyone's experience. In some areas pets may be prohibited.
    Consider keeping the noise level down by using headphones. Be
    courteous to other groups by yielding to both equestrians and
    hikers. Before passing others, politely announce your presence. When
    taking a break, make sure you are on a durable surface. Remember, it
    is up to us to keep our wilderness areas healthy and beautiful in
    order to ensure their use for future generations.

7.  **Respect wildlife** -- One of the most important aspects to keep in
    mind is that you are a visitor in their home. It is best to learn
    about wildlife through quiet observation. A good rule of thumb is
    that if your actions or presence causes wildlife to alter their
    normal habits then *YOU'RE TOO CLOSE*. Consider carrying binoculars,
    a spotting scope, or a telephoto lens to view wildlife. You may want
    to keep your group small to minimize your impact. Quick movement and
    loud noises are stressful to animals. Touching, feeding, or getting
    too close to an animal can put you or the animal in danger. If you
    find an animal in trouble, notify a ranger. Wildlife that obtain
    human food become nuisance animals that are often killed by cars or
    predators. Animals need access to their water source. Allow a buffer
    zone of at least 200 feet. Although swimming in lakes and streams
    may be fine, in desert areas where water is scarce, leave water
    holes unpolluted so animals may drink from them. Special care should
    be taken in bear country. Kitchens should be kept clean. Food must
    be hung at least 12 feet off the ground and 6 feet away from the
    trunks of trees. Consider using bear-proof containers in order to
    prevent destroyed packs as the bear searches for the source of food
    odors.

**Name: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

![](media/image55.png){width="8.75in" height="6.0in"}**Directions:**
Draw the items necessary for your day hike experience.

![](media/image3.png){width="0.6in" height="0.8346456692913385in"}

**Where Do We Camp?**

***What do you need to consider before you select\
a campsite in a desert environment?***

**Summary:** This lesson is designed to help students understand how to
select an appropriate campsite in a desert environment.

**Duration:** 1 class period

**Setting:** Classroom

**Vocabulary:** durable surface, cryptobiotic soils

**Standards/Benchmarks Addressed:** SC1-E1, SC2-E1, SC2-E2, SC2-E3,
SC4-E1, SC4-E5, SC6-E1, SC6-E2, SC6-E3, SC6-E4, SC6-E5, SC6-E6, SC6-E7,
SC11-E6, SC11-E10, SC12-E2, SC14-E2, SC14-E3, SC15-E2, SC16-E1, SC16-E2

**Objectives**

Students will:

-   determine the best location for a campsite.

-   apply Low Impact Techniques to campsite selection decisions.

**Background**

Those who are concerned with protecting the environment often use the
words conservation and preservation. Although these two terms are often
confused and are used to mean the same thing, differences exist.

Conservation is the sustainable use and management of natural resources
including wildlife, water, air, and earth deposits. Natural resources
may be renewable or non-renewable. The conservation of renewable
resources like trees involves ensuring that they are not consumed faster
than they can be replaced. The conservation of non-renewable resources
like fossil fuels involves ensuring that sufficient quantities are
maintained for future generations to utilize. Conservation of natural
resources usually focuses on the needs and interests of human beings,
for example the biological, economic, cultural, and recreational values
such resources have. Conservationists accept that development is
necessary for a better future, but only when the changes take place in
ways that are not wasteful.

Preservation, in contrast to conservation, attempts to maintain in their
present condition areas of the Earth that are so far untouched by
humans. This is due to the concern that mankind is encroaching onto the
environment at such a rate that many untamed landscapes are being given
over to farming, industry, housing, tourism, and other human
developments, and that we are losing too much of what is "natural." The
mindset of preservationists can range from protection of nature for
purely human-centered reasons to preservation regardless of their
usefulness to humans. The latter follows the belief that every living
thing has a right to exist and should be preserved.

Regardless of where you stand on your beliefs towards preservation, we
cannot deny that plants, insects, animals, and humans owe their
existence to one another. When one member of the web of life has been
altered or eliminated, other living things are invariably affected.

