Download Possible environmental,ecology

TITLE: OH DEER!
AUTHOR: Patty Dalton, 5th Grade Teacher, Reno, Nevada
GRADE LEVEL: 4-6, Science-Environmental Education
OVERVIEW: This lesson in environmental education is necessary to show children the interdependence of animal life with their
environment.
PURPOSE: With our planet in the serious condition it exists today, children need to see the plan of nature so that they can
understand the need to preserve and protect our resources.
OBJECTIVES: Students will be able to:
1) identify and describe food, water and shelter as three essential components of habitat.
2) describe the importance of good habitat for animals.
3) define "limiting factors" and give examples.
4) recognize that some fluctuations in wildlife populations are natural as ecological systems undergo a constant change.
RESOURCES/MATERIALS: Project Wild, Western Regional Environmental Education Council
ACTIVITIES AND PROCEDURES:
 Describe the fundamental necessities of animals: food, water, shelter and space in a suitable arrangement.
 Demonstrate to students that without these essential components, animals cannot survive. Do this by playing "Oh Deer!"
 Have students count off in fours, with all those sharing the same number gathering in certain corners of the classroom. (This
game is best played outdoors but may be adapted to inside play.)
 Mark off two parallel lines on the playground or floor that are about ten to twenty yards apart.
 Have all the "ones" behind one line and all the rest behind the other line. The "ones" will become the deer.
 The other students will become the components of habitat: food, water, shelter and space.
 When a deer is looking for food, it should clamp its hands over its stomach. When it's looking for water, it puts its hands
over its mouth. When it is looking for shelter, it holds its hands together over its head. When it is looking for space, it should
hold its arms straight out at its sides. A deer can choose to look for any of these needs during each round, but it cannot
change what it is looking for in that round. It can change in the next round if it survives.
 The students who are the components of habitat may choose which they will be at the beginning of each round. They will
depict that component in the same manner as the deer.
 The game starts with all players lined up on their respective lines and with their backs to the students at the other side. The
teacher asks all students to pick their sign. When they are ready, count: "One...two...three." At the count of three, the
students turn and face each other showing their signs.
 The deer run to the habitat component they are looking for and take that component back to the deer side of the line. (This
represents the deer's successfully meeting its needs and reproducing as a result.) Any deer that fails to find the component
it was seeking dies and becomes part of the habitat, joining the students on the habitat side.
 The teacher keeps track of the number of deer at the beginning and ending of each round. Continue play for fifteen rounds.
 At the end of fifteen rounds discuss the activity; encouraging the students to talk about what they experienced and saw. The
herd grows in the beginning, then some must die as the habitat is depleted. This fluctuation is a natural process unless
factors which limit population become excessive.
 Discuss what excessive limiting factors are: drought, fires, deforestation, uncontrolled hunting.
 The teacher should make a line graph of the number of deer alive at the end of each round to show that it is naturally
cyclical.
 Have the students summarize what they have learned from the activity.
 If the game is played again, be sure to include the limiting factors. For example, if there is a drought no student on the
habitat side can choose water as their symbol.
 A new graph can be made to show the difference made in the natural cycles.
TYING IT ALL TOGETHER: When students have played the "Oh Deer" game it helps them to understand the interdependence of
animals on their environment. Hopefully, they will see that as human beings they can be a part of the limiting factors which effect
our environment. With this knowledge they may become more responsible in taking care of our ecological systems.
http://www.col-ed.org/cur/sci/sci35.txt
TITLE: DESIGNING AN ECOLOGICALLY SOUND CITY
AUTHOR: Dianne S. Vance; Park City Middle School, Utah
GRADE LEVEL/SUBJECT LEVEL: 5th grade Science. The class will be set up in cooperative learning groups of four or five
students.
OVERVIEW: To make students aware of the need to respect their environment, and its natural resources, to apply that knowledge
to develop an "ecologically sound" city.
