audubon arizona’s river pathways · gigi wilson zoological illustrator zackery zdinak, life...

RIVER PATHWAYS

audubon arizona’s

Audubon Arizona, the Bureau of Land Management, the Phoenix Union High School District and Phoenix College have teamed up to provide high school students with a clear path to ecological understanding, stewardship, and careers in land and resource management. The River Pathways program introduces students to Arizona’s amazing riparian areas through roughly one week of hands-on classroom activities, followed by a field trip to the Rio Salado Audubon Center and opportunities to take part in actual monitoring efforts being undertaken by the Bureau of Land Management on the Agua Fria National Monument. Interested students will also receive information about resource management career opportunities and will be counseled regarding the training and education necessary to pursue professions in environmental sciences. Most importantly, students from highly urbanized areas will be able to experience nature in a way that they otherwise may not have a chance to do. It is experiences like these that will enable these students to become the future stewards of the environment that our world so greatly needs.

river pathways

acknowledgments

The River Pathways Curriculum and field-based programs were made possible by generous grant funding from the Bureau of Land Management and by in-kind support from Arizona Bureau of Land Management and the BLM Hassayampa Field Office.

River Pathways Authors:• Steven Prager, Teacher/Naturalist, Audubon Arizona• Cathy Wise, Education Director, Audubon Arizona• Vashti “Tice” Supplee, Director of Bird Conservation, Audubon Arizona

The following individuals and organizations were instrumental in forming the partnerships that made the River Pathways Curriculum successful:

• Kent Scribner, Superintendent, Phoenix Union High School District• Russ Shaffer, Science Curriculum Coordinator, Phoenix Union High School District• Phoenix College• The Desert Botanical Garden

Many thanks to the dedicated teachers that participated as members of the original Curriculum Development Team, and who assisted with modifications to the curriculum and field experience during the 2011 project field test.

• John Giacobbe• Shannon Harsh • Colin Haverkamp• Virtue Ishihara• Violet Martin• Denise Neill• Susan Suchocki

We thank REI Phoenix for generous contributions of field equipment without which the outdoor component of this curriculum would not have been feasible.

Audubon Arizona would also like to thank the APS Foundation for their generous contributions to the River Pathways program.

Curriculum review, design and production were provided by:• Lisa MacCollum, LisaMacStudio, Graphic Design and Layout• Susan L. Shaffer Nahmias, Ph.D., Instructional Design

Finally, Audubon Arizona would like to thank our loyal volunteers, Joy Dingley and Joe Willy, for aiding us with field trip facilitation during the early days of this project.

teacher iNstrUctiONs river pathways Module 1 n ii

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teacher contributions

Throughout the development of the River Pathways curriculum and during the 2011 pilot program, many teachers offered Audubon Arizona staff materials that they had developed and thought aligned well with the subject and activities. Audubon Arizona appreciates the generosity of so many participants, and wants to be sure that these materials are available to interested teachers who wish to enrich their students’ River Pathways experience.

These enrichment materials, which include everything from research projects to in-class labs, can be found on the Audubon Arizona website: http://az.audubon.org/Education_RiverPathways.html. Audubon Arizona invites you to share your great ideas. If you have instructional materials that support the River Pathways curriculum, and you are interested in sharing them with other teachers, please contact Steven Prager at sprager@audubon.org.

thaNk yOU!

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Botanical illustrators

Susan AshtonMarsha BennettSally BoyleKatherine CallinghamLynne DavisKaren GengleMolly GillGabriele HennWendy Hodgson, Project CoordinatorElaine HultgrenJo Ann LozaJoyce PetersDeborah RavinLynn RevesGillian RiceDaniela SirokySandy TuricoMarceline VandeWaterGigi Wilson

Zoological illustrator

Zackery Zdinak, Life Drawing & Education

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Module 1 introduction to riparian areas

strand 2 history and Nature of science concept 1 History of Science as a Human Endeavor

• pO1 Describe how human curiosity and needs have influenced science, impacting the quality of life worldwide

strand 3 science in personal and social perspectivesconcept 1 Changes in Environments

• pO1 Evaluate how the processes of natural ecosystems affect, and are affected by, humans• pO2 Describe the environmental effects of the following natural and/or human-caused hazards:

flooding drought, earthquakes, fires, pollution, extreme weather• pO5 Evaluate the effectiveness of conservation practices and preservation techniques or

environmental quality and biodiversity

concept 2 Science and Technology in Society• pO4 Analyze the use of renewable and nonrenewable resources in Arizona: water, land, soil,

minerals, air• pO5 Evaluate methods used to manage resources

strand 6 earth and space science concept 1 Geochemical Cycles

• pO5 Describe factors that impact current and future water quantity and quality including surface, ground and local water issues

Module 2 riparian plants

strand 1 inquiry processconcept 2 Scientific Testing

• pO5 Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs and computers

river pathways standards (high school)arizona state standards

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Module 3 riparian animals

strand 4 Life scienceconcept 3 Interdependence of Organisms

• pO1 Identify the relationships among organisms within populations, communities, ecosystems and biomes

• pO2 Describe how organisms are influenced by a particular combination of biotic and abiotic factors in an environment

concept 4 Biological Evolution• pO4 Predict how a change in an environment can affect the number and diversity of species in an

ecosystemconcept 5 Matter, Energy and Organization of Living Systems (Including Human Systems)

• pO5 Describe the levels of organization of living things from cells, through tissues, organs, organ systems, organisms, populations, and communities to ecosystems

Module 4 Multiple Use

strand 3 science in personal and social perspectivesconcept 1 Changes in environments

• pO1 Evaluate how the processes of natural ecosystems affect, and are affected by, humans• pO2 Describe the environmental effects of the following natural and/or human-caused hazards:

flooding, drought, earthquakes, fires, pollution, extreme weather• pO3 Assess how human activities can affect the potential for hazards

Module 5 riparian Birds

• pO5 Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs and computers

river pathways standards (high school)arizona state standards

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river pathways standards (high school)Next Generation science standards

Module 1 introduction to riparian areas• hs-Ls2 Ecosystems: Interactions, Energy and Dynamics• hs-Ls2-7 Design, evaluate and refine a solution for reducing the impacts of human activities on the

environment and biodiversity. • hs-Ls2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to

survive and reproduce• hs-ess3 Earth and Human Activity• hs-ess3-1 Construct an explanation based on evidence for how the availability of natural

resources, occurrence of natural hazards, and changes in climate have influenced human activity.• hs-ess3-3 Create a computational simulation to illustrate the relationships among management of

natural resources, the sustainability of human populations and biodiversity. • hs-ess3-6 Use a computational representation to illustrate the relationships among Earth systems

and how those relationships are being modified due to human activity.

Module 2 riparian plantsN/A

Module 3 riparian animals• hs-Ls2 Ecosystems: Interactions, Energy and Dynamics.• hs-Ls2-2 Use mathematical representations to support and revise explanations based on evidence

about factors affecting biodiversity and populations in ecosystems of different scales.• hs-Ls2-6 Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems

maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

• hs-Ls2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce

Module 4 Multiple Use• hs-Ls2 Ecosystems: Interactions, Energy and Dynamics• hs-Ls2-2 Use mathematical representations to support and revise explanations based on evidence

about factors affecting biodiversity and populations in ecosystems of different scales. • hs-Ls2-6 Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems

maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

• hs-Ls2-7 Design, evaluate and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

• hs-Ls2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce

Module 5 riparian BirdsN/A

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Grade 6Module 1 introduction to riparian areas

strand 3 science in personal and social perspectivesconcept 1

• pO2 Describe how people plan for, and respond to, the following natural disasters: drought, flood, tornadoes

strand 4 Life scienceconcept 3 Populations of Organisms in an Ecosystem

• pO2 Describe how the following environmental conditions affect the quality of life: water quality, climate, population density, smog

strand 6 earth and space scienceconcept 1 Structure of the Earth

• PO2 Explain the composition, properties, and structure of Earth’s lakes and rivers• PO5 Describe ways scientists explore the Earth’s atmosphere and bodies of water

• pO5 Record observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs

strand 1 inquiry processconcept 3 Analysis and Conclusions

• pO2 Form a logical argument about a correlation between variables or sequence of events• pO3 Evaluate the observations and data reported by others

river pathways standards (Middle school)arizona state standards

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• pO2 Form a logical argument about a correlation between variables or sequence of events

strand 3 science in personal and social perspectivesconcept 1

• pO2 Describe how people plan for, and respond to, the following natural disasters: drought, flood, tornadoes

• pO2 Describe how the following environmental conditions affect the quality of life: water quality, climate, population density, smog

strand 6 earth and space scienceconcept 1 Structure of the Earth

• pO5 Describe ways scientists explore the Earth’s atmosphere and bodies of water

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• pO1 Analyze environmental risks (e.g., pollution, destruction of habitat) caused by human interaction with biological or geological systems

• pO2 Analyze environmental benefits of the following human interactions with biological or geological systems: reforestation, habitat restoration, construction of dams

• pO3 Propose possible solutions to address the environmental risks in biological or geological systems

• pO4 Evaluate data related to problems associated with population growth (e.g, overgrazing, forest management, invasion of non-native species) and the possible solutions

• pO5 Predict how environmental factors (e.g., floods, droughts, temperature changes) affect the survival rates in living organisms

strand 6 earth and space scienceconcept 1 Structures of the Earth

• pO3 Explain the processes involved in the formation of the Earth’s structure: erosion, deposition, plate tectonics, volcanism

Module 2 riparian plantsstrand 1 inquiry processconcept 2 Scientific Testing

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• pO1 Compare food chains in a specified ecosystem and their corresponding food web• pO2 Explain how organisms obtain and use resources to develop and thrive in: niches, predatory/

prey relationships• pO3 Analyze the interactions of living organisms within their ecosystems: limiting factors,

carrying capacity• pO4 Evaluate data related to problems associated with population growth (e.g, overgrazing, forest

management, invasion of non-native species) and the possible solutions• pO5 Predict how environmental factors (e.g., floods, droughts, temperature changes) affect the

survival rates in living organisms

• pO1 Analyze environmental risks (e.g., pollution, destruction of habitat) caused by human interaction with biological or geological systems

• pO2 Analyze environmental benefits of the following human interactions with biological or geological systems: reforestation, habitat restoration, construction of dams

• pO3 Propose possible solutions to address the environmental risks in biological or geological systems

• pO4 Evaluate data related to problems associated with population growth (e.g, overgrazing, forest management, invasion of non-native species) and the possible solutions

• pO5 Predict how environmental factors (e.g., floods, droughts, temperature changes) affect the survival rates in living organisms

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strand 2 history and Nature of scienceconcept 1 History of Science as a Human Endeavor

• pO4 Evaluate career opportunities related to life and physical sciences

• pO1 Analyze the risk factors associated with natural, human induced, and/or biological hazards, and the environment

• pO2 Analyze possible solutions to address the environmental risks associated with chemicals and biological systems

strand 4 Life scienceconcept 4 Diversity, Adaptation, and Behavior

• pO1 Explain how an organism’s behavior allows it to survive in an environment• pO4 Compare symbiotic and competitive relationships in organisms within an ecosystem

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strand 2 history and Nature of scienceconcept 1 History of Science as a Human Endeavor

• pO4 Evaluate career opportunities related to life and physical sciences

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river pathways standards (Middle school)Next Generation science standards

Module 1 introduction to riparian areasMs-Ls2 Ecosystems: Interactions, Energy and Dynamics

• Ms-Ls2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems

• Ms-Ls2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations

• Ms-ess3 Earth and Human Activity• Ms-ess3-3 Apply scientific principles to design a method for monitoring and minimizing a human

impact on the environment.• Ms-ess3-4 Construct an argument supported by evidence for how increases in human population

and per-capita consumption of natural resources impact Earth’s systems.

Module 2 riparian plantsN/A

Module 3 riparian animals• Ms-Ls2 Ecosystems: Interactions, Energy and Dynamics• Ms-Ls2-1 Analyze and Interpret data to provide evidence for the effects of resource availability on

organisms and populations of organisms in an ecosystem• Ms-Ls2-2 Construct an explanation that predicts patterns of interactions among organisms across

multiple ecosystems• Ms-Ls2-4 Construct an argument supported by empirical evidence that changes to physical or

biological components of an ecosystem affect populations

Module 4 Multiple Use• Ms-Ls2 Ecosystems: Interactions, Energy and Dynamics• Ms-Ls2-1 Analyze and Interpret data to provide evidence for the effects of resource availability on

organisms and populations of organisms in an ecosystem• Ms-Ls2-2 Construct an explanation that predicts patterns of interactions among organisms across

multiple ecosystems• Ms-Ls2-4 Construct an argument supported by empirical evidence that changes to physical or

biological components of an ecosystem affect populations• Ms-Ls2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services

Module 5 riparian BirdsN/A

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Module 1: An Introduction to Riparian Areas

CoNTeNTS

Teacher Instructions 2

Classroom Materials

• IntroductoryVideo*• PowerPointPresentation*

• RiverPathways:AnIntroductiontoRiparianAreas• IntroductiontoRiparianAreasReading 4• IntroductiontoRiparianAreasWorksheet 8• IntroductiontoRiparianAreasWorksheetAnswerKey 10

Homework

• AnimalHomeworkResearchThread• TeacherInstructions 12• Worksheets 14• WorksheetAnswerKeys 44• AnimalHomeworkResearchThreadBackgroundInformation 74

Vocabulary

• RiverPathwaysVocabulary 104

*PowerPointandvideopresentationsareavailableasaDVDfromAudubonArizona,oronlineat http://az.audubon.org/Education_RiverPathways-Curriculum.html.

Module 1: An Introduction to Riparian Areas

CoNTeNTS RIVeR pATHwAyS Module 1 n 1

RIVeR pATHwAySModule 1: An Introduction to Riparian Areas

TeACHeR INSTRuCTIoNS RIVeR pATHwAyS Module 1 n 2

ModuleIprovidesstudentswiththefoundationfortheRiverPathwayscurriculum,includingintroductorylessons,activities,andfieldexperiences.

Studentswillbeintroducedtoriparianareasandlearnthattheseareasarevaluableandextremelyimportanttobothwildlifeandhumans,especiallyinthedesert.

Studentswillalsolearnaboutmanyofthethreatstoriparianareasandthatscientificmonitoringcanhelpprotectandrestorethem.Finally,theywilllearnhowtheneedformonitoringcanofferfuturecareersinresourcemanagement,enablingyoungpeopletobecomethefuturestewardsofourdesertrivers.

Materials:

1. RiverPathwaysIntroductoryVideo

2. IntroductiontoRiparianAreasPowerPoint

3. StudentReading:IntroductiontoRiparianAreas

4. StudentActivitySheet:IntroductiontoRiparianAreas

5. AnswerKey:IntroductiontoRiparianAreas

6. AnimalHomeworkResearchThreadMaterials

Before the lesson:

1. Printcopiesofthereadingandactivitysheetsforyourstudents

Teacher Instructions

Introduce the lesson:

1. ShowtheIntroductoryVideo.

2. IntroducetheRiverPathwayscurriculum.Tellthestudentsoverthenextseveraldays,they’ll belearningaboutriparianenvironmentsinthedesertandhowimportanttheyaretoanimals andpeople.

3. Askstudentstotellyouwhattheythinkitmeanstobeariparianarea.

4. Showthe“IntroductiontoRiparianAreas”PowerPointpresentation.

5. Distribute“AnIntroductiontoRiparianAreas”readingandtheworksheettotheclass.Askthem tousethereadingtohelpthemcompletetheactivity.

6. Whenstudentshavefinishedtheactivity,usetheanswerkeytochecktheirwork.

ContinueModule1byIntroducingthe“AnimalHomeworkResearchThread”Instructionsandmaterialsarefoundonpage12.

TeACHeR INSTRuCTIoNS RIVeR pATHwAyS Module 1 n 3

Riparian Relatingtoorlivingorlocatedonthebankofanaturalwatercourse(suchasariver)or sometimesofalakeortidewaterMerriam-Webster Dictionary (online)

Riparianareasare“ribbonsoflife.”TheyareconsideredthemostproductivehabitatsinNorthAmerica.InthearidwesternUnitedStates,riparianareasoccupylessthan2%ofthetotallandarea.InArizona,expertsestimatethatriparianareasmakeuponly0.4%ofthetotallandarea.

1. Althoughriparianhabitatsmakeupsuchasmallpartofthetotalecosystem,theyservemany ecologicalfunctionsprovideandprovidemanyvaluableuses.Theirroleisdisproportionateto theirsize.

2. Whileecologicalfunctionsandvaluesmayappeartobethesame,infact,theyare notsynonymous.

• Functionsaretheecological,hydrological,orotherprocessesthatmaintaintheecosystem• Valueistheworth,desirability,orusefulnessofaresource.

• Theindividualthatutilizestheresourcedefinesitsvalue.Valuecanchangeovertimewhilefunctionsareconstant.

3. Riparianareasofferseveralimportantecologicalfunctions:

• Theyprovidehabitattofishandwildlife.• Theyfilterandretainuplandsediment.• Theystabilizestreambanksandallowforthebuildupofnewstreambanks.• Theyincreasewaterstorageinsubsurfaceaquifers.• Theyreducefloodwaterrunoff.

ClASSRooM MATeRIAlS RIVeR pATHwAyS Module 1 n 4

Figure 1: Unstable streambank (left) and stable streambank (right). One important function of riparian habitats is to maintain streambank stability.

Introduction to Riparian Areas Reading

4. Riparianareashavemanysignificantvalues:

• Theyincreasedrinkablewaterqualityandquantitybyreducingnonpointsourcepollutants,whicharepollutantsthatcannotbetracedbacktosinglesources.

• Theyprovidehabitatfor70%ofthethreatenedandendangeredvertebratesinArizona!ThismakesriparianareasahighconservationpriorityforlegislationliketheEndangeredSpeciesActof1973(amendedin1988)whichaimstoconserveandmonitorallthreatenedandendangeredspecies.

Figure 2: Endangered species: Gila trout (left) and Southwestern willow flycatcher (right) Photos courtesy of the AZ Game and Fish Department

• Theyproviderancherswithimportantresourcesforlivestockproduction:• Water• Forage• Shade

Figure 3: Sheep and cows can graze riparian areas.

• Theyprovideareasforpopularrecreationalactivitiessuchashiking,horsebackriding,cycling,fishing,hunting,swimming,rafting,boating,canoeing,bird&wildlifewatching,picnicking,campingandoff-roadvehicleuse.

• Theyreducetheimpactsofseasonalflooding

Future of Riparian Areas in Arizona

Whymanageriparianareas?

• Countlesspeoplefindvalueinriparianareasandevenmorebenefitfromtheirfunctions.Therefore,theseareasareamonitoringpriorityforlandmanagers.However,sinceindividualstendtohavedifferingopinionsaboutwhichvaluesandfunctionsaremostimportant,andsincemanyusescanconflictwithoneanother,managingtheseareashasthepotentialforcreatingconflict.

Figure 4: Aerial view of the Verde River riparian area.

• Expertsestimatethat70-90%ofriparianareasintheUnitedStateshavebeenalteredbyhumanactivitiesincludingconstructionofdams,agriculture,andurbanization.

• Riparianareashavebeenandwillcontinuetobeavaluedcommodityformanydifferentuses.• Thesignificantincreaseinurbanpopulationcomparedtoruralpopulationisaveryimportant

trendwhenthinkingaboutArizona’sriparianareas.• AsArizona’surbanpopulationincreases,therewillalsobeasignificantincreasein

environmentalandrecreation-orientedvaluesforriparianareas.• Whileruralcommunitiessharemanyvalueswithurbancommunities,theyalsoseethese

areasasanimportantresourceforcommunityeconomicdevelopment.Forexample,manycommunitiesdependonraisinglivestockastheirmainsourceofincome.

• Restorationofriparianareasshouldbeanationalgoal.• Monitoringisessentialforsuccessfulandeffectiveconservationinriparianareas,especially

inaridandsemi-aridregions.• Conservationisimpossiblewithoutaccuratedatathatrevealsthequalityandquantityof

remainingriparianhabitat.

RIVeR pATHwAyS Module 1 n 8ClASSRooM MATeRIAlS

use the information you’ve learned in the powerpoint and reading to complete the sentences below. you may refer to the handout.

1. Riparianareasmakeuponly%ofArizona’stotallandarea.

Theirroleistotheirsize,particularlyinthesemi-aridregionsofNorth

America.Thisismainlyduetothemanyandof

riparianareas.

2. Whileecologicalfunctionsandvaluemayappeartobethesame,infact,theyarenot

.canchangethroughtimewhile

areconstant.

3. Someofthemostimportantfunctionsofriparianareasare and

habitat, and ofuplandsediment,

increased insubsurfaceaquifers,andreduced .

4. Themostimportantvaluesofriparianareastodayareincreasingand

ofdrinkingwater,providinghabitatforspecies,

providingresourcesforproduction,andprovidingareasforpopular

activities.

5. Sinceindividualstendtohavedifferingopinionsaboutwhichvaluesandfunctionsaremost

important,andsincemanyusescanconflictwithoneanother,theseareas

hasthepotentialforcreating.

Name__________________________

Date ___________________________

Period__________________________

Introduction to Riparian Areas worksheet

6. isessentialforsuccessfulandeffectiveconservationinriparianareas,

especiallyinaridandsemi-aridregions.

7. Thesignificantincreaseinpopulationcomparedto

populationisaveryimportanttrendwhenthinkingaboutArizona’sriparianareas.

8. isimpossiblewithoutaccuratedatathatrevealsthequalityandquantityof

Name__________________________

Date ___________________________

Period__________________________

Introduction to Riparian Areas worksheet

RIVeR pATHwAyS Module 1 n 10ClASSRooM MATeRIAlS

Answer Key

1. Riparianareasmakeuponly.4%ofArizona’stotallandarea.

Theirroleisdisproportionatetotheirsize,particularlyinthesemi-aridregionsofNorth

America.Thisismainlyduetothemanyandfunctionsof

riparianareas.

2. Whileecologicalfunctionsandvaluemayappeartobethesame,infact,theyarenot

synonymous .Valuescanchangethroughtimewhilefunctions

areconstant.

3. Someofthemostimportantfunctionsofriparianareasarefishand

wildlifehabitat,stabilization andfiltrationofuplandsediment,

increasedwater storageinsubsurfaceaquifers,andreducedsurface runoff.

4. Themostimportantvaluesofriparianareastodayareincreasingqualityand

quantityofdrinkingwater,providinghabitatforendangeredspecies,

providingresourcesforlivestockproduction,andprovidingareasforpopular

recreational activities.

5. Sinceindividualstendtohavedifferingopinionsaboutwhichvaluesandfunctionsaremost

important,andsincemanyusescanconflictwithoneanother,managingtheseareas

hasthepotentialforcreatingconflict.

values

Introduction to Riparian Areas Answer Key

6. Monitoringisessentialforsuccessfulandeffectiveconservationinriparianareas,

especiallyinaridandsemi-aridregions.

7. Thesignificantincreaseinurbanpopulationcomparedtorural

populationisaveryimportanttrendwhenthinkingaboutArizona’sriparianareas.

8. Conservationisimpossiblewithoutaccuratedatathatrevealsthequalityandquantityof

Introduction to Riparian Areas Answer Key

HoMewoRK RIVeR pATHwAyS Module 1 n 12

TheAnimalHomeworkResearchthreadisdesignedtodomorethanintroducestudentstoArizona’sriparianwildlife.Itwillalsodeveloptheirconvictionthattheseareasmustbeconserved.Byconnectingtheplightofriparianareastothewell-beingofripariananimals,studentswillbecomeawareofthetruevalueoftheseareas.

Arizona Science Standards:

• ScienceStrand3:Concept1-PO1&3• ScienceStrand4:Concept3-PO1• ScienceStrand4:Concept4-PO4

The Animal Homework Research will:

• FamiliarizestudentswithcommonripariananimalsofArizona.• Introduceandemphasizethemanytypesofrelationshipsthatoccurbetweenorganismssuchas

predator/prey,introducedspecies/nativespecies,competition,andparasitism.• Introduceandhighlightthevalueofcertainorganismsaspredatorsorkeystonespecies.• Introduceandemphasizetheimportanceofstreamsidevegetationtoriparianorganisms.• Highlighttheneedforscientificmonitoringinriparianareas.

Materials:

1. (30)AnimalWorksheets

2. (30)AnimalWorksheetAnswerSheets

3. AnimalGroupWorksheets(seeModule3)

• Iftherearenotenough(30)studentstocompletealloftheAnimalworksheets,handouttheworksheetsintheorderdesignatedbythegroupsintheAnimalGroupWorksheets(module3).ThiswillensuretherewillbecompletegroupsfortheModule3groupactivity.

4. AnimalHomeworkBackgroundInformation(optional)

Animal Homework Research Thread

Before the lesson:

1. MakecopiesoftheAnimalWorksheetsandAnimalWorksheetAnswerSheetsforyourstudents.

2. IfyourstudentswillnothaveeasyaccesstotheInternetinordertocompletetherequiredresearch, makecopiesoftheAnimalHomeworkBackgroundInformationpacketforeachstudent.

Introduce the Homework Sequence

Module 1: Inclass:AftercompletingtheactivitiesinModule1,Introducetheassignment.DistributetheAnimalWorksheets(andinformationpacketsifnecessary).