People are an integral part of the Earth's ecosystem and the health of
ecosystems is intertwined with the viability of human communities. Like
all living beings, people require the use of resources. From the air we
breathe to our food, water, shelter, clothing, arts, and communication
networks, we consume resources to live. Just try to imagine something in
your home that is not grown or mined. We tend to forget the fact that
natural resources usually support a country's economy. Our goal in
managing the ecosystem should be the wise and reasonably paced use of
our resources to assure their availability far into the future.
Individuals can take actions to make a difference.

**Materials**

A copy of the activity sheets

Adhesive colored dots

**Procedure**

***Warm up:*** How many of you go camping? When you go camping do you
pay close attention to the location of your campsite and its proximity
to waterways, meadows, and trails? Do you notice what is on the ground
around and under your tent?

***Activity***

1.  Hand out the activity sheets. Divide the class into groups of 3-4.
    Explain that each group is part of a larger group on a camping trip
    to a pristine desert wilderness. Before beginning the activity the
    group must decide on the total number of people camping in the
    group. Keep in mind that this wilderness allows no more than 10
    campers per group.

2.  Distribute the tents (dots) to each group. Two people share a tent:

    a.  10 campers = 5 tents.

3.  Have the students place their tents (dots) on the activity sheet in
    appropriate camping places.

4.  Review the background on Low Impact Techniques and discuss.

5.  Discuss the locations of each groups' tent sites. Are they
    appropriate spots or not now that we have covered the Low Impact
    Techniques?

6.  Now have the students rearrange the tent locations if the discussion
    has caused them to change their mind. Students should explain the
    reasons for any changes.

7.  Summarize these key points for camping in a pristine area:

    a.  Choose a non-vegetated, highly resistant surface for tents and
        kitchens.

    b.  Choose durable routes of travel between parts of camp.

    c.  Avoid cryptobiotic soils.

    d.  Limit your stay to no more than two nights.

***Wrap Up*:** Have students build a diorama of an appropriate desert
campsite. They must include tents and kitchens set up in appropriate
locations, a trail, a stream or river, and cryptobiotic soil. Students
must also write the rationale behind their campsite location based on
their diorama.

**Assessment**

Rubric for campsite and rationale

**Where Do We Camp?**

  ----------------------------------------- -------------- -------------- --------------
  **Desert Camp Diorama**                   **Self         **Teacher      **Comments**
                                            Evaluation**   Evaluation**   

  **Diorama criteria:**                                    **/24**        

  Depicts a desert habitat.                                               

  Depicts tents and kitchens in appropriate                               
  locations.                                                              

  Includes a stream or river and                                          
  cryptobiotic soil.                                                      

  Includes a visible trail.                                               

  Uses a variety of natural materials to                                  
  depict the desert environment.                                          

  Includes a written rationale for the                                    
  campsite location based on the diorama.                                 

  **Presentation**                                         **/8**         

  Presenter followed appropriate speaking                                 
  rules (eye contact, voice, appeal,                                      
  enthusiasm)                                                             

  Presentation quality, organization,                                     
  appeal, and information                                                 

  **Overall:**                                             **/4**         

  Has the student fulfilled all the parts                                 
  of the task?                                                            
  ----------------------------------------- -------------- -------------- --------------

4 no mistakes 3 few mistakes 2 many mistakes 1 incomplete (however is
present) 0 not evident or not included

Percentages: Diorama Presentation Overall \_\_\_\_\_\_

![](media/image56.png){width="6.5in" height="8.875in"}**Where Do We
Camp?**

**CONTENT STANDARDS WITH BENCHMARKS**

***Science***

***Unifying Concepts and Processes***

*CONTENT STANDARD 1:*

Students will understand science concepts of order and organization.

**SC1-E1**

Students will apply information about the predictability and
organization of the universe and its subsystems.

**SC1-E2**

Students will apply prediction to scientific problems and events.

**CONTENT STANDARD 2:**

Students will use evidence, models, and explanations to explore the
physical world.

**SC2-E1**

Students will identify and organize evidence needed to predict changes
in natural and artificial systems.

**SC2-E2**

Students will organize phenomena into hypotheses, models, laws,
theories, principles, and paradigms.

**SC2-E3**

Students will design and develop models.