OBJECTIVES: Using an outline the learner will design an "ecologically sound" city. The city is required to include the following:
1. Laws for the city to help make all citizens aware of their ecological responsibilities.
2. Power source for lights and heat. These power sources do not have to be the same.
3. One river that runs through of around the city.
4. Some method for waste disposal.
5. Two productive industries.
6. Homes for the population.
RESOURCES/MATERIALS:
Books
Deep Ecology: Living as if Nature Mattered by Bill Devall, Saving the Earth by Will Steger, Student Environmental Action Guide:
25 Simple Things We, Can Do by Student Environmental Coalition, 50 Simple Things Kids Can Do to Save The Earth by The
Earth Works Group, Design for a Liveable Planet: The Eco-Action Guide to Positive Ecology by Jon Naar, Ecology for Beginners by
Stephen Croall and William Rankin, The Global Ecology Handbook: What You Can Do About the, Environmental Crisis by The
Global Tomorrow Coalition.
Videos:
Water A Dwindling Resource, Ecology Today with Dan Rather
ACTIVITIES AND PROCEDURES:
Outline: Group Number: Name of City: Population of city: State the laws of your city that will help your citizens be "ecologically"
responsible: Describe the power source that your citizens use for heat: Draw a picture of that power source: Describe the power
source that your citizens use for light: Draw a picture of that power source: Describe the method that your citizens use for waste
disposal: Draw a bird's eye view of your "ecologically sound" city. Use a legend in the corner to define industries, homes, etc.
TYING IT TOGETHER:
Each group will design and build a model of their ecologically sound city by using their master plan. They will then share the model
with the class and justify their master plan.
http://www.col-ed.org/cur/sci/sci38.txt
TITLE: WETLANDS/MIGRATION
AUTHOR: Stephen T. Ferguson; Williams/Cone, Topsham ME
GRADE LEVEL/SUBJECT: 2-6
OVERVIEW:
Coastal wetlands are an important factor to insure the success of bird migration. Ponds, lakes and marshes provide food and
shelter for traveling birds . Without the wetlands birds would not have the energy to make the trek from areas as far south as
Panama in the case of the Belted Kingfisher. At the time of the European settlement of the United States there were 215 million
acres of wetlands. Today there are less than 100 million. Besides providing habitats for waterfowl, wetlands help relieve flooding,
filter pollutants and are an integral part of the biosphere. Through increased education of their importance and beauty children will
become responsible stewards of the remaining 100 million acres of wetlands.
PURPOSE: To increase awareness for the need to protect our nation's wetlands.
OBJECTIVES:
1. Students will be able to operationally define migration.
2. Students will be able to visualize the dependence of wetlands for Migrating birds.
RESOURCES/MATERIALS: chalk or a stick.
ACTIVITIES AND PROCEDURES:
1. This activity will be best accomplished on a sandy section of the playground or a parking lot. The teacher will draw a large
sized hopscotch course. The course can be drawn on the pavement with chalk or drawn on the sand/dirt with a stick The
squares should be approximately 3'x3'. The hopscotch course should contain 10 squares.
2. Have the students line up at the beginning of the course. Tell the students that they are birds starting there journey northward.
Tell the students that each of the squares represents a wetland between Florida and Maine ( it will be more dramatic using a
migration path which includes your state. Specific migration patterns and bird species can be obtained from a bird field
guide.). Students are then challenged to migrate northward on the course. They do not have to step on every square,
however they must not go outside the course.
3. All students should be successful in the first migration. Now, tell the students you are a developer. You will destroy 2
wetland areas in order to build condos. Put an "X" on two of the squares. Tell students to make the migration once again. The
students may not set foot on the destroyed wetlands. If they do, they die and thus may not participate in any further
migrations. After all students have run through destroy two more and repeat the procedure. Repeat this until all students fail
to make the migration. Try to "X" off the squares in such a way that not all are destroyed but are so far apart students can
not make the jump. This will help with the debriefing.
TYING IT ALL TOGETHER:
At the end of the activity ask students the following questions:
1. Explain why some birds died earlier than others?
2. Why did the rest of the birds die?
3. Explain how this game represents migration.
4. Why did the birds die even though some wetlands remained at the end of the game?
5. Why is it important to save wetlands in all states?
6. How do migrating birds depend on wetlands during migration?
EXTENSION:
Have students investigate any developments in their community that threaten wetlands.
Have students use field guides to investigate birds which migrate to and from their community.
Footnote:
1. William A. Niering, Wetlands, ( New York, 1988), p. 19.
http://www.col-ed.org/cur/sci/sci45.txt
TITLE: ENDANGERED SPECIES-CAN WE HELP THEM SURVIVE?