Tellthestudentstoresearchtheirorganismsontheirown,andfillouttheirworksheets.Theinformationthattheyneedtocompletetheworksheetcanbefoundat:

a. www.desertusa.com

b. www.desertmuseum.org

c. www.azgfd.gov

ThehomeworkisduepriortoModule3.

Module 2: Inclass:NoactivityHomework:CompletetheAnimalWorksheets.Theassignmentisdueon_________.

Module 3: Inclass:StudentsmusthavecompletedtheirAnimalWorksheetsinordertoparticipateintheModule3classroomactivity.

Beforebeginningthenextactivity,collectthestudents’AnimalWorksheetsandcorrectthemusingthekeyprovidedORgoovertheanswersinclass.

Animal Homework Research Thread Teacher Instructions

yellow-billed cuckoo 1. Whatisyouranimal’sscientificname?

2. Whatdoesyouranimallooklike?Besuretonotefeaturesthat make your animal different from similar species.

3, Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?

4. Youranimalhasspecificbreedingrequirementsthatincludewhereitmustbreedandwhatplantsmust be present. describe these requirements.

5. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?

6. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?

Name__________________________

Date ___________________________

Period__________________________

Animal Homework Research Thread worksheet

Zone-tailed Hawk

1. Whatisyouranimal’sscientificname?

2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmake your animal different from similar species.

3. Howcanyoutellyouranimalapartfromaturkeyvulture?Howcanyou tellitapartfromacommonblack-hawk?

4. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?

Name__________________________

Date ___________________________

Period__________________________

white-throated woodrat

2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.

4. your animal builds interesting nests that have earned them the nickname “packrats”. describe these nests.

Name__________________________

Date ___________________________

Period__________________________

lowland leopard Frog

6. YouranimalhasgreatlydeclinedinnumberinArizona.Whatfactorsledtothisdecline?

Name__________________________

Date ___________________________

Period__________________________

GreenSunfish

2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.

6. YouranimalisanintroducedspeciesinArizona.Howdiditgethere?Hasitcausedanyproblemssince itsarrival?

Name__________________________

Date ___________________________

Period__________________________

Arizona Black Rattlesnake

2. Whatdoesyouranimallooklike?Besure to note features that make your animal different from similar species.

3. your animal changes dramatically in appearance as it ages. describe this change.

Name__________________________

Date ___________________________

Period__________________________

Round-tailed Ground Squirrel

6. your animal has interesting social behaviors. describe some of these.

Name__________________________

Date ___________________________

Period__________________________

yellow warbler

6. your animal is often visited by nest parasites (other birds who lay their eggs in the warbler’s nest). Whatdoesyouranimaldoinreactiontotheseeggs?

Name__________________________

Date ___________________________

Period__________________________

Brown-headed Cowbird

6. your animal has an interesting reproductive strategy. explain this strategy.

Name__________________________

Date ___________________________

Period__________________________

Muskrat

6. your animal is known for the interesting shelters it builds. describe these shelters.

Name__________________________

Date ___________________________

Period__________________________

Common Black-hawk

2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmakeyour animal different from similar species.

3. Howcanyoutellyouranimalapartfromaturkeyvulture?Howcanyou tellitapartfromazone-tailedhawk?

Name__________________________

Date ___________________________

Period__________________________

American Bullfrog

Name__________________________

Date ___________________________

Period__________________________

NorthernCrayfish

Name__________________________

Date ___________________________

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Gila Topminnow

2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmakeyouranimaldifferentfrom similar species.

Name__________________________

Date ___________________________

Period__________________________

largemouth Bass

6. YouranimalisanintroducedspeciesinArizona.Whywasitintroduced?Hasitcausedanyproblems sinceitsarrival?

Name__________________________

Date ___________________________

Period__________________________

Merriam’s Kangaroo Rat

5.Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?

6. Youranimaldoesnotneedtodrinkwatertosurvive.Howdoesitstayhydrated?

Name__________________________

Date ___________________________

Period__________________________

Terrestrial Garter Snake 1. Whatisyouranimal’sscientificname?

6. your animal is born in a way that is unusual for reptiles. explain.

Name__________________________

Date ___________________________

Period__________________________

LongfinDace

6. your animal has greatly declined in number in Arizona despite some of its more remarkable adaptations. WhataresomeoftheadaptationsthatallowthisfishtosurviveinArizonaandwhatfactorsledto thisdecline?

Name__________________________

Date ___________________________

Period__________________________

Toe Biter

6. After mating, your animal does something interesting with its eggs. describe this behavior.

Name__________________________

Date ___________________________

Period__________________________

Red-spotted toad 1. Whatisyouranimal’sscientificname?

6. Whatdoesyouranimaldoduringthedrysummermonths?

Name__________________________

Date ___________________________

Period__________________________

Beaver

6. your animal is known for building dams. what impact do these dams have on the surrounding ecosystem?

Name__________________________

Date ___________________________

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Sonora Sucker

6. Whatarethemaindifferencesbetweenyouranimalandadesertsucker?Considerbothhabitat and appearance.

Name__________________________

Date ___________________________

Period__________________________

desert Sucker

6. WhatarethemaindifferencesbetweenyouranimalandaSonorasucker?Considerhabitat,diet, and appearance.

Name__________________________

Date ___________________________

Period__________________________

Abert’s Towhee

6. Youranimalhasaveryrestrictedrange.Wherecanitbefound?

Name__________________________

Date ___________________________

Period__________________________

Song Sparrow

6. Wheredoesyouranimalbuilditsnest?Whatdoesitsnestlooklike?

Name__________________________

Date ___________________________

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Common Kingsnake

6. Whatadaptationsmakeyouranimalgoodathuntingothersnakes?

Name__________________________

Date ___________________________

Period__________________________

Name__________________________

Date ___________________________

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Rock Squirrel

6. your animal is highly social. describe a typical colony of these animals.

DesertPupfish

Name__________________________

Date ___________________________

Period__________________________

Canyon Treefrog

3. Wheredoesyouranimallive?Doesithaveanyspecifichabitat requirements?

6. Canyon treefrogs are often heard before they are seen. describe the vocalizations of these frogs.

Name__________________________

Date ___________________________

Period__________________________

Raccoon

4.Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?

6. your animal has greatly increased in numbers and expanded their range. what factors have led to theseincreases?

Name__________________________

Date ___________________________

Period__________________________

yellow-billed cuckoo 1. Whatisyouranimal’sscientificname?

Coccyzus americanus

Theyellow-billedcuckooisaslender,mediumsizedbirdwithanoveralllengthofabout30centimeters.Itisdullbrowntoblackaboveandcreamywhitebelow.Ithasalongtailwithlargewhitespotsalongtheedgesandacurvedbeakthatisyellowonthetopandblackonthebottom.

3, Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?

Thisbirdlivesinopenwoodlandswithdense,scrubbyvegetationandwide-openclearings,often nearwater.Eachsummer,theyellow-billedcuckootravelsfromMexicotobreedinArizona’s riparianareas.

4. Youranimalhasspecificbreedingrequirementsthatincludewhereitmustbreedandwhatplantsmust be present. describe these requirements.

Duringbreedingseason,thisbirddependsonriparianareasandthecottonwoodandwillowtreestheysupport.Theyellow-billedcuckoodependsonthesetreesinwhichtheybuildtheirnestsandforageforfood.Thisstrongdependenceonspecifichabitatrequirementsmakesthisbirdparticularlyvulnerabletoenvironmentalchange.

Itspreferreddietiscicadas,tentmothcaterpillars,andsphinxmothcaterpillars.Itforagesforthesefoodresourcesinthecanopiesofmatureripariantrees.

DuringitsstayinArizona,thecuckoomustavoidraccoonsandravensthatcaneatitseggsandraptorsthatcanfeedonyoungbirds.Inaddition,thecuckoocompeteswithbirdsandsmallmammalsthatpreyonlargeinsects.

Animal Homework Research Thread Answer Key

Zone-tailed Hawk

Buteo albonotatus

Thezone-tailedhawkisamedium-sizedtolargehawkwithanoveralllengthofover50centimetersandawingspanof1.2meters.Itisblackoverallwithtwoorthreecontrastingwhitebandsontheundersideofthetail.Theundersidesofthewingsaretwo-tonedwithdarkliningsandlighterflightfeathers.Thelegsandskinonthefaceareyellow.

3. Howcanyoutellyouranimalapartfromaturkeyvulture?Howcanyoutellitapartfromacommon black-hawk?

Theturkeyvulturecanbedistinguishedbythelackofwhitebandsonthetailanditsfeatherless,reddishhead.Theblackhawkcanbedistinguishedbyitsshorttail,withonlyasinglewhiteband.

Thisbirdlivesinarid,semi-openareassuchasdeciduouspine-oakwoodlands.Duringthesummer,itnestsinArizona’sriparianareas.Itbuildsitsnest,inextremelytall,matureripariantreesandactivelydefendsitfromthreats.

Thepreferredpreyofthishawkincludesbirds,smallmammals,andlizards.Itsearchesforthisfoodresourcewhilesouringoveropenground.

Thereislittlepredationonadultzone-tailedhawks.However,eggsandnestlingscanbepreyeduponbygreat-hornedowls,jays,ravens,andlargemammals.Thisbirdcompeteswithotherraptors,mammals,andsnakesforitspreferredpreyofbirds,smallmammals,andlizards.

white-throated woodrat

Neotoma albigula

Thewhite-throatedwoodratisalargeratthatgrowsupto27centimetersinlength,notincludingthelengthofthetail.Itisgrayishbrownaboveandwhiteunderneath.Ithaswhitefeetandthroatandalongtailcoveredinshorthairs.

ThisratismostcommoninSonoranandChihuahuandesertgrasslandanddesertscrubhabitats.Itisoftenfoundinareaswithcreosotebush,chollacactus,mesquite,pricklypearcactus,acacia,andpaloverdetrees.Theseplantsprovidetheratwithitstwomostimportanthabitatneeds:coverandafoodsourcewithhighwatercontent.Thewhite-throatedwoodratcanalsoliveinriparianareas.

4. your animal builds interesting nests that have earned them the nickname “packrats”. describe these nests.

Theseratsareoftencalledpackratsbecauseoftheirnests.Nestsarebuiltwithcollectedmaterialssuchastwigsandgrass.Chollacactusisusedtolinetheentranceandupperchamber.Belowthecactus-linedupperchamberisasecondchamberlinedwithsoftgrasses:theratusesasthisareaashomeandnursery.White-throatedwoodratsarenotoriousforgatheringupjustaboutanythingtouseintheirnests.Manycampershavestoriesaboutthemsneakingintocampatnightandstealingitemsthathavebeenleftbyacampfire.

Atnight,white-throatedwoodratsusetheirstrongsenseofsmellandgoodvisiontosearchforseeds,fruit,plants,beetles,andsmallreptiles.Theyfocusonfoodsthathaveahighwatercontent.

Theseratsmustavoidmanypredators,includingmammals,raptors,andsnakeswhiletheycompetewithothermammals,birds,andinsects.

lowland leopard Frog

Rana yavapaiensis

Thelowlandleopardfrogisasmallfrog,about8centimetersinlength.Itislightbrowntogreenaboveandyellowishbelow.Ithasdarkdorsalspotswithnolightoutline.Typicallytherearenospotsonthenoseorinfrontoftheeyes.Thefroghasafaintlightstripeonitsupperlipandawhitebandalongitssidethatisinterruptednearthelowerback.

Lowlandleopardfrogsstayclosetowaterincludingponds,lakes,andstreams.Theydependondensestreamsidevegetationinwhichtohuntforfoodandhidefrompredators.

Tadpoleseataquaticvegetationwhileadultseatinsects,fish,andsmallerfrogs.Theyhuntforthispreywhilehidinginstreamsideandsubmergedvegetation.

Lowlandleopardfrogsarepreyeduponbybirds,fish,snakes,largerfrogsandlargemammalslikeraccoonsandbadgers.

Predationandcompetitionhasincreasedasspeciessuchasbullfrogsandgreensunfishhavebeenintroducedintothelowlandleopardfrog’shabitat.Thispressure,alongwithlossofhabitatanddiseasesbroughtinbynon-nativeamphibians,hascausedasignificantdecreaseinlowlandleopardfrogpopulations.

GreenSunfish

Lepomis cyanellus

Thegreensunfishisamedium-sizedfishthatgrowsupto20centimetersinlength.Ithasadarkgreenbodywithbluishgreeniridescentstripesalongitsfaceandsides.Ithasalargemouth,adorsalfinwithaspinyfrontandroundedback,andalargeblackspotbehindtheheadandonboththedorsalandanalfins.

Thegreensunfishoccupiesslow-movingwaterandisextremelytolerantoflowwaterqualityandmurkyconditions.Ittendstohidearoundbrushpilesandsubmergedvegetation.

Greensunfishaggressivelyhuntforsmallerfish,frogs,andaquaticinsectswhichtheyambushbyhidinginunderwatervegetationanddebris.

Predatorsofthegreensunfishincludebirdsandlargerfish.Competitorsincludeallotherfish,amphibians,crustaceans,andinsectsthatforageforinsectsandsmallfishinslowmovingmurkywater.

GreensunfishwereintroducedintoArizonawaterswhenanglers,usingthemasbaitfish,releasedthem.Sincethetimeofintroduction,theyhaveseriouslyhurtpopulationsofnativefishsuchGilatopminnow,Gilachub,anddesertpupfishthroughcompetitionandpredation.

Arizona Black Rattlesnake

Crotalus cerberus

2. Whatdoesyouranimallooklike?Besure to note features that make your animal different from similar species.

Theblackrattlesnakeisamedium-sizedsnakethatgrowsover1meterinlength.Ithasblackblotchesonadarkgreytoblackbackground,aslenderneck,andtriangularhead.Thebaseofitstongueispurple.

3. your animal changes dramatically in appearance as it ages. describe this change.

Juvenilesnakeslookdramaticallydifferentfromadults.Theyaremuchlighterincolorandhaveprominentbrownblotchesalongtheirback.Asjuvenilesage,theydarkenandtheblotchesfade.Someadultsmayappearentirelyblackwithonlyfaint,yellowishcrossbarsalongtheirbacks.

Theblackrattlesnakeiscommoninrockydrainageswithperennialwater.Itrequiresdensevegetationinwhichtohuntandhidefrompredators.

PreferredpreyoftheArizonablackrattlesnakeincludesbirds,smallmammals,andotherreptileswhichitwaitsforinambushandthenusesitsstrongvenomtosubdue..

PredatorsoftheArizonablackrattlesnakeincludehawks,eagles,roadrunners,andkingsnakes.Theycompetewithcarnivorousmammals,birds,andothersnakesthatsharethesameprey.

Round-tailed Ground Squirrel

Spermophilus tereticaudus

Theround-tailedgroundsquirrelisalargesquirrelgrowingupto27centimetersinlengthincludingthetail.Itisauniformsandybrownaboveandalightertanbelow.Ithasalongroundtailwithablacktipandfurryhindfeet.Round-tailedgroundsquirrelsresembleprairiedogsinappearance.

Theround-tailedgroundsquirrelcanliveinavarietyofhabitats,butprefersopenareaswithabundantherbaceousvegetation.Thisprovidesthemwaterandsoftsoilinwhichtheycandigdeepburrows.

Similartoothersmalldesertmammals,round-tailedgroundsquirrelsprimarilyeatseeds,insects,andplantswithhighwatercontent.Theyforageforthesefoodsusingtheirkeensenseofsmell.

Predatorsincluderaptors,largemammals,andsnakes.Competitorsincludemammals,birds,andinsectsthatalsoforageonseedsandherbaceousplants.

6. your animal has interesting social behaviors. describe some of these.

Round-tailedgroundsquirrelsaresomewhatsocial.Theyliveinloosecoloniesconsistingofmanyindividuals.Theywillwarnotherswhendangerispresent,butwillalsodefendtheirindividualburrowsfromanycolonymemberwhocomestooclose.Thiscoloniallifestylehelpstheanimalstoavoidpredatorsandtokeepawaycompetitors.

yellow warbler

Dendroica petechia

Theyellowwarblersisasmallbirdwithanoveralllengthof12centimeters.Ithasaroundbodyandasmallpointedblackbeak.Itisbrightyellowaboveandolivegreentobrightyellowbelow.Maleshavelightbrownstreaksonthechest.

Thisbirdisfoundinriparianareaswhereitnestsinthedensecanopiesformedbywillowtrees.

Yellowwarblerseatinsectsandoccasionallyfruitforwhichtheyforageinthecanopiesoftrees.

Predatorsoftheyellowwarblerincluderaptors,corvidssuchasjaysandravens,snakes,andlargeclimbingmammals.Predationconcentratesoneggs,nestlings,andfledglingbirds.Competitorsincludeotherinsect-eatingorganismsthatforageintrees.

6. your animal is often visited by nest parasites (other birds who lay their eggs in the warbler’s nest). Whatdoesyouranimaldoinreactiontotheseeggs?

Nestparasitismisabigproblemforyellowwarblers.Nestparasitismoccurswhenbirdslaytheireggsinthenestsofanotherotherspeciesofbird,withtheexpectationthattheotherbirdwillbe“tricked”intoraisingitsyoung,Sincetheyellowwarblerissosmall,itoftencannotremoveanintruder’slargeeggs.Tosolvetheproblem,thewarblerswillbuildanewnestontopoftheirpreviousoneandlayneweggs.Thisrequiresalargeinvestmentoftimeandenergyandcanreducethesuccessrateofnestingwarblers.Asnativevegetationisreplacedbynon-nativeplants,thelevelsofparasitizationincrease.Thewarblerscannotdefendthemselvesagainstparasitizationandpredationaseasilyinnon-nativetrees.

Brown-headed Cowbird

Molothrus ater

Thebrown-headedcowbirdisasmallishblackbirdwithanoveralllengthof19centimeters.Ithasashortertail,thickerhead,andthicker-basedbillthanotherblackbirds.Malesareshinyblackwithdeepbrownheadswhilefemalesarebrownoverallwithlightheadsandfinestreakingonitsunderside.

Thesebirdspreferopenhabitatsuchasfields,pastures,forestedges,andlawns.Theirrangehasbeendramaticallyincreasedduetolandclearing,urbandevelopment,andhabitatfragmentation.

Cowbirdsforageforseedsandinsects,butwillalsoeatsnailshellsandtheeggsofotherbirds.Theyforagemostlyonthegroundandcanoftenbeseenfollowingcattle,waitingforinsectstobestirredupbytheirhooves.

Brown-headedcowbirdscompetewithotherorganismsthatforageforseedsandinsectsontheground.Theyarepreyeduponbyraptors,corvidssuchasjaysandravens,largemammals,andsnakes.

6. your animal has an interesting reproductive strategy. explain this strategy.

Brown-headedcowbirdsarenestparasites,whichlaytheireggsinthenestsofotherbirdswiththeexpectationthattheotherbirdwillraisethealienoffspring.Yellowwarblers,whoaretoosmalltopushthecowbirdeggfromtheirnest,arecommonvictims.

Muskrat

1. Whatisyouranimal’sscientificname? Ondatra zibethicus

Themuskratisabeaver-likerodentthatgrowstoupto1.2metersinlength.Theanimaliscoveredinshort,darkbrownfur,hasalongflattenedtailcoveredinscales,andpartially-webbedhindfeet.Onland,itiseasytodistinguishamuskratfromabeaverduetothedifferenceinsizeandformofitstail.Inwater,muskratshaveadistinctivemannerofswimming.Theyswimwithamotionthatcausestheirbodytoproducetwohumpsabovethewater’ssurfacewhilebeaversswimwithamotionthatproducesonlyone.

Themuskratlivesinwetlands,riparianareas,drainageditches,andcanals.

Muskratsfeedonaquaticvegetationaswellassomesnails,freshwatermussels,andcrayfish.Theyforagefortheseresourcesbeneaththewater’ssurface.

Predatorsincluderaptors,largemammals,andsnakes.Competitorsincludebeaversandfishwhocompeteforfoodandhabitat.

6. your animal is known for the interesting shelters it builds. describe these shelters.

Muskratsbuildunderwaterlodgesoutofmudandplantssuchascattailsandsedges.Alodgecontainsadryinnercompartmentinwhichtosleepandraiseyoung.Muskratlodgescanalsocontainfeedingplatformsandaseriesoftunnels.Onetunnelentranceisalwaysabovethewaterline.

Common Black-hawk

1) Whatisyouranimal’sscientificname?

Buteogallus anthracinus

2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmakeyour animal different from similar species.

Thecommonblack-hawkisamedium-sizedtolargehawkwithanoveralllengthof53centimetersandawingspanofnearly1.2meters.Itisanalmostcompletelyblackhawkwithawhitespotjustbehindthebillandbrightyellowlegs.Ithasasinglewhitebandandwhitetiponitstail.

3. Howcanyoutellyouranimalapartfromaturkeyvulture?Howcanyou tellitapartfromazone-tailedhawk?

Thishawkcanbedistinguishedfromaturkeyvulturebythebandedtailanditsblack,featheredheadunliketheturkeyvulture,whichhasredskin.Itcanbedistinguishedfromthezone-tailedhawkbyitsshortertailwithasinglewhitestripe(thezone-tailedhawk’stailhasthreewhitebands).

Thecommonblack-hawkspendsmuchoftheyearoncoasts,inmangroveswamps,estuaries,andadjacentwoodlandsofcentralAmerica.ItmigratesnorthwardintoArizonainthesummerwhereitdependsonriparianareasinwhichtobreedandhunt.Thishawkrequiresmaturetreestoprovidebothroostinglocationsandbranchesthatextendoverwaterandprovegoodvantagepointsforhunting.

Thecommonblack-hawkmainlyeatsaquaticpreylikefish,frogs,snakes,crayfish,turtles,aswellassomesmallmammalsandbirds.Ithuntsforthispreybyobservingtheareafromhighperchesinmatureripariantrees.

Predatorsincludegreathornedowls,largemammals,andcorvids(jays,ravens).Mostpredationoccurstoeggsornestlings.Competitorsincludecarnivorousfish,frogs,andmammalsthatalsofeedanaquaticprey.

American Bullfrog

Rana catesbeinana

2) Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.

TheAmericanbullfrogisaverylargefroggrowing17to25centimetersinlength.Itislighttoolivegreenwithacreamyyellowunderside.Itiscoveredindarkblotches,andhasafoldofskinthatextendsfrombehindtheeyetotheforearm,aswellaspronouncedhumpsonitsbackthatarecausedbyitships.Italsohasalargetympanum(ear).Inmales,thisorgancanexceedthesizeoftheeye.

Thesefrogspreferwarmsunnyareasnearanysourceofpermanentwater.Tadpolestakeoverayeartodevelopintoadults,sowatermustbepresentthroughouttheyear.

Itisanextremelyaggressivehunterandcaneatanythingsmallenoughtofitinitsmouth,suchasfish,crayfish,smallmammals,lizards,birds,andotherfrogs.

TheAmericanbullfrogispreyeduponbybirds,fish,snakes,andlargemammals.Duetoitsdiversediet,itencounterslittlecompetition.

BullfrogswereintroducedintoArizonaasafoodsourceandgamespecies.Sinceitsarrival,theanimalhasoutcompetedandpreyeduponnativefishandamphibianspecies,causingtheseimportantlocalpopulationstodeclineinnumber.

NorthernCrayfish

Orconectes virilis

Thenortherncrayfishisasmalllobster-likecrustaceanwithgreentoreddishbrowncoloration.Thepincersareoftengreenishblue—especiallyinmales—andmayhaveorangetipsandwhitebumps.

Theseanimalsarecapableofsurvivinginmanydifferentenvironments:theonlyrealrequirementispermanentaccesstowell-oxygenatedwater.Thenortherncrayfishcanliveinshallowdepthsofafewcentimeterstoasdeepas30meters.Itcansurviveintemperaturesthatrangefrom0to32degreesCelcius.

Northerncrayfisheataquaticplants,fish,snakes,smallturtles,insects,andevenothercrayfish.Theysearchforthesefooditemswiththeirlongantennae.

Theyarepreyeduponbylargefish,mammals,andbullfrogsandcompeteintenselywithmanyaquaticherbivorousandcarnivores.However,duetotheanimal’sdiversediet,competitionhaslittlenegativeimpactonthecrayfish.

NortherncrayfishwereintroducedtoArizona’swatersbyanglerswhousedthemasbait.Sincetheirarrival,theyhaveharmedecosystemsbypreyingonnativefishesandoutcompetingmanynativespecies,whosepopulationshavedwindledasaresult.

GilaTopminnow

Poeciliopsis occidentalis

TheGilatopminnowisaguppy-likefishthatgrowsto5centimetersinlength.Femalesandnon-breedingmalesaresilvertotanincolorwithafaintdarkstripealongtheirsides.Breedingmalesturnsolidblackwithyellowfins.Thefish’smouthislocatedattheverytipofitssnout,whichiscalled“terminal”.Themouthispointedupwards,whichhelpsthefishcatchinsectsastheyrestonthewater’ssurface.

TheGilatopminnowprefersslowmovingwatersincludingsprings,streams,andponds.Itlivesinthetopfewinchesofwaterandisheavilydependentonstreamsidevegetation.

Thisfishforagesforitspreferreddietofplantmatterandaquaticinsectlarvae,includingmosquitoes,inslowmovingwaterwithheavystreamsidevegetationbysearchingthewater’ssurfacewithitsterminalmouth.