**CONTENT STANDARD 3:**

Students will use form and function to organize and understand the
physical world.

**SC3-E1**

Students will explain function by referring to form and explain form by
referring to function.

**CONTENT STANDARD 4:**

Students will understand the physical world through the concepts of
change, equilibrium, and measurement.

**SC4-E1**

Students will illustrate that constancy and change are properties of
objects and processes.

**SC4-E2**

Students will illustrate that energy and matter can be transformed and
changed but the sum remains the same.

**SC4-E3**

Students will use elementary scientific devices to measure objects and
simple phenomena.

**SC4-E4**

Students will employ mathematics to quantify properties of objects and
phenomena.

**SC4-E5**

Students will relate the contributions of external and internal forces
to change in the form and function of objects, organisms, and natural
systems.

***Science as Inquiry***

**CONTENT STANDARD 5:**

Students will acquire the abilities to do scientific inquiry.

**SC5-E1**

Students will use the scientific method within the classroom and school
environment.

**SC5-E2**

Students will employ equipment, tools, a variety of techniques, and
information sources to gather, analyze, and interpret data.

**SC5-E3**

Students will explain that scientific theories emphasize evidence, have
logically consistent arguments, and use scientific principles, models,
and theories. Well-accepted scientific theories are formulations of
apparent relationships or underlying principles of certain observed
phenomena that have been verified to a very high degree.

**CONTENT STANDARD 6:**

Students will understand the process of scientific inquiry.

**SC6-E1**

Students will use different kinds of methods, including observation,
experiments, and theoretical and mathematical models to answer a variety
of scientific questions.

**SC6-E2**

Students will use their own understanding of science to guide their
scientific investigations.

**SC6-E3**

Students will use criteria for sound scientific investigations to verify
the truth of the results of their own and others' investigations.

**SC6-E4**

Students will choose appropriate methods and analytic techniques for
specific science problems and investigations.

**SC6-E5**

Students will use technology and scientific methods to gather evidence
to enhance the accuracy of their findings.

**SC6-E6**

Students will describe the results of investigations with teachers,
peers, parents, and others.

**SC6-E7**

Students will explain that scientific investigations can result in new
ideas, objects, methods, techniques, and procedures for investigation.

**SC6-E8**

Students will explain that in areas where there is not a great deal of
experimental or observational evidence, it is typical for scientists to
differ with one another about the theory, hypothesis, or evidence being
investigated.

***Physical Science***

**CONTENT STANDARD 7:**

Students will know and understand the properties of matter.

**SC7-E1**

Students will identify the characteristic properties of elements and
compounds such as density, boiling point, and solubility.

**SC7-E2**

Students will explain that the characteristic properties of an element
or compound are independent of the amount (size) of the sample.

**SC7-E3**

Students will discriminate between elements based on the characteristic
ways in which they react with other elements to form compounds that are
different substances with unique characteristic properties.

**CONTENT STANDARD 8:**

Students will know and understand the properties of fields, forces, and
motion.

**SC8-E1**

Students will explain that when an object is not being subjected to a
force, the object will continue to move at a constant speed and in a
straight line.

**SC8-E2**

Students will describe quantitatively how an object's position, speed,
and direction explain motion.

**SC8-E3**

Students will compare and contrast gravity to other forces in the world
and universe.

**CONTENT STANDARD 9:**

Students will know and understand the concepts of energy and the
transformation of energy.

**SC9-E1**

Students will apply knowledge about energy and energy transformation to
science problems.

**SC9-E2**

Students will explain how chemical reactions can take place in time
periods ranging from less than a second to millions of years.

**SC9-E3**

Students will explain how chemical reactions involve concentration,
pressure, temperature, and catalysts.

***Life Science***

**CONTENT STANDARD 10:**

Students will know and understand the characteristics that are the basis
for classifying organisms.

**SC10-E1**

Students will use information about living things including:

-   The roles of structure and function as complementary in the
    organization of living systems.

-   Cells as the fundamental unit of life.

-   The functions of cells which sustain life.

-   Cell division.

-   The use of nutrients by cells.

-   The role of heredity and environment in the characteristics of
    individual organisms.