AUTHOR: Howard C. Kimmel, Ririe Elementary School, Ririe, ID
GRADE LEVEL/SUBJECT: 4-6
OVERVIEW: The topic of endangered species and their impact on society is both of high interest and controversy. This lesson is
part of a unit designed to address this while specifically working with higher level thinking skills.
PURPOSE: The purpose of this lesson is to allow the student to select a specific endangered animal, identify it's attributes, and
suggest how changes in it's physical and behavioral characteristics would improve it's chances for survival.
OBJECTIVES: The student will be able to:
1. Identify species that are designated as "endangered."
2. Identify the physical and behavioral characteristics of selected species.
3. Use the Productive Thinking Model (fluency,flexibility, originality, and evaluation) to work towards a solution to the identified
problems.
4. Use the SCAMPER technique individually and in a group to suggest solutions to the problems.
5. Illustrate an example of the end product of their work.
RESOURCES/MATERIALS: A chart or student handout detailing the SCAMPER technique is needed. Illustrations of animals that
have been designated as endangered from magazines or other sources would be helpful for suggestions and motivation.
ACTIVITIES AND PROCEDURES:
1. Introduce the lesson by selecting an endangered animal and identifying its physical and behavioral characteristics. Discuss the
factors that the students feel have contributed to causing this animal to be designated as "endangered."
2. Introduce (or review) the SCAMPER technique.
3. Use the SCAMPER technique together to attempt to adapt the selected animal in ways that the students think will improve its
chances for survival.
4. Allow the students to work individually or in groups to follow the same procedure:
a. select an animal
b. identify its characteristics
c. discuss what factors have caused it to become endangered
d. use the SCAMPER technique to adapt the animal
e. make an illustration of your SCAMPERed animal to share with the class
TYING IT ALL TOGETHER: When the students have had sufficient time to complete the activity, ask them to return to their seats
and share their results with the class. Ask each individual and/or group to describe how and why they SCAMPERed their animal.
Let them share their illustration with the class (or post them, if space is available). Solicit suggestions and comments from the class
to help further improve the adaptations suggested for each animal.
SCAMPER checklist:
S (Substitute) - Have a thing or person act or serve in another's place
C (Combine) - Bring together or unite
A (Adapt) - Adjust to suit a condition or purpose
M (Modify) - Alter or change in form or quality
(Magnify) - Enlarge or make greater in quality or form
(Minify) - Make smaller, lighter, slower, less frequent
P (Put to other uses) - Use for purposes other than the ones intended
E (Eliminate) - Remove, omit, or get rid of a quality, part, or whole
R (Rearrange) - Change order or adjust; create another layout or scheme
http://www.col-ed.org/cur/sci/sci58.txt
TITLE: WATER MAGIC
AUTHOR: Cindy Miller, Precott High School, Prescott, AZ
GRADE LEVEL/SUBJECT: K to 4, Science, Arithmetic,Language, Health; Analysis, Comparing, Similarities and Differences,
Drawings, Evaluation, Experimenting, Observation
OVERVIEW: This activity will introduce new vocabulary and will serve as a building block to future lessons on the water cycle.
Students will use experiences from their everyday lives to practice the above skills.
PURPOSE: This activity is designed to help students understand that water picks up natural and man-made substances as it moves
over and through the earth. Students will observe and experiment with water in three physical forms.
OBJECTIVES: Participants will be able to:
1) observe water in different physical forms
2) theorize what happens in the evaporation process, and
3) observe residues left after water evaporates.
RESOURCES/MATERIALS: Refrigerator, small plastic glasses or a jar, water source, rulers, balance scale, tea kettle, hot plate and
mirror.
ACTIVITIES AND PROCEDURES:
1. Show the student an ice cube, or provide each student with an ice cube in a cup.
2. Ask the students what the cube is made of and ask them to put them in the glass and observe what happens.
3. When the ice has melted, discuss the difference between the solid form of water and the liquid form.
4. Have the students leave their glasses of water on a shelf and ask then what they think might happen.
5. When the water has evaporated, discuss with them what has happened and compare this to their answers to what hey
thought would happen in step 4.
6. Observe the sides and bottom of the glasses and, if necessary, compare them to a new glass.
7. Discuss with them where the film came from that is left on the sides and bottom of the glass.
8. Heat water in the tea kettle and, when boiling, hold the mirror over the opening in the spout and observe what happens.