Thefishhasmanypredatorsincludinglargerfish,crayfish,frogs,birds,snakes,andlargeaquaticinsects.Competitorsincludeotherinsectlarvaeconsumerssuchasdesertpupfishandmosquitofish.

Unfortunately,thepopulationofGilatopminnowshasdeclinedsodrasticallythatithasbeentransformedfromArizona’smostcommonfishtoanendangeredspecies.Thisdeclinehasmanycausesincludinglossofhabitat,predationbynon-nativespecies,andheavycompetitionfromnon-nativemosquitofish.

largemouth Bass

Micropterus salmoides

Thelargemouthbassisalargefishthatgrowsto1.2metersinlengthormore.Itisdarkgreentobrownishaboveandwhitetoyellowishbelow,hasdarkblotchesthatformajaggedstripedownitsside,anddorsalfinsthatarespinyinthefrontandroundedintheback.Theupperjaw,whichextendsbehindtheeye,differentiatesthisfishfromthesmallmouthbass.

Largemouthbasspreferclear,deep,slow-movingwaterinstreamsandlakes.Theyusecoversuchasrocks,logs,andstreamsidevegetationtoshelterthemselvesfrompredators.

Thefishleavetheirshelterstoforageinopenwaterforprey,smallerfish,insects,insectlarvae,frogs,crayfish,snakes,birds,andsmallaquaticmammals.

Predatorsincludelargefish,birds,snakes,crayfish,frogs,andlargemammals.Mostpredationoccursonyoungfishduetotheirlargesizeasadults.Thesefishsufferlittlecompetitionduetotheirbroaddiet.

6. YouranimalisanintroducedspeciesinArizona.Whywasitintroduced?Hasitcausedanyproblems sinceitsarrival?

ThelargemouthbasswasintroducedtoArizonaasasportsfish.Sincethespecies’arrival,ithaspreyedheavilyonmanynativespecies.Thishascausedthepopulationnumbersofnativeorganismstodecline.

ANSweR Key RIVeR pATHwAyS Module 1 n 59

Merriam’s Kangaroo Rat

Dipodomys merriami

Merriam’skangarooratisasmallratgrowingto10centimetersinlengthwithoutthetail.Ithasyellowtobrownfuraboveandwhitefurbelow.Ithasalongtailwithawide,whitestripeandatuftedend.Eachrearfoothasfourtoes.

Kangarooratsprefertoliveinopenareaswithsandyorrockysoilandlittlevegetation.

Theyfeedonseeds,insects,andherbaceousplantsforwhichtheyforageforonthegroundatnight.

5.Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?

Thisanimalispreyeduponbybirds,snakes,andlargemammalsandcompeteswithallotheranimalsthatforageonthegroundforseedsandherbaceousplants.

6. Youranimaldoesnotneedtodrinkwatertosurvive.Howdoesitstayhydrated?

Byeatingfoodswithhighwatercontent,theycanstayhydratedduringthehottestsummermonths.Althoughthisabilityincreasestherat’sabilitytosurviveinaridregions,italsoincreasesitsneedforherbaceousplantsandseedswithextremelyhighwatercontent.

Terrestrial Garter Snake 1. Whatisyouranimal’sscientificname?

Thamnophis elegans

Theterrestrialgartersnakeisaslendersnakethatgrowsover1meterinlength.Itisdarkgreywithblackspotsandthreelightstripesalongthelengthofitsbody.Oneofthestripesisonthesnake’sbackwhiletheothertwoareonthesidesofthe2ndand3rdrowsofscales.Theheadisusuallydarkandsometimeshasayellowmark.

Theterrestrialgartersnaketendstostaynearpermanentwaterbutcanstrayfarfromit.Itisfoundinmanyhabitatsincludinggrasslands,forests,andriparianareas.

Hiddenunderlow-lyingvegetation,thissnakeactivelyforagesforfish,frogs,andsmallmammals.

Theycompetewithothersnakes,fish,frogs,birds,andmammalsbut,duetotheirdiversediet,theimpactofcompetitionisminimal.Terrestrialgartersnakesarepreyeduponbybirds,othersnakes,largefish,frogs,crayfish,andlargemammals.

6. your animal is born in a way that is unusual for reptiles. explain.

Unlikemanyreptiles,terrestrialgartersnakesare“live-bearers.”Thismeansthattheygivebirthtoliveyoungratherthanlayingeggs.Live-bearingsnakesproduceanegginternallythatthinsanddisappearspriortobirth.Thisdiffersfrommammalsandothertruelive-bearinganimalswheretheyoungareneverencasedinanegg.

LongfinDace

Agosia chrysogaster

Thelongfindaceisasmall,slenderfishthatgrowsupto10centimetersinlength.Itissilverincolorwithaprominentblackstripealongitssides.Itsheadisbluntandmouthis“subterminal,”positionedslightlybehindthefish’ssnout.

Thisfishpreferstheshallowwatersofsmallstreamsandsandyorgravellysubstrates.Theyrequireoverhangingbanksorstreamsidevegetationforcoverfrompredators.

Thelongfindacehasadiversedietofaquaticvegetation,detritus,insectlarvae,andfishfry.

Predatorsincludelargerfish,crayfish,frogs,birds,andsnakes.ItcompetesforfoodwiththeGilatopminnow,desertpupfish,andaquaticorganismswithsimilardiets.

6. your animal has greatly declined in number in Arizona despite some of its more remarkable adaptations. WhataresomeoftheadaptationsthatallowthisfishtosurviveinArizonaandwhatfactorsledto thisdecline?

ThelongfindaceisoneofArizona’smostresilientfish.Forexample,duringthedaywhenplants’highwaterdemandscandryoutstreams,thefishcanburyitselfunderwetplantmaterialanddebris.Atnight,whenplantsstartusinglesswaterandthestreambeginstoflow,thelongfindaceswimsagain.Despitethisresilience,populationsofthefisharedwindlingduetolossofhabitat,excessivecompetitionandpredationfromnon-nativespecies.

Toe Biter

1. Whatisyouranimal’sscientificname? Lethocerus sp.

Toebitersarelarge,beetle-likeinsectswithsmallantennaeandlargeraptor-likefrontlegsthatmuchthickerthanthehindtwopairsoflegs.Themiddleandbackpairsoflegsarecoveredwithshorthairsthatandareusedtoswimandtoholdontosmallbubblesofair,enablingthetoebitertobreathewhileunderwater.

Thisinsectpreferswarmwaterwithdiversesubstrateandheavystreamsidevegetationandcanwithstandextremelypoorwaterquality.Itusesstreamsidevegetationtohidefrompredatorssuchasfish,frogs,andlargeraquaticinsects.

Byholdingitswingsflatagainstitsbody,thisinsectcandisguiseitselfasadead,floatingleaf.Theinsectwilldisguiseitselfamongdensesubmergedandstreamsidevegetationtowaitinambushforitspreferredfoodsourceofaquaticinsects,fish,andfrogs.Itisthisspecializedhuntingmethodthatallowsthisanimaltocompetewithotheraquaticcarnivores.

Predatorsincludefish,frogs,andotheraquaticinsects.Competitorsincludeallotheraquaticcarnivores.

6. After mating, your animal does something interesting with its eggs. describe this behavior.

Oneofthemostinterestingaspectsofthetoebiterisitsbreedingbehavior.Aftermating,thefemaledepositsallofhereggsontothebackofthemale.Theeggsremainonthemale’sbackwhilehewaitsforthemtohatch,hidinginaprotectedportionofhishabitat

Red-spotted toad 1. Whatisyouranimal’sscientificname?

Bufo Punctatus

Thered-spottedtoadisasmalltoadthatdoesn’texceed8centimetersinlength.Itisgreytoreddishbrownoverallandhassmallredbumpscoveringitsbody.Itsparatoidglands,theglandsrightbehinditseyes,areround.

Thistoadisfoundmainlyindesertstreamsbutcanalsobefoundfarfromwater.Itneedstemporarypoolsorpuddlesinwhichtobreedanddoesnotrequirepermanentwater.Thetoadtendstobefoundinrockyareaswhereithidesamongrocksfrompredatorssuchasbirds,snakes,frogs,mammals,andfish.Itforagesactivelyforsmallinsectsbydartingtowardsfoodandusingitsstickytonguetopullitintoitsmouth.Itcompeteswithotherinsectivoressuchasfish,frogs,andlizards.

Itforagesactivelynearwaterforsmallinsectsbydartingtowardsfoodandusingitsstickytonguetopullitintoitsmouth.

Predatorsincludebirds,snakes,otherfrogs,mammalssuchasraccoons,andfish.Competitorsincludebothterrestrialandaquaticanimalsthatpreyonsmallinsectssuchasfish,otherfrogs,andlizards.

6. Whatdoesyouranimaldoduringthedrysummermonths?

Thered-spottedtoadhastheamazingabilitytospendlongperiodsoftimeburiedintheearth.Astemporaryponds,puddles,andstreamsdryup,theyburrowintothesoilbeneaththem.Toadscanremainburiedforoverayear,untilthesummerrainsreplenishtheirwater.

Beaver

Castor canadensis

Beaversarelargeaquaticrodentswiththickbrownfur.Theycangrowupto1.2metersinlength,includingthetail,andcanweighupto27kilograms.Theseanimalshaveshortfrontarmswithlargeclaws,webbedbackfeet,andlarge,flat,nearlyhairlesstails.

Theserodentsliveinavarietyofhabitatsbutalwaysstaynearpermanentwaterandaremostcommonlyfoundinriparianareas.Onlytheirheadsarevisiblewhenswimming.Beaversneedlargetreesbothforfoodandtobuildtheirdams.Theyalsorequirelargeareasofhabitat.Forexample,onefamilyofbeaversrequiresaboutakilometerofriparianhabitat.

Beaversprimarilyeattreebarkandcambium,thesofttissuethatgrowsjustunderthebark.However,theyalsoconsumefruitsandaquaticplants.

Predatorsincludelargemammalsandraptors.However,thereislittlepredationsincebeaversspendsomuchoftheirtimeinthewaterorintheirlodges.Competitionisalsominimalduetothebeaver’suniquediet.

6. your animal is known for building dams. what impact do these dams have on the surrounding ecosystem?

Beaverdamscandrasticallyalterecosystems.Thedamsslowwaterflow,whichcreatespondsandwetlands.Thisslowedflowcanalsocauseabuild-upofsiltandevenraisethewatertable.Inextremecases,beaverdamscancompletelystoptheflowofwater,causingpondstodryupandmeadowstoform.

Sonora Sucker

Catostomus insignis

TheSonorasuckerisalargefishthatgrowsupto80centimeterslong.Itisdistinctivelybi-coloredwithbrownaboveandyellowbelow.Ithaslargescales,aroundedsnout,andanextremelythicklowerlip.

Thisfishprefersstreamswithdeeppoolsandgravellysubstrates.Whileitthrivesinpools,itislesssuccessfulinlakescreatedbydams.

TheSonorasuckerfeedsonaquaticinsects,plants,anddetrituswhichitsearchesforbyswimmingaimlesslywithitslargemouthopen.

Predatorsincludebirds,largefish,snakes,frogs,andlargemammals.Competitorsincludeallotheraquaticorganismswithsimilardiets.

6. Whatarethemaindifferencesbetweenyouranimalandadesertsucker?Considerbothhabitat and appearance.

TheSonorasuckercanbedistinguishedfromthedesertsuckerbyitslackofdarkbands,cartilaginousplate,andnotchedmouth.Thetwofishcanalsobedifferentiatedbytheirbehavior.DesertsuckersscrapealgaeoffrockswhileSonorasuckerssearchforinsectsandplantsbyswimmingwiththeirmouthsopen.Anotherwaytotellthesefishapartisbytheirhabitats.Sonorasuckersdependmoreonpoolswhiledesertsuckersrequireriffles.

desert Sucker

Catostomus clarki

Thedesertsuckergrowsupto33centimetersinlength.Itisdistinctivelybi-coloredwithbrowntosilveraboveandyellowbelow.Thefishoftenhasdark,jagged,verticaldarkbarsonitssides,andsomefishwillbemorehighlypatternedthanothers.Themouthhasalargeplatemadeofcartilagethatformstwonotchesonthesidesofitsmouth.Theplateisusedtoscrapealgae,aprimaryfood,fromrocksanddebrisinthestream.

Thedesertsuckerpreferssmallandmediumsizedstreamswithamixofpoolsandriffles.Duringtheday,ittendstostayinpoolswithundercutbanksorheavystreamsidevegetationininordertoavoidpredators.Atnight,itmovesintotherockyrifflesinsearchoffood.

Thesefishforageamongstrifflesfordiatoms,algae,andsomeinsectsandplants.Theyusethecartilaginousplateontheirmouthstoscrapetheirfoodoffrocksandotherunderwatersurfaces.

Predatorsincludebirds,largefish,snakes,frogs,andmammalssuchasraccoons.Competitorsincludeotherbottomfeedingfishasorganismslikesnailsandcrayfish.

6. WhatarethemaindifferencesbetweenyouranimalandaSonorasucker?Considerhabitat,diet, and appearance.

Sonorasuckerslackthedarkbands,cartilaginousplate,andnotchedmouthofthedesertsucker.Thefishescanalsobedifferentiatedbytheirbehavior.DesertsuckersscrapealgaeoffrockswhileSonorasuckerssearchforinsectsandplantsbyswimmingwiththeirlargemouthsopen.Anotherwaytotellthesefishapartisbythehabitattheyoccupy.Sonorasuckersdependalmostexclusivelyonpoolswhiledesertsuckerscanoftenbefoundinriffles.

Abert’s Towhee

Pipilo aberti

Abert’stowheeisamedium-sizedbirdwithanoveralllengthof24centimeters.Ithasauniformlypinkish-brownbody,alongtail,andapalebillthatcontrastssharplywithitsblackface.Theundersideofitstailisrufous(rust)colored.

Thisbirdprefersriparianhabitatswithbushygroundcover,cottonwoods,andwillows.

Thesebirdssearchforfoodbyscratchingatthegroundwiththeirfeet.Scratchingunearthssmallinsectsandseeds,whicharethetowhee’sprimaryfoods.

Predatorsincludelargemammals,snakes,andbirds.Competitorsincludeallotheranimalsthatforageforseedsandinsectsontheground.

6. Youranimalhasaveryrestrictedrange.Wherecanitbefound?

Abert’stowheehasoneofthesmallestrangesofanyNorthAmericanbird.ItexistsonlyinthelowerColoradoRiverandGilaRiverwatersheds.Asthebirdhaslostitsfavoredriparianhabitatstodevelopment,over-grazing,andotherhumanactivities,thespecies’populationhasdeclinedsignificantly.

Song Sparrow

Melospiza melodia

Thesongsparrowisasmallbirdgrowingto15centimetersinlength.Itisalightbrownandgreybirdwithboldbrownstreaksdownitswhitechest.Ithasashortbill,aroundedhead,andalongroundedtail

Thesongsparrowcanoccupyavarietyofhabitattypesincludingdeserts,forests,grasslands,riparianareas,andresidentialareas.Inanyhabitat,thesongsparrowrequiresdensegroundcoverinwhichtoforage.

Thesebirdsforageforseeds,insects,andfruitamongstdensevegetation..

Predatorsincludelargemammals,snakes,andbirds.Competitorsincludeallotheranimalsthatforageforseedsandinsectsontheground.

6. Wheredoesyouranimalbuilditsnest?Whatdoesitsnestlooklike?

Althoughthesongsparrowcanoccupyawidevarietyofhabitatsduringmuchoftheyear,whenbreedingitsrequirementsbecomemorespecific.Inordertoprotectitsyoungandensureareliablesourceoffood,thebirdshidetheirnestsinlow,densevegetationnearwater.Nestsaresmall,sturdy,cup-shaped,andcomposedofgrassesandweeds.Theouterlayerismadeofbarkandtheinteriorislinedwithgrassesandanimalhair.Inthedesert,theneedtonestnearwaterundercoverofdensevegetationcausessongsparrowstobedependentonriparianareas.

Common Kingsnake

Lampropeltis getula

Thecommonkingsnakeisalarge,slendersnakewithpatternedinblackandwhite.Patternsvaryfromdistinctblackandwhitebands,tomottledblackandwhite,tocompletelyblack.Thesnake’sheadisbarelywiderthanitsbody.

Thecommonkingsnakelivesinawidevarietyofhabitatsincludingforests,fields,andriparianareas.Althoughitisaterrestrialsnake,theanimaltendstostayclosetowaterduetothehighavailabilityoffood.Dietincludessnakes,smallmammals,lizards,birds,eggs,andamphibianswhich.Riparianareasarealsopreferredduetothelargeamountofbrushyvegetationinwhichthesnakecanhidefrompredatorssuchaslargemammalsandbirds.

Dietincludessnakes,smallmammals,lizards,birds,eggs,andamphibianswhichitcapturesbywaitinginambush,bitingandthenconstrictingwithitspowerfulbody.

Predatorsincludelargebirdsandmammals.Competitorsincludemostothercarnivorousanimals.However,duetoitswidediet,competitionisminimal.

6. Whatadaptationsmakeyouranimalgoodathuntingothersnakes?

Thekingsnakeearnsitsnamefromitshabitofeatingothersnakes.Ithasseveralphysicaladaptationsthatmakethispossible,includingthefactthatitisanextremelypowerfulconstrictorandisnaturallyimmunetopitvipervenom.Thisimmunityenablesthecommonkingsnaketocapture,killandconsumenearlyanysnakesmallerthanitself,includingrattlesnakes!

Rock Squirrel

Spermophilus veriegatus

Therocksquirrelisalargesquirrelthatcangrowuptoto30centimetersinlength,excludingthetail.Ithasspeckledgrayish-brownfuraboveandlightbrownfurbelow.Therocksquirrelhaslightcoloredringsarounditseyesandabushytailthatisnearlyaslongasitsbody.

Rocksquirrelscanbefoundinavarietyofdeserthabitats,butarelessdroughttolerantthanothergroundsquirrels.Therefore,theymustliveclosertowaterthansimilarspecies.Rocksquirrelsalsorequirelargerockoutcroppingsorcanyonwallswhichcanbeusedaslookoutpointsfromneartheirdens.Thishelpsthemtoavoidpredatorssuchaslargemammals,birds,andsnakesaswellassearchforfoodsourcessuchasinsects,seeds,flowers,herbaceousplants,fruits,carrion,andevenbirds.

Thisanimalhasawidedietincludingseeds,flowers,herbaceousplants,insects,birds,carrion,andfruit.Itactivelyforagesforfoodbothonthegroundandintrees.

Predatorsincludelargemammals,birds,andsnakes.Duetoitswidediet,competitionisminimal,butcompetitorsincludeallotheranimalsthatsharesimilarfoodanddenresources.

6. your animal is highly social. describe a typical colony of these animals.

Rocksquirrelsarehighlysocial.Theyliveincoloniesconsistingofonemale,severalfemales,andjuveniles.Malesdefendtheirdensagainstothermales,butallowfemalesandyoungtocomeandgofreely.Whenyoungareborn,malesareoftenforcedawayfromthedentoperipheralburrows.

DesertPupfish

Cyprinodon macularius

Thedesertpupfishisasmall,stockyfishthatrarelygrowsover5centimetersinlength.Femalesandnon-breedingmalesaresilverwithverticalblackbands.Breedingmalesarebluewithyellowfins.Thefishhasashort,upturnedmouth,roundedfins,andafaintstripeofdarkspotsnearthebaseofitscaudal,ortail,fin.

Thedesertpupfishpreferswarm,sunnypoolsandthebackwatersofslow-movingstreamswheretheyrequirefinesubstrateinwhichtolayanddefendtheireggs

Thisfishforagesactivelyinopenwaterforitspreferredfoodsourceofinsects,diatoms,andplants.

Predatorsincludefish,snakes,frogs,andbirds.CompetitorsincludeotherfishthatliveinpoolsfeedingoninsectsandplantssuchastheGilatopminnowandmosquitofish.

Althoughthedesertpupfishwasoncecommon,itisnowcriticallyendangered.Lossofstreamsidevegetationinriparianareaspreventstheformationofbackwaterhabitatsonwhichthesefishdepend.Inaddition,theintroductionofnon-nativespecieshasledtoincreasedcompetitionandpredation.Togetherthesetwofactorshaveledtosignificantdeclinesinthenumberofdesertpupfishandhaslimitedthespecies’potentialforreintroduction.

Canyon Treefrog

Hyla arenicolor

Thecanyontreefrogisasmallfroggrowingupto5centimetersinlength.Ithasroughskinandlarge,stickytoepads.Itisgreytodarkgreenwithdarkspotsaboveandyellowororangebelow.Itprefersrockyriparianareaswithlargeboulderswhereithidesincracksfrompredatorssuchassnakes,birds,otherfrogs,fish,andlargemammals.

Thesefrogspreferrockyriparianareaswheretheyusecracksinlargerocksandboulderstohidefrompredatorsduringtheday.

Atnight,canyontreefrogsemergefromtheirhidingplacesandmovetotheedgesofslow-movingstreamsandbackwaters.Theylingerintheseareasthroughoutthenight,foragingforsmallinsects.

Predatorsincludesnakes,birds,otherfrogs,fish,andmammalssuchasraccoons.Competitorsincludeotherinsectivorousripariananimalssuchasfishandotherfrogs.

6. Canyon treefrogs are often heard before they are seen. describe the vocalizations of these frogs.

Duringbreedingseasons,malecanyontreefrogsemitaloudbarktoattractmates.Thecalliscommonandunmistakable,andisoftensaidtosoundsimilartoableatingsheep.Theyemitthiscallatnight,anditiscommontohearthisspeciesbeforeseeingit.

Raccoon

Procyon lotor

Theraccoonisalargemammalwithbodylengththatcanexceed60centimetersinlength,notincludingthetail.Theanimalisgreytobrownincolor,hasroundedears,distinctblackfacialmarkings,andabushy,stripedtail.Raccoonshavelargepawswithfivelongdigitsandlargeclaws.

Raccoonscansurviveinawidevarietyofhabitats.Theyavoidopen,sparselyvegetatedareasandaremostcommoninheavily-wooded,ripariancorridors.Raccoonsclimbtreestoavoidthethreatofpredatorssuchaslargemammalsandbirds.Theyalsoneedaccesstowaterinordertoforagefortheirpreferreddietoffishandamphibians.

4.Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?

Thepreferreddietofraccoonsconsistsoffish,amphibians,insects,fruits,nuts,andplants.Raccoonsalsoconsumeinsects,fruit,nutsandplants.Theyactivelyforageclosetowaterusingtheirkeensensestolocatepreyandtheirdexteroushandstoexamineitbeforeeating.

Predatorsincludelargemammalsandbirds.Theraccoonhasmanycompetitorsbutduetoitsextremelywidediet,competitionisnotaheavypressureforraccoons.

6. your animal has greatly increased in numbers and expanded their range. what factors have led to theseincreases?

Sincethe1950’s,theraccoon’srangehasexpanded.Theywereoncecommononlyinriparianandheavilywoodedareas,butcannowbefoundinnearlyeverytypeofhabitat.Urbanization,increasedagriculture,intentionalintroductions,andexterminationofnaturalpredatorshasallowedthisexpansiontooccur.

yellow-billed Cuckoo(Coccyzus americanus)

Inmid-summer,theyellow-billedcuckoosbegintheirannualjourneyfromSouthAmericatoArizona’sriparianhabitats.Thesebirdsare30centimetersinlengthandhavealong,slenderappearance.Theyhavebrownbacksthatcontrastneatlywiththeircreamywhitechestsandbellies.Yellow-billedcuckooshavelongtailswithlargewhitespotsontheundersideandacurvedbeakthatisyellowonthetopandblackonthebottom.Despitetheirmagnificentappearance,thesebirds,hiddendeepwithinthehighcanopiesofmatureripariantrees,aremoreoftenheardthanseen.TheyarefoundalongArizona’sstreamsforaveryshorttimeeachsummer,onlystayinglongenoughtofindamate,breed,andfledgeyoung.

Uponarrival,theyellow-billedcuckoosaregreetedbyasuiteofspeciesalreadytakingadvantageofthedesertoasesfoundbeneaththecanopiesofArizona’scottonwoodandwillowdominatedriparianareas.Insectssuchastentmoths,sphinxmoths,andcicadasbreedenmasse,makingeasymealsfortheforagingcuckoos.Whilethecuckoosareoutforaging,otheranimalssuchasraccoons,ravens,andhawkskeeptheireyesopenfordistractedbirdsorunattendedyoungonwhichtofeed.Intheselushhabitats,predatorsareasplentifulasprey.

Theyellow-billedcuckooisoneofthelastavianmigrantstoarrivefromsouthofthebordereachsummerandisoneofthefirsttoreturntoitstropicalwinteringgrounds.Afterfindingamate,theentirebreedingcyclefromegg-layingtofledgingonlytakesalittleovertwoweeks.Althoughtheyellow-billedcuckooisonlyasummervisitortoArizona,thehabitatitfindshereisvitaltoitssurvival.AsArizona’sriparianareascontinuetobedestroyedandaltered,thesebirdsfindfewerandfewersuitablebreedinglocations.Ifthistrendisnotreversed,thebirdmaydisappearfromArizona’sstreamsentirely.