-   That small genetic differences between offspring and parents may
    accumulate in succeeding generations and may or may not be
    advantageous for the species.

-   Disease as a breakdown in the structures or function of an organism.

**SC10-E2**

Students will categorize organisms according to reproductive and other
characteristics.

**CONTENT STANDARD 11:**

Students will know and understand the synergy among organisms and the
environments of organisms.

**SC11-E1**

Students will distinguish among organisms based on the way an organism
regulates its internal environment in relation to changes in its
external environment.

**SC11-E2**

Students will describe how organisms obtain and use resources, grow,
reproduce, and maintain a stable internal environment while living in a
constantly changing external environment.

**SC11-E3**

Students will predict behavior in relation to changes in an organism's
internal and external environments.

**SC11-E4**

Students will use knowledge of population characteristics to distinguish
specific populations.

**SC11-E5**

Students will categorize organisms based on the function they serve
within their ecosystem.

**SC11-E6**

Students will examine the impact humans have had on other species and
natural systems over time.

**SC11-E7**

Students will illustrate the impact that overpopulation might have on
various regions of the world.

**SC11-E8**

Students will analyze consumption of nonrenewable resources based on
population factors (birth rate, death rate, and density).

**SC11-E9**

Students will illustrate the role of personal control of basic needs on
health outcomes.

**SC11-E10**

Students will model responsible health behaviors for peers and others.

**SC11-E11**

Students will demonstrate the impact of nutrition and exercise on
personal health.

***Earth and Space Science***

**CONTENT STANDARD 12:**

Students will know and understand properties of earth science.

**SC12-E1**

Students will explain how Earth's materials can be transformed from one
state to another.

**SC12-E2**

Students will experiment with the uses of Earth's materials as
resources.

**SC12-E3**

Students will model natural processes that shape the Earth's surface.

**SC12-E4**

Students will observe, measure, and record weather changes that occur
daily.

**SC12-E5**

Students will explain how fossils are formed and how fossils provide
evidence of the complexity and diversity of life over time.

**SC12-E6**

Students will use a rectilinear coordinate system such as latitude and
longitude to locate points on the surface of Earth.

**SC12-E7**

Students will describe the interaction between the Earth's lithosphere,
hydrosphere, atmosphere, and biosphere.

**CONTENT STANDARD 13:**

Students will know and understand basic concepts of cosmology.

**SC13-E1**

Students will model the predictable patterns of the sun and planets in
the solar system.

**SC13-E2**

Students will describe the elements of the universe including stars,
galaxies, dust clouds, and nebulae.

**SC13-E3**

Students will explain various scientific theories for the origin of the
universe.

**SC13-E4**

Students will explain how instruments and vehicles are used for space
exploration work.

***Technology and the History of Science***

**CONTENT STANDARD 14:**

Students will know and understand the differences between the
interactions of science and technology.

**SC14-E1**

Students will design and conduct experiments that distinguish between
natural and artificial objects and materials.

**SC14-E2**

Students will demonstrate trade-offs in safety, cost, efficiency, and
appearance related to technological solutions provided through science.

**SC14-E3**

Students will compare and contrast a variety of scientific and
technological solutions to problems.

**SC14-E4**

Students will examine the role of technology, particularly computers and
other electronic advances, in the advancement of science.

**CONTENT STANDARD 15:**

Students will know and understand the impact between science and
technology in society.

**SC15-E1**

Students will illustrate the impact that work settings have on
scientific investigations.

**SC15-E2**

Students will demonstrate how the direction for scientific
investigations is related to social issues and challenges.

**SC15-E3**

Students will explain how the benefits of science and technology are
enjoyed by some groups and not by other groups.

**SC15-E4**

Students will compare and contrast the science contributions of people
with diverse interests, talents, qualities, and motivations from a
variety of social and ethnic backgrounds.

**SC15-E5**

Students will predict new areas of scientific inquiry based on previous
research.

**SC15-E6**

Students will analyze the impact of culture, gender, and other factors
on an individual's choice of science as a career.

**SC15-E7**

Students will differentiate between ethical and unethical scientific
practices and research.