9. Discuss with them how water becomes steam and is able to move into the air.
TYING IT ALL TOGETHER: Have the students draw the things that they observed. Have student describe the three physical forms
of water and compare and contrast them. Test students knowledge of the following vocabulary words: Solid, Liquid, Gas, Vapor,
Absorb, Evaporation.
http://www.col-ed.org/cur/sci/sci95.txt
TITLE: ANIMAL SURVIVAL
AUTHOR: Jeffrey Kimber, McGill Elem., Ely, NV
GRADE LEVEL/SUBJECT: 2-4, science
OVERVIEW: All children love animals but often do not understand why, in the course of nature, they must die to allow others to
survive.
PURPOSE: The purpose of this lesson is to demonstrate to the class that it is not cruel or unfair when animals die. It is only natural
that the strongest of each species survive while the weak perish.
OBJECTIVES: The students will demonstrate an understanding of why some animal perish while others survive. This will be
evaluated through classroom discussion and a simple quiz.
RESOURCES/MATERIALS: handkerchiefs for blindfolds, scarves for tying up a broken leg, and chips or markers to be used for
food, video - "The Lions of Africa."
ACTIVITIES AND PROCEDURES: This lesson is designed as more of a game than a sit down experiment. The children become
the animals for the lesson. Any animal can be chosen as long as the children are all the same animal. The object of the game is
survival. To survive, each child must gather enough food chips to live. Those who don't will perish. To make the lesson effective,
not all of the children can be healthy animal. This should be explained to the children that in nature, not all animals are healthy.
Some of the children should be blindfolded to make them blind. Others should have other disabilities such as a broken leg which
cannot be used, a broken back which halts the use of both back legs, etc. It aids in the children's understanding if the teacher tells
the students how the animal got his disability using real life situations. The actual game begins with spreading the food chips
around the floor of the classroom. All of the animal start in one particular spot. When the teacher tells the children to start, they
crawl around the room gathering as many food chips as they can in the time allotted. This time allowed will depend on the size of
the class. When time is called, the animals step gathering and return to their seats. The teacher then writes on the board how much
food they needed to survive and for how long. For example, a deer that gathered 30 food chips is healthy for the next year, whereas
a deer who gathered 20 food chips may be healthy for only six months. A deer who only gathered 10 food chips or less will probably
only live for another two or three months. This part of the lesson is followed by classroom discussion of what happened to the deer in
our forest. The children will note which deer were the first to perish, usually the lame deer or the very old or sick. With some
teacher assistance, the children will internalize the activity to relate to when their cat had kittens and one died, etc. This is a good
lesson for those classrooms which have a class pet who has died also.
TYING IT ALL TOGETHER: After classroom discussion, a good culminating activity is to show the video "The Lions of Africa." It
discusses a pride of lions surviving a drought in Africa and what becomes of them. It is a very factual and sometimes graphic video
and should be previewed by the teacher for lower elementary grades.
http://www.col-ed.org/cur/sci/sci123.txt
TITLE: ALL I WANT FOR CHRISTMAS IS A NICE, CLEAN EARTH
AUTHOR: Therese Lloyd, Holy Rosary Elementary School, Idaho Falls, ID
GRADE LEVEL: Appropriate for Grades 4-6
OVERVIEW: This particular activity is designed to allow students to investigate those items of litter that cause harm to the
environment. It may be extended to increase awareness of the natural role of energy sources within the living organisms of the
environment.
OBJECTIVE(s): Students will be able to:
1. Observe the properties of the items being studied.
2. Determine the time it takes for various items to decompose. Include both organic and inorganic materials.
3. Identify differences/similarities between the decomposition of organic and inorganic matter.
4. Identify practical uses in litter/garbage control.
5. Establish reasons for a recycling program..
RESOURCES/MATERIALS:
Teacher Materials: samples of the kinds of items
Student Materials: hand lens, science notebook, pencil
ACTIVITIES AND PROCEDURES:
1. Select certain items to be used. Be sure to include organic and inorganic materials.
2. Put the items in the school yard or another area where they will not be disturbed by other people.
3. Record any changes you observe for a given period of time. This can vary from a short period of about three weeks or can be
extended to a year long project from September through the end of school..
TYING IT ALL TOGETHER: Culminating activities
1. Use the observations as a springboard for a writing activity on comparisons and contrasts, editorial writing, or scientific writing
styles.