Animal Homework Research Thread Background Information

Zone-tailed Hawk(Buteo albonotatus)

Assummerapproaches,zone-tailedhawksbegintonestwithinArizona’sriparianareas.Alongthedesert’srivers,thesebirdsnestinthecanopiesofthetallestcottonwoodandsycamoretreesavailable,astheseprovideexcellentvantagepointsfromwhichtowatchfornestpredators.Great-hornedowls,jays,ravens,andlargemammalscouldmakeagreatmealoutofazone-tailedhawkchick,butfewwillmakeitpasttheattentiveparents.

Zone-tailedhawks,withanoveralllengthofupto50centimeters,awingspanof1.2meters,andayellowbeakandlegs,superficiallyresembleotherlargebirdsfoundinandaroundArizona’sriparianareasduringthesummermonths.However,theirfeatheredheadsandbandedtailsdistinguishthemfromtheturkeyvulturesthattheyareoftenseensoaringwith,mimickingtheirflightpatternstoambushpreyandtheirlongtriple-bandedtails,slenderwings,andpiercingshriekdistinguishthemfromthestouter-bodiedcommonblack-hawksthattheysharetheirbreedinghabitatwith.

Whenbreedingisoverandyounghavefledged,thezone-tailedhawkswillheadsouthwardinsearchofsuitablewinteringhabitat.Theywillseekoutopen,brushyareasthatsupportabundantpreyitemssuchasbirds,lizards,andsmallmammals.Zone-tailedhawkswillstayinopencountryuntilthefollowingsummer.Then,theywillagainreturntoArizona’sriverstonestandraiseyoung.

white-throated woodrat(Neotoma albigula)

IntheSonoranDesert,timeswhenresourcesareabundantarefewandfarbetween.Rainfallarrivesalmostexclusivelyduringthesummerandwinterandmuchofthiswaterdrainsquicklytowardsthedesert’sriparianareas,leavingtheuplandsdry.Onenativedesertanimal,thewhite-throatedwoodrat,seemstobeawareofthesetrends.Thislarge27centimeterrat,withitsgrayishbrownbackandwhiteunderside,feet,andthroat,makesthemostofthedesert’smostproductivetimes.Atnight,itscurriesbeneathdensegroundcover,usingitskeensenseofsmellandvisiontocollecttheseedsfromtreeslikethemesquiteandpaloverdeaswellasfruitfrompricklypearcactus.Insects,beetles,andevensmallreptilesroundouttherat’sopportunisticdiet.Inadditiontofoodstuffs,thewoodratwillalsopickupseeminglyuselessobjects,suchasshinycoinsorscrapsofmetal.Oncecollected,thisanimal,aptlynicknamedthe“packrat”,bringstheseitemstoitsburrow,preparingforthedrydaysthatarealwaysaroundthecorner.

Onceatitsburrow,theratpushesdownwardthroughachollacactus-linedentrance,throughanequallyspinyfirstchamberandintoamuchsoftergrass-linedchamberbelow.Hereitshoardofmoisture-richfoodissafefrompotentialintrudersthatwouldliketostealit.Whenthetimecomes,therodentwillalsousethischambertosafelyraiseyoung,hiddenawayfromsnakes,raptors,andlargermammalsthatalsooccupythedesert.Youngwoodratswillsoonlearn,liketheirparents,thatpreparednessisthekeytosurvivalintheharshSonoranDesert.

lowland leopard Frog(Rana yavapaiensis)

TheSonorandesertseemslikeanunlikelyplaceforanamphibiantocallhome,butdeepwithinthedesert’smanyriparianareas,thenativelowlandleopardfrogfindsrefuge.Growingonly8centimetersinlengthandwithadarkbrownish-green,spot-coveredbackandyellowish-whiteunderside,thesefrogsblendinperfectlybeneaththestreamsidecottonwoodandwillows.Thelackofnosespots,faintlightstripeontheupperlipandinterrupteddorsolateralfoldsalladdtothisfrog’scamouflagewhiledistinguishingitfromthedesert’smanyotheramphibians.

ThelowlandleopardfrogisdesignedperfectlyforArizona’sunpredictabledesertstreams.Theystayclosetowaterwhereinsects,fish,andsmallerfrogsareplentiful,butarenotastiedtopermanentwaterasotherfrogs.Theirtadpolescandevelopintoadultsinasingleseason,unlikemanyotherspecies,andareespeciallyadeptatsurvivingtheflashfloodsthataresocommoninArizona.Theadultscanevensurviveintemporarypools,travelinglongdistancesbetweenwaterduringthedrymonths.

Despitetheirhardiness,lowlandleopardfrogsarenotascommonastheyoncewere.Likecountlessotherspecies,thisfrogislosinghabitatatanalarmingrate.Aswatertablesarelowered,cattlearegrazed,andpeoplerecreateirresponsibly,thevaluableriparianareasonwhichthesefrogsdependaredisappearing.Inaddition,introducedspeciessuchasgreensunfishandbullfrogshavebroughtwiththemincreasedcompetition,predation,anddisease.Luckilyforthissmallfrog,itcansurviveinareaswheretheseinvasivespecies,notadaptedtothedesert,cannot.Aslongastheseareaspersist,sowillthelowlandleopardfrog.

GreenSunfish(Lepomis cyanellus)

InArizona’sriparianareas,waterisseasonallylimited,flashfloodsareextremelycommon,andmanyintroducedaquaticspeciescannotsurvive.Iftheinvadersarenotsweptdownstreamduringfloods,theyarelikelytogettrappedinthepoolsthatformwhenwaterrecedes.Asthewaterevaporatesfromthesepools,thewaterqualityplummets.Forthisreason,fishnotaswelladaptedtothesesystemsasournativesoftendonotlastasingleseason.However,someintroducedspecies,likethegreensunfish,thrive.

Thegreensunfish,withitsdarkgreenbody,blueiridescentstripesalongitsfaceandsides,spinydorsalfin,andlargeblackspotbehinditshead,spendsmuchofitstimeinmurkywaterstoavoidbeingspottedbypredatorssuchasbirdsandlargerfish.Growingupto20centimetersinlengthwithalargemouthandatendencytoambushpreyfromsubmergedcover,thisfishisavoraciouspredator.Forthemanysmallernativefish,amphibians,andinsectsthatliveinArizona’swaters,greensunfishimposeanunprecedentedlevelofcompetitionandpredation.

WhenthegreensunfisharrivedinArizona,theywerenotthelargepanfishthatnowoccupyourdesertrivers.Theyweremuchsmallerjuveniles,destinedtobeplacedontheendofanangler’slineasbaitforamuchlargerfish.Whenbaitwasleftover,itwaspouredintothestreamwherethosetinyfishgrew,multiplied,andflourished.NowthatthegreensunfishhasfoundahomeinArizona’swaterways,itseemsthatitisheretostay.

Black Rattlesnake(Crotalus cerberus)

InthebottomofArizona’srockycanyons,deepbeneaththegrasses,shrubs,anddebristhatfallsfromhighintheripariancanopy,juvenileArizonablackrattlesnakescanbarelybeseen.Theirappearanceallowsthemtobealmostinvisibletothesmallmammals,lizards,andbirdsthattheyseek.Youngsnakesarelighttanandhaveprominentbrownblotchesdowntheirlengththatperfectlyresemblethesurroundingdebris.Asthejuvenilesgrow,eventuallyreachingoverameterinlength,theirscalesandblotcheswilldarkenuntiltheyareentirelyblackanddarkgray.Afewfaintcream-coloredcrossbarsaretheonlybitsofcolortheymayretaintoadulthood.

Snakes,likeallreptiles,areunabletoregulatetheirbodytemperatureinternally.Theymusttakeadvantageofsunlighttowarmthemupandallowthemtoperformvitalbodilyfunctions.Forthisreason,itiscommontoseesnakesbaskingintheopensunlightinordertobuildupenoughenergytodigesttheirlastmeal.ThedarkcoloroftheadultArizonablackrattlesnakeallowsthemtobaskfreelyonthestreamsidebouldersandtakeadvantageofthedaytimeheat.Withsofewmarkings,theyareabletohideinplainsightfromthehawks,eagles,roadrunnersandkingsnakesthatmaytrytomakeamealofthem.

FoundonlyinArizonaandatinywesternpatchofNewMexico,theArizonablackrattlesnakeisasuniqueasArizona’sriparianareasthemselves.AsArizona’sriparianareascontinuetobedestroyedandaltered,populationsofthesesnakespersistinfewerandfewerdrainages.Ifthistrendisnotreversed,thissnakemaydisappearfromArizona’sstreamsentirely.

Round-tailed Ground Squirrel(Spermophilus tereticaudus)

IntheSonoranDesert,thelifeofarodentisparticularlychallenging.Rainfallsalmostexclusivelyinthesummerandwinter,withlongperiodsofdesiccationbetween.Thislimitedwaterproducesanequallylimitedcropofmoisture-richherbaceousplants,insects,andseedsoverwhichtheserodentsandotheranimalsallcompete.Thelownumberofshade-providingtreesmakestheseanimalsparticularlyvulnerabletosoaringpredatorsandtheunevenrockylandscapeprovidescountlessambushopportunitiesforthesnakesandlargermammalsthatalsocallthisdeserthome.

Manyofthedesert’srodentsdependontheirsmallsizeandnocturnalhabitstoavoidpredatorsandmakethemostofthedesertsfewresourcesbut,beingdiurnalandgrowingupto68centimetersinlength,theprairiedog-likeround-tailedgroundsquirrelemploysneitherofthesestrategies.Instead,theround-tailedgroundsquirreldependsontwodifferentstrategies,camouflageandsociality,tosurviveinArizona’sharshdeserts.

Evenintheopenareaswherethesesquirrelsbuildtheirdeepburrows,theiruniformlysandybrownfurabove,lightertanfurbelow,black-tippedtail,andfurryhindfeedallowthemtohideinplainsight.Addingtotheirsecurity,thesesquirrelsliveinloosecoloniesconsistingofmanyindividualburrows.Theywillwarnotherswhendangerispresent,butwillalsodefendtheirburrowfromcolonymembersthatventuretooclose.Thissocialstrategyallowsround-tailedgroundsquirrelstoforagebyday,whenthemajorityoftheircompetitionisstillinhiding.

yellow warbler(Dendroica petechia)

AlongArizona’srivers,thesongoftheyellowwarblerisasuresignthatsummerhasarrived.Eachyear,thesebrightyellowandround-bodiedbirdstravelgreatdistancestoarriveintheseriparianareas.Whilethere,theycanbeseenforaginginthehighcanopiesofcottonwoodsandwillows,usingtheirpointedblackbeakstogleaninsectsfromleavesandbranches.Notonlydotallnativetreesprovideareasfortheyellowwarblerstoforage,buttheyalsoprovideshelterednestingplacesthatconcealeggsandyoungfromhungryraptors,corvids,andsnakes.

OnmanysectionsofArizona’srivers,nativetreeshavebeenandcontinuetobepushedoutbynon-nativespecies.Fortheyellowwarbler,invasivetreespeciessuchastamariskprovidefarlesscoverfornestingthannativespecies.Asaresult,nestsconstructedinnon-nativetreesareoftenraidedbyhungryanimalsorareparasitized.Nestparasitismistheprocessbywhichaninvadingbirdsneakilylaysitsegginthenestofahostbird.Inthisway,thehostbirdistrickedintoraisingtheinvader’syoungalongwiththeirownbrood.Would-behostbirdsoftenpushtheforeigneggsoutoftheirnestiftheyarerecognizedasnotbelonging.

InArizona,themostcommonnestparasiteisthebrown-headedcowbird.Yellowwarblers,growingonly12centimetersinlength,aretoosmalltoremovethecowbirds’foreigneggsevenwhentheyrecognizethattheyarenottheirown.Instead,theyoftenjustbuildanewnestontopoftheirpreviousoneandlayneweggs.Thisbehavioruseslargeamountsoftimeandresourcesandinsomecasescanprovetoomuchforthissmallmigratorybird.

Brown-headed Cowbird(Molothrus ater)

Namedfortheirtendencytofollowcattle,foragingforseedsandinsectsstirredupbytheirhooves,thebrown-headedcowbirdhasrespondeddifferentlythanthemajorityofspeciestohumanlanduse.Formostspecies,humanencroachmentmeanslossofhabitat,butforthisspeciesitmeansjusttheopposite.Thisbirdisdependentonopenhabitatsuchasfields,pastures,forestedges,andlawnswhereitcanactivelyforagewithaclearviewofpotentialpredatorssuchasraptors,ravens,jays,largemammals,andsnakes.Thisspecieshasbeendramaticallyexpandingitsrangesinceactivitieslikecattlegrazing,landclearing,andurbandevelopmentbeganalteringthelandscape.

Thebrown-headedcowbirdisasmallishblackbirdgrowingtoonly19centimetersinlengthwithashortertail,thickerhead,andthicker-basedbillthanotherblackbirds.Malesareshinyblackwithdeepbrownheadswhilefemalesarebrownoverallwithlightheadsandfinestreakingontheirundersides.Despitetheirsmallsizeandrelativelyunimpressiveappearance,thesebirdscanhaveadramaticeffectontheecosystemsinwhichtheylive.

Brown-headedcowbirdsarenestparasites,meaningtheylaytheireggsinthenestsofotherbirdswiththeexpectationthattheotherbirdwillraisethealienoffspring.Thehatchlingcowbirdswillexhausttheresourcesoftheparentandoftenpushtheirtrueyoungoutofthenest,resultinginanunsuccessfulbreedingseasonforthatbird.Ashabitatschangeandcowbirdsexpandtheirrange,therateofnestparasitismformanyspecieshasincreaseddramatically.Forspeciesalreadysufferingduetohabitatlossandfragmentation,thisisaveryconcerningtrend.

Muskrat(Ondatra zibethicus)

Themuskratisabeaver-likerodentthatgrowstoupto60centimetersinlength.Theanimaliscoveredinshort,darkbrownfur,hasalongflattenedtailcoveredinscales,andpartially-webbedhindfeet.Consideringtheanimal’ssize,uniqueappearance,andcommonnessinhabitatssuchaswetlands,riparianareas,drainageditches,andcanals,itisawonderthatthisanimalissoseldomseen.

Muskratsareoftenconfusedforbeavers,buttheyareuniqueanimals.Theyareeasiesttodistinguishfrombeaversonlandwheretheirsmallersizeandnarrowtailareapparent.Inthewater,theirswimmingstyledistinguishesthem.Beaversswimwithonlytheirheadsvisiblewhilemuskratsswimwiththeirheadandbackabovewater.Evenwhentheanimalsthemselvesarenotvisible,thetwocanbedistinguishedbythesignstheyleavethroughoutthehabitat.Muskrats,likebeavers,buildlodgesusingmudandplantmaterialsinordertoprotectthemselvesfrompredatorssuchasraptors,largemammals,andsnakes.Theselodgescontainadryinnercompartmentinwhichtheanimalssleepandraisetheiryoung,asystemofunderwatertunnels,andafeedingplatformwheretheyeattheplants,mussels,crayfish,andsnailstheycollect.Unlikebeavers,however,theselodgesalwayshaveatleastoneentranceabovethesurfaceofthewater.

Althoughmuchriparianandwetlandhabitathasbeenalteredordestroyedinrecentdecades,muskratsarestillthrivingandcontinuetobeoneofArizona’smostcommonmammals.Theirsuccesscanbeattributedtotheirabilitytoliveinhuman-madewaterwayssuchascanalsanddrainageditches,alongwiththeirtasteforthecattailsthatgrowprolificallyindisturbedwetlandareas.

Common Black-hawk(Buteogallus anthracinus)

Assummerapproaches,commonblack-hawksbegintonestinArizona’sriparianareas.Thesebirdsnestinthecanopiesofthetallestcottonwoodandsycamoretreesavailable,asthesetreesprovideidealvantagepointsforwatchfulparents.Manypredatorssuchasgreat-hornedowls,jays,ravens,andlargemammalscouldmakeagreatmealoutofacommonblack-hawkchick,butfewwillmakeitpasttheirattentiveparents.

Commonblack-hawks,withanoveralllengthof53centimeters,awingspanofnearly1.2metersandayellowbeakandlegs,superficiallyresembleotherlargebirdsfoundinandaroundArizona’sriparianareasduringthesummermonths.However,theirfeatheredheadsandbandedtailsdistinguishthemfromturkeyvulturesthatarecommonduringArizona’ssummersandtheirshorter,single-bandedtailsandmuchbroaderwingsdistinguishthemfromthezone-tailedhawkswithwhichtheysharetheirbreedinghabitat.

Whenbreedingisoverandyounghavefledgedfromtheirnests,thecommon-blackhawkswillheadsouthwardinsearchofsuitablewinteringhabitat.Theyareoftenobservedincoastalmangroveforestswhereaquaticpreysuchasfish,frogs,snakes,crayfish,andturtlesareplentiful.Common-blackhawkswillstayinthesehabitatsuntilthefollowingsummerwhentheywillreturntoArizona’sriverstogiverisetonextyear’sbirds.

American Bullfrog(Rana catesbeinana)

BroughttoArizonaasafoodsourceandgamespecies,fewinvasiveanimalsareasprolificastheAmericanBullfrog.Growingupto25centimetersinlength,iteasilyout-competesArizona’smuchsmallernativeamphibians.Itislighttoolivegreenwithacreamyyellowunderside,iscoveredindarkblotches,andhasafoldofskinthatextendsfrombehindtheeyetotheforearm.Thesefrogsalsohavepronouncedhumpsontheirbackcausedbytheirhipsandalargetympanum(ear)thatinmalescanexceedthesizeoftheeye.

Thesefrogspreferwarm,sunnyareasandsincetadpolestakeoverayeartodevelopintoland-dwellingadults,theystayneartopermanentwater.Theyareknowntoconsumenearlyanythingtheyareabletosubdueandfitintheirmouthincludingfish,crayfish,lizards,birds,andotherfrogs.Thisvoraciousappetitecaneasilyresultinthembecomingtheonlyamphibianspeciespresentintheaquaticsystemstheyinhabit.Eventhefish,snakes,birds,andlargemammalsthatfeedonthesefrogscandolittletokeeptheirnumbersdown.

Sinceitsarrival,thisanimalhascausedsevereharmtonativeamphibianpopulations.TheyhavecreatedunprecedentedlevelsofcompetitionandpredationandhavebroughtnewdiseasestoArizona’swaterways.Thesethreats,coupledwithlossofhabitat,havecausedmanyofArizona’snativeamphibianstodisappear.Bullfrogsareaprimeexampleofhowrelocatingspecies,evenwiththebestofintentions,cangoincrediblywrong.

ANSweR Key RIVeR pATHwAyS Module 1 n 86

NorthernCrayfish(Orconectes virilis)

OncetheonlyUSstatewithnocrayfishspecies,Arizonaisnowhometotheinvasivenortherncrayfish.Thisanimalisasmalllobster-likecrustaceanwithgreentoreddishcoloration.Particularlyinmales,thepincersareoftengreenishblueandmayhaveorangetipsandwhitebumps.InArizona’saquaticecosystems,whichhavenonaturalnicheforacreaturesuchasthis,theseanimalsposeanenormousthreat.

Theseanimalsarecapableofsurvivinginnearlyanyaquatichabitataslongastheyhaveaccesstowell-oxygenatedwater.Theycantoleratedepthsasshallowasafewcentimeterstoasdeepas30metersandthriveinwatertemperaturesrangingfrom0to32degreesCelsius.Theyareknowntoconsumenearlyanythingtheyareabletogettheirclawsonincludingaquaticplants,fish,snakes,smallturtles,insects,andevenothercrayfish.Thisvoraciousappetitecombinedwiththeirabilitytobreedextremelyrapidlycaneasilyresultinthembecomingthedominantspeciespresentintheaquaticsystemstheyinhabit.Eventhelargefish,mammals,andbullfrogsthatfeedonthesecrayfishcandolittletokeeptheirnumbersdown.

Sinceitsarrivalasbaitinanglers’bucketsanditseventualreleaseanddispersal,thisanimalhascausedsevereharmtoaquaticspeciesandhabitat.Theyhavecreatedunprecedentedlevelsofcompetitionandpredationandoftengreatlyaltertheirhabitatsbyconsumingaquaticvegetationatanextraordinaryrate.Thesethreats,coupledwithhabitatloss,havecausedmanyofArizona’snativeaquaticspeciestodisappear.Effortsarebeingmadetokeepnortherncrayfishpopulationsundercontrolbutunfortunately,thereislittlehopeofevercompletelyremovingthemfromArizona’swaterways.

Gila Topminnow(Poeciliopsis occidentalis)

Withawiderangeofbioticcommunitiesincludingconiferwoodlands,Sonorandesertscrub,andevenalpinetundra,Arizonaisknownforitshabitatdiversity.Althoughwaterisalimitedresourceinthemajorityofthesehabitats,thestate’saquaticecosystemsareequallyvaried.Withinitsbordersexistragingrapids,shallowbackwaters,deepcanyon-shadedpools,andisolateddesertpotholes.Unfortunately,humanactivityhascausedchangestomanyofthesehabitatsattheexpenseofArizona’snativeaquaticspecies.Ofthestate’s36nativefishspecies,oneisextinctand20arelistedasfederallyendangered.OnceArizona’smostcommonfish,theGilatopminnowisnowamongstthosemostthreatened.

TheGilatopminnowisaguppy-likefishthatgrowsto5centimetersinlength.Femalesandnon-breedingmalesaresilvertotanincolorwithafaintdarkstripealongtheirsides.Breedingmalesturnsolidblackwithyellowfins.Thefish’smouthislocatedterminally,orattheverytipoftheirsnout,andispointedupwards.Thisplacementhelpsthefishcatchinsectsthatarerestingonthewater’ssurface.Gilatopminnowpreferslowmovingwatersincludingsprings,streams,andpondswhereitoccupiesthetopfewinchesofwaterandforagesforplantmatterandsmallinsectlarvae.Asaverysmallfish,itisheavilydependentonstreamsidevegetationinwhichtohidefrompredatorssuchaslargerfish,crayfish,frogs,birds,snakesandaquaticinsects.

Asrivershavebeendammedandthewatertablehasbeenlowered,manyoftheshallowbackwaters,springsandpoolsonwhichtheGilatopminnowdependshavedisappeared.Thissadstateofaffairs,combinedwithhumanactivitiesthathaveremovedstreamsidevegetationandtheintroductionofnon-nativespeciessuchasbullfrogsandmosquitofish,hasresultedinthisthisfishbeingaddedtothefederallistofendangeredspecies.LargescalebreedingandreintroductioneffortshavebeenandcontinuetobeundertakenandhopefullythisfishwillsomedaybeacommonsightinArizona’swatersagain.

largemouth Bass(Micropterus salmoides)

Arizona’swaterwayslookdrasticallydifferenttodaythantheydidbeforehumansettlementarrived.Inthosedays,thestate’sriverswereundammed,meaningtheywerefreetorageduringseasonalfloodsanddwindleduringthedryperiods.Today,theneedforfloodcontrol,powerproduction,andrecreationhascreatedcountlessdams,canals,andartificiallakesresultinginagreaternumberofdeep,slow-movingwatersourcesthatareidealhabitatforintroducedsportsfishsuchasthelargemouthbass.

Thelargemouthbassisalargefishthatgrowsto1.2metersinlengthormore.Itisdarkgreentobrownishaboveandwhitetoyellowishbelow,hasdarkblotchesthatformajaggedstripedownitsside,andhasdorsalfinsthatarespinyinthefrontandroundedintheback.Theupperjaw,whichextendsbehindtheeye,differentiatesthisfishfromsmallmouthbass.InArizona’sman-madelakesandmodifiedrivers,thesefishdependonrocks,logs,andstreamsidevegetationinwhichtoshelterthemselvesfrompredatorssuchaslargefish,birds,snakes,crayfish,frogs,andlargemammals.Theyleavetheseshelterstoforageforpreysuchasfish,insectlarvae,frogs,crayfish,snakes,birds,andsmallaquaticmammalsinopenwaters.

IntroducedtoArizonaasasportsfish,thelargemouthbasshashadmanyunforeseenconsequencessuchasincreasedpredationonsmallernativespeciessuchasGilatopminnowanddesertpupfishandincreasedcompetitionwithlargernativessuchasGilachub.However,theintroductionofthisfishhasn’tallbeennegative.IthasalsobroughtcountlessindividualstoArizona’swaterstorecreate,helpingtoshowthepublictheamazingresourcesArizona’snaturalareashavetooffer.

Merriam’s Kangaroo Rat(Dipodomys merriami)

IntheSonoranDesert,timeswhenlevelsofresourcesarehigharefewandfarbetween.Rainfallarrivesalmostexclusivelyduringthesummerandwinterandmuchofthiswaterdrainsquicklytowardsthedesert’sriparianareas,leavingtheuplandsdry.Themajorityofthedesert’sresidentsaredependentonthislimitedresource,seekingwaterattemporarypondsorriparianareas.TheMerriam’skangaroorat,however,hasauniquewaytodealwiththesedryspells.Thissmall,10centimeterrat,withitsyellow-brownback,whiteundersideandlong,tufted,white-stripedtailcanobtainenoughmoistureevenduringthedriesttimesinthedesert.Atnight,itscurriesamongstsparsegroundcover,usingitskeensenseofsmellandvisiontocollectseedsfromtreeslikemesquiteandpaloverde,forageonherbaceousplants,andcaptureinsects.Thesefooditemsareallhaveextremelyhighwatercontentandifenougharecollected,theratwillneverhavetoconsumeliquidwater.

