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Transcript
New England Forest Ecology An Environmental Education Curriculum Guide ENED 890 Table of Contents Introduction NEW ENGLAND VERNAL POOL ECOSYSTEMS ........................................................... 2 Activity: Building Beaver Lodges ........................................................................ 3 WILDLIFE TRACKING & INTERPRETING ANIMAL SIGNS .......................................... 4 Activity: Animal Scavenger Hunt ........................................................................ 6 NEW ENGLAND FOREST LANDSCAPE HISTORY ........................................................ 7 SUCCESIONAL FORESTS IN NEW ENGLAND ............................................................... 8 Activity: Forest Walk Part One and Part Two .............................................. 9 NEW ENGLAND BIODIVERSITY ...............................................................................10 Activity: Biodiversity Art ..................................................................................... 11 Dedicated to Robin Ellwood, for whom patience knows no limits. 2 Introduction Following the conclusion of the research project, the group decided to translate the research project experience into designing an Environmental Education curriculum plan that applied Inquiry Learning Instruction methods through the experience and participation by the students. The curriculum, New England Forest Curriculum Guide, is a comprehensive science unit with a daily subject component. The daily subject components were determined off the premise of being fundamental subjects in the comprehensive understanding of New England Forest Ecology. The activities and lesson plans serve as a guide to the course and can be modified to fit the needs of the students. The level of difficulty can also be modified so as to address early to late education levels. New England Vernal Pool Ecosystems 3 Objectives: 1. Students will learn the concept of ecosystems, abiotic and biotic factors 2. Students will become familiar with the unique vernal pool habitat a. How vernal pools form, b. Where vernal pools form 3. Students will understand how species of the vernal community are uniquely adapted to this habitat. a. Beaver lodges and beaver dams b. The components of beaver lodges Terminology/ Concepts: Ecosystem; what defines an ecosystem, interactions of an ecosystem Abiotic Factors; interactions with biotic factors Biotic Factors; interactions with abiotic factors Habitat; purpose of a habitat Vernal Pool; as an ecosystem and habitat Adaptations; how and why species adapt The vernal pool habitat is a fast-changing, freshwater habitat with species adapted to survive periods of drought. A vernal pool forms when impermeable soils underlying the topsoil allow pools to form in depressions during winter rains. The pools fill up during the winter, begin drying out in spring and summer, and are often completely dry during late summer and fall. (Terrain Magazine, Fall 2000) An ecosystem is a system formed by the interaction of living and non-living components. Abiotic factors are non-living, chemical and physical components in an ecosystem (i.e. rain, sun, soil, etc.) Biotic factors are living, chemical and physical components in an ecosystem (i.e. vegetation, animals, etc.) A habitat is the natural place in which an organism lives and grows. Adaptation is the ability of a species to survive in a particular environment because of alterations of form or behavior. Activity: Building Beaver Lodges Apply the concept of ecosystems to vernal pools as beaver habitats. Determine the adaptations of beavers and how they structure their habitats. 4 Beaver Lodges Introduce beaver lodges by outlining the materials and structure of a lodge o Compartments, entrances, venting o Clay, mud, wood based structures o Provide protection from predators and weather o Raise and protect young, breeding Materials: Popsicle sticks, toothpicks, craft sticks (variant sizes) Craft clay Plastic tray Procedure: 1. Have the students work in groups or individually to construct a beaver lodge using the materials provided. 2. Lodges must be constructed in a plastic tray with ~1-3cm of water on the bottom 3. Students can manipulate materials as desired, however no outside materials may be introduced. 4. Lodges must include an entrance(s), compartment(s), vent(s). 5. Lodges must be able to withstand water entering the lodge from underneath. 6. Have student present each lodge and describe the features of their structure as it relates to beaver lodge construction. Discussion: What lodge structures were the most effective? How were the materials used? How did the use of resources affect the outcome? What were some of the limitations? How do the limitations translate to the environmental limitations that beaver have while building lodges? How would the construction change if there was more water? Less water? Animal Composition Wildlife Tracking, Interpreting Wildlife Signs Lesson: Wildlife: Tracking and Interpreting Signs 5 Objective: To learn how to interpret wildlife signs and track animals in nature. Key Terms: Scat – Animal excrement Track – Animal footprint Range – Where the animal can be found (Also: Distribution) Diurnal – Active during the day Nocturnal – Active during the night Diversity – Variety Predator – Animals that eat other living things Prey – Animal that is eaten by other animals Outline of Lesson/Outcomes Animal tracking has been thought of as just looking at animal footprints. However, there are many other ways to track animals such as through scat, tree and ground scratches, fur, etc. Introduce animal tracks and signs. The student should be able to answer to following questions: 1. What are signs of wildlife? 2. How would you identify an animal from its track? 3. How would you identify an animal from its scat and other characteristics? 