2. Create a bulletin board at Christmas using the above theme and display items that can be easily recycled.
3. Study the landfill problems in your area and begin a recycling program in your school or classroom.
4. Concentrate on the organic items and begin a study of the organisms of the ecosystems and their inter-relationships.
http://www.col-ed.org/cur/sci/sci146.txt
TITLE: PLANET EARTH
AUTHOR: Laura Wilson,Hammon Elementary School Hammon, Oklahoma
GRADE LEVEL: Appropriate for grades 2-6.
OVERVIEW: Introductory lesson in measuring individual, family, and community involvement in caring for the earth. Includes using
questionnaires, interview techniques, statistical information, graphing skills, and being able to compare and contrast beginning and
ending results.
PURPOSE: This unit could be a 9-week to year long project where all of the following objectives would be taught andachieved by all
students.
OBJECTIVE(s):
1. Interview techniques.
2. Develop questionnaire or survey to gather raw data.
3. Develop graphs using raw data to present at the end of the unit.
4. Compare and contrast beginning and ending results of the survey.
ACTIVITIES AND PROCEDURES:
Introduce project by reading "Brother Eagle, Sister Sky" a message from Chief Seattle. Discuss the story in class and the
importance of saving our planet. Brainstorm ways in which the community has been successful in helping the planet and where help
is still needed.
The following is an example of the Pollution Quotient that I will be using in the classroom. It is something to go by when
children are developing their own. I give credit for the idea to Earth Child: Games, Stories, Activities, Experiments & Ideas About
Living Lightly and Planet Earth. Kathryn Sheehan and Mary Waidner,Ph.D. Council Oak Books, Tulsa, Oklahoma 74120, 1991.
This is a wonderful reference for ideas on protecting our planet and everything that is living.
 If you recycle newspaper, used computer paper, and some junk mail, add 10 pts.
 If you picked up litter in the past week, add 5 pts.
 If you littered in any way. Subtract 20 pts.
 If you planted one or more trees in the past year, add 10 pts.
 If you drove your car (or had someone drive you) to destination fewer that two blocks away in the last week, subtract 20 pts.
 If you have taken your children to a natural setting, such as the woods, a stream or a mountain trail in the last month, add 10 pts.
 If you recycle aluminum cans and aluminum foil, add 10 pts.
 If you burn or bag your leaves or grass clippings, subtract 10 pts. If you compost, mulch, or leave you leaves or grass alone to
decompose, add 5 pts.
 If you have a compost pile, add 10 pts.
 If you have a family vegetable garden, add 5 pts.
 If you have forgotten to turn off a light, television, or radio in an empty room today, subtract 10 pts.
 If you have purchased a product packaged in a foam container in the past week (that includes food from some fast food
restaurants), subtract 5 pts.
 If you use both sides of a piece of paper before throwing it away, add 5 pts.
 If you recycle glass and plastic, add 10 pts.
 If you have volunteered your time for an environmental cause in the past year (such as paper drive, trash pick-up, etc.), add 10
pts.
How did your family score????
90 points or above: Indeed you are a friendly family of the Earth!
80 to 89 points: You are a concerned family and doing OK.
70 to 79 points: Your family needs to make a plan and try harder.
Below 69: Your family is contributing to the problem.
http://www.col-ed.org/cur/sci/sci155.txt
TITLE: BARK CASTS
AUTHOR: Darrell Spendlove, Lewiston Elementary School, Lewiston, Utah
GRADE LEVEL: Appropriate for grades 2-4
OVERVIEW:
When students look at a tree they often see only the leaves. This activity will give them the opportunity to make careful observations
of the bark as well as learn to use bark to classify and identify trees.
OBJECTIVE(s):
1. Make a plaster cast of tree bark.
2. Use plaster casts of tree bark to make a simple classification system.
3. Use plaster casts of tree bark to identify individual trees.
MATERIALS:
Modeling clay, plaster-of-paris, pieces of poster board, pins, an area with a variety of trees.
ACTIVITIES AND PROCEDURES: (Note, this activity can be done by individual students, or as groups of two, three, or four.)
1. Cast Making; Prepare by flattening out a stick of modeling clay so that it forms a rectangle about half and inch thick. Press the
flattened clay hard into the bark of a tree.(Make sure that students push on the back of the clay as hard as they can.) Carefully
peal the clay off the bark and roll the sides into a long U shape. Use pieces of poster board pinned into the clay to close off the
ends to form a bowl. Mix plaster-of-paris and pour into the bowl. Let it set. When hard remove clay.
