Eagles to the Nest Thematic Curriculum

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About… ETTN Eagles to the Nest is a three-day thematic program. It has been designed to take students on an adventure at Bradford Woods as they discover what life is like for our avian friends. Special focus is made on our national emblem, the American Bald Eagle. With a nesting pair of bald eagles, we can provide opportunities for observation and discovery learning through our hands-on approach to teaching about the eagle habitat. Students will have the experiential opportunity to learn about connections and complex rela-tionships involving wildlife, humans and the environment.

This program focuses on connecting information from various subject areas to allow students to use the information more effectively. As a particular subject is covered, its relation to other subject areas is also explored. This approach provides students with a holistic view. During the program, students will be given the opportunity to “get their hands dirty,” take calculations and research aquatic life.

Activities have been adapted and modified from other environmental education curriculums as well as created specifically for this program. The ETTN curriculum program has been in place for more than 10 years. Many people have contributed to the development of this thematic cur-riculum; when a source was known to be used it has been cited. However it would be impossi-ble to know all the sources and references made in this compilation. We therefore apologize for instances when there may not be a source or reference listed. To all of those who have contributed to this curriculum, your hard work and dedication to create a quality curriculum are greatly appreciated. This version of the JTTW thematic curriculum was designed and compiled by the Environmental Resource Center’s Education Coordinator in the summer of 2004 and last edited January 2010.

About…

Journals Journals accompany this thematic program and will need to be introduced and handed out to students on the first day of program. Writing their name and school on their journals will ensure they do not get mixed up. On the inside front cover of the journal, have students begin to famil-iarize themselves with property as they locate their cabin on the BW map and label it with a star. Another component that will need to be addressed at the beginning of program is the weather page. There are three opportunities to record weather in their journals, one for each day they stay at BW, as well as space for them to record the mileage they’ve covered each day. The page entitled “Keep Your Eyes Open” is intended for the students to use for the dura-tion of their stay at BW. All other pages meant for use for an activity in are indicated within the activity instructions in the curriculum. Remaining pages may be indicated for general use in note-taking or to practice sketching—use these pages at your will. It is important that you do indeed use the journals with the students, they act as a means of reflection for the students as well as a method of evaluation for their teachers. If not all pages are used during their stay at BW, the teacher may feel free to continue using the journals back in the classroom.

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Objectives: The student will identify dif-

ferent species by observing their field markings, feeding and other behaviors, and their habitat using binoculars and a field guide.

The student will differentiate between woodland and wet-land bird species by observ-ing the adaptations of birds living in wooded and wetland environments.

The student will form a hy-pothesis regarding a particu-lar bird’s food preferences by observing the shape of its beak and feet.

Equipment: What Makes a Bird...cards

Binoculars (one per pair)

Field guides

Pencils

2 #10 cans

Which Bird Lives...cards

Journals

Note to Teacher: This lesson encourages students to understand the relationship between an animal’s habitat and adaptations. Students will discov-er the similarities and differences between birds they see in a for-ested area and birds they ob-serve in a wetland area. Remind them to look closely at the details of particular bird’s colorings, body shape and behaviors to ac-curately identify an animal’s spe-cies.

Concepts: Observing a bird’s field markings, habits and habitat can identify bird species.

Birds living in wooded areas have different adaptations than birds living in an aquatic environment.

Unique beak and foot adaptations allow each different bird species to eat meat, seeds, insects, berries and oth-er types of food.

Activities in Lesson: What Makes a Bird a Bird? (20 min) Binoculars & Field Guides (15 min) Junior Birder (10 min) Bird Observation– Woodland Area (15 min) 60 Second Story Starts (1 min) Signs of Bird Life Scavenger Hunt (10 min) Bird Observation– Wetland Area (15 min) Which Bird Lives Where Relay? (15 min)

Time: 1 Hour, 40 minutes

Adaptation-An alteration or ad-justment in structure or habits, often hereditary, by which a species or individual improves its condition in relationship to its environment. Binoculars-An optical device, such as a pair of field glasses or opera glasses, designed for simultaneous use by both eyes and consisting of two small tele-scopes joined with a single fo-cusing device Carnivore-A flesh-eating animal Field Guide-An illustrated book that provides descriptions of plants or animals found in na-ture Field Markings– markings used to identify an unknown species, usually birds Focus Knob– knob used to fo-cus image, located between the two eye pieces

Habitat -The area or environ-ment where an organism or ecological community normally lives or occurs Herbivore-An animal that feeds chiefly on plants. Omnivore-an animal that feeds on both animal and vegetable substances Right Eye Piece–eye piece on the binoculars that should first be adjusted (with the left eye closed)

Vocabulary

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Day 1

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What Makes a Bird a Bird? (20 min) Materials: What Makes a Bird a Bird? cards 1. Divide the group into groups of five or six, and hand each group a set of What Makes a Bird a Bird? cards. Ask the students to exam-ine each item on the list and determine which of the items listed is the single characteristic that makes birds different from all other animals. The cards should include the following charac-teristics that most people commonly think of when they think of birds: Builds Nests, Has Wings, Lays Eggs, Has Feathers, Has a Beak 2. Allow each group to explain which character-istic they chose and why they chose it. Alterna-tively, you can have a student read each char-acteristic aloud and have one person from each group raise his/her hand to indicate the single attribute decided upon by the group and then tally the votes. If there is disagreement among the groups allow the students to debate their answers until a consensus has been achieved. *While squirrels build nests, bats and insects have wings, reptiles and fish lay eggs and turtles have beaks, only birds have feathers*

Binoculars & Field Guides (15 min) Materials: binoculars, field guide, pencil, jour-nal page 6 1. Divide the students into pairs. Give one of each pair a set of binoculars and give the other student a field guide. The students may take turns using these materials. 2. Instruct the students to place the neck strap attached to the binoculars around their necks. Remind them to always place the neck strap around their neck when they switch users. People who wear glasses may use the binocu-lars either with or without their glasses on. 3. Both the left and right eye pieces on the bin-oculars have rubber ends; they can be folded back onto the eye piece to make viewing more comfortable for those using the binoculars while wearing glasses. To use the binoculars properly the students should:

Adjust the focus of the right eye piece: This should be done each time the pair changes binocular users to accommodate individual

differences in vision. Hold the binoculars to the eyes, close the right eye and turn the right eye piece until the objects in view look crisp and clear.