***Science in Personal, Social and Environmental Perspectives***

**CONTENT STANDARD 16:**

Students will know and understand the relationship between natural
hazards and environmental risks for organisms.

**SC16-E1**

Students will analyze environmental risks for personal and social costs.

**SC16-E2**

Students will determine options for reducing and eliminating
environmental risks and for coping with natural catastrophic events.

**SC16-E3**

Students will predict the human and financial costs of slow natural
events such as drought and rapid natural events such as earthquakes.

**SC16-E4**

Students will develop models for prevention of substance abuse including
tobacco, alcohol, and other drugs, and to reduce the associated
environmental risks.

Ecology Glossary

A

Abiotic factors are non-living parts of an ecosystem.

Adaptation a behavior, physical feature, or other characteristic that
helps an animal survive and make the most of its habitat; the way any
living thing is fitted to the life it leads.

Algal bloom is a consequence of eutrophication. Masses of blue-green
algae choke the life out of a lake or river by depriving it of much
needed oxygen. Under extreme conditions this can leave the water
completely devoid of fish.

Alluvial fan a fan-shaped deposit of gravel, sand, and silt that forms
where a stream flows into a plain and slows down, dropping its load.

Aquifer rock layers that contain water and will release its appreciable
quantities into wells or springs.

Arch an alcove formed from erosion perched at the edge of a slick-rocked
bowl.

Arid dry.

Arroyo a deep gully cut by an intermittent stream.

B

Biological parameters refers to organisms supported in the water such as
bacteria, plankton, and fish.

Biome an area that has a certain kind of climate and a certain kind of
community of plants and animals.

Biotic factors the living parts of an ecosystem.

Burrow a hole or tunnel dug in the ground by an animal for habitat or
refuge.

Butte a hill that rises abruptly from the surrounding area; it has
sloping sides and a flat top.

C

Canyon a narrow chasm with steep cliff sides.

Carnivores secondary or higher consumer in a food chain that therefore
eats other animals.

Chemical parameters refer to the chemical make-up of the water such as
the amount of dissolved oxygen, phosphate, and nitrate.

Clay soil contains fine particles, and is heavy, cool, and damp.

Columns are left after an arch changes or falls, leaving a layer of more
resistant rock caps.

Combustion a chemical change accompanied by heat and light.

Community a group of plants and animals that lives in the same habitat.

Commensalism an interaction between two living things where one species
benefits from the relationship and the other is not affected.

Community all populations in a given area.

Competition an interaction among living things where two populations
compete for the same resources and territory.

Conservation a scientific discipline that seeks to understand the
effects of human activities on species, communities, and ecosystems and
to develop practical approaches to preventing the extinction of species
and the destruction of ecosystems.

Consumer animals that cannot make their own food, but must eat plants
and/or other animals.

Cryptobiotic soils a living soil crust dominated by cyanobacteria, soil
lichens, mosses, green algae, microfungi, and bacteria, the knobby black
crusts are extraordinarily well-developed, and may represents 70 to 80
percent of the living ground cover. These crusts play an important role
in the ecosystems in which they occur. They are found in the Colorado
Plateau (Utah, Arizona, Colorado and New Mexico).

Cultural eutrophication is water pollution caused by excessive plant
nutrients.

D

Decomposer organisms that feed on the dead bodies of other organisms,
breaking them down into simpler substances.

Deforestation to clear away all the trees.

Dehydrated to remove or lose water.

Dendrochronology the method of dating events and conditions based on the
number, width, and density of growth rings in old trees.

Deposition is a natural process occurring when materials are carried
from one place and deposited in another by such forces as wind, water,
and ice.

Desert an area that receives less than 10 inches of rainfall a year and
has a very high rate of evaporation.

Desert varnish is a dark coating on rocks found in arid regions. The
coating is composed predominantly of fine-grained minerals. Desert
varnish is formed by colonies of microscopic bacteria living on the rock
surface for thousands of years.

Detritivores an organism that feeds on large bits of dead and/or
decaying organic matter. Decomposers use what detritivores leave behind.

Drought a long period of low rainfall.

Dune a ridge or hill of wind-blown sand.

Durable surface rock, sand, and gravel; these surfaces are highly
durable and can tolerate repeated trampling and scuffing.