2. Have students group the casts according to similarities and explain why they grouped them the way they did.
3. Have the students or groups exchange casts and see if they can locate the tree that the cast was made from.
TYING IT ALL TOGETHER:
Discuss with students the importance of making careful observations. You may want to have the students paint the casts to make
them look like the bark. Be sure that they try to make there colors match the bark and not just paint it brown.
http://www.col-ed.org/cur/sci/sci159.txt
TITLE: MOUNTAIN BUILDING
AUTHOR: Tom Walker, White City Intermediate, White City, OR
GRADE LEVEL: Grades 4 and up
OVERVIEW: This activity was a part of a series of lessons in a continuing study of Change. It was designed to give the students
hands-on experience manipulating and controlling some of the variables in one type of Change, soil erosion.
OBJECTIVES:
1) The learners will identify variables that influence rates of change.
2) The learners will, through group consensus and using the assigned materials, design and build what they believe to be the
strongest mountain possible.
RESOURCES/MATERIALS: dish pans, potting soil, rocks, and, water, watering can, building plan sheets.
ACTIVITIES AND PROCEDURES:
The teacher will begin by dividing the class into seven groups. (For the sake of saving time the terrarium study groups may be
used.) The teacher will explain to the class as a whole that their task will be to build a mountain in their dish pan that can withstand
the effects of having a watering can emptied out on it. Two groups must use sand as their building medium, two groups must use
potting soil as their building medium, two groups must use rocks as their building medium and the last group will be allowed to use
any combination of materials that they see fit. All the groups may use creative extras to complete their mountains but the main
structure must be made from their assigned materials. The groups should be allowed 10-15 minutes to come up with a building plan
before they begin. When all groups are finished they will gather with their mountains and under go the erosion test. The teacher
will fill a watering can and pour it over each mountain in turn. During the erosion testing each group should share their building
strategies and theories with the rest of the class. The activity will end with a discussion and group planning session to design the
ultimate, ever-lasting mountain. Questions to think about: "Why did some of the mountains erode more than others?" "What are the
variables involved in the structure of a mountain?" "How can these variables affect the rate of mountain erosion?" "Can people
change the erosion rate of a real mountain?" "How?" "How did our mountains change during the erosion?" "What ways did they
stay the same?"
http://www.col-ed.org/cur/sci/sci141.txt
TITLE: IT'S EATING AWAY AT YOU
AUTHOR: Judy Grunke, Weiser Middle School; Weiser, Idaho (borrowed from Falma Moye)
GRADE LEVEL: K-8, Earth or Physical Science
TIME: 30 minutes--set-up, experiment, discussion.
OVERVIEW: Acid rain is a major pollutant in the world today. This activity is designed to show the effect of acid rain on rock,
edifices, and sculptures.
PURPOSE: To show the effect of acid rain on limestone rock.
OBJECTIVE(s): The student will be able to:
1. Demonstrate, using chalk and vinegar solution, the chemical reaction of acid on limestone.
2. Explain what happens in this process.
3. Identify the compounds used in the reaction and the gas which is given off.
4. Tell where acid rain originates.
5. Explain the effect of acid rain on limestone buildings and statuary.
RESOURCES/MATERIALS:
CLASS: Textbook, acid rain
FOR EACH LAB GROUP:
vinegar solution, chalk, eye dropper, pan to set chalk in and to catch vinegar
ACTIVITY AND PROCEDURES:
1. Place a piece of chalk in pan.
2. Using an eyedropper, have one student drop vinegar onto the chalk in a constant stream.
3. Observe the fizzing on the surface of the chalk when the vinegar is dropped.
4. Notice the crumbling of the chalk.
TYING IT ALL TOGETHER:
1. Students can research the causes (man-made and volcanic eruptions) of acid rain and efforts to protect valuable buildings and
statues.
2. Students can use the vinegar residue to demonstrate what happens to the dissolved material from chemical erosion by placing a
small piece of basalt in the vinegar solution. (As vinegar evaporates, the dissolved material from the chalk precipitates to form a
white mineral residue--caliche--on the surface.)
http://www.col-ed.org/cur/sci/sci208.txt