Spot an object with the naked eye: The stu-dents should try to spot a bird with their na-ked eye, then bring the binoculars up to their eyes while looking at the bird to get a closer view. This will allow students to easily lo-cate the birds they wish to view.

Adjust the focus knob: The focus knob is located between the left and right viewers. This knob is used to adjust clarity depending upon the distance of an object away from the user. Once the students have a bird in view, they may turn this knob (or tilt this lev-er, depending on the design of the binocu-lars) until the bird is seen clearly.

4. To identify a species using the field guide the students can simply look through the field guide until they find the picture of the bird that matches the animal they are observing. The students will need to be reminded to look care-fully at the bird’s field markings. Remind the students to either write in their journal or make a “mental note” of field markings such as:

head crests (feather tufts on the head like on the Cardinal or Blue Jay)

black or white eye lines (complete or partial rings of black or white feathers around the eye)

black or white stripes on the tail or wings bright patches of red on the head soft peach or orange colored patches on

the belly beak shape (short, long, pointed, hooked,

etc.) foot shape (small, large, clawed, webbed,

etc.). All of these details will allow the students to pin-point the species in their field guide and make sketches of the birds they observe.

Junior Birder (10 min) 1. Scientists who study birds (Ornithologists) have very good observation skills. They use these skills to collect information about a certain species and their habitat. Ask the students:

What are observation skills? Do they include any other senses besides

sight? (smell, sound, touch, taste)

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How about memory? How might Ornithologists use observation

skills to study wildlife? (tracking, examining) 2. Tell the students that they will be practicing their observation skills. Organize the students into pairs of two students. One student will turn around for 30 seconds while the other student changes something about their appearance (clothing, shoes, jewelry, etc.). After 30 sec-onds, the student may turn around and try to guess what changes were made. The students then switch places and this time make more subtle changes in their appearance. 3. After three or four rounds, ask the students:

What sorts of changes were easy to detect? Which ones were hard? Why? Do you think that signs of wildlife will be

more like the easy changes, or the hard ones? Why?

Bird Observation- Woodland Area (15 min) Materials: binoculars, field guide, pencil, journal page 7 1. Explain to the students that they will be ob-serving birds that live in and around a forest and later, birds that live in and around a lake. 2. First, the students will be observing wood-land birds at the bird blind behind the Interpre-tive Center. Each feeder is numbered with a wooden block. The students can indicate the location of the bird they are observing by whis-pering the feeder number to their partner. Be-fore entering the blind, emphasize that it is very important to be as quiet and still as possible to avoid scaring the birds. The blind is not sound proof nor does it totally obscure the students from view of the animals. * If using the bird blind, remember to fill the feeders a few hours before your lesson to attract more birds to the area*

3. Remind the students to take turns using the binoculars as they work with their partners to identify as many woodland birds as possible. Instruct the students to sit on the bench facing the feeders as they enter the blind. Some com-mon woodland species that may be found at the bird blind include:

Tufted Titmouse Black-capped Chickadee White-breasted Nuthatch Goldfinch (males olive colored in winter) Downy Woodpecker Hairy Woodpecker Red-bellied Woodpecker Redheaded Woodpecker Cardinal Blue Jay Purple Finch

4. Students should record a list of birds they see or hear. Have student share what species they have listed.

60 Second Story Starts (1 min) Materials: journal page 8 1. Allow students 60 seconds to reflect on what they have been doing and to jot down potential story ideas to use as a jumping platform for the stories they will write later in the week.

Signs of Bird Life Scavenger Hunt (10 min) Materials: journal page 10 1. Once the students have identified as many birds as they can at the blind, explain that they will now be walking to the lake to observe birds that live by the water. On the way to the lake, use the Signs of Bird Life Scavenger Hunt to keep the students focused on the lesson topic. *Remind students never to walk with binoculars held to their eyes. This will prevent them from falling or tripping and causing themselves to receive an eye injury from the eyepiece of the binoculars.*

Bird Observation - Wetland Area (15 min) Materials: binoculars, field guide, pencil, jour-nal page 7 1. At the lake, allow the students to observe and identify as many different types of birds as possible using their binoculars and field guides. Some birds common to the Bradford Woods lake include:

Mallard Ducks Canada Goose

Great Blue Heron

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Bald Eagle Osprey

Red-winged Blackbird Bank Swallow

Kingfisher Green Heron

Grebe Wood Duck

Loon (migrating) Turkey Vulture

Black Vulture Broad Wing Hawk

Red Tail Hawk Kestrel

Screech Owl Barred Owl

2. At the end of the observation period, bring the students together into a small group to brainstorm the similarities and differences be-tween the birds they observed at the bird blind and the birds observed at the lake. Ask the stu-dents:

How many different species did you identify at the bird blind? At the lake?

What were the shapes of the beaks on the birds at the bird blind? What were they eat-ing? What other types of food might those birds eat?

Were the beaks different on the birds at the lake? If so, how were they different?

What types of food might a bird living at the lake eat? Would it depend on the species?

A Bald Eagle does not swim. Neither does a Red-Winged Blackbird. Why might either of these birds live close to the lake?

Woodpeckers have sharp claws on their toes. Why doesn’t a woodpecker eat fish like an eagle?