E

Ecology the study of how plants and animals interact with each other and
their environments.

Ecosystem all the living organisms in a given area as well as their
physical environment---usually made up of many complex interactions.

Environment the sum of all the surroundings affecting something's
development and survival.

Erosion wearing away the land by physical methods such as rubbing and
scraping, and carrying away the eroded materials, such as rock
particles.

Eutrophication is the process by which lakes gradually age and become
less productive.

Evaporation when a liquid turns into vapor or gas.

F

Fire a rapid persistent chemical change that releases heat and light and
is accompanied by flames.

Flash flood when water run off overflows the bank of rivers and streams,
caused usually by heavy rainfall in a small area.

Forest a large area thickly covered with trees and plants.

Fuel something consumed to produce energy.

G

Grassland a large open area of grass, such as a meadow or prairie.

Groundwater water that fills the spaces between rocks and soil particles
underground.

H

Habitat the place where an organism lives.

Hardpans a layer of hard subsoil or clay; caliche.

Herbivores an animal that feeds chiefly on plants.

Humidity the amount of moisture in the air.

K

Karst a type of topography that is formed in limestone, gypsum, and
other soluble rocks primarily by dissolution; are characterized by
sinkholes, caves, and underground drainage.

L

Leaching the process by which materials on or in soil are dissolved and
carried by water seeping through the soil.

Limiting factors are those factors that particularly determine whether
an organism lives in an area.

Limnology the study of inland fresh water systems.

Loam contains sand and clay.

M

Mesa a flat-topped elevation with steep sides.

Microhabitat a small area where an organism lives that has different
conditions from another small area that might be right next door.

Mutualism an interaction among living things where both species benefit
from the relationship.

N

Niche an organism's way of life, also considered to be an organism's
occupation.

Nonpoint pollution pollution that doesn't come from a single,
identifiable source; includes materials that wash off streets, lawns,
farms, and other surfaces.

O

Ocean the body of salt water that covers much of the Earth's surface.

Overcrowding when too many organisms try to live in one area at one time
and use up all the natural resources.

Oxidation is the chemical reaction by which oxygen combines chemically
with the elements of a burning substance.

P

pH a measure of the acidity or alkalinity of a solution.

Parasitism an interaction among living things where one species benefits
at the expense of another.

Peat soil contains decayed plants and dead plant material.

Photosynthesis the process of using the sun's energy to turn carbon
dioxide and water into sugar.

Physical parameters are conditions that refer to water temperature,
stream velocity, and turbidity (clarity).

Playa a flat area at the bottom of a desert basin, sometimes temporarily
covered with water.

Point pollution pollution that comes from a particular source, such as
from a factory or sewage treatment plant.

Pollinate to fertilize by transferring pollen from an anther to the
stigma.

Pollution human-caused change in the physical, chemical, or biological
conditions of the environment that creates an undesirable effect on
living things.

Population all the species that live in an area and make up a breeding
group.

Precipitation water reaching the surface of the Earth (rain, sleet,
snow, frost, and dew).

Predation an interaction where one species consumes another.

Predator an organism that feeds off of other organisms.

Prescribed fire the controlled application of fire to wildland fuels in
either a natural or modified state, under specified environmental
conditions which allow the fire to be confined to a predetermined area
and at the same time produce the intensity required to attain planned
resource management objectives.

Prescription is a written document detailing all site-specific
information needed for a crew leader to successfully carry out a
prescribed burn. It should include weather elements involved, fire
behavior, smoke management, amount and type of fuel in the area,
location of natural and manmade fire barriers, degree of risk and
hazards present, burning technique and intensity of fire to be used,
burning objectives for the particular area, restrictive measures
dictated by law or local custom, fire suppression safety, location of
any improvements which could be endangered, areas within the prescribed
unit that may need to be excluded from fire.

Prey an organism that is consumed by another organism.

Primary consumers *see herbivore*.

Primary producers an organism that makes its own food through
photosynthesis.

Producer organisms such as plants that make their own food.

R

Rainforest a dense, tropical forest where a lot of rain falls.