Evenwithouttheneedforwater,lifeintheSonoranDesertischallenging.Whileforaginginthesparsehabitatstheyoccupy,theserodentsarevulnerabletopredationbybirds,snakes,andlargemammals.Inaddition,theyfacehighlevelsofcompetition.Itisnosecretthatmoisture-richfoodisameansofsurvivalandtheMerriam’skangarooratisnottheonlyanimaltomakeuseofit.Despitethesechallenges,thisrodentmanagestothriveintheharshestofhabitats,eveninthedriestofyears.

Terrestrial Garter Snake(Thamnophis elegans)

Formanypeople,thewidedistribution,subtlecoloration,andrelativelysmallsizeoftheterrestrialgartersnakemakesitafairlyunimpressiveanimal.Thissnakeisquiteslender,growstoonlyjust1meterinlength,andisadullgreywithblackspotsandhaslightlycoloredstripedalongthelengthoftheirbodies.Theytendtostaynearpermanentwaterbutastheirnickname,“thewanderinggartersnake”implies,theycanstrayfarfromanywatersource.Theyinhabitgrasslands,forests,riparianareas,mountains,anddesertsandareoftenamongthemostcommonsnakesintheirrange.Despitetheircommonnessinmanyhabitatsandtheirblandappearance,thissnakeisfarfromordinary.

Theseanimalsareasdiverseintheirdietastheyareintheirpreferredhabitat.Theyactivelyforageduringthedayforfish,frogs,andsmallmammals.Thankstothevarianceintheirdiet,theysufferlittlefromcompetitionfromotherpredators.Whileforaging,theydependupontheirsubtlemarkingstohidewithinlow-lyingvegetationfrompredatorslikebirds,othersnakes,fish,frogs,crayfish,andlargemammals.

Themostuniquethingaboutthissnakeisitsbreedingandreproductionhabits.Uponemergingfromhibernationinspring,theyimmediatelybeginsearchingforamate.Itisnotuncommonformanymatestoattempttobreedwithasinglefemale,resultinginlarge“breedingballs”consistingofseveralanimals.Inaddition,unlikethemajorityofsnakes,theterrestrialgartersnakegivesbirthtoliveyoungthatareindependentfrombirth.Theseuniquebreedingtraits,alongwiththeirabilitytothriveinnearlyanyhabitat,makethisanimalextraordinarydespiteitsabundance.

LongfinDace(Agosia chryogaster)

InArizona’sriparianareas,waterisseasonallylimitedandflashfloodsareextremelycommon.Aquaticanimalscanbesweptdownstreamduringfloods,trappedintemporarypoolswithdiminishingwaterquality,orevenstrandedindewateredstretchesofstream.Forthesereasons,fishnotwelladaptedtothesedesertsystemsoftendonotlastasingleseason.However,nativefishesthathaveevolvedwiththeserivers,likethelongfindace,managetothrive.

Thelongfindace,asmallslenderfish,growsonly10centimetersinlength.Itissilverincolorwithaprominentblackstripealongitssides,hasablunthead,anditsmouthispositionedslightlybehinditssnout.Theyprefertheshallowwatersofsmallstreamsanddependonsandyorgravelysubstratesinwhichtoexcavatetheirspawningbeds.Theyrequireoverhangingbanksorstreamsidevegetationtoprovidecoverfrompredatorssuchaslargerfish,crayfish,frogs,andbirdswhileforagingforaquaticvegetation,detritus,insectlarvae,andfishfry.TheycompeteforfoodwiththeGilatopminnow,desertpupfish,andotheraquaticorganismswithsimilardietsbutthankstotheirincredibleresilienceandabilitytosurviveinamultitudeofhabitats,competitionislimited.

Thisfishmaynotbevisuallyimpressive,butwhatitlacksinaestheticsitmorethanmakesupforwithitsabilitytosurviveintheharshestofArizona’sripariansystems.Forexample,duringthedaywhenplants’highwaterdemandscandryoutstreams,thisfishcanburyitselfunderwetalgaeanddebris.Whentheplants’waterdemandsdwindleandwaterreturnstothestreams,thelongfindaceemergetoforageandseekmoresuitablehabitat.Despitethisresilience,populationsofthisfisharedwindling.NoteventhelongfindaceisimmunetothelossofhabitatandintroductionofinvasivespeciesthatissocommonthroughoutArizona’sriparianareas.

Toe Biter(Lethocerus sp.)

ForsmallfishandamphibianslivinginArizona’sriparianareas,predatorsareplentiful.Theyarepreyeduponbybirds,mammals,snakes,andevenlargermembersoftheirownspecies.Theseinteractionsarewellknownbutonegroupofpredators,theinsects,isoftenoverlooked.Oneinsectinparticular,thetoebiter,canbeespeciallyvoracious.

Toebitersarelargebeetle-likeinsectswithleatherywings,smallantennae,andlargeraptorialfrontlegsthataremuchthickerthanthehindtwopairs.Thesebacktwopairsoflegsarecoveredwithshorthairsthathelptheinsectswimandallowittoholdontosmallbubbleofair,allowingittobreathbeneaththewater’ssurface.Theyalsohavealargespear-likemouthpartcalledaprobosciswhichtheyusetoimpaletheirprey,injectthemwithdigestivefluids,andsuckoutthepartiallydigestedremains.Despitetheirmenacingappearance,theseanimalsareeasilyoverlooked.Theyspendmuchoftheirtimewiththeirwingsflattotheirbacks,mimickingdeadleavesamongstdebris,heavystreamsidevegetation,anddiversesubstrate.Thisallowsthemtohideinplainsightfrompredatorslikefish,frogs,crayfish,andlargerinsectswhilepatientlywaitingtoambushpreyitemsincludinginsects,fish,andfrogs.Thishuntingmethodisextremelyefficientandallowstheseinsectstocompetewiththemanyotheraquaticpredatorstheysharehabitatwith.

Toebitersareprolificbreeders.Aftermating,thefemaledepositshundredsofeggsonthebackofthemalewheretheyremainuntiltheyhatch.Inaddition,theypreferwarmwaterandaretolerantofextremelypoorwaterquality.Forthisreason,theseinsectsthriveinstreamsthathavebeendrainedofmuchoftheirwater,leavingbehindstagnantpools,andinheavilypollutedwaters.Theyareincrediblecreatures,buttheirpresenceinhighnumberscanoftenbeanindicatorofdegradedrivers.

Red-spotted Toad(Bufo punctatus)ThearidlandscapeofArizonaseemlikeanunlikelyplaceforanamphibiantocallhome,butinthestate’sriparianareas,rockycanyons,forests,grasslands,anddeserts,thenativered-spottedtoadfindsrefuge.Thissmalltoad,growingonly8centimetersinlength,isgreytoreddishbrownoverall,hassmallredbumpscoveringitsbody,andunlikeallotherArizonatoads,theparatoidglandsbehindtheirearsareround.LikemuchofArizona’sotherwildlife,thesetoadsareperfectlyadaptedtotakeadvantageofthelittlewaterthelandscapereceives.

Thered-spottedtoadisfoundprimarilynearstreamsbutcanventurefarfromwater.Witheggsthathatchinthreedaysanddevelopintoadultsinjust6to8weeks,theyneedonlytemporarywater.Thisdifferentiatesthistoadfrommanyotheramphibiansthatrequirepermanentwatertoraisetadpolesthattakemultipleseasonstodevelop.Theyaremostcommoninrockyareaswheretheyhideincracksandcrevicesfrompredatorssuchasbirds,snakes,frogs,mammals,andlargefish.Theyalsousethesesecurehidingplacestowaitinambushforpreysuchasinsects,fish,andsmalleramphibianswhichtheycatchwiththeirstickytongues.

ThistoadisdesignedperfectlyforlifeinArizona’sharshesthabitats.Whentemporarywatersdryup,theycanpushbeneaththeearthandremainburiedforoverayearuntilthenextrainyseason.Duringthistime,theyarecapableofsurvivingalossofupto40percentoftheirbodies’watercontent.Whenrainfinallyfallsagain,theyemergefromthesoilinabundance.Theytakeadvantageoftheseshortwindowstorehydrate,forage,andbreedbeforedisappearingonceagain.

Beaver(Castor canadensis)

Thebeaverisalargeaquaticrodentthatgrowstoupto1.2metersinlength.Theanimaliscoveredinthick,darkbrownfur,hasalongflattened,nearlyhairlesstail,andshortforearmswithlargeclaws.Consideringtheanimal’ssize,uniqueappearance,andcommonnessinhabitatssuchaswetlandsandriparianareas,itisawonderthatthisanimalissoseldomseen.

Beaverscaneasilybeconfusedformuskrats,buttheyareuniqueanimals.Theyareeasiesttodistinguishfrombeaversonlandwheretheirlargersizeandwidetailareapparent.Inthewater,theirswimmingstyledistinguishesthem.Beaversswimwithonlytheirheadsvisiblewhilemuskratsswimwiththeirheadandbackabovewater.Evenwhentheanimalsthemselvesarenotvisible,thetwocanbedistinguishedbythesignstheyleavethroughoutthehabitat.Beavers,likemuskrats,buildlodgesusingmudandplantmaterialsinordertoprotectthemselvesfrompredatorssuchasraptorsandlargemammals.Unlikemuskratlodgeshowever,beaverlodgesdonothaveentrancesabovethewater’ssurface.

InArizona,beavershavelostsubstantialamountsofhabitatasriparianareashavebeenalteredanddegraded.Theseanimalsdependuponlargetreesforbothconstructionoftheirlodgesanddamsandforasourceoffood.Theseanimalsdoconsumesomefruitsandaquaticplants,butdependalmostentirelyontreecambiumandbark.Theysuffernocompetitionforthisuniquefoodsource,butinordertohaveenoughtreestomeettheirdietaryandconstructiveneeds,onefamilyofbeaversstillneedsaboutakilometerofriparianhabitat.Alongthesestretchestheyinhabit,beaverdamsdrasticallyalterthelandscape.Theyslowwater,allowingforthecreationofponds,wetlands,andeventuallymeadowsasthebeaverpondsfillwithsiltfromupstream.Withoutthebeavers,thissuccessionfromriparianareatomeadowwouldnotbepossibleandcountlessotherspecieswouldsuffer.

Sonora Sucker(Catostomus insignis)

InArizona’sriparianareas,waterisseasonallylimitedandflashfloodsareextremelycommon.Aquaticanimalscanbesweptdownstreamduringfloods,trappedintemporarypoolswithdiminishingwaterquality,orevenstrandedindewateredstretchesofstream.Forthesereasons,fishnotwelladaptedtothesedesertsystemsoftendonotlastasingleseason.However,nativefishesthathaveevolvedwiththeserivers,liketheSonorasucker,managetothrive.

TheSonorasucker,oneofArizona’slargernativefish,growsupto80centimetersinlength.Itisdistinctlybi-coloredwithbrownaboveandyellowbelow,haslargescales,aroundedsnout,andadisproportionatelythicklowerlip.Theypreferdeeppoolswithinstreamswheretheycanforage,usingtheirmouthstopullinandspitoutgravellysubstrates,filteringoutaquaticinsects,plantmatter,fishfry,anddetritus.Whileforagingfortheseresources,theydependonoverhangingbanksorstreamsidevegetationtoprovidecoverfrompredatorssuchasbirds,largefish,snakes,frogs,andlargemammals.Despiteitsdependenceondeeppools,thisfishdoesnotdowellinlargeman-madebodiesofwaterlikeArizona’smanyman-madelakes.

TheSonorasuckercompeteswithotherbottomfeederssuchascrayfish,snailsandsimilarfishsuchasthedesertsucker.TheSonoraanddesertsuckeraresuperficiallysimilar;howevertheSonorasucker’slargersize,lackofdarkbands,cartilaginousmouthplate,ornotchedmouthsetitapart.Also,thesetwofishhavevastlydifferentbehaviorsandhabitatpreferences.UnliketheSonorasuckerwhichforagesamongstthesubstrateofpools,thedesertsuckerismostoftenseenscrapingalgaeoffofrockswithintheriffleportionsofstreams.Bothfish,however,dependonhabitatdiversity.Asriversaremodified,degraded,andaltered,diversestretchesofriffles,runs,andpoolsareoftenreplacedwithendlessstretchesofuniformhabitat.Thisisatrendthatcouldbedevastatingforbothofthesenativefish.

desert Sucker(Catostomus clarki)

InArizona’sriparianareas,waterisseasonallylimitedandflashfloodsareextremelycommon.Aquaticanimalscanbesweptdownstreamduringfloods,trappedintemporarypoolswithdiminishingwaterquality,orevenstrandedindewateredstretchesofstream.Forthesereasons,fishnotwelladaptedtothesedesertsystemsoftendonotlastasingleseason.However,nativefishesthathaveevolvedwiththeserivers,likethedesertsucker,managetothrive.

Thedesertsuckerisamediumsizedfish,growingupto33centimetersinlength.Itisdistinctlybi-coloredwithsilveraboveandyellowbelow,hasjagged,darkverticalbarsalongitssides,largescales,aroundedsnout,andalargecartilaginousplatethatformstwonotchesonthesidesofitsmouth.Thesefishspendthedayindeeppoolswheretheycanavoidpredatorssuchaslargerfish,frogs,snakes,birds,andlargemammals,takingrefugebeneathoverhangingbanksandstreamsidevegetation.Atnight,theymoveintotherockyrifflesinsearchoffood.There,theywillusetheirlargecartilaginousplatetoscrapealgaefromlargerocks.

Thedesertsuckercompeteswithotherbottomfeederssuchascrayfish,snailsandsimilarfishsuchastheSonorasucker.ThedesertandSonorasuckeraresuperficiallysimilar;howeverthedesertsucker’ssmallersize,darkbands,cartilaginousmouthplate,andnotchedmouthsetitapart.Also,thesetwofishhavevastlydifferentbehaviorsandhabitatpreferences.Unlikethedesertsuckerwhichscrapesalgaefromrockswithinriffles,theSonorasuckerismostoftenseenforagingindeeppoolswithgravellysubstrate.Bothfish,however,dependonhabitatdiversity.Asriversaremodified,degraded,andaltered,diversestretchesofriffles,runs,andpoolsareoftenreplacedwithendlessstretchesofuniformhabitat.Thisisatrendthatcouldbedevastatingforbothofthesenativefish.

Abert’s Towhee(Pipilo aberti)

Assummercomestoanend,manyofArizona’sriparianbirdsarethroughbreedingandarepreparingtoleavethestateandheadfortheirwinteringgrounds.TheAbert’stowheehowever,ismakingnosuchpreparations.ThisbirdisapermanentresidentinArizonaandhasoneofthesmallestrangesofanyNorthAmericanbird:itwintersandbreedsonlyinasmallportionofthesouthwest,namelythelowerColoradoandGilaRiverwatersheds.

TheAbert’stowheeisamedium-sizedbirdwithanoveralllengthof24centimeters.Ithasauniformlypinkish-brownbodyexceptforsomeslightrufousbeneathitslongtail.Itcanbeidentifiedeasily,evenatadistance,byitspalebillthatcontrastssharplywithitsblackface.Thisbirdprefersriparianhabitatswithbushygroundcover,cottonwoods,andwillows.Inthedensebrush,theAbert’stowheehidesfrompredatorssuchaslargebirds,snakes,andmammalswhilesearchingforfoodstuffssuchassmallinsectsandseedsbyscratchingatthegroundwithitsfeet.Thismethodallowsthetowheetofindfoodwhichcompetitorssuchasotherseedeatingbirds,mammals,andinsectsmayhavemissed.

Withsuchasmallhomerange,theAbert’stowheeisparticularlyvulnerabletohabitatloss.Whenthebirdloseshabitattodevelopment,over-grazing,andotherhumanactivities,itisnotjustaparticularpopulationthatisharmed,itistheentirespecies.Unfortunately,thisbirdhaslostmuchofitsfavoredriparianhabitatanditsnumbershavedeclinedsignificantly.Ifthistrendisnotreversed,thisbirdcouldbelostfromalargepartofitsrange,forever.

Song Sparrow(Melospiza melodia)

ThesongsparrowisoneofNorthAmerica’smostversatilebirds.Itcanoccupyanincrediblevarietyofhabitatsincludingmarshes,grasslands,desertscrub,pineforests,prairies,chaparral,agriculturalfields,pastures,andevenparks.Inanyofthesehabitats,thesebirdsrequireamixtureofopenandbrushyareas.Inthebrush,songsparrowscanbeseenforagingforseeds,fruit,andinsectswhilekeepingawatchfuleyeforlargemammals,snakes,andlargebirdsthatmightpreyonthemaswellasforrodentsandsmallerbirdswithwhichtheymightcompete.

Thesongsparrowisasmallbirdgrowingto15centimetersinlength.Itisalightbrownandgreybirdwithboldbrownstreaksdownitswhitechest,ashortbill,aroundedhead,andalongroundedtail.Inmanyareas,itisthemostcommonheavily-streakedsparrow.Althoughthroughoutmuchofitsrangethissparrowcanoccupyawidevarietyofhabitats,intheArizonasummeritismorerestricted.

Duringthesummerbreedingseason,Arizona’ssongsparrowsrequiredensevegetationnearwaterandtheyfinditwithinthestate’sriparianareas.Intheseareas,thebirdsseekoutlow,densegroundcoverinwhichtheybuildsmall,sturdy,cup-shapednestscomposedofaninnerlayerofgrasses,weeds,andanimalfurandanouterlayerofbarkortightlywovengrasses.Thenestsarekeptnearwatertoensuretheparentswillbeabletofindenoughprotein-richinsectstofeedtheiryounguntiltheygrowintoadultbirds.Thesebirdswouldnotbeabletofindenoughfoodtosupporttheiryoungintheiraridwinteringhabitatsthroughoutthestate.Withoutriparianareas,fledgingnextyear’ssongsparrowswouldnotbepossible.

Common Kingsnake(Lampropeltis getula)

Snakesoftenhaveabadreputation.Theyareseenasevilcreaturesthatareonlyheretodeceive,harm,andkill.However,ofArizona’s52speciesofsnakes,38areharmlesstohumansandeachofthemplaysavitalroleintheecosystemtheyinhabit.Some,suchasthecommonkingsnake,fillanimportantnicheunknowntomostofthedesert’sinhabitants;onemostofthemwouldnotwanttohaveunfilled.

Thecommonkingsnakeisalarge,slendersnakepatternedinblackandwhitewithaheadbarelywiderthanitsbody.Patternsvaryfromdistinctblackandwhitebands,tomottledblackandwhite,tocompletelyblack.Thissnakecanbefoundinanextremelywidevarietyofhabitatsincludingforests,deserts,fields,andriparianareas.Althoughitisaterrestrialsnake,theanimaltendstostayclosetowaterduetothehighavailabilityoffoodandthelargeamountsofbrushyvegetationfromwhichtohuntandhidefrompredatorssuchaslargemammalsandbirds.Itsdietincludessnakes,smallmammals,lizards,birds,eggs,andamphibianswhichithuntsbywaitinginambushandkillsthroughconstriction.Thisdiversedietallowsthesnaketosufferfromverylittlecompetition.

Thekingsnakeearnsitsnamefromitstendencytoeatothersnakes.Itisanextremelypowerfulconstrictorthatcaneasilycatchandoverpowermostothersnakes.Inaddition,itisimmunetopitvipervenomwhichplacesrattlesnakesonitsmenu.Itisthisabilityandpropensitytoeatrattlesnakesthatmakesmanydesertresidentshappytosharethelandscapewiththecommonkingsnake.Itisoneoftherattlesnakes’veryfewpredatorsandwithoutthemthedesertwouldbeamuchmoretreacherousplace.

Rock Squirrel(Spermophilus veriegatus)

IntheSonoranDesert,thelifeofarodentisparticularlychallenging.Rainfallsalmostexclusivelyinthesummerandwinter,withlongperiodsofdesiccationbetween.Thislimitedwaterproducesanequallylimitedcropofmoisture-richherbaceousplants,insects,andseedsoverwhichtheserodentsandotheranimalsallcompete.Thelownumberofshade-providingtreesmakestheseanimalsparticularlyvulnerabletosoaringpredatorsandthedesert’sunevenrockylandscapeprovidescountlessambushopportunitiesforthesnakesandlargermammalsthatalsocallthisregionhome.

Manyofthedesert’srodentsdependonincredibleadaptationsthatallowthemtogowithoutdrinkingwaterforalifetime,butothers,suchastherocksquirrel,aremorerestrictedbytheirneedtohydrate.Thesesquirrelsarelarge,growingupto30centimetersinlength,excludingthetail.Theyhavespeckledgrayish-brownfurabove,lightbrownfurbelow,lightcoloredringsaroundtheireyesandbushytailsthatarenearlyaslongastheirbody.Lessdroughttolerantthanotherdesertrodents,theseanimalsaretiedtoareasclosetowater,suchasdesertriparianareas,wheretheydependuponlargerockoutcroppingsorcanyonwalls.

Fromtheirrockyperches,rocksquirrelstirelesslydefendtheirterritoriesfrompredatorssuchaslargemammals,birds,andsnakesaswellasfromotheranimalsthatcompeteforfoodsuchasinsects,seeds,flowers,fruit,herbaceousplants,andcarrion.Inordertomakedefendingtheirvaluableterritorieseasier,rocksquirrelsarehighlysocial.Theyliveincoloniesconsistingofasinglemale,severalfemales,andjuveniles.Femalesandyoungarepermittedtocomeandgofreely,butmales,bothadultandjuvenile,areoftenforcedawayfromtheirburrowsbyothermales.Itmayseemcrueltopushoutone’sownfamily,butinadesertwheremoistureisextremelyscarce,water-frontpropertyisinvaluable.

DesertPupfish(Cyprinodon macularius)

Withbioticcommunitiesrangingfromconiferwoodlands,toSonorandesertscrub,toalpinetundra,Arizonaisknownforitshabitatdiversity.Althoughwaterisalimitedresourceinthemajorityofthesehabitats,thestate’saquaticecosystemsareequallyvaried.Withinitsbordersexistragingrapids,shallowbackwaters,deepcanyon-shadedpools,andisolateddesertpools.Unfortunately,humanactivityhascausedchangestomanyofthesehabitatsattheexpenseofArizona’snativeaquaticspecies.Ofthestate’s36nativefishspecies,oneisextinct,and20arelistedasfederallyendangered.OnceamongArizona’smostcommonfish,thedesertpupfishisnowamongstthosemostthreatened.

Thedesertpupfishisasmall,stockyfishthatrarelygrowsover5centimetersinlength.Femalesandnon-breedingmalesaresilverwithverticalblackbandswhilebreedingmalesarebluewithyellowfins.Bothgendershaveshort,roundedfinsandafaintstripeofdarkspotsnearthebaseoftheircaudal,ortail,fins.Theyhaveupturned,protractilemouthsthathelpthemwhenforagingforinsectsandaquaticplants.Thesefishpreferwarm,slowmovingwatersincludingsprings,streams,backwaters,andponds.Duringthenightandduringcoldweather,theyareheavilydependentonstreamsidevegetationinwhichtohidefrompredatorssuchaslargerfish,crayfish,frogs,birds,snakes,andaquaticinsects.Inaddition,thedesertpupfishrequirefinesubstratesinwhichtolayeggsanddefendterritories.

Asrivershavebeendammedandthewatertablehasbeenlowered,manyoftheshallowbackwaters,springs,andpoolsonwhichthedesertpupfishdependhavedisappeared.Combinedwithhumanactivitiesthathaveremovedstreamsidevegetation,introductionofnon-nativespeciessuchasbullfrogsandmosquitofish,thesethreatshavesecuredaplaceforthisfishonthefederallistofendangeredspecies.LargescalebreedingandreintroductioneffortshavebeenandcontinuetobeundertakenandhopefullythisfishwillagainbeacommonsightinArizona’swaters.

Canyon Treefrog(Hyla arenicolor)

ThearidlandscapeofArizonaseemslikeanunlikelyplaceforanamphibiantocallhome,butalongthestate’srockyriverswithindeserts,chaparral,andwoodedareas,thecanyontreefrogtakesrefuge.Thesesmallfrogs,growingonly5centimetersinlength,aregreytodarkgreenwithdarkspotsaboveandyellowororangebelow.Theyhaveroughskinsimilartothatofatoad,buttheirlargestickytoepadsdifferentiatethemasafrog.LikemuchofArizona’sotherwildlife,thesefrogsareperfectlyadaptedtosurviveintheharshhabitatstheyoccupy.

Thecanyontreefrogisfoundprimarilynearstreamsbutcanventurefarfromwater.Theireggshatchintwoweeksanddevelopintoadultsinjustover10,sotheyrequireonlyseasonallypermanentwater.ThisquickdevelopmentisakeytraitthatallowsthisfrogtosurviveinArizona’saridhabitatswheremanyotheramphibianswithtadpolesthattakemultipleseasonstodevelopcannot.Alsohelpingthemsurvivewhereotheramphibianscannot,thesefrogshaveincrediblecamouflagethatallowsthemtohideinplainsight.Theircolorvariesslightlyfromregiontoregion,oftenmatchingthecolorofthearea’ssubstrate.Thisallowsthemtothriveinrockyareaswithminimalcoverwheretheyhideincracksandcrevicesfrompredatorssuchasbirds,snakes,frogs,mammals,andlargefish.