3. Ask the students if they are familiar with the term “adaptation.” Allow one of the students to explain the term and ask the students to point out the special adaptations of the species they observed. 4. Ask the students if they know the term “habitat.” Allow one of the students to explain the term and ask the students to name the two different habitats they have been observing to-day. Challenge the students to tell you how an animal’s adaptations are related to its habitat based on the observations they have made.

Which Bird Lives Where Relay? (15min) Materials: two tin cans, Which Bird Lives Where? cards 1. Give the group a set of Which Bird Live Where? Cards including the following species:

Great Blue Heron Kingfisher

Redheaded Woodpecker Black-capped Chickadee

Blue Jay Tufted Titmouse

Downy Woodpecker Bald Eagle

Mallard Duck Red-Winged Blackbird

Canada Goose Pied Billed Grebe

Cardinal Osprey Great Horned Owl Common Snipe Turkey Robin

2. Have the students line up at one end of the playing field. At the opposite end of the playing field, place two #10 tin cans. Label one can “Wetland” and the other can “Woodland.” The object of the relay is for the students to place as many species in their proper habitat as possi-ble. The first student should pick up a card, run to the other end of the playing area, and place the bird card in the can they think is correct. Once they return to their group the next student should go. Review the results of the relay to conclude. Point out any birds that landed in the wrong habitat and clarify with the group why they belong elsewhere. 3. Conclude with a reiteration of the various components of adaptations that you have cov-ered today. Ask them to reflect on the different species of birds they saw and heard and where they were when they observed them. Review the skills they learned and used during today's lesson; using a field guide and binoculars. Fi-nally ask the students to tell you “what makes a bird a bird?”

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Evaluation √ Students can identify different species by

observing their field markings, feeding and other behaviors, and their habitat by using binoculars and a field guide.

√ Students can differentiate between wood-land and wetland bird species by observing the adaptations of birds living in wooded and wetland environments.

√ Students can form a hypothesis regarding a

particular bird’s food preferences by observ-ing the shape of its beak and foot.

Keep in Mind Birds are not always visible for this lesson. Us-ing observation skills such as hearing will allow students to increase the number of birds they list. Be prepared to help students identify birds throughout the module. Students may become impatient with waiting to locate birds; this “down” time can be used to practice using the field guide or the binoculars. You may need to separate the students in order to increase their chances of seeing birds by minimizing noise.

Back in the Classroom Investigate raptors that live in your community. Find out if there are any known bald eagle nests and what is being done to protect them. Visit a raptor center or watch for raptor displays at local museums. Contact the Division of Fish and Wildlife and find out what you should do if you find an injured raptor. http://www.raptor.cvm.umn.edu, http://www.vetmed.auburn.edu/raptor Use the Eagles to the Nest web site as a tool in your classroom for further activities relating to Bald Eagles. http://www.indiana.edu/~bradwood/eagles

Notes:

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Bald Eagles The Bald Eagle, habiting only North America, is our national symbol. They were named by colonists, who used the old English word “balde”, meaning white. By this, they were referring to its white head and tail. However, there are many different types of eagles around the world. In fact there are approximately 59 different species of eagle throughout the world, which can be found on every continent except Antarctica. As members of the same species, the 59 differ-ent eagles share many similarities. For in-stance, they are all excellent fliers, they all have excellent vision and they are all birds of prey or raptors. The word raptor comes from the Latin word for a plunderer, stemming from raptare "to seize and carry away." In general, raptors are predatory birds that have strong, hooked bills and strong grasping feet. There are seven birds of prey that are classified as raptors, they are eagles, falcons, owls, kites, vultures, ospreys and hawks. Bald eagles were placed on the endangered species list when the list was created in 1973. The bald eagle was given a status of “endangered,” which means in immediate dan-ger of becoming extinct, in a majority of our country’s states. Bald Eagles had seen a de-cline in numbers between the mid 1800s and the 1980s that the national Fish and Wildlife Service (FWS) attributes to loss of habitat, poaching, and contamination of food sources. One cause of food contamination for eagles was the insecticide DDT, which was sprayed onto crops and ran into bodies of water where fish and plants absorbed it. DDT caused bald eagles’ eggs to have extremely fragile shells, resulting in a decrease of successful hatchings. DDT was banned in the United States in 1972. In July 1995, the FWS changed the status of the bald eagle from “endangered” to “threatened.” The listing of “threatened” means that a species is not in immediate danger of ex-tinction, but is likely to become endangered in the future. By June 2007, the species had seen such an improvement in numbers that the FWS re-

moved the bald eagle from the endangered/threatened species list. The bald eagle remains under the protection of the Migratory Bird treaty Act and the Bald and Gold Eagle Protection Act, both of which forbid the selling, harming or killing of the species. Protection of eagles has been a nationwide initi-ative. Stiff penalties have been enacted for people who are found disturbing or killing ea-gles. Occasionally people who find eagles nesting on their property are tempted to kill the eagles so they do not have to deal with the fed-eral regulations that surround the birds. While the number of bald eagles in Indiana comes nowhere close to the number of eagles in states like Alaska, Minnesota, and Wiscon-sin, the number of pairs is going up and many pairs are successfully reproducing. The state of Indiana removed the bald eagle from its endan-gered species list in 2008, and the species is now considered one of special concern. Part of the solution for bringing the number of eagles up is to educate people about the role the birds play in the ecosystem. Educating people, how-ever, often makes them curious and increases their desire to see eagles in the wild. Eagles are easily disturbed birds and restoration of them in the United States will rest on them being left alone.