4. What can the tracks tell us about the animal? Predator or prey? Juvenile or adult? To start the discussion, give the students this handout and go over after a sufficient amount of time. If this is too easy create your own guide to hand out to students. http://www.kids.parks.ca.gov/pages/22784/images/animalprints.gif From this starting point, discuss the differences between predator and prey and how their tracks and other characteristics are used to their advantage? (Cats and dogs have claws. Some prey has fingers to help them climb trees. Etc.) What are different animal interactions in an ecosystem? Why is diversity so important? Activity: Animal Scavenger Hunt o Split class into teams of 4-6 students. 6 o Allow them to bring Wildlife Identification Key (Animal Guide on wiki) and other means of recording their findings. These can be a camera, pen and paper, etc. o Have the students take note of why the animals were at that particular spot. For example: Was this spot near water? Were there a lot of acorns on the ground? o Each animal signs counts as one point. o Give them time to find animal signs in the woods and try to identify the animals that made those prints. o Allow time for research in the classroom if the scat or track is not in the guide. The winning team wins a prize or bonus points. If time and budget allows, complete this idea. http://aces.nmsu.edu/pubs/_circulars/circ561.html Go out as a group and find different tracks and preserve them to bring back to the classroom to use in later lessons. New England Forest Landscape History Objectives Learn about common features of New England landscapes. Learn the history behind anthropogenic remnants, and what they indicate for past land use. 7 Learn about what natural disturbance regimes are present in New England forests. Terminology Disturbance- Event, natural or anthropogenic which cause the destruction of the forest, both small and large scale. Regime- Routine or cycle, often required for continued forest growth. Outline Discussion of what large disturbances occur in New England forests Fire- Burns from fuel pockets, difference between soot and fungus Winter Storms- Direction of wind blow logs Humans, Logging- Stumps and stump sprouting Insects- Pine weevils Discussion of anthropogenic remnants Stone walls Different types of stone walls and what they indicate Decay of logging stumps Heart rot in hardwoods Sapwood rot in softwoods Out of place trees/shrubs Lilacs “Weird apples” Activity Walk in the woods- look for the signs of past land usage. Look for evidence in human refuse left, stone walls, indicators on trees, and in the ground. Try to look at the woods with a critical eye and say “why did things get to be that way?” Try to figure out the use of stonewalls and what the land use was on either side of them. Go to multiple sites around the school or in a local park and try to figure out what has happened there. Successional Phases in New England Forests Objectives Understand that succession is a cycle and not a pathway 8 Understand what vegetative species are grouped together to form communities Integrate previous lessons together Terminology Climax community- Group of later successional species that are slow growing and shade tolerant, and that aren’t outcompeted by other species. Early successional species- Species that are the first to colonize a disturbed site. Late successional- Shade tolerant species that grow in the understory and eventually out compete early successional species. Succession-Process- By which disturbed ground is colonized by plant communities and outcompeted by later communities in a movement towards a climax community. Outline Review of the life history characteristics of common New England tree species AMERICAN BEECH-LATE HEMLOCK-LATE WHITE PINE-EARLY RED MAPLE-EARLY WHITE OAK-MID TO LATE RED OAK-MID TO LATE BLACK OAK- EARLY TO MID BLACK BIRCH-MID PAPER BIRCH-EARLY WITCH HAZEL-EARLY Forest Walk Part One Discussion of grouping based on observations and list above Forest Walk Part Two Activity: New England Forest Walk Forest Walk -Part One 9 In this forest walk the students identify trees throughout a variety of forest communities looking for species that are commonly found together. This gives them an opportunity to ponder ecological communities and come up with their own ideas for successional phases. Forest Walk- Part Two In this walk they have learned what species are found together and it is an opportunity to building on past lessons of the unit. They are encourages to look closely at these communities for wildlife signs and figure out what wildlife species are commonly found in what communities. They also look critically for evidence of past land use and correlate how old the stands are and determine how long has past since the sites last human use. They can also look at stumps to see how many times stands have been cut based on rot. This will allow them to start to connect all thee previous lessons together. 10 New England Biodiversity Lesson Objectives 1. To introduce the students to the topic of biodiversity and its importance both globally and specifically in New England. 2. Students understand the role of species diversity. 3. Students can apply species diversity to local environments in New England forests. 4. Students will understand the concepts of endemic, native, introduced, and invasive species. Lesson Structure Define Biodiversity and its importance Teach concepts of food webs, ecosystems, and interconnectedness Introduce a variety of unique and prevalent New England specie Introduce and define species threats and threat levels Terminology ENDEMIC ECOSYSTEMS POPULATIONS NATIVE INTRODUCED INVASIVE BIODIVERSITY 11 Activity: Biodiversity Art Outline · Drawing of student pictures · Discussion of what students think of when they hear biodiversity · Define Biodiversity · Discuss food webs, ecosystems, communities, populations, and individuals · Introduce definitions of endemic, native, introduced, and invasive species · Discuss the importance of biodiversity and potential threats, as well as levels of species threat (aka – threatened, endangered, ect.) · Redraw and discuss student pictures Overview Students should draw a picture before the unit begins in order to display their understanding of biodiversity in their region. After the unit is over, students should attempt to redraw their picture, but attempt to incorporate their newfound understanding of biodiversity. Sharing of their picture will help students to express their own knowledge, as well as to learn from others. 12