Atnight,theyemergefromthesehidingplacesandmovetotheedgesofslow-movingstreamsandbackwaters.Theylingerintheseareasthroughoutthenight,foragingforsmallinsects.Thislimiteddietforcescanyontreefrogstocompetewithallotherinsectivorousripariananimals,butwiththehelpoftheirlongstickytonguesthattheyusetopullpreyintotheirwidemouths,theymanagetogettheirfill.Infact,theydosowell,thattheirunmistakablecallisoneofthemostcommonsoundsalongArizona’sstreamsduringsummernights.Oftensaidtosoundlikebleatingsheep,thiscallisoftentheonlyevidenceofthehighnumbersinwhichthisincrediblywell-hiddencreatureexists.

Raccoon(Procyon lotor)

Asurbanizationincreasesandencroachesonnaturalareas,itisunfortunatelycommonforpopulationnumbersofnativespeciestodeclineandforsomespeciestodisappearaltogether.Thesespeciesareinextricablytiedtotheirnaturalhabitatsandtheresourcestheyhold.Withoutthem,theycannotsurvive.However,notwospeciesrespondtoenvironmentaldisturbancethesamewayandsomeevenfollowoppositetrends.Onesuchanimal,theraccoon,hasdrasticallyexpandeditsrangeasdevelopmenthasspreadacrossNorthAmerica.

Raccoonsarelargemammalswhosebodycanexceed60centimetersinlength,notincludingthetail.Theyaregreytobrownincolor,haveroundedears,distinctblackfacialmarkings,fivefingeredhandscompletewithlargeclaws,andabushy,stripedtail.Historically,theseanimalswerefoundinheavily-woodedareasandripariancorridorswheretheydependedonlargetreesinwhichtoavoidpredatorssuchaslargemammalsandraptors.Theyalsorelyonheavyundergrowthinwhichtheywouldforageforfoodusingtheirkeysensesandincrediblydexteroushands.

Itisthisanimal’sdiversedietandhighlevelofintelligencethathasallowedittocontinuetothriveandexpanditsterritoryashumansbegantomodifytheland.Withawidedietincludingfish,amphibians,smallmammals,invertebrates,andplants,thereisnolimittowhataraccooncanconsume.Withtheintelligencetoexplorenewpotentialresourcesandthedexteritytocloselyexamineanypotentialfoodresource,theyarenotlimitedtoanyparticularhabitattype.Forthesereasons,raccoonswereabletofollowurbanizationandagriculture,makinguseoftheresourceshumansaddedtothelandscape.Inaddition,largescalepredatorcontrolandintentionalintroductionsfurtherallowedthemtoexpand.Today,theseanimalsarecommoninawidevarietyofhabitats.Aslongastheyhaveaccesstofood,water,andshelter,theseanimalswillcontinuetoprosper.

abiotic factor -physical,ornonliving,factorthatshapesanecosystem.

annual vegetation -aplantthatflowersonceandthendies.

autotroph -organismthatcancaptureenergyfromsunlightorchemicalsanduseittoproduceitsown foodfrominorganiccompounds;alsocalledaproducer.

bank alteration -anychangetothestreambank;couldbecausedbyanimals,peopleorflooding.

binomial nomenclature -classificationsysteminwhicheachspeciesisassignedatwo-partscientificname.

biomass -thetotalmassofalllivingmaterialinaspecificarea,habitatorregion.

biotic factor -biologicalinfluenceonorganismswithinanecosystem.

classification -systematicgroupingoforganismsaccordingtosharedcharacteristics.

cobbles -asedimentparticlethatislargerthangravelbutsmallerthanaboulder.

consumer -organismthatreliesonotherorganismsforitsenergyandfoodsupply;alsocalled aheterotroph.

cross section -aviewofariverfrombanktobankwhenslicedvertically.

deposition -thesettlingorcomingtorestoftransportedmaterialfromstreamsorwind.

downstream -awayfromthestream’ssource;inthedirectionofthestream’scurrentorflow.

ecosystem -collectionofalltheorganismsthatliveinaparticularplace,togetherwiththeirnonliving (abiotic)environment.

embedded rock -rockthatcannotbeeasilyremovedfromthegroundinwhichitrests.

VoCABulARy RIVeR pATHwAyS Module 1 n 104

Vocabulary

erosion -thegradualwearingawayofrocks,sedimentandsoils,bytheactionofwaterorwind;usuallyinvolvedthetransferofmaterialfromtheupstreamportionofarivertothedownstreamportion.

evapotranspiration -thelossofwaterbyevaporationfromsoilandthetranspirationofplants.

forage-foodsuchasgrassorhayforhorsesandcattle

fracture -anybreakinrockwherenomovement(upordown)hastakenplace.

gravel -roundedparticlesbiggerthan2millimetersindiameter.

grazing -methodoffeedingbyherbivores.green line -acontinuousstretchofperennialvegetationabovethewater.

ground water -waterbelowthegroundthathasgreaterpressurethanabovetheground.

habitat -theareaornaturalenvironmentinwhichananimalorplantnormallylives.

herbaceous -aplantthatdoesnothaveawoodystemanddiesbackattheendoftheseason.

heterotroph -organismthatreliesonotherorganismsforitsenergyandfoodsupply;alsocalled aconsumer.

invasive species -speciesthatspreadaggressivelyandarenotnativetoanarea;theseinvasionscanleadto lossofbiologicaldiversitybyeliminatinghabitatfornativespecies.

keystone species -aspecieswhosepresenceandrolewithinanecosystemhasadisproportionateeffecton otherorganismswithinthesystem.Akeystonespeciesisoftenadominantpredatorwhoseremoval allowsapreypopulationtoexplodeandoftendecreasesoveralldiversity.Otherkindsofkeystone speciesarethose,suchascoralorbeavers,thatsignificantlyalterthehabitataroundthemandthus affectlargenumbersofotherorganisms.

meander -aloop-likebendinthecourseofastream.

native species -speciesthatoccurnaturallyinanarea.

non-native species -speciesthatarenotnaturallyoccurringinanareaorenvironment;notnecessarily invasive(seedefinitionofinvasivespecies).

Vocabulary

nonpoint source pollution-pollutionresultingfrommultiplesourcesthatcanspreadlongdistances, makingitdifficulttoimpossibletopinpointthereoriginalsource.Somesourcesofnonpointsource pollutionincludevehicleemissionsandagriculturalrunoff.

overgrazing -thedestructionoftheprotectivevegetationcoverbyhavingtoomanyanimalsgrazing uponit.

perennial -aplantthatflowersyearafteryear.

pools -adeeporstillspotwithinastream.

precipitation -anyformofwaterthatfallstoEarth’ssurfacefromtheclouds.

producer -alsocalledautotroph;organismthatcancaptureenergyfromsunlightanduseittoproduce itsownfood.riffle -isashallowstretchofariverorstream,wherethecurrentisabovetheaveragestreamvelocityand wherethewaterformssmallrippledwavesasaresult.

riparian area -themarginsofstreamsorriverswherevegetationisstronglyinfluencedbythepresence ofwater.Anestimated80%ofallvertebratespeciesinthedesertsouthwestdependonriparianareas foratleastsomepartoftheirlifecycle.

runoff -waterthatflowsoverthelandratherthangoingintotheground.

sand -asedimentparticlethatissmallerthangravelbutlargerthanmudparticles.

sediment -silt,sand,gravel,cobblesandothermattercarriedanddepositedbywater,wind,orice.

seedling -ayoungtreethatislessthan3feettall.

slump -thedownwardslippingofrockorothermaterialmovingasaunitalongacurvedsurface.

species -agroupofsimilarorganismsthatcanbreedandproducefertileoffspring.

stubble -thepartofaplantthatisleftbehindafterharvestorgrazing.

stream bank -thesidesofastreamorriverchannel.stream channel -thephysicalconfinesofastreamincludingabedandstreambanks.Thestream channeldevelopmentiscontrolledbybothwaterandmovementofsediment.

Vocabulary

stream velocity -thespeedofwatertravellingdownastreamchannel.

substrate -thematerial(sand,gravel,etc)thatrestsonthebottomofthestream.

substrate dwellers -organismsthatlive(dwell)withinthesubstrateofthestream.

taxonomy -thestudyofclassificationoforganisms.

understory -thelayersofplantsthatgrowunderneathtrees.

upstream -towardsthestream’ssource;againstthefloworcurrent.

vascular plant -aplantthathasafoodandwatertransportsysteminsidethattransportsfoodandwaterup anddowntheplantusingpipe-likestructures.

vegetation -alltheplantlifeinaparticulararea.

Vocabulary

Module 2: Riparian Plants

CoNTeNTS

Classroom Materials

• PlantIdentificationGame• PowerPointPresentation*

• RiverPathways:RiparianVegetation• PlantIdentificationPowerPointFollowup 4• PlantIdentificationTeacher’sReference 5• PlantIdentificationGameInstructions 7• PlantIdentificationGameExample 9• PlantCards 10• LetteredCards 19• PlantIdentificationList 28• PlantIdentificationGameAnswerSheet 37• PlantIdentificationGameAnswerKey 38

Module 2: Riparian Plants

CoNTeNTS RIveR PaThwayS Module 2 n 1

RIveR PaThwaySModule 2: Riparian Plants

Module2ofRiverPathwayswilldevelopthreeskillsthatstudentswillneedincareersmanagingournaturalareas.

• FamiliaritywithsomeofArizona’smostcommonriparianplants.• Theabilitytowritedetaileddescriptionsofplants.• Theabilitytousedescriptionstoidentifyplants.

Riparianvegetationisvitaltostreamhealth.Amongotherfunctions,vegetationholdsbanksinplace,createsshadewhichmaintainswatertemperatures,andprovideswildlifewithfoodandshelter.Inordertoconductthemonitoringnecessarytomaintainourriparianareas,familiaritywithriparianvegetationisessential.

Giventhevastdiversityofplantspeciesfoundinriparianareas,itiscommontocomeacrossanunfamiliarplantinthefield.Insuchcasesitisimportanttobeabletowriteadetaileddescriptionoftheplantthatcanthenbeusedtoidentifyanddocumenttheplantafterreturningfromthefield.

Materials:

1. PlantIdentificationPowerPointpresentation“RiverPathways:RiparianVegetation”

2. PlantIdentificationTeacherNarrative

3. PlantIdentificationTeacher’sReference

4. PlantIdentificationGame

i. TeacherInstructions

ii. 25PlantCards

iii. 25LetteredCards

iv. 25PlantLists

v. 25AnswerSheets

vi. 1AnswerKey

TeaCheR INSTRuCTIoNS RIveR PaThwayS Module 2 n 2

TeaCheR INSTRuCTIoNS RIveR PaThwayS Module 2 n 3

Before the lesson:

• UsingthePlantIdentificationTeacher’sReference,familiarizeyourselfwithhowtodescribeplantsforidentificationpurposes.

• Printplantcards,letteredcards,plantlists,answersheets,andanswerkey.Laminateplantcardsandlistsforreuseinthefuture.

• Paireachplantcardwithablank“lettered”cardaslistedintheAnswerKey.

Introduce The lesson:

• ShowthePlantIdentificationPowerPointpresentation“RiverPathways:RiparianVegetation.”• ReviewtheinformationinthepresentationusingthePlantIdentificationTeacherNarrative.• Introducetheideaofcreatingplantdescriptionsthatcanbeusedforidentification.• PlaythePlantIdentificationGame.

after the lesson:

• RemindthestudentsabouttheAnimalHomeworkworksheetstheywereassignedduringModule1.

• Assignaduedate.ThisdateshouldbebeforeyouintroduceModule3.

ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 4

ReviewthePowerPointwithyourstudents.Youmaywishtoaskthemtotellyouwhattheyremember,usingthebulletpointsbelow.

why are riparian plants important?

Riparianplantsservemanyimportantfunctionsintheenvironment.

• Theyprovidebankstabilitybyholdingontosoil.• Theyprovidehabitatforcountlessorganisms.• Theykeepwatershadedandatanappropriatetemperature.• Theyslowflowsduringflashfloodevents.

why is it important to be able to identify riparian plants?

Sinceriparianvegetationissovitaltothehealthofriparianecosystems,itisessentialthatbiologistsarefa-miliarwithcommonriparianplants.Giventhediversityofplantsintheseareas,itisunreasonabletoexpectthatonepersonwillknoweverysinglespecies.

• Whenabiologistcomesacrossanunfamiliarplant,he/shemustbeabletowriteadetaileddescriptionsothattheplantcanbeidentifieduponreturningfromthefield.

• Whentheresearcherreturnstotheoffice,he/shemustusefieldguidesandtheirwrittendescriptionstoidentifytheplant.

Theseskillsareessentialtomonitoringstreamsidevegetation.

Monitoring streamside vegetation is essential to managing these valuable riparian areas!

Plant Identification: PowerPoint Followup

RIveR PaThwayS Module 2 n 5ClaSSRooM MaTeRIalS

Whenwritingdescriptionsofplantstobeusedforlateridentification,therearemanyimportantplantfeaturestoconsider.Pleasenote:manyofthesefeaturesareonlyobservableinthefieldandwillnotbeuse-fulintheclassroomwherethestudents’descriptionswillbebasedondrawings.

• Basic Category:istheplanta…• Tree?• Shrub?• Grass?• Cactus?• Forb?• etc.

• Overall Form:Howdoestheplantgrow?• Describetheplant’ssize.• Isitneat,messy,dense,sparse,etc.?

• location:Inwhattypeofhabitatdoestheplantgrow?• Istheplantnearwater?• Isitinarockyarea,sand,gravel,etc.?• Isitintheshadeordirectsunlight?

• distinguishing Characteristics:Whatmakestheplantdifferentfromalltheothers?• Stems/trunk:

• Describethetextureandcolorofthestem/trunk. • Describethesizeandwidthofthestems/trunk. • Describehowthestems/branchescometogether.

• Leaves: • Describetheshape,size,colorandtexture. • Describetheedges.Aretheysmoothorserrated? • Describehowleavesarearrangedalongthestem.

• Flowers/seeds/fruit: • Describetheshape,size,color,andtextureoftheflowers,seeds,orfruit.

• Additional Features:• Thereisnosuchthingastoomuchinformation.Ifanythingseemsuniqueorspecial,be

suretowriteitdown.Itisbettertohaveextrainformationthantomissadetailthatwillbevitalforidentification.Additionalfeaturesinclude,butarenotlimitedto

• Scents. • Wildlifeseenutilizingtheplant. • Similaritytoacommonobject.Forexample,onemightsayanagaveresemblesthe topofapineapple.

Plant Identification Teacher’s Reference

example:

DesertSenna(Senna covesii)

description:Asmallshrub,lessthan2feettall,thatgrowsinopendesertonrockyslopes.Theleavesareagrayishgreenandeachiscomposedof2-3pairsofoval-shapedleaflets.Theindividualleafletsofeachpairgrowoppositeeachotherontheleaf’scentralstem.Ithasbrightyellowflowersthatgrowatthetipofthebranches.Itproducesseedsinshortpodsthatarefuzzywhenyoungandrattleloudlywhendried.Thestemsaregray,fuzzy,andthornless.

Plant Identification Teacher’s Reference

objectives:

• FamiliarizestudentswithsomeofArizona’smostcommonriparianplants.• Writedetaileddescriptionsofplantsbasedonsignificantphysicalfeatures.• Usewrittendescriptionstoidentifyriparianplants.

Instructions:

Materials:

1. 25PlantCards

2. 25LetteredCards

3. 25PlantLists

4. 25AnswerSheets

5. 1AnswerKey

Step 1:Writeadetaileddescriptionofagivenriparianplant.

• Introducetheconceptofcreatingdescriptionsthatcanbeusedtoidentifyplants• GiveeachstudentaPlantCard,aLetteredCard,aPlantList,andanAnswerSheet.Makesureto

handouttheplantandletteredcardsinthepairslistedontheAnswerKey.• Tellthestudentstodescribetheplantthatisillustratedonthecard,andwritethedescriptionon

theblankcard.• Demonstratetheactivityusingtheexampleprovided(DesertSenna).• Instructthestudentstodescribetheirplantontheirblankcardinawaythattheirclassmateswill

beabletoidentifytheplantusingtheplantlist.• Telltheclassthatforfun,they’llbecompetingtowritetheBESTdescription,andthatthebest

descriptionisonethatcausesthemoststudentstoidentifytheplantcorrectly.• Collecttheblankcardsonwhichthestudentshavewrittentheirdescriptions.

Plant Identification Game Instructions

Step 2:Usedescriptionstoidentifyplants.

• Shufflethestudents’plantdescriptionsandredistributethemtotheclass.• InstructstudentstoidentifytheplantusingthedescriptionprovidedandthePlantList.Record

answersontheanswersheets.Allow1minute.• After1minute,instructthestudentstopasstheircardsonestudenttotheright,regardlessof

whetherornottheyhavefinishedidentifyingtheplant.• Repeattheactivityuntileachstudenthashadachancetouseeachdescription.• InstructthestudentstoexchangeAnswerSheets.• UsingtheAnswerKey,revealtheanswerstotheclass.Askthestudentstoraisetheirhandsifthe

answeriscorrectontheanswersheettheyarescoring.Recordthenumberofcorrectidentificationsforeachplantonthekey.

Step 3:Identifythebestdescription(s)!

• Whichplantwasaccuratelyidentifiedmostfrequently?• Thestudentwhowrotethedescriptionthatyieldedthemostfrequentidentificationswins!

discussion:• Askthemostsuccessfulstudentstoreadtheirdescriptionsaloud.• Whatmayhavecausedtheirdescriptionstobemoreeffectivethantheothers?

Plant Identification Game Example

Plant Id Game example

Plant Card:

*Studentcardsuselinedrawingsinsteadofphotographs,similartomanypublishedplantkeys.

lettered Card:

*Notethatmanyfeaturesdescribedinthe“PlantIdentificationTeacher’sReference”aremissinghere,suchascolor.Thosedetailscannotbegleanedfromlinedrawings,thusarenotincludedinthedescription.

Asmallshrub,lessthan2feettall,thatgrowsinopendesertonrockyslopes.Theleavesarecomposedof2-3pairsofoval-shapedleaflets.Theindividualleafletsofeachpairgrowoppositeeachotherontheleaf’scentralstem.Ithassmallflowersthatgrowatthetipofthebranches.Itproducesseedsinshortpods.

Desert Senna

Plant ID G

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Gooddings Willow

Seep Willow

Tamarisk/Salt CedarR

S Module 2

Plant ID G

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Velvet Mesquite

Velvet Ash

Fremont Cottonwood

odule 2 n 11

Plant ID G

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Redberry Juniper

Three Leaf Sumac

Red Barberry

odule 2 n 12

Plant ID G

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Lotebush

Desert Broom

Sonoran Scrub Oak

odule 2 n 13

Plant ID G

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Broom Snakeweed

Common ThreeSquare Bulrush

Bermuda GrassR

S Module 2

Plant ID G

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Johnsongrass

Desert Rhubarb

Tree Tobacco

odule 2 n 15

Plant ID G

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Spikerush

Rabbit’s Foot Grass

Catnip

odule 2 n 16

Plant ID G

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Watercress

Common Mullein

Yellow Sweet Clover

odule 2 n 17

Plant ID G

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Cocklebur

odule 2 n 18

Plant ID G

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S Module 2

Plant ID G

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S Module 2

Plant ID G

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S Module 2

Plant ID G

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S Module 2

Plant ID G

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S Module 2

Plant ID G

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S Module 2

Plant ID G

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Plant ID G

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Plant ID G

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odule 2 n 27

Gooddings Willow

Seep Willow

Tamarisk/Salt Cedar

PlaNT Id GaMe lIST RIveR PaThwayS Module 2 n 28

n Plant ID

e List

Velvet Mesquite

Velvet Ash

Fremont Cottonwood

n Plant ID

e List

Redberry Juniper

Three Leaf Sumac

Red Barberry

n Plant ID

e List

Lotebush

Desert Broom

Sonoran Scrub Oak

n Plant ID

e List

Broom Snakeweed

Common ThreeSquare Bulrush

Bermuda Grass

n Plant ID

e List

Johnsongrass

Desert Rhubarb

Tree Tobacco

n Plant ID

e List

Spikerush

Rabbit’s Foot Grass

Catnip

n Plant ID

e List

Watercress

Common Mullein

Yellow Sweet Clover

n Plant ID

e List

Cocklebur

n Plant ID

e List

KEYLETTER PLANT

________________ Goodding’sWillow

________________ SeepWillow

________________ Tamarisk/SaltCedar

________________ VelvetMesquite

________________ FremontCottonwood

________________ VelvetAsh

________________ RedberryJuniper

________________ RedBarberry

________________ ThreeLeafSumac

________________ Lotebush

________________ SonoranScrubOak

________________ DesertBroom

________________ BroomSnakeweed

________________ CommonThree-SquareBulrush

________________ BermudaGrass

________________ TreeTobacco

________________ Johnsongrass

________________ DesertRhubarb

________________ Catnip

________________ Spikerush

________________ Rabbit’sFootGrass

________________ YellowSweetClover

________________ Watercress

________________ CommonMullein

________________ Cocklebur

Name__________________________

Date ___________________________

Period__________________________

Plant Identification Game Answer Sheet

TALLY KEY PLANT

___________ ___________ Goodding’sWillow

___________ ___________ SeepWillow

___________ ___________ Tamarisk/SaltCedar

___________ ___________ VelvetMesquite

___________ ___________ FremontCottonwood

___________ ___________ VelvetAsh

___________ ___________ RedberryJuniper

___________ ___________ RedBarberry

___________ ___________ ThreeLeafSumac

___________ ___________ Lotebush

___________ ___________ SonoranScrubOak

___________ ___________ DesertBroom

___________ ___________ BroomSnakeweed

___________ ___________ CommonThree-SquareBulrush

___________ ___________ BermudaGrass

___________ ___________ TreeTobacco

___________ ___________ Johnsongrass

___________ ___________ DesertRhubarb

___________ ___________ Catnip

___________ ___________ Spikerush

___________ ___________ Rabbit’sFootGrass

___________ ___________ YellowSweetClover

___________ ___________ Watercress

___________ ___________ CommonMullein

___________ ___________ Cocklebur

Plant Identification Game Answer Key

Module 3: Riparian Animals

CoNTeNTS

Classroom Materials

• AnimalHomeworkResearchThreadGroupActivity• Worksheets 4• AnswerKey 10

• PowerPointPresentation*• “RiverPathways:AnimalPresentations”

• AnimalGame• DirectionsandExample 16• MasterKey 17• AnswerSheets 20

Homework

• FoodWebActivityWorksheet 28

Module 3: Riparian Animals

CoNTeNTS RIveR pATHwAyS Module 3 n 1

RIveR pATHwAySModule 3: Riparian Animals

Protectingthehomesofanimalsisoneofthemostpowerfulreasonsbehindmanypeople’smotivationtopreservenaturalareas.Luckilyforourriparianareas,theyarefilledwithcharismaticwildlifethatcansparksupportforconservation.Module3oftheRiverPathwayscurriculumwillintroducestudentstosomeoftheseanimals,includingtheirbehaviors,theirneeds,andstressesthatthreatentheirsurvival.

Materials:

• AnimalResearchThread:GroupWorksheets• CompletedStudentHomework:AnimalResearchWorksheets• PowerPointPresentation:RiverPathwaysAnimalPresentation• OnecopyoftheFoodWebActivity(homework)perstudent

Instructions:

1. Bynow,eachofthestudentshascompletedanAnimalHomeworkWorksheet.Ifyouhave notreviewedtheirworksheetsusingthekeyprovided,considerdistributingcopiesofthe AnimalParagraphs(providedinModule1)sothatstudentswillbeassuredofhavingsufficient, accurateinformationtocompletetheirnexthomeworkassignment.

2. Haveyourstudentsusetheanimalthattheyhaveresearchedandorganizethemselvesintogroups asfollows:

Group 1: yellow-billedcuckoo,zone-tailedhawk,white-throatedwoodrat,lowlandleopardfrog,andgreensunfish

Group 2: Arizonablackrattlesnake,round-tailedgroundsquirrel,yellowwarbler,brown-headedcowbird,muskrat

Group 3: commonblack-hawk,Americanbullfrog,northerncrayfish,Gilatopminnow,largemouthbass

Group 4: terrestrialgartersnake,Merriam’skangaroorat,longfindace,toebiter,red-spottedtoad

Group 5: beaver,sonorasucker,desertsucker,Abert’stowhee,songsparrow

Group 6: commonkingsnake,rocksquirrel,desertpupfish,canyontreefrog,raccoon

TeACHeR INSTRuCTIoNS RIveR pATHwAyS Module 3 n 2

3. DistributetheAnimalResearchGroupWorksheetstotheappropriategroups.

4. GivestudentstimetodiscusstheresponsesontheirindividualAnimalHomeworkWorksheetsanduse thisinformationtoanswerthequestionsonthegroup’sworksheet.Instructallstudentsineachgroup torecordtheiranswersonaseparatepieceofpaper.Theywillneedthisinformationtocompletethe homeworkactivity.

5. Haveeachgroupsharetheresultsoftheirdiscussion(recordedonthecompletedworksheet)withthe class.UsetheRiparianAnimalPowerPointslidesasavisualaid.ThisPowerPointcontainsslidesthat depicttheanimalsineachgivengroup.