History of Bald Eagles at BW A pair of Bald Eagles first nested by the Ol’ Swimming Hole at Bradford Woods in January of 1994. Whether this was an old hawks nest they began to build around, or whether they started from scratch is not known. The female was named Rainbow and the male was named General Patton. Around late February/March of 1995 two eggs were laid. Incubation normally lasts about 35 days and was undertaken by both Rainbow and General Patton. Two male eaglets hatched and after ten to twelve weeks they took their first flight. By the end of the summer, they were good fliers and in the fall they left their parents and headed north. One of the youngsters however, later died after flying into power lines. In the spring of 1996 Rainbow laid another egg, which was also male. Later that year General Patton left Rain-bow and moved 2 miles north to Lake Patton to

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pair with another female. This has really puz-zled scientists because usually Bald Eagles pair for life. No chicks were therefore born in the nest by the lake in 1997. Rainbow found a younger male, Casanova, and they began to sort the nest in January of 1998. Eggs were spotted via a DNR helicopter that monitors eagle nests throughout the state in Rainbow and Casanova’s nest in the spring of 2004. In April 2007, the eagles’ nest (located across from the fishing dock) was taken down by a storm. That spring, Rainbow and Casanova worked on building a new nest, the location of which has been confirmed to be near Snake Island. A DNR fly-over confirmed the pair had a successful nest in April 2008, hatching three eaglets. In August 2008, there were reported sightings of all three eaglets together and indi-vidual sightings continued through the winter. You can often see Rainbow and Casanova perched high up in the trees close to the lake. You may also catch a glance of them hunting for fish on the lake. In either case, they are majestic animals to behold. We are very fortunate to have them as our neighbors and hope they stay well into the future.

Birds Birds have often been called “glorified reptiles”. They are grouped as a separate vertebrate class called “aves” and apart from the power of flight and features connected with it this power of flight, they are structurally similar to reptiles. Since birds are warm-blooded, they have a higher metabolism than reptiles. The mainte-nance of a high body temperature is necessary for flight because it requires a great input of ox-ygen and energy, over a long period of time.

Anatomy, Locomotion & Behavior Birds are one of the few groups of animals that have developed true flight. Powered flight, not just gliding. Insects and bats are the two other groups who have also achieved this. Lightness is achieved in several ways. The

teeth have been lost and are replaced by a horny bill. Many bones, such as the skull, are extremely thin. Because the wings cannot sup-port the bird on the ground, there are many pro-found modifications in the skeleton, which ena-ble the bird to walk on its hind legs–a method of locomotion called bipedalism. Another adaptation for flight is seen in the shape of birds. Whatever their shape, they are always streamlined. Streamlining is necessary to reduce friction to a minimum when the bird flies and is achieved, not only because the body itself is streamlined, but also the feathers pro-vide a smooth outer surface. Birds are extremely active and not only do they need large quantities of food, they also need equally large amounts of oxygen required to transform this food into energy. The blood functions to transport this oxygen as well as regulating the bird’s temperature, which is maintained at between 106 and 114 degrees Fahrenheit.

Beaks & Bills The bill is often brightly colored or ornamented. The beaks of birds come in a variety of shapes. A specific species design is related to its diet. In general, beaks are light. This is necessary to reduce weight wherever possible so that birds are able to fly. The mouth is opened by the lower mandible being moved away from the upper mandible, in a way that is similar to humans. In many wad-ing birds and some other species, there are touch receptors in the tips of the mandibles. This allows birds to feel the prey they can’t see – i.e. searching for worms underground and in-sects in a tree (woodpecker). The nostrils pierce the upper mandible. Few birds are known to use the sense of smell in their search for food. The beak of an eagle is almost as long as its head. Like other birds, an eagle's beak is de-signed to help it eat its favorite food… fish. Compare beaks of other birds with that of the Bald Eagle. Eagles are meat eaters. They need beaks that will help them to tear meat. Bald Ea-gle's beaks are long and slender with a hook on

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the end of them. This hook allows them to pull flesh off of fish and other animals for food. At the same time its long slender shape makes the eagle very streamlined, helping it travel at high speeds.

Body

Bald Eagles depend on their ability to fly to sur-vive. Their bodies are designed for flight. To be a good flyer, an eagle's body has to be both strong and lightweight. Eagles have several ad-aptations that make their bodies light enough to get off the ground, but powerful enough to catch and kill their prey. When an eagle flaps it's wings, most of the lift that powers the eagle into the air comes from the downward stroke. Be-cause the downward stroke is so important, the muscles responsible for this motion are quite large. The flight muscles of an eagle can ac-count for half the total weight of the bird.

Legs Birds have evolved legs with few large muscles, except for those at the top of the leg near the center of gravity. The lower part of the leg has very little muscle and is controlled by a pulley system from the muscles at the top of the leg. When the bird sits down onto its foot, the ten-don is tightened over the end of the joint, which pulls in the toes. This action of sitting down over the foot causes the toes to curl around the perch and lock the bird into position. This is why birds such as an owl can hold tightly onto a branch even when asleep. To let go it must raise itself up off its feet in order to release the toes. The foot has only four toes. Perching birds may have two toes pointing forward and two back-ward, or three forward and one backward.

Feet Like the eyes of the bald eagle, their feet are very important tools used in hunting. All eagles locate their prey with their keen eyesight, then catch and kill it with their feet. The feet of an eagle are adapted to catch the kind of food they like to eat most, fish. The bald eagles feet have razor sharp claws called talons. On an adult eagle these talons can be up to an inch long and are curved almost like a fish hook. They also have rough bumps on their toes to help them hold onto slippery fish.