Rain shadow rain falls on the sides of mountains that face a water
source rather than on the sheltered sides of mountains, creating a
desert.

S

Sandy soil contains mostly sand.

Scavengers an animal that feeds on dead or decaying matter.

Secondary consumers *see carnivore*.

Sediment finely divided solid material that settles to the bottom of a
liquid.

Soil the top layer of the Earth's surface, suitable for the growth of
plant life.

Soil compaction is the process of increasing the density of soil by
packing the particles closer together causing a reduction in the volume
of air.

Stewardship the position, duties, or service of steward. In the National
Park setting, stewards are people who help to preserve and conserve the
National Park for future generations.

Stony soil contains many rocks.

Succession -- the act of following in order.

T

Taiga the artic evergreen forest.

Tertiary consumers *see scavengers*.

Thermodynamics the relationship between heat and other forms of energy.

Tundra a cold area where there are no trees and the soil under the
surface of the ground is permanently frozen.

U

Uncontrolled hunting unregulated hunting that reduces animal populations
to a minimum.

W

Wadi a valley, gully, or riverbed that remains dry except during the
rainy season.

Water cycle series of movements of water on and below the Earth's
surface; includes storage, evaporation, precipitation and runoff.

Water infiltration rate rate of absorption and downward movement of
water into the soil layer.

Weathering a process by which rocks exposed to the weather break down.

Wildfire an uncontrolled, rapidly spreading fire.

# Ecology Resources {#ecology-resources .unnumbered}

Amazing Environmental Organization. Retrieved August 6, 2002,
*http://www.webdirectory.com/*

American Water Resources Association. Retrieved July 25, 2002,
*http://www.awra.org/jawra/papers/J90126.htm*

Berkeley's The Worlds Biome. Retrieved July 15, 2002,
*http://www.ucmp.berkeley.edu/glossary/gloss5/biome/index.html*

Biome Basics. Retrieved July 14, 2002,
*http://oncampus.richmond.edu/academics/as/education/projects/webunits/biomes/biomes.html*

Biomes and Soils. Retrieved July 14, 2002,
*http://www.tesarta.com/www/resources/library/biomes.html*

Biomes of the World. Retrieved July 14, 2002,
http://mbgnet.mobot.org/sets/index.htm

Biomes on the Net. Retrieved July 14, 2002,
*http://www.d300.kane.k12.il.us/SchoolSites/dms/Biomes/Biomes.html*

Bowers, J.E., (1989). 100 Desert Wildflowers of the Southwest. Tucson:
Southwest Parks and Monuments Association.

Braus, J., (1989). Ranger Rick's Nature Scope: Trees are Terrific.
Washington DC: National Wildlife Federation.

Characteristics of Different Soil Types. Retrieved July 23, 2002,
*http://homepages.which.net/\~fred.moor/soil/formed/f0108.htm*

Comparing Tree Rings. Retrieved July 27, 2002,
*http://www.bsu.edu/teachers/burris/iwonder/realities/activities/ctr.html*

Cunningham, R.L., (1990). 50 Common Birds of the Southwest. Tucson:
Southwest Parks and Monuments Association.

Cyberzoo: What is a Biome. Retrieved July 14, 2002,
*http://lsb.syr.edu/projects/cyberzoo/biome.html*

Desert Living Tips. Retrieved July 6, 2002,
*http://www.azrelocate.com/desliv.htm*

EarthPulse. Retrieved July 20, 2002,
*http://www.nationalgeographic.com/earthpulse/*

Ecosystems, Biomes, and Watersheds. Retrieved July 15, 2002,
*http://cnie.org/NLE/CRSreports/Biodiversity/biodv-6.cfm*

Encyclopedia Britannica. Retrieved July 12, 2002,
*http://www.britannica.com*

EPA Office of Water. Retrieved July 20, 2002,
*http://www.epa.gov/owow/monitoring/nationswaters/groundwater.html*

Fire Initiative. Retrieved July 27, 2002, *http://www.tncfire.org/*

Fischer, P.C., (1989). 70 Common Cacti of the Southwest. Tucson:
Southwest Parks and Monuments Association.