6. Instructstudentstotakethoroughnotesontheirclassmates’presentations,especiallywhenthe presentedinformationpertainstotheiranimal.Thisinformationwillbenecessaryforthismodule’s homework,whichinvolvescreatingafairlysubstantialfoodweb.

DistributetheFoodWebActivity(homework)andassignthestudentstocompletetheworksheet.Tellthemthatthishomeworkwillbedue__________.

TeACHeR INSTRuCTIoNS RIveR pATHwAyS Module 3 n 3

ClASSRooM MATeRIAlS RIveR pATHwAyS Module 3 n 4

Animal Research Group worksheet

Names__________________________

Date ___________________________

Period__________________________

Group 1: Yellow-billed cuckoo, zone-tailed hawk, white-throated woodrat, lowland leopard frog, and green sunfish

1. describe all predator/prey/competitor relationships within your group of animals.

2. Describe the relationship between green sunfish and population declines of lowland leopard frogs.

3. Out of these five animals, which would be most sensitive to changes in riparian vegetation? Why?

Group 2: Arizona black rattlesnake, round-tailed ground squirrel, yellow warbler, brown-headed cowbird, muskrat

2. Human activity in riparian areas often leads to a loss of streamside vegetation. How would this affect the animals in your group?

3. Consider the changes in population numbers of brown-headed cowbirds from the last question. How would this change affect the yellow warblers?

Names__________________________

Date ___________________________

Period__________________________

Group 3: Common black-hawk, American bullfrog, northern crayfish, Gila topminnow, largemouth bass

2. describe the relationship between the introduced species in your group and the decline in Gila topminnow populations.

3. What effect might the introduced species have on black-hawks?

Names__________________________

Date ___________________________

Period__________________________

Group 4: Terrestrial garter snake, Merriam’s kangaroo rat, longfin dace, toe biter, red-spotted toad

2. Toe biters can live in water of extremely low quality. Considering this, how would a decline in water quality affect the other species in your group?

3. Garter snakes prey on all of the animals in this group. If they went extinct, populations of the other animals would increase unchecked. What effect would this have?

Names__________________________

Date ___________________________

Period__________________________

Group 5: Beaver, Sonora sucker, desert sucker, Abert’s towhee, song sparrow

2. What positive and negative effects would beavers have on the two species of fish in this group?

3. What would happen if beavers were removed from the ecosystem entirely?

Names__________________________

Date ___________________________

Period__________________________

Group 6: Common kingsnake, rock squirrel, desert pupfish, canyon treefrog, raccoon

2. How would the increase in raccoon populations affect the riparian ecosystem as a whole?

3. Loss of streamside vegetation results in soil filling the stream, leaving it with very few deep pools. How would this affect your group of animals?

Names__________________________

Date ___________________________

Period__________________________

Animal Research Group 1 Answer Key

Group 1: Yellow-billed cuckoo, zone-tailed hawk, white-throated woodrat, lowland leopard frog, and green sunfish

2. Describe the relationship between green sunfish and population declines of lowland leopard frogs.

Greensunfish,anintroducedspecies,sharehabitatwith,preyon,andcompetewithournativelowlandleopardfrogs.Thesestresseshaveledtoseverepopulationdeclinesinthesefrogs.

3. Out of these five animals, which would be most sensitive to changes in riparian vegetation? Why?

Theyellow-billedcuckoowouldbethemostsensitivetovegetationchange.Thisisbecauseithasstrictrequirementsforbreedingandforaging.Itneedsbothcottonwoodsandwillowsinordertosuccessfullynestandforageforfood.

Species predators prey Competitors

yellow-billed cuckoo zone-tailedhawk

Zone tailed hawk yellow-billedcuckoo, white-throatedwoodrat, lowlandleopardfrog, greensunfish

white-throated zone-tailedhawk woodrat

lowland leopard frog zone-tailedhawk, greensunfish greensunfish

Green sunfish lowlandleopardfrog lowlandleopardfrog lowlandleopardfrog

Group 2: Arizona black rattlesnake, round-tailed ground squirrel, yellow warbler, brown-headed cowbird, muskrat

2. Human activity in riparian areas often leads to a loss of streamside vegetation. How would this affect the animals in your group?

Eachspecieswouldbeaffecteddifferently.Arizonablackrattlesnakeswouldsufferduetolackofcoverfromwhichtohunt.Groundsquirrelswouldhavemoreopenareasinwhichtoforagebutwouldbemorepronetopredation.Yellowwarblerswouldsufferduetoalackoftreesinwhichtoforage.Brown-headedcowbirdswoulddobetterastheyforageonopenground.Muskratswouldsuffersincestreamsidevegetationprovidescoverforthemwhileinthewater.Ifvegetationlossisextremeenoughtocausestreambankstabilitytofalter,muskratscouldlosehabitatasthestreambecomesshallowerandwarmer.

3. Consider the changes in population numbers of brown-headed cowbirds from the last question. How would this change affect the yellow warblers?

Increasednumbersofbrown-headedcowbirdscausedbylossofstreamsidevegetationwouldresultinincreasedratesofnestparasitizationforyellowwarblers.

Arizona black round-tailedground rattlesnake squirrel,yellowwarbler, brown-headedcowbird, muskrat

Round-tailed ground Arizonablack brown-headedcowbirdsquirrel rattlesnake

yellow warbler Arizonablack Parasitedby rattlesnake brown-headed cowbirds

Brown-headed cowbird Arizonablack rattlesnake

Muskrat Arizonablack rattlesnake

Group 3: Common black-hawk, American bullfrog, northern crayfish, Gila topminnow, largemouth bass

2. describe the relationship between the introduced species in your group and the decline in Gila topminnow populations.

Largemouthbass,northerncrayfish,andAmericanbullfrogsareallintroducedspecies.EachofthesespeciespreysupontheGilatopminnow.Thebassandcrayfishcompetewithit.Thesenewstresses,alongwithlossofhabitat,haveledtoextremepopulationdeclinesinthisnativefish.

3. What effect might the introduced species have on black hawks?

Theseintroducedspeciesserveasbothpreyandcompetitorsforthecommonblack-hawk.Thesetwoimpactswouldlikelybalanceeachotherandhavelittleeffectoncommonblack-hawkpopulations.

Common black-hawk Americanbullfrog, northerncrayfish, northerncrayfish, Americanbullfrog, largemouthbass largemouthbass

American bullfrog Commonblack-hawk, northerncrayfish, northerncrayfish, northerncrayfish largemouthbass, largemouthbass, largemouthbass Gilatopminnow commonblack-hawk

Northern crayfish Americanbullfrog, Gilatopminnow, Americanbullfrog commonblack-hawk, Americanbullfrog, largemouthbass largemouthbass

Gila topminnow Americanbullfrog, Largemouthbass, largemouthbass, northerncrayfish northerncrayfish

largemouth bass commonblack-hawk, Gilatopminnow, northerncrayfish, northerncrayfish, northerncrayfish, Americanbullfrog, Americanbullfrog Americanbullfrog commonblack-hawk

Group 4: Terrestrial garter snake, Merriam’s kangaroo rat, longfin dace, toe biter, red-spotted toad

2. Toe biters can live in water of extremely low quality. Considering this, how would a decline in water quality affect the other species in your group?

Lowwaterqualitywouldnegativelyaffectlongfindaceandred-spottedtoadsandpositivelyaffecttoebiters.Thiswouldleadtoanincreaseinnumbersoftoebitersand,therefore,increasedpredationonlongfindaceandred-spottedtoads.Thecombinationofthesetwostresseswouldbeextremelydetrimentaltopopulationsofred-spottedtoadsandlongfindace.

3. Garter snakes prey on all of the animals in this group. If they went extinct, populations of the other animals would increase unchecked. What effect would this have?

Thiswouldhavecascadingeffectsthroughouttheecosystem.Forexample,increasedpopulationsofred-spottedtoadscouldforagealongthestream.Competitionbetweenincreasedpopulationsofredspottedtoads,longfindace,andtoebiterswouldcauseinsectpopulationstodwindle,harmingallthreespecies.Thelossofseedstosproutandinsectstopollinatewouldcausealossinstreamsidevegetationwhichwouldinturnlowerthewaterquality.Thiscouldresultinastreamwhereonlythehardytoebiterscouldsurvive.

Terrestrial Garter snake toebiter Merriam’skangaroo toebiter rat,longfindace, toebiter,red-spotted toad

Longfin dace terrestrialgartersnake, toebiter(larvae) toebiter,Red-spotted toebiter toad

Merriam’s kangaroo rat terrestrialgartersnake

Red-spotted toad terrestrialgartersnake, longfindace toebiter

Toe biter terrestrialgartersnake, longfindace, longfindace, longfindace red-spottedtoad red-spottedtoad, terrestrialgartersnake

Group 5: Beaver, Sonora sucker, desert sucker, Abert’s towhee, song sparrow

2. What positive and negative effects would beavers have on the two species of fish in this group?

Bothspecieswouldbeaffecteddifferently.Sonorasuckers,whopreferdeepslowmovingpools,wouldhavemorehabitatasaresultofbeaverdams.Incontrast,desertsuckerswouldlosetherifflehabitatonwhichtheydepend.

3. What would happen if beavers were removed from the ecosystem entirely?

Theecosystemwouldchangedrastically.Therewouldbefewerdeeppoolsforthesuckerstoutilize.Manyinsectpopulationsthatdependonstandingwaterinwhichtobreedwoulddecline.Inaddition,therewouldbealackofmeadowswheresongsparrowsandAbert’stowheescanforagefortheseinsects.

Beaver

Sonora sucker Desertsucker

desert sucker Sonorasucker

Abert’s towhee Songsparrow

Song sparrow Abert’stowhee

Group 6: Common kingsnake, rock squirrel, desert pupfish, canyon treefrog, raccoon

2. How would the increase in raccoon populations affect the riparian ecosystem as a whole?

Anincreaseinpopulationofraccoonswouldresultinincreasedpredationandcompetitionformanyofthespeciesinthisgroup.Kingsnakeswouldbeheavilypreyeduponandcompetedwith.Rocksquirrelswouldsufferfromincreasedcompetition,andcanyontreefrogswouldbeheavilypreyedupon.Thiswouldresultinadeclineinallthreeofthesespecieswhichcouldinturnharmthenewlyincreasedpopulationofraccoonsduetolackoffoodsources.

3. Loss of streamside vegetation results in soil filling the stream, leaving it with very few deep pools. How would this affect your group of animals?

Lossofvegetationwouldhurtallfiveofthesespecies.Kingsnakesandraccoonswouldnothavecoverfromwhichtohunt.Rocksquirrelswouldloseafoodsource.Treefrogswouldbemorepronetopredationwhenforagingnearthestream.Desertpupfishwouldlosehabitatasthedeeppoolstheydependuponfilledanddriedup.

Common Kingsnake raccoon raccoon,rocksquirrel, raccoon canyontreefrog

Rock squirrel commonkingsnake raccoon

Desert pupfish canyontreefrog

Canyon treefrog raccoon,common desertpupfish kingsnake

Raccoon commonkingsnake canyontreefrog, commonkingsnake commonkingsnake

Goals:

• StudentsarefamiliarizedwithsomeofArizona’sriparianspecies,bothnativeandnon-native• Studentslearntobuildandusedichotomouskeys• StudentsgainanappreciationforArizona’sriparianareasthroughanunderstandingofthe

organismsthatlivethere

Activity: Introduction to Riparian Animals and Dichotomous Keys

Materials

• AMasterAnswerKeyfortheinstructor• AnswerKeysforeachgroupofstudents.

Activity:

• Dividethestudentsinto4equalgroups.Assignagroupofanimalstoeachstudentgroup.ThegroupsareBirds,Fish,Amphibians,andMammals.

• Usingthepicturesprovided,haveeachgroupcreateadichotomouskeyfortheirfouranimals(seeexample).

• Oncecompleted,tellthestudentstopasstheircompletedkeytothenextgroup.Thisgroupwillusethekeytotrytodecipherwhichanimaliswhich.Studentsshouldrecordtheiranswersonsheetsprovided.

• Repeatthisprocessuntileachgrouphashadachancetouseeachofthethreekeys.• UsingtheMasterKey,havethestudentsgradetheirownpapers.Whosekeywasthemost

successfulinproducingcorrectanswers?

Animal Game directions

HoMewoRK RIveR pATHwAyS Module 3 n 16

Animal Game Example

Sample dichotomous Key

Does the fish have a lateral stripe down its side?

Does the fish have both a spiny dorsal fin and a soft dorsal fin that’s smooth and rounded?

yeS No

Desert Pupfish

Does the fish have a dark spot behind its eye?

Longfin Dacelargemouth Bass

Green Sunfish

Introduction to Riparian Animals and dichotomous Keys

Animal Game Master Key

yellow-billed cuckoo

yellow warbler

Green sunfish

Longfin dace

Abert’s towhee

Song sparrow

largemouth bass

Desert pupfish

AMpHIBIANS

MAMMAlS

Animal Game Master Key

Americanbullfrog

lowland leopard frog

white-throatedwoodrat

Rock squirrel

Canyontreefrog

Red-spottedtoad

Merriam’skangaroo rat

Round-tailedground squirrel

Animal Game Answer Sheet for Bird Group

yellow-billed cuckoo

yellow warbler

______________

towhee

Song sparrow

______________

Animal Game Answer Sheet for Bird Group

AMpHIBIANS

MAMMAlS

ntroduction to Riparian Animals and dichotomous Keys

______________

Animal Game Answer Sheet for fish Group

______________

Green sunfish

Longfin dace

______________

largemouth bass

Desert pupfish

Animal Game Answer Sheet for fish Group

AMpHIBIANS

MAMMAlS

______________

Animal Game Answer Sheet for Amphibian Group

______________

Animal Game Answer Sheet for Amphibian Group

AMpHIBIANS

MAMMAlS

Americanbullfrog

lowland leopard frog

______________

Canyontreefrog

Red-spottedtoad

______________

Animal Game Answer Sheet for Mammal Group

______________

Animal Game Answer Sheet for Mammal Group

AMpHIBIANS

MAMMAlS

______________

white-throatedwoodrat

Rock squirrel

______________

Merriam’skangaroo rat

Round-tailedground squirrel

Animal Research Food Web Activity

using your animal, your group’s animals, and as many animals from the class list as you can, create a food web. Be sure to include predator, prey, and competitor relationships.

Name__________________________

Date ___________________________

Period__________________________

Module 4: Managing Riparian Areas for Multiple uses

contents RiveR pAthwAys Module 4 n 1

contents

teacher instructions 2

classroom Materials

• HabitatGamegameboard 5• “NoHabitat”cards 7• Animalgamecards 8• Gamemarkers 9• Scenariocards 10

homework • ManagingRiparianAreasforMultiple-Use

• TeacherInstructions 27• Worksheet 29

RiveR pAthwAysModule 4: Managing Riparian Areas for Multiple uses

teAcheR instRuctions RiveR pAthwAys Module 4 n 2

Countlessusers—bothhumanandanimal— dependonriparianareasThediversedemandsplacedonriparianareasarereflectedinapatternofmultiple-usethatcreatesmanychallengesfortheprofessionalswhomanagetheseareas.

Naturalresourcemanagersmustensurethattheriparianareasaresuitableforwildlife,ranchers,farmers,recreationalists,andcountlessotherindividualswhowishtomakeuseofthehabitat.Unfortunately,eachofthesekindsofusesimpartacertainlevelofimpacttothehabitat.Itisuptoresourcemanagerstomonitorthesevariousimpactsandmakecertainthatnoonestakeholder’sactivitiesarepreventinganotherfromusingthearea.

IntheModule4oftheRiverPathwayscurriculum,studentswillconfrontthechallengeofmultiple-useandgainaninsidelookatthedilemmasofaprofessionalresourcemanager.

Materials:

HabitatGame• Gameboard• “NoHabitat”cards• Animalgamecards• Gamemarkers• Scenariocards• Discussionguide

Before the lesson:

1. PrintcopiesoftheGameboard,playingpieces,markers,animalandscenariocards.Thegame isdesignedfor4players,soyouwillneedseveralsetsofmaterials,dependingonthesizeof yourclass.

2. Dividetheclassintogroupsof4players,anddistributethegamematerials.

3. Askstudentstocutoutthevariouspiecesinpreparationforplay.

teacher instructions

introduce the lesson:

TellthestudentsthatriparianareasareasimportanttoArizona’shumanpopulationastheyareforournativewildlife.Countlesspeopledependontheseareasfortheirlivingorforrecreation.Everyonewhousesariverorriparianareamustworktogether,toensurethattheiractivitiesarenotcausingdestructivelevelsofdisturbancetothehabitat.Ifthehumanusersfailtoworktogether,habitatwillbedestroyedtobadeffectforpeopleandanimals.

Imaginethatyouareanindividual(suchasafarmer,rancher,minerorrecreationalist)whodependsononeofourdesertrivers.

Inthisgame,youwilltraveldowntheriverasyouworktomeetyourneeds.

Be careful! Ifyoudon’tpaycloseattentiontotheimpactyouandothersaremakingontheriver,youmaydestroyit…andloseitforever!

play the Game

1. Explainthegamerules.

2. Givestudentstimetoplayatleastoneroundofthe“RiverPathwaysHabitatGame.”

3. Attheconclusionofplay,reconvenetheclass.Discussthestudents’experienceandtheoutcomeof thegame,usingthequestionsprovidedasaguide.

4. Iftimeallows,givestudentsachancetoplayanotherroundortwo.Encouragethemtotryto achieveadifferentoutcomethantheydidduringtheirfirstround(s).

teAcheR instRuctions RiveR pAthwAys Module 4 n 3

clAssRooM MAteRiAls RiveR pAthwAys Module 4 n 4

how to play

1. Eachgroupof4playersshouldhaveaGameBoardand36“NOHABITAT”pieces,Animal pieces,Scenariocardsandgamemarkers.

2. Eachplayerchoosesaroletoplay:Rancher,Farmer,Recreationalist,orMiner.

3. Eachplayertakesagamemarker,theappropriatesetofscenariocardsand10animalpieces.Turn thesetsofscenariocardsfacedown.

4. Selectaplayertogofirst,second,etc.

5. Player1picksascenariocardfromhisorherstack.Thecardpresentsascenarioandtwooptions.

a. Oneoptionenablestheplayertomoveforwardseveralspaces,butresultsinlossofhabitat.The otheroptionprovidesforlessforwardprogressbutleavesmorehabitatunharmed.

b. Player1moveshis/hergamemarkerthenumberofspacesdesignatedbytheoptionselected. Placea“NoHabitat”cardonasmanyspacesasrequiredbytheoption.

6. Playcontinues,rotatingamongtheplayers.

a. Whenaplayerlandsonaspacemarked“NOHABITAT,”allplayersmustgiveupananimal.

b. Whenaplayerlosesallofhisorheranimals,heorsheisdisqualifiedfromthegame.

7. Thefirstplayertosuccessfullyarriveattheendoftheriverwinsthegame.

River pathways: habitat Game

abitat Gam

s Module 4

abitat Gam

s Module 4

Lineupthetw

osidesoftheboardsothatyouseeaflowingriver.T

apetheseam.

abitat Gam

e “No H

abitat” Cards

odule 4 n 7

abitat Gam

e Animal C

ards R

s Module 4

cut along dotted lines

HabitatGameMarkers

(Cutandfoldtomakeatentshapedmarker)

Rancher Farmer

Recreationalist Miner

Youdiscoveraleakinyourwastewaterrunoffsystem.Wastefromyourmineisleakingdirectlyintothestream!

choice A:Ignoretheleakandcontinuemining.• Move3spaces• Lose2squaresofhabitat

choice B:Temporarilystopminingtofixtheleak.• Move1space• Gain3squaresofhabitator1animal

Yourminingteamdiscoversanewdepositofcopperbeneathanareathatscientificmonitoringhasshowntobeimportantfornativewildlife.

choice A:Beginminingtheareabybringingindrillstodiscoverthesizeofthecopperdeposit.• Move4spaces• Lose2squaresofhabitat

choice B: Continueminingwhereyouhavebeen,leavingtheimportantwildlifeareauntouched.• Move2spaces• Lose0squaresofhabitat

Businessisgood!Youarepullingcopperfromtheearthatasteadypacewithrelativelylittleenvironmentalimpact.

• Move3spaces• Lose1squareofhabitat

Despiteyoureffortstorunacleanmine,hydrologistshavediscoveredthatthereisarsenicpresentinthenearbystream.Arsenicispoisonousbothtowildlifeandhumanswhodependonthestream’swater.

choice A:Continueminingasusual,untilenvironmentalregulationsforceyoutofixtheproblem.• Move4spaces• Lose2squaresofhabitat

choice B:Stopmininguntilthesourceofthearsenicisdiscoveredandrepaired.• Move1space• Lose0squaresofhabitat

Habitat G

Scenario Cards

cut here

odule 4 n 10

Operationsarerunningsmoothly!Yourmineisputtingoutaprofitableamountofcopperandscientificmonitoringshowslittlesignofenvironmentalharm.

Miningcopperrequiresalargeamountofwater,whichyoupullfromthenearbystream.Fishbiologistshavedeterminedthatbecauseoftheamountofwateryouareusing,thereisnotenoughflowfornativefishtobreed.

choice A:Continueminingasusual.• Move4spaces• Lose2squaresofhabitat

choice B: Slowyourminingoperationsuntiltheendofthefish’sbreedingseason.• Move2spaces• Lose0squaresofhabitat

Duringafishsurvey,biologistsdiscoverhighlevelsofcopperinthestream.Highlevelsofcopperaretoxictofish.

choice A:Continueminingdespitetheleak.• Move4spaces• Lose2squaresofhabitat

choice B:Stopmininguntilthesourceofthecopperleakisdiscoveredandrepaired.• Move1space• Lose1squareofhabitat

Thefederalgovernmentprovidesyouwithfundingforareclamationproject.Thisprojectwillallowlargetractsofminedlandtoberestored.

• Move4spaces• Gain2squaresofhabitator1animal

Habitat G

Scenario Cards

cut here

odule 4 n 11

Businessisgood!Youarepullingcopperfromtheearthatasteadypace,withrelativelylittleenvironmentalimpact.

Yourminedumpswastemineralsintothecreek.Althoughthesemineralsarenottoxic,theyfillpoolsandriffleswhichnativewildlifedependuponforhabitat.

choice A:Investigatealternativemeansofdisposingofwasteminerals.• Move2spaces• Lose0squaresofhabitat

choice B: Continuedisposingofwastemineralsintothestream.• Move4spaces• Lose3squaresofhabitat

Inordertoaccesscopperdeposits,youmustfirstremovetreesandothervegetationfromthelandunderwhichthecopperlies.Theremovalofthisvegetationleadstoincreasederosionandcausespoolsandriffles—whichfishdependonforhabitat—tofillwithsediment.

choice A:Expandyourminebyremovingvegetationfromlandnearyourexistingsite.• Move4spaces• Lose2squaresofhabitat

choice B:Donotexpandyourmineandcontinueminingonyourexistingsite.• Move2spaces• Lose0squaresofhabitat

Habitat G

Scenario Cards

cut here

odule 4 n 12

Duringarecentsurvey,biologistsdiscoverhighlevelsofheavymetalsinthestream’swildlife.

choice A:Reducetheamountofcopperyoumineinordertoreducetheamountofrunoffbeing pouredintothestream.

choice B: Continueminingasusual,ignoringthebiologists’discovery.• Move4spaces• Lose2squaresofhabitat

Inthesummermonths,thestreamreceivesverylittlewater.Duringtheseperiodsoflowflow,thestreamcannothandleasmuchrunoffasduringperiodsofhighflow.

choice A:Slowyourminingoperationstolimittheamountofrunoffyouputintothestream untilhighflowsreturn.

• Move2spaces• Lose0squaresofhabitat

choice B: Continueminingatyourusualrate.• Move4spaces• Lose2squaresofhabitat

Businessisgood!Youarepullingcopperfromtheearthatasteadypace,withrelativelylittleenvironmentalimpact.

Habitat G

Scenario Cards

cut here

odule 4 n 13

Habitat G

Scenario Cards

cut here

RAncheR

Afencehasbrokenandyourcattlehaveescapedfromyourrange!Theyarenowgrazingalongastretchofprotectedstream.

choice A:Ignorethebreakinthefenceandallowyourcattletocontinuegrazing.• Move3spaces• Lose2squaresofhabitat

choice B: Roundyourcattleup,returnthemtoyourrange,andfixthefence.• Move1space• Gain3squaresofhabitator1animal

RAncheR

Youaregiventheoptionofexpandingyourrangeintoanareaknowntobeimportantfornativewildlife.

choice A:Expandyourrangeintothenewarea.• Move4spaces• Lose2squaresofhabitat

choice B: Continueranchingonyouroriginalland,leavingtheimportantwildlifearea untouched.

RAncheR

Businessisgood!Highlevelsofrainfallhaveproducedenoughvegetationtoallowyourcattletograzewithoutsignificantlydamagingtheenvironment.