Eyes An eagle’s eyes are extremely useful hunting tools. In many ways an eagle's eyes are a lot like human eyes. Like humans, the eagle's eyes have a cornea, iris, lens, retina, and an optic nerve. Light goes through the cornea and the lens and projects an image on the retina. On the retina there are specialized cells called rods and cones. Rods are sensitive in poor light and are developed best in nocturnal animals. The cones detect colors and are used during the day when there is a lot of light. Once detected by the rods and cones, the information is sent to the brain along the optic nerve. Once there the information is translated into a visual image. In addition to these vision basics, Bald Eagles have some special adaptations that give them really strong daytime sight. The Bald Eagle has a greater concentration of cones as compared to rods. In fact, in some areas of the retina, there is nothing but cones. The greater the amount of cones, the finer the vision and the higher the resolving power. Resolving power is the ability of the eyes to focus on objects at a distance. Being able to see things better at a distance has its price though. Eagles may have many cones, but they do not have many rods. Not having many rods makes it very difficult for the eagle to see in the dark! Eagles and other birds of prey have fovea, which are curved pits in their retinas that con-tain even greater amounts of cones and a high density of nerves to send light information to the brain. These ultra sensitive sites actually see objects more clearly and from greater distanc-es.

These two adaptations allow the eagle to see with a resolving power that is 8 times greater than humans.

Feathers The feathers of the birds perform four important functions:

They form an insulating layer around the body, which helps control body temperature.

They create wing and tail surfaces that are essential for flight, giving the body a stream-lined shape.

They keep the body waterproofed.

Their coloration can provide a bird with

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camouflage by enabling it to blend with its surroundings. It can also make it conspicu-ous by providing colors and patterns used with breeding behavior and courtship cere-monies.

The feathers are perhaps the most important component of flight. Feathers are also important in species recogni-tion. There are two categories of feathers:

Pennae: outer feathers (contour and flight)

Plumulae: down feathers The number of feathers on a bird varies accord-ing to the species and time of year. A colder climate means more feathers. An adult Bald Eagle has over 7000 feathers, but if you put all of them together they would weigh less than 21 ounces, or 30 feathers would weigh less then a penny. Not only are the feath-ers incredibly light, but they are also strong. If you put a feather under a microscope, you would see that tiny hooks hold each strand of the feather together. These hooks are called hook barbules; the part that they hook onto is called bow barbules. All feathers are made up of a substance called keratin. Keratin is the same used in the make up of our fingernails.

An eagle's feathers are divided up into different groups. Each group has it's own special job that helps the eagle fly and soar. On the wing there are three types of feathers:

Primary feathers can be spread out like fin-gers on a hand to reduce drag.

Secondary feathers move up or down to control the amount of drag.

Covert feathers add thickness to the front of the wing so air moves faster over the top of the wing.

The wings of this Bald Eagle are a perfect ex-ample of its lightweight, yet strong design. Fe-males can have wingspans of 7 and a half feet long that weigh less than 2 pounds. Pound for pound, an eagle's wing is stronger than the wing of a jet plane.

Color Birds are among the most brilliantly colored members of the animal kingdom. Color has

evolved to perform several biological functions.

Aiding in recognition of species and sex by particular birds.

Some colors are used to keep the flock to-gether.

Camouflage enables birds to merge with their background.

Many birds resort to camouflage in order to in-crease their chances of survival. Not only the birds themselves but their nests and eggs may also be well camouflaged. An important aspect of animal camouflage involves the elimination of shadows. Animal undersides are more palely marked than the upper side. This is called counter shadowing. In all aspects of camouflage, the behavior of the animal is crucial if the effects of the camouflage are not to be ruined. (i.e. crouching close to the ground to get rid of its shadow, or closing its eyes so the enemy doesn’t see him).

Flight & Flying In order for a bird to fly, it must obtain upward force, called a lift. A bird’s wing is shaped to enable the birds to obtain this lift. Lift is only obtained when airflow is smooth over the wing’s surface. The lift is affected by three factors:

Surface area of the wing

Wind speed

Angle of attack at which the wing is held Take off is usually achieved by first jumping into the air. During landing the wings tilt the body into an almost vertical position and act as brakes. During flight, power for forward move-ment is derived from the downbeat of the wings. Taking off requires more energy than level flight since the bird must accelerate and climb. A bird has to beat its wings more vigorously to obtain the extra lift needed.

Bones Birds have hollow bones in order to reduce their weight. In order to be able to fly, large birds have evolved more severe modifications to the skeleton than have smaller birds. Certain aquatic species of birds have some solid bones to aid in their ability to dive.

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Instinct and Intelligence Birds show a remarkable range of behavior. Many of their habits are intricate; like nest build-ing. Study has shown that many of a bird’s ac-tivities are learned and perfected during its life. However, a number of behavior patterns are still innate in that the bird is born with the ability to do them. Learning by trial and error and con-tinued practice is also very important.

Song Humans tend to notice birds because they use the same sense organs as we do. The most important one is probably color vision, but hear-ing is also at the top of the list. Birds tend to have ears that detect the same kinds of sounds as humans. They hear and communicate over a similar vocal range as humans, so birdcalls are audible to humans. The ear of birds is in many ways similar to that of a human. The voice of birds, although pro-duced from a slightly different structure to that of humans, bears some resemblance. The abil-ity of some species of birds to mimic human’s voice shows that they can produce sounds closely similar to those that we make. One dis-tinctive feature of the voice of birds is that some can produce as many as three or four complex sounds that overlap one another in time. The speed with which a message can be trans-mitted and received is the other important fea-ture of the voice. Some complex songs may include as many as 80 notes per second. Such sounds seem like a single continuous note to the human ear but with the help of sound spec-trograph recordings, we know they are not . Messages can be transmitted in many different ways by many different animals, but sound is a particularly useful form of communication. Sound travels well in most of the habitats, which birds live and is a much better method of communication in habitats such as woodland, than any other type. It is not surprising that birds use sounds as one of their most important forms of language. Bird songs are the most elaborate series of message in the language of birds. Song is not usually produced equally at all times of the year, but is mainly concentrated during periods

prior to breeding when territories are being set up and courtship undertaken. Songs may be relatively complex, however, they are highly characteristic, with each species usually having a very distinct song. A complex song usually includes a series of notes that are formed into a recognizable pattern. There are around three main functions of the song and the importance of each may vary be-tween different species. By recognizing their own type of singing, birds achieve reproductive isolation from other species. By singing, a male bird announces his claim to a territory and he also wishes to attract a mate. Just as there are different dialects within the human population, it is common to find local variations in the songs of different species. These ‘dialects’ may occur over large areas or by just crossing over from one valley to the next one may find that the song of a given species has changed quite markedly. Most often song is produced by the males and not by the females of a species, although there are exceptions.

