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

*Middle School Ecology*

![](media/image2.jpeg){width="5.220138888888889in"
height="7.227777777777778in"}

# Conservation 85 {#conservation-85 .unnumbered}

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

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

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

![](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/imag     |   | ![](media/image5.    |   | ![](media/image6     |
| e4.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/image7.p |   | ![](media/image8     |   | ![](media            |
| ng){width="2.75in" |   | .png){width="2.75in" |   | /image9.png){width=" |
| height="2.00       |   | height="2.0in"}      |   | 2.872916666666667in" |
| 97222222222224in"} |   |                      |   | height="1.           |
|                    |   | ##                   |   | 7597222222222222in"} |
| # Burrow           |   | Golden Eagle {#golde |   |                      |
| ing Owl {#burrowin |   | n-eagle .unnumbered} |   | ## Turk              |
| g-owl .unnumbered} |   |                      |   | ey Vulture {#turkey- |
|                    |   |                      |   | vulture .unnumbered} |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ![](media/image10. |   | ![](media/           |   | ![](media/           |
| png){width="1.5in" |   | image11.png){width=" |   | image12.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          |
| 13.png){width="2.8 |   | image14.png){width=" |   | mage15.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/image18.   |
| 16.png){width="2.2 |   | image17.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/image19.pn |   | image20.png){width=" |   | 1.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/image23.   |   | ![](media/image24.pn |
| 22.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/           |   | ![](media/image2     |
| 25.png){width="2.4 |   | image26.png){width=" |   | 7.png){width="2.5in" |
| 965277777777777in" |   | 2.729861111111111in" |   | height="2.0in"}      |
| height="2.13       |   | height="1.           |   |                      |
| 47222222222224in"} |   | 9083333333333334in"} |   | ## El                |
|                    |   |                      |   | k {#elk .unnumbered} |
| # Bobcat {#b       |   | ## Bison             |   |                      |
| obcat .unnumbered} |   | {#bison .unnumbered} |   |                      |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ![                 |   | ![](media/image29.   |   | ![](media/           |
| ](media/image28.pn |   | png){width="0.925in" |   | image30.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/image32    |   | ![](media/           |
| 31.png){width="2.7 |   | .png){width="1.25in" |   | image33.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/image3     |   |                      |
|                    |   | 4.png){width="1.6in" |   |                      |
|                    |   | height="2            |   |                      |
|                    |   | .026388888888889in"} |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ![                 |   | ## Javelina {#j      |   | ![](media/i          |
| ](media/image35.pn |   | avelina .unnumbered} |   | mage36.png){width="1 |
| g){width="2.875in" |   |                      |   | .5902777777777777in" |
| height="2.18       |   |                      |   | height="1.           |
| 47222222222222in"} |   |                      |   | 9013888888888888in"} |
|                    |   |                      |   |                      |
| # Ringtail         |   |                      |   | ## Blac              |
| ed Cat {#ringtaile |   |                      |   | k-tailed Prairie Dog |
| d-cat .unnumbered} |   |                      |   |  {#black-tailed-prai |
|                    |   |                      |   | rie-dog .unnumbered} |
+--------------------+---+----------------------+---+----------------------+
|                    |   |                      |   |                      |
+--------------------+---+----------------------+---+----------------------+
| ![](media/imag     |   | ![](media/i          |   | ![](media/           |
| e37.png){width="2. |   | mage38.png){width="1 |   | image39.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/image41.pn |   | ![](media/image42.   |
| ](media/image40.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/image44.pn |   | ![](media/i          |
| 43.png){width="2.2 |   | g){width="1.28125in" |   | mage45.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          |
| 46.png){width="1.5 |   | mage47.png){width="1 |   | mage48.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 | *Teacher | Comments** |
|                                      |  Evalu | Eval     |            |
|                                      | ation  | uation** |            |
|                                      | {#self |          |            |
|                                      | -evalu |          |            |
|                                      | ation  |          |            |
|                                      | .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/image49.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/image50.png){width="6.5in" height="8.875in"}**Where Do We
Camp?**