RAncheR

Despiteyoureffortsnottoharmtheriparianareaonyourranch,resourcemanagershavediscoveredhighlevelsofstreambankdisturbancewithinyourrange.Hoofprintsandcattletrailsarecausinglargeamountsofsoiltobepushedintothestream,destroyinghabitatfornativefish.

choice A:Continueranchingasyouhavebeen,ignoringthesignsofenvironmentalharm.• Move4spaces• Lose2squaresofhabitat

choice B: Removeyourcattlefromthedisturbedareainordertogiveittimetorecover.• Move1space• Lose0squaresofhabitat

odule 4 n 14

Habitat G

Scenario Cards

cut here

RAncheR

Operationsarerunningsmoothly!Heavywinterrainshaveproducedincredibleamountsofnewvegetation.Yourcattlecangrazefreelywithoutriskofenvironmentalharm.

RAncheR

Springisanimportanttimeforplants.Duringthistime,seedlingsbegintosprout.Iftheseseedlingsfailtogrow,therewillbenonewtreestoreplacethematureones,andeventuallytherewillbenomaturetreesalongthestream.

choice A:Continueranchingthroughthespring.• Move4spaces• Lose2squaresofhabitat

choice B: Onlygrazeyourcattleduringthewinterinordertoallowseedlingstoestablishduring thespring.

RAncheR

Duringavegetationsurvey,biologistsdiscoverthatthecattleareprimarilyeatingthenativetreesalongtheriverandleavingonlynon-nativetreesbehind.Thenon-nativetreesdonotprovidequalityhabitatfornativewildlife.

choice A:Continueranchingasusualdespitethebiologists’discovery.• Move4spaces• Lose2squaresofhabitat

choice B: Moveyourcattletoanewareainordertoallowpopulationsofnativeplantstorecover.• Move1space• Lose1squareofhabitat

RAncheR

Thankstoafederaleasementprogram,youreceivealargetaxbreakinreturnforsettingasideapieceofyourrangeforwildlifeconservation.

odule 4 n 15

Habitat G

Scenario Cards

cut here

RAncheR

Businessisgood!Highlevelsofrainfallhaveproducedenoughvegetationtoallowyourcattletograzewithoutsignificantlyimpactingtheenvironment.

RAncheR

Duringthesummermonths,yourcattleseekshadeandwateralongthestreammorefrequentlythanduringcoolermonths.Thisincreasestheamountofgrazing,andleadstoincreasedstreambankdisturbancealongthestream.

choice A:Installafencetokeepyourcattleoffthestreambanksduringsummermonths.• Move2spaces• Lose0squaresofhabitat

choice B: Continuetoallowyourcattletograzedirectlyalongthestream.• Move4spaces• Lose3squaresofhabitat

RAncheR

SincecattlerangesaresolargeintheWest,youoftenuseahelicoptertolocateyourcattlepriortoroundingthemup.Thenoiseanddisturbancefromyouraircrafthavethepotentialtocausebreedingbirdstoabandontheirnestsandthearea.

choice A:Usealternatescoutingmethodstolocateyourcattleuntiltheendofbreedingseason.• Move4spaces• Lose2squaresofhabitat

choice B: Disregardthebreedingbirdsandscoutforyourcattleasusual.• Move2spaces• Lose0squaresofhabitat

odule 4 n 16

Habitat G

Scenario Cards

cut here

RAncheR

Businessisgood!Highlevelsofrainfallhaveproducedlushvegetation,allowingyourcattletograzewithoutsignificantlyimpactingtheenvironment.

RAncheR

Erosioncausedbyalackofstreamsidevegetationhasfilledtherifflesandpools—thehabitatofnativefish—withsoil.

choice A:Moveyourcattletoanewareatoallowthestreamsidevegetationtorecover.• Move2spaces• Lose0squaresofhabitat

choice B: Continueranchingasusual.• Move4spaces• Lose2squaresofhabitat

RAncheR

Duringarecentsurvey,biologistsdiscoverthatyourcattlehavegrazedonmorethanhalfofallthestreamsidevegetation.Nativewildlifedependsuponthisvegetationforhabitat.

choice A:Usefencestorestrictyourcattlefromgrazingalongthestreamuntilthe vegetationrecovers.

choice B: Continueranchingasusual,ignoringthebiologists’discovery.• Move4spaces• Lose2squaresofhabitat

odule 4 n 17

Habitat G

Scenario Cards

cut here

RecReAtionAlist

WhileexploringtheriveronyourATV,youdiscoverthatthevehicleisleakingoil.Motoroilcanbeharmfultonativewildlife.

choice A:Ignoretheleakandcontinueexploring.• Move3spaces• Lose2squaresofhabitat

choice B: Cutyourdayshortandreturnhometorepairyourvehicle.• Move1space• Gain3squaresofhabitator1animal

RecReAtionAlist

Youdiscoverapristineareaofriverthatappearstobeonlyrarelyvisitedbypeople.

choice A:Enjoythisnewareabyridingyourvehiclethroughtheriverbedandalongthebanks.• Move4spaces• Lose2squaresofhabitat

choice B: Returntoanareathathasalreadybeendisturbedbyoff-roadvehiclessothatyoudo notspreaddisturbancetothenewlydiscovered,untouchedarea.

RecReAtionAlist

Itisagoodday!Youspendthedayhikingandcauseonlyaverysmallamountofenvironmentaldisturbance.

RecReAtionAlist

Afterafishingtrip,youhaveasmallbucketoflivebaitfishleftover.Ifthesefishareintroducedintothestream,theycouldreproduceandcauseproblemsfornativefishpopulations.

choice A:Releasethefishintothestream,ignoringtheriskofthemestablishingasan invasivespecies.

choice B: Carrythebucketoffishhome.• Move1space• Lose0squaresofhabitat

odule 4 n 18

Habitat G

Scenario Cards

cut here

RecReAtionAlist

Duringabiologicalsurvey,scientistsdiscoverthatpeopledrivingoff-roadvehiclesthroughthestreambedarecausingextremelyhighlevelsoferosion.Thisiscausingrifflesandpools—areasonwhichfishdependforhabitat—tofillwithsediment.

choice A:Continueridingyouroff-roadvehiclethroughthestreambed,ignoringthebiologists’ discovery.

choice B: Avoidthestreambedandonlyrideyouroff-roadvehicleinlessimpact-sensitiveareas.• Move1space• Lose1squareofhabitat

RecReAtionAlist

Whilehiking,youcomeacrossanareaclosedtothepublicforvegetationrecovery.Hikingaroundtheareawouldforceyoutohikeamuchgreaterdistancethanoriginallyplanned.

choice A:Continuehikingthroughtherestrictedarea.• Move4spaces• Lose2squaresofhabitat

choice B: Hikearoundtherestrictedarea.• Move2spaces• Lose0squaresofhabitat

RecReAtionAlist

YouspendthedayridingyourATV.Youavoidridinginthestreambedandsticktoestablishedtrails.

RecReAtionAlist

Whilehiking,youdiscoveranareathatrecentlyhasbeentrashedbycampers.Youtakethetimetopackupthegarbageandbringitoutofthehabitatwithyou.

odule 4 n 19

Habitat G

Scenario Cards

cut here

RecReAtionAlist

Yougrowtiredofnevercatchinganyfishonfishingtrips.Insteadofusingapole,youconsiderusingalargenet,calledaseine,tocatchlargequantitiesoffishwithlittleeffort.ThismethodoffishingisillegalinArizona.

choice A:Useaseinetocatchfish,ignoringfishingregulations.• Move4spaces• Lose2squaresofhabitat

choice B: Bepatientandfishasyouhavebeen.• Move2spaces• Lose0squaresofhabitat

RecReAtionAlist

Aftercamping,yourcampsitecontainslargeamountsoftrash.Packingallofyourwastetocarryitoutoftheareawilltakeupmostofyourday.

choice A:Takethetimetopackoutyourwaste.• Move2spaces• Lose0squaresofhabitat

choice B: Leaveyourtrashbehind,allowingyoutogethomequicklyandenjoytherestof yourday.

RecReAtionAlist

Itisagoodday!Youspendthedayhikingandproduceonlyaverysmallamountofenvironmentaldisturbance.

odule 4 n 20

Habitat G

Scenario Cards

cut here

RecReAtionAlist

Duringarecentsurvey,biologistsdiscoverthatoff-roadvehicleusehasdestroyedmuchofthevegetationalongthestreambanks.Asdamagedplantsrecover,therootmassesthatholdsoiltogetherbegintofallapart.

choice A:Rideinadifferentareatogiveyourusualarea’svegetationtimetorecover.• Move2spaces• Lose1squareofhabitat

choice B: Continueridingyouroff-roadvehicleinyourusuallocation.• Move4spaces• Lose2squaresofhabitat

RecReAtionAlist

Inthesummer,manyspeciesofbirdsbreedinriparianareas.Thenoisefromyouroff-roadvehiclecoulddisturbthesebirds,causingthemtoabandontheirnestsandthearea.

choice A:Donotuseyouroff-roadvehiclealongthestreamduringthebirds’breedingseason.• Move2spaces• Lose0squaresofhabitat

choice B: Continueusingyouroff-roadvehicledespitethepresenceofbreedingbirds.• Move4spaces• Lose2squaresofhabitat

RecReAtionAlist

Itisagoodday!Youspendthedayhikingandproduceonlyaverysmallamountofenvironmentaldisturbance.

odule 4 n 21

Habitat G

Scenario Cards

cut here

FARMeRDespiteyoureffortstorunanenvironmentallyfriendlyfarm,hydrologistshavediscoveredthatpumpingisdrainingthewatertabletodangerouslylowlevels.Thewatertablefeedsthestream,providingwaterforwildlifeanddownstreamusers.

choice A:Continuefarmingasusual,untilenvironmentalregulationsforceyoutopump lesswater.

choice B: Reducetheamountofwateryoupumpbyreducingthesizeofyourcroporby switchingtoamoredrought-tolerantcrop.

• Move1space• Lose0squaresofhabitat

FARMeR

Biologistsdiscoverthatlargetractsofunusedfarmlandareprovidinghabitatforagreatnumberofbrown-headedcowbirds.Theseinvasivebirdsparasitizethenestsofnativebirds.

choice A:Ignoretheproblemandyourunusedtractsofland.• Move4spaces• Lose2squaresofhabitat

choice B: Takethetimetorestoreyourunusedtractsoflandbyplantingnativevegetation.• Move2spaces• Lose0squaresofhabitat

FARMeR

Youdiscoverthatpesticidefromyourfarmarerunningdirectlyintothestream.

choice A:Ignoretheproblemandcontinuefarmingasusual• Move3spaces• Lose2squaresofhabitat

choice B: Seekothermeansofpestcontrolthatdonotrequiretheuseoflargeamountsof pesticide.

• Move1space• Gain3squaresofhabitator1animal

FARMeR

Businessisgood!Yourcropsarehealthyandyouarecausingrelativelylittleenvironmentalharm.

odule 4 n 22

Habitat G

Scenario Cards

cut here

FARMeR

Farmingrequireslargeamountsofwatertobedrawnforirrigationfromthewatertable.Fishbiologistshavedeterminedthatduetotheamountofwateryouareusing,thereistoolittlewaterflowfornativefishtobreed.

choice A:Continuefarmingasusual.• Move4spaces• Lose2squaresofhabitat

choice B: Slowyou’refarmingoperationsuntiltheendofthefish’sbreedingseason.• Move2spaces• Lose0squaresofhabitat

FARMeR

Duringafishsurvey,biologistsdiscoverhighlevelsofpesticideinthestream.Highlevelsofpesticidearetoxictofish.

choice A:Stopfarminguntilthesourceofthepesticidesisdiscoveredandrepaired.• Move4spaces• Lose2squaresofhabitat

choice B: Continuefarmingdespitethebiologists’discovery.• Move1space• Lose1squareofhabitat

FARMeR

Operationsarerunningsmoothly!Youhaveharvestedaprofitablecropandscientificmonitoringshowslittlesignofenvironmentalharm.

FARMeR

Thefederalgovernmentcompensatesyouforrestoringyourunusedtractsoffarmlandfornativewildlife.

odule 4 n 23

Habitat G

Scenario Cards

cut here

FARMeR

Yourfarmuseslargequantitiesofherbicidetokillunwantedplantsinthefields.Despiteeffortstoreducerunoff,thesechemicalsinevitablywindupinthestream.

choice A:Investigatealternativemeansofcontrollingweeds.• Move2spaces• Lose0squaresofhabitat

choice B: Continueusingherbicidestomanageyourfields.• Move4spaces• Lose3squaresofhabitat

FARMeR

Inordertocreateadditionalfarmland,youmustfirstcleartreesandothervegetationfromthelandtomakeawideopenarea.Theremovalofthisvegetationleadstoincreasederosionandcausespoolsandriffles—whichfishdependonforhabitat—tofillwithsediment.

choice A:Expandyourfarmbyremovingvegetationfromlandnearyourexistingfields.• Move4spaces• Lose2squaresofhabitat

choice B: Donotexpandyourfarmandcontinuefarmingonyourexistingfields.• Move2spaces• Lose0squaresofhabitat

FARMeRBusinessisgood!Yourcropsarehealthyandyouarecausingrelativelylittleenvironmentalharm.

odule 4 n 24

Habitat G

cut here

FARMeR

Duringperiodsoflowflow,thestreamcannothandlehighlevelsofpesticidesandherbicides.

choice A:Investigatealternativemeansofcontrollingweeds.• Move2spaces• Lose0squaresofhabitat

choice B: Continueusingyourusualamountofpesticidesandherbicides.• Move4spaces• Lose2squaresofhabitat

FARMeR

Duringthedrysummermonths,thereislesswaterpresentinthewatertabletoreplenishthestream.

choice A:Reducethequantityofwateryoupumpfromthewatertableuntilthesummer monsoonscome.

choice B: Continuefarmingasusual,ignoringtheseasonallackofwater.• Move4spaces• Lose2squaresofhabitat

FARMeRBusinessisgood!Yourcropsarehealthyandyouarecausingrelativelylittleenvironmentalharm.

odule 4 n 25

1. Whattypesofactivitiesdestroyedhabitat?

Whattypesofactivitiesdidn’tharmhabitat?

Whattypesofactivitieshelpedtorestoreit?

2. Howdidyourchoicesaffectyourabilitytocompletethegame?

3. Howdidthechoicesthatotherplayersmadeaffectyourabilitytocompletethegame?

Howdidyourchoicesaffecttheotherplayers?

4. Inthisgame,youhaveseenseveraltypesofproblemsthatcanresultfromhumanactivities.

Whatactivitiesdoyouthinkscientistsshouldbemonitoringinordertopreserveriparianhabitats forall?

habitat Game – post Game discussion Guide

Arizona standards

• Strand3:Concept1-PO1,2,and3

the purpose of this assignment is to:

• Reviewtheconceptofpubliclandsmanagementformultipleuse• Reinforcethemessagethatscientificmonitoringisessentialtoresponsiblelandmanagement• Encouragestudentstothinkaboutthechallengespresentedbymultipledemandsonriparian

environments.

ThisassignmentextendstheconceptspresentedintheRiverPathwaysHabitatGame.Studentswillbeaskedtoconsidervariouswaysthatpeopleutilizeriparianareasandbrainstormabouttheimpact(s)oftheseusesANDhowdifferentusescanconflictwithoneanother.Then,studentswillidentifycomponentsofariparianhabitatthattheywouldrecommendmonitoringanddeterminewhydatathattheywouldcollectwouldbevaluableforlandmanagement.

Materials:

• Land-usemanagementworksheetBefore the lesson:

Distributecopiesoftheworksheettotheclass.

homework

hoMewoRK RiveR pAthwAys Module 4 n 27

instructions: TellthestudentstoimaginethattheyarelandmanagersassignedtomonitorariparianareainArizona.Asmanagersofpublicland,theymustbecarefultoaccommodatemultipleuses.Inotherwords,therearemanydifferentactivitiesthatpeopleengageinriparianareas,anditisthelandmanager’sjobtomakesurethatonegroup’sactivitiesdonotpreventothergroupsfromusingthelandastheywish.

Considerthefollowingactivities,andbrainstormthekind(s)ofimpactthattheymighthaveonariparianarea.Identifythosefeaturesoftheriparianareathatyouwouldmonitorinordertocontrolthoseimpacts.Howwillthedatathatyoucollectbeusefulforguidingdecision-makingabouthowbesttomanagetheland?

Activities:

• Camping• Fishing• Hiking• Hunting• Mining• Off-roadvehicleuse• Ranching• Scientificresearch• Wildlifeviewing• Otheractivitiesthatyoucanthinkof!

Assignaduedateforthehomework.

Whenstudentsreturnwiththecompletedassignment,discusstheiranswersinclass.

homework

instructions:Considerthefollowingactivitiesandbrainstormthekind(s)ofimpactthattheymighthaveonariparianarea.Identifythosefeaturesoftheriparianareathatyouwouldmonitorinordertocontrolthoseimpacts.

Howwillthedatathatyoucollectbeusefulforguidingdecision-makingregardinghowbesttomanagetheland?

Activities:

• Fishing• Hunting• Ranching• Mining• Wildlifeviewing• Hiking• Camping• Scientificresearch• Off-roadvehicleuse• Anyotheractivitiesyoucanthinkof!

pick three activities to consider: a. _______________________

b. _______________________

c. _______________________

homework worksheet

Answer the following questions: 1. Whatimpact(s)wouldeachofthesethreeactivitieshaveontheriparianarea?

2. Whatenvironmentalfeatures(indicators)wouldyoumonitorinordertocontroltheseimpacts andinsurethateveryonecanusethelandastheywish?

3. Howcanmonitoringtheseindicatorshelplandmanagerstomakeinformedandappropriate decisionsregardingmultipleuses?

homework worksheet

Module 5: Riparian Birds

CoNTeNTS

Classroom Materials

• ScienceTakesWing• PowerPointPresentation*

• ScienceTakesWing:RiparianBirds• ScienceTakesWingAnswerSheet 3• ScienceTakesWingQuiz 5

• BinoBlitz• TeacherInstructions 6• BinoBlitzCards 7• BinoBlitzWorksheet 9• BinoBlitzAnswerKey 11• MysteryBirdActivity 13• MysteryBirdWorksheet 14

Module 5: Riparian Birds

CoNTeNTS RIveR paThwayS Module 5 n 1

RIveR paThwaySModule 5: Riparian Birds

TeaCheR INSTRuCTIoNS RIveR paThwayS Module 5 n 2

Introduction

ThismoduleisdesignedtoinstillgoodobservationalanddescriptiveskillsinRiverPathwaysparticipants.Theseskillswillbenecessaryifstudentsplantopursuecareersinresourcemanagementandhabitatmonitoring.Themoduleconsistsoftwoactivities.

Thefirst,ScienceTakesWing,isbasedonaPowerPointpresentationthatintroducesstudentsto10ofArizona’smostcommonriparianbirdsandthesoundstheymake.Afterviewingthepresentation,thestudentswillbechallengedtoidentifyeachbirdbyitssongandcallalone.

Thesecond,BinoBlitz,activityintroducesstudentstobinocularuse.AudubonArizonaallowseducatorstoborrowourbinocularboxesfreeofchargeforuptoaweekatatime.Theseboxescontainaclassroomsetofbinocularsandfieldguides.Theycanbepickedupatfiveconvenientlocationsthroughoutthestate.Formoreinformationregardingfreebinocularloans,visitourwebsiteathttp://az.audubon.org/Education.html

Teacher Instructions:

Science Takes wing:

• HandouttheScienceTakesWingAnswerSheet(2pages).• ShowtheScienceTakesWingpresentation.Itiscontainedonyourdiskinthefolderentitled

“ScienceTakesWingPresentation”thatincludesallofthefilesassociatedwiththepresentation.YoucanalsofindthismaterialontheAudubonwebsiteathttp://az.audubon.org/Education_RiverPathways.html.Toplaythepresentation,openthePowerPointfileentitledpptview.

• Havethestudentscompletetheirworksheetsastheywatch—andlistento—thepresentation.TotryanadditionalScienceTakesWingmodule,visitourwebsiteathttp://az.audubon.org/Education.html.

Bino Blitz:

• Distributebinocularstoindividualsorteamsofstudents.• Printthe10birdcardsandplacetheminlocationsaroundtheroomthatwillbevisiblefromyour

students’desks.• Instructthestudentshowtouseandfocustheirbinoculars.Directionsareavailableinthe“Bino

Blitz”folderonyourdiskinthe“ScienceTakesWing”folder.YoucanalsofindthismaterialontheAudubonwebsiteathttp://az.audubon.org/Education_RiverPathways.html.

• Challengethestudentstofindthebirdsandthenusetheirbinocularstoreadtheirnames.• Askthestudentstorecordthebirdnamesontheiranswersheets.Thefirststudenttofindall10

birdsandrecordtheirnamesyells“Blitz!”andisthewinnerofthegame.

ClaSSRooM MaTeRIalS RIveR paThwayS Module 5 n 3

Science Takes wing answer Sheet

Name__________________________

Date ___________________________

Period__________________________

abert’s towhee

Brown-crested flycatcher

Bell’s vireo

Bewick’s wren

Canyon wren

picture Bird Name

Song description (Some helpful words: cooing, chirping, whistling)

Science Takes wing answer Sheet

Name__________________________

Date ___________________________

Period__________________________

ladder-backed woodpecker

Lucy’s warbler

Song sparrow

Summer tanager

yellow warbler

picture Bird Name

Song description (Some helpful words: cooing, chirping, whistling)

Bird Sounds Quiz

Science Takes wing answer Quiz

Name__________________________

Date ___________________________

Period__________________________

leTTeR

Bino Blitz Instructors’ Sheet

directions

Beforeclass,cutoutthe10birdpicturesprovidedandeitherpastethemonaposterboardorhangthemaroundtheroom.

DistributebinocularsandtheBinoBlitzanswersheets.Remindstudentshowtofocusbinoculars.Makesurethateveryonecanseeclearlythroughtheirbinoculars,andassistasnecessary.Askthestudentstostudentsusetheirbinocularstoviewthebirdpictures/namesandtowritethecorrectbirdnameonthe“BinoBlitz”answersheet.Thisisarace—youmaywishtorewardthewinnerwithasmallprize.

Field Marks

Followingthe“BinoBlitz”activity,leadadiscussionabout“FieldMarks”.

Fieldmarksarevisualcharacteristicssuchassize,color,beakandtailshapeandspecialmarkingsonbirdssuchaseyebrowsorspotsthatenablepeopletoidentifythem.

Haveeachstudentselectoneofthe10picturedbirdsanddescribeitintermsofthebirds’fieldmarks.The“MysteryBird”Worksheet.Nexthavestudentspartnerupandexchangepapers.Partnersmustidentifywhichbirdhasbeendescribed,basedonitsfieldmarks.Repeatthisactivityseveraltimesiftimeallows.Thenhavestudentspickonebirdtoresearchinafieldguideorotherresource.

how to Focus Binoculars

1. Placethestraparoundyourneck.

2. Closeyourlefteyeandlookonlythroughyourright.Turntherighteyepieceuntilyoucansee clearlythroughtherighteye.

3. Openbotheyesandadjustthebinoculars(liftingthemuporcrunchingthemdown)sothatthey fityourfaceandyoucanseethroughbotheyepieces.4. Usethecenterwheelfocustosharpenyourview.

Canyon wren

Bell’s vireo

Summer tanager

Bewick’s wren

Bino Blitz Cards

abert’s towhee Brown-crested flycatcher

Bino Blitz Cards

ladder-backed woodpecker yellow warbler

Lucy’s warblerSong sparrow

Birds of Rio Salado: Bino Blitz Game 1. Focusyourbinocularswithyourteacher’shelp.

2. Useyourbinocularstoview10birdshiddenaroundtheroomandreadtheirnames.

3. Writethebird’snameintheblankbelow.ShoutBLITZwhenyouhavenamedallthebirds.The firststudenttonamethemallisthewinner.

Bino Blitz worksheet

Name__________________________

Date ___________________________

Period__________________________

Bino Blitz worksheet

Name__________________________

Date ___________________________

Period__________________________

Bino Blitz Answer Key

abert’s towhee

Brown-crested flycatcher

Bell’s vireo

Bewick’s wren

Canyon wren

Summer tanager

Bino Blitz Answer Key

Song sparrow

Lucy’s warbler

ladder-backed woodpecker

yellow warbler

Mystery Bird Activity

RIveR paThwayS Module 5 n 13ClaSSRooM MaTeRIalS

Describe one of these birds on your worksheet by identifying its field marks.

Canyon wren Bell’s vireo ladder-backed woodpecker

Summer tanager Bewick’s wren yellow warbler

Brown-crested flycatcher Lucy’s warbler abert’s towhee

Song sparrow

directions

Pickoneofthebirdspicturedhereanddescribeittoyourpartnerwithoutstatingthebird’sname.Makeyourpartnerguess!Usethecluesbelow.Tradepaperswithyourpartnerandseeifyoucanidentifyeachothers’birds.Ifyouhavetime,repeattheactivitywithanotherpartner.

My mystery bird’s color is primarily: ________________________________________________

My bird’s beak is: ____________________________________________________________

My bird’s tail is: ____________________________________________________________

My bird’s eyes are: __________________________________________________________

My bird probably eats: ________________________________________________________

My bird probably lives (where?) __________________________________________________

After the Mystery Bird Activity, do some research!

Use a bird book called a “field guide” to answer the following questions:

My mystery bird was: _________________________________________________________

Scientific Name: ____________________________________________________________

Size: ___________________________________________________________________

Habitat: _________________________________________________________________

Other Comments: ___________________________________________________________

Mystery Bird Worksheet

Name__________________________

Date ___________________________

Period__________________________

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