Feeding Because of their lack of teeth, birds feed rather differently from mammals. The food is not chewed at all, but transferred to the gizzard where it is ground up. Many birds eat their prey whole. This may involve the swallowing of liz-ards, snakes, large insects or fish that are larg-er in relation to the size of the bird. The majori-ty of birds, however, take smaller prey than this. Other birds such as the birds of prey tear up larger prey with their beaks and talons and oth-ers such as the ducks and game birds may eat foliage. Birds do not usually prepare their food, but there are exceptions. Many bee-eaters remove the stings from their prey before swallowing them. Birds that eat large insects, like caterpil-lars that have powerful biting mouthparts, usu-ally peck the head of their prey. This prevents the possibility of the insect biting the bird after it has been swallowed. Feeding can be dangerous since the bird must

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concentrate upon it and therefore run the risk of not noticing the approach of a predator until it is too late. Drinking is often dangerous too. Some birds obtain most of their water from their food, especially the insectivores and birds of prey which may never need to drink, but many other species come down to water. In doing so the birds expose themselves to predators. Many small birds may satisfy their needs from the dew or rain by merely sipping drops off the vegetation. Most birds when drinking lower their beak into the water until the mouth is filled up, then they raise their head so that the water runs down the throat.

Seed Eaters Birds do not always digest plant material as effi-ciently as mammals do; birds lack the ability to break down cellulose and digest leaves and grass. The parts of plants which birds can and do eat in quantity are the seeds and fruits. These are a major component of the diet of most birds. Seeds are hard structures and many are rela-tively difficult to break open and eat. Most birds that eat these hard seeds have one way or an-other of breaking into them. Some birds avoid these hard-covered seeds and do not have to worry about this problem. Bird species, which are closely related, tend to eat the same thing; however, the resources are divided up pretty evenly. The larger species of say a cardinal, will eat the larger seeds, while the smaller car-dinals will eat the smaller of the same seeds. Seed eating birds face other problems in rela-tion to their diet. They need powerful gizzards with a good supply of grit in order to break up the seed. Seedeaters usually possess a crop, a bag-like extension of the side of the lower throat in which food can be stored. Birds that bring seeds back to their young carry them in the crop. The possession of a crop enables the birds to feed rapidly in exposed places and di-gest the seeds later in safety. Some birds eat seeds all year round and feed their young on them. Seeds keep well and as a result, many seed eating birds store seeds so that they can find them during the winter when food is more difficult to come by.

Insect Eaters A wide variety of birds eat insects. The full rea-sons for feeding insects to the young are not known, but insects are probably richer in certain proteins necessary for animal growth than are seeds. In addition, insects contain large quanti-ties of water, which are essential to a growing chick; seeds do not. The periods of the year when birds change over from a diet of seeds to one of insects and back again may be difficult ones for the birds. The digestive tract is more powerful and muscular when the bird is eating seeds than it is when the bird is eating insects; little is known of what happens during the peri-od of changeover from one diet to the other.

Fish Eaters Some species of birds feed predominantly on fish. A number of ducks, a few birds of prey, and kingfishers feed largely on fish, as well as a few species of owls. The different species hunt their prey in a wide variety of ways. Some dive and swim after catching them from behind, while others dive upon them from above. Either way, all must chase their prey briefly. The fish eating birds of prey and owls plunge down on the prey and catch them with their talons. Fish are extremely slippery prey and the mandibles of birds have evolved in a way that reduces the chances of their escaping. Once caught, the prey must be held firm so that it cannot escape. The owls, ospreys, and sea eagles have particularly long talons that sink into their prey and roughened pads on their toes that enable them to prevent their prey from slipping. Most of the fish eating birds, including the owls, have unusually long legs that are bare of feathers, which presuma-bly reduce the amount of water logging when the bird strikes the water. A Bald Eagle’s diet consists mainly of fish, sometimes making up to 90% of its diet. When a Bald Eagle is not fishing, it will feed on almost anything it can catch, including ducks, wading birds, turtles, rodents, snakes, and carrion (dead animal matter). Bald Eagles snatch fish from above the surface of the water rather than plunging into the water like an osprey. Since they snatch fish from close to the surface, the fish they seem to catch most are fish with downward looking eyes such as catfish and

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carp. It is believed fish with upward eyes can see danger approaching and are more likely to escape the talons of an eagle. Bald Eagles are diurnal hunters. They hunt by playing a waiting game. They spend most of their time perched in trees, using their excep-tional eyesight to scan for food. From its perch, a Bald Eagle can see a surfacing fish from a mile away. Once the prey is spotted, the eagle swoops down and snatches up the unsuspect-ing dinner in its vice-like talons. The rear talon can be over an inch long, and it often punctures the prey, killing it instantly. Small prey is swal-lowed whole. Bigger animals are ripped into bite size pieces with the eagle’s powerful beak. Bald Eagles also catch prey by stealing it from other eagles or animals. Bald Eagles have been known to chase down an osprey causing it to drop its freshly caught prey. Before the osprey’s prey reaches the ground, the eagle swoops down catching it in midair. Since Bald Eagles are opportunistic feeders and never know where their next meal is com-ing from, they have an adaptation that helps them through times of little food. They have an enlarged area in their esophagus called a crop, where they can store large amounts of food. An eagle with a full crop can usually survive at least five to seven days without eating. Eagles, like all raptors, cough up or regurgitate the indi-gestible parts of their prey. The regurgitated food is coughed up in the form of a pellet. The pellet contains anything that is not digestible, such as fins, scales, fur, bones, feathers and teeth. Bald Eagles have strong stomach acids so usually small bones are not found in pellets. These pellets can help biologists identify what an eagle is eating. Sight is important for predatory birds, but fish eaters have two problems to deal with that oth-er species do not encounter. An eagle aiming at a fish underwater has to be able to allow for the refraction of the water, since the fish is not exactly where it appears to be. No one is sure exactly how this is done; it may be true that the young have to learn how much to allow for when they are fishing with their parents. Birds swimming after fish underneath the water have a different problem. The optical characteristics of water are different from those of air-as you can see when you open your eyes under water. Birds have a second, inner eyelid that makes

the eye suitable for seeing underwater without the loss of good vision when the bird is in the air.