Gander Academy's Cave Theme Page. Retrieved July 20, 2002,
*http://www.stemnet.nf.ca/CITE/cave.htm*

Geography4Kids.com. Retrieved August 5, 2002,
*http://www.geography4kids.com/misc/soil.html*

Grolier's Biomes of The World. Retrieved July 14, 2002,
*http://biomes.grolier.com/biomes/pg02.html*

Ground Water Pollution: A Potential Threat. Retrieved July 25, 2002,
*http://www.epa.gov.tw/student/caring/ground.htm*

Ground Water: The Hidden Resource. Retrieved July 25, 2002,
*http://edis.ifas.ufl.edu/scripts/htmlgen.exe?DOCUMENT_SS112*

Groundwater Biology Home Page. Retrieved July 18, 2002,
*http://www.geocities.com/\~mediaq/index1.html*

Identification of Soil Compaction and its Limitations. Retrieved July
23, 2002, *http://www.ianr.unl.edu/pubs/soil/g831.htm*

Jagnow, D.H., Jagnow, R.R., (1992). Stories From Stones: The Geology of
the Guadalupe Mountains. Carlsbad Caverns Guadalupe Mountain
Association.

Lambert, D. (1988). The Field Guide to Geology. New York: Facts on File
Inc.

Low Impact Camping. Retrieved July 20, 2002,
*http://www.enn.com/features/2000/04/04182000/quiz_12_low_impact_camping_12043.asp*

Lycos Zone: Major Biomes of the World. Retrieved July 14, 2002,
*http://kids.infoplease.lycos.com/ipka/A0769052.html*

Minimal Impact Ethics for Wilderness Use. Retrieved July 20, 2002,
*http://www.sgwa.org/impact.htm*

Murphy, D., (1984). The Guadalupes: Guadalupe Mountain National Park.
Paragon Press Inc.Olin, G. (2000). 50 Common Mammals of the Southwest.
Tucson: Southwest Parks and Monuments Association.

Prescribed Burns Should We Do It?. Retrieved July 27, 2002,
*http://r05s001.pswfs.gov/stanislaus/fire/burning.htm.* Radford's
Introduction to Biomes. Retrieved July 15, 2002,
*http://www.runet.edu/\~swoodwar/CLASSES/GEOG235/biomes/intro.html*

Soil Compaction. Retrieved July 23, 2002,
*http://www.gov.on.ca/OMAFRA/english/crops/facts/88-082.htm*

Soil Compaction: Causes and Consequences. Retrieved July 23, 2002,
*http://www.extension.umn.edu/distribution/cropsystems/components/3115s01.html*

Soil Types and Testing. Retrieved July 23, 2002,
*http://www.smartgardening.com/Soil_Characteristics_and_Testing.htm*

Sources of Water Pollution. Retrieved July 25, 2002,
*http://www.intac.com/\~mystic/pages/multsources.html*

The Aquatic Blue Yonder. Retrieved July 14, 2002,
*http://www.ucmp.berkeley.edu/glossary/gloss5/biome/aquatic.html*

The Science of Dendrochronology Web Pages. Retrieved July 27, 2002,
*http://web.utk.edu/\~grissino/*

The World's Biomes. Retrieved July 14, 2002,
*http://www.ucmp.berkeley.edu/glossary/gloss5/biome/*

Tread Lightly. Retrieved July 20, 2002, *http://www.treadlightly.org/*

Tree Rings List of Links. Retrieved July 27, 2002,
*http://homepages.kcbbs.gen.nz/af/cys_tree.htm*

University of Puget Sound: Biomes of the World. Retrieved July 15, 2002,
*http://www.ups.edu/biology/museum/worldbiomes.html*

US Environmental Protection Agency. Retrieved August 10, 2002,
*http://www.epa.gov/ow/*

Wendy's Conservation Home Page. Retrieved July 20, 2002,
*http://www.geocities.com/RainForest/6243/index.html*

West, S. (2000). Northern Chihuahuan Desert Wildflowers. Helena, MT:
Falcon Publishing Inc.

World Wide Fund for Nature-WWF: Virtual Wildlife Wild Place. Retrieved
July 15, 2002, *http://www.panda.org/kids/wildlife/idxregmn.htm*