Birds of Prey The largest birds of prey are the eagle, con-dors, and vultures. The largest species have wingspans of eight or nine feet. Not all these birds kill their prey and most are not above scavenging from carcasses if they get the op-portunity. The largest eagles take a wide varie-ty of prey. Hares and rabbits are common prey for many species. The method used by birds of prey in hunting requires considerable skill and like most, the hunters can meet with bad luck or scarcity of prey. Success at hunting affects the breeding of the birds of prey. They usually have only a small number of young, usually between one and three, though a few of the smaller species may lay more eggs. The young hatch one after the other rather than all together.

Social Behavior A number of bird species nest in huge colonies (about 13%) while the rest are solitary nesters. One group of fish eating birds commonly found nesting in colonies is the herons. Among the smaller birds, a number of seedeaters nest in colonies. One advantage to being in a colony is that the birds can 'gang-up' to attack a predator. When danger threatens, the numbers of birds attacking a potential predator are often suffi-cient to drive the animal away.

Pair Bonds Some birds are noted for their unusual mating systems. The large majority of birds, well over 90%of them, have monogamous breeding part-nerships. Large groups of birds such as birds of prey and swallows are all monogamous. Most of the other birds that raise their young in the nest are also monogamous. Although most birds are monogamous, it's an old wives' tale that many, such as the swans mate for life or will not re-mate if they lose their partner.

Territorial Behavior A territory is an area that a bird defends against other birds. Once a bird becomes established in a territory, either as a result of driving the previous owner out or, more frequently, by tak-

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ing over one vacated as a result of the death of the previous owner, it tends to retain this territo-ry for the rest of its life. Even if the bird is a mi-grant, it usually returns to the same patch of country each year to breed.

Courtship Courtship is the behavior by which birds recog-nize others of the same species, find a member of the opposite sex and become established members of the breeding population. A lot of the behavior depends on the type of pair bond that is formed. However, in most normal, mo-nogamous birds a lasting bond is established. Courtship serves to ensure that each individual bird successfully pairs with a mate from the cor-rect species. Elaborate displays or songs are characteristic of each species enabling the fe-males to select a correct partner more easily. Courtship performs a second important func-tion. The continual presence and display of one bird to the other enables them to increase their confidence in one another so as to behave as a pair and, eventually, to breed. The most common way a pairing occurs when the male occupies a territory, and then advertis-es his presence and the fact that he is without a mate. The female approaches the male and then “persuades” the male to let her get near him, when he finally “accepts” her presence, the pairing is finalized. This happens in many spe-cies whether the territory is a large area of woodland or a small part of a colony.

Nests & Nest Building Birds build nests in order to raise their young so it is important that the nest should be safe from disturbance. There are two main ways in which birds seek to protect their nest.

Concealment: By hiding the nest in an out-of-the-way place, covering it with camou-flaging materials and taking care to visit it cautiously so as not to draw attention to it, the birds hope to protect their young.

Putting nests in inaccessible places. Being secretive is not as important since the birds rely on their enemies being unable to reach the site at all.

Concealment is the most widely method prac-

ticed. It is better to avoid conflict with a poten-tial predator than to look for trouble. There are many different types of bird nests but the simplest is probably that of a pile of sticks in a tree where a flimsy platform is formed on which to put the eggs.

Eggs The hard-shelled, often distinctively shaped, eggs of birds are well known. They are com-posed of three main parts - yolk, albumen, and shell. The yolk is the most nutritive part, being relatively rich in fat and proteins. The egg white, or the albumen, surrounds the embryo and, although relatively low in nutrients com-pared with the yolk, holds much of the water essential to the growing chick's survival. Two layers of shell membrane just inside the shell surround the albumen. The eggshell is a po-rous structure composed mainly of calcium car-bonate. The developing chick must obtain all its nutri-ents from within the eggshell. The chick draws on these as it develops and also obtains the calcium it needs for its bones by withdrawing calcium from the shell. In order to metabolize its food, the developing chick must be able to breathe. For this oxygen must be absorbed into the egg and carbon diox-ide expired; a series of blood vessels through-out the egg, outside the chick, enable this respi-ration to occur. The laying bird must find extra amounts of food in order to form eggs. It's estimated that this may increase her food demands by as much as 40 percent during the laying period. The size of eggs varies considerably. The smallest eggs are laid by the smallest hum-mingbirds and weigh about 0.02 ounces, while the largest, those of the ostrich, weigh about 3.3 pounds.

Young & Their Care Young birds hatch from the eggs at the end of the incubation period. This may be as short as 11 or 12 days for the smaller birds or as long as 11 to 12 weeks in some of the larger birds.

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The parents are responsible for making sure predators are kept away from their babies. They must also keep the little ones warm and feed them. If well fed, the young may reach almost adult weight before they leave the nest.

Additional Information Birds migrate because the area in which they spend the non-breeding season is not as good an area to breed on as their summer grounds and because they cannot survive on their breeding grounds during winter. Many birds obtain their direction by use of the sun. In addition, birds can navigate by the stars. Under normal circumstances it seems likely that birds usually find their way either by use of the sun or the stars. Studies have shown that most birds die of old age. This is true of birds that live in zoos or those which have been tagged. It is not known how long birds not living in captivity live. Deaths of young birds are high throughout the nestling stage, but in many species it is thought that there is a very high loss during the period just after the young have left their parents and when they are learning to fend for themselves.

Black-capped Chickadee Are named after the call they make - chick-a

-dee-dee-dee (6).

They often form the nucleus of mixed flocks of woodpeckers, nuthatches, and creepers that move through the winter woods (5).

They often feed upside down clinging to the underside of twigs and branches in their search for insect eggs and larvae (5).

They are easily tamed and soon learn to feed from the hand (6).

In the warmer months they move into the woods to nest in holes in trees (5).

Blue Jay Eat fruit, insects and grain and are one of

the few birds that store their food (5).

They have a violent dislike for predators and their raucous screaming makes it easy to locate a hawk or a roosting owl (6).

Canada Goose Flocks migrate south in a V formation (5).

They have powerful voices and are often heard before they are seen far off in the sky (6).

They nest on Snake Island and are often seen feeding at the observatory field in spring.

Cardinal It is the Indiana State bird.

The male is bright red and the female is grayish with a pink crest (5).

They are very shy and the slightest move-ment will cause them to take flight (6).

Cowbird Is the smallest of the native blackbirds (6).

They never build their own nests but foist their offspring on other birds. The female cowbird will sneak around looking for a suitable nest with eggs in it that she can lay her eggs in, while the owner is absent. She then deposits her eggs and hurriedly departs, leaving the egg to be hatched and the young bird to be reared by the real owner of the nest. The owner of the nest is usually a smaller bird e.g. sparrow or a warbler and thus the young hatchling is therefore the biggest and strongest of all the youngsters in the nest. Usually the cowbird is therefore the only hatchling to survive at the cost of the whole brood of another smaller bird (5).

Great Blue Heron Is the largest of the heron family and is fre-

quently seen flying gracefully over the sur-face of the lake.

While in flight, it watches for fish or frogs, which are its principle food, however it also eats small mammals and reptiles (5).

Nuthatch Can move down the trunk of a tree head

first.

Do not migrate but is a permanent resident.

Kingfisher (Belted) Feed on minnows, frogs and large aquatic

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insects. They often sit on a perch or hover over the water and then dive beak first to capture their food (5).

It always swallows its food head first after flipping it in the air to turn it around (6).

Starling Are not native to America but were intro-

duced from Europe in 1892 to Central Park in New York City. Since then they have spread throughout the whole country (5).

They feed in flocks of up to tens of thou-sands of birds (6).

They compete with native species for nest cavities and food. There have been many debates regarding their economic value, but their consumption of insects seems to tip the balance in their favor (5).

Tufted Titmice Are social birds and often join with mixed

small flocks of chickadees and nuthatches.

Although they are frequent visitors at feed-ers they are not as tame as chickadees.

Woodpecker Well-adapted to living in trees, woodpeck-

ers have four strong toes, two pointing for-ward and two pointing back, with sharp claws that enable them to cling upright on the bark of trees and branches. They also have stiff tail feathers to prop them up verti-cally (h).

Have long, flexible, bristled and sticky tongues that they can probe into small holes to catch insects (h).

Their hard pointed beaks are used to chisel into wood in search of insects and sap, or to excavate cavities for nesting and roosting. The birds tunnel down 6-18 inches deep, making the excavation wider at the bottom for the egg chamber (h).

Have especially hardened, thick skulls and cushioning around the brain like a shock absorber) to protect them while they ham-mer. In this way they do not get head aches (h).

Hammer on a dead limb of a tree as part of its courtship ceremony and to proclaim its territory (h).

In feeding, most woodpeckers start at the base of a tree, searching for insects and

spiders and then they move up the trunk in spirals until they reach the larger limbs where they explore the undersides of a branch (h).

Woodpeckers Common to BW Downy Is the smallest tamest and most abundant

of our woodpeckers. They prefer to drill holes in dying trees (5).

Hairy Is one of the most beneficial birds, saving

both forest and fruit by destroying many harmful insects such as wood-boring bee-tles. They prefer to drill holes in living trees (5).

Red-Bellied It also is one of the woodpeckers that habit-

ually stores its food (5).

Pileated Is the largest woodpecker about the size of

a crow. They are the most difficult to find as it tends to stay out of sight but it whacks away with such force that from a distance it often sounds as though a man were chop-ping in the woods. When a pileated wood-pecker goes to work it certainly makes chips fly and rip off heavy strips of bark that no other member of the family can. The traces of the pileated woodpecker are unmistaka-ble as they excavated huge rectangular hol-lows that look like topless boxes (5+6).

Yellow-bellied Sapsucker Gets its name from its habit of drinking the

sap that oozes from the regular rows of holes that it drills in the bark of trees. The birds wipe up or suck the oozing sap with their brush-like tongues. It also eats the insects that come to drink the sap. Unfortu-nately sapsucker holes damage trees and sometimes provide points of entry for fun-gus and other tree diseases. Unlike other woodpeckers this one migrates south in winter (5).

** The above birds can be found at Bradford Woods all year round. However, whether they are the same birds or not is unknown. Some species may migrate south in winter, and be replaced by birds of the same species from more northern parts of the States and Canada. All these birds are found in greater numbers in spring. (Kari Price - Naturalist)**

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Raptors There are three characteristics of raptors that make them different from other birds (4):

They have talons to stab and catch their prey.

They have excellent binocular vision, which allows them to see much better than hu-mans.

They have strong hooked beaks for plucking feathers and tearing flesh.

Owls Common to Bradford Woods Barred Owl A very common species. It's call sounds

like who- cooks-for-you, who-cooks-for-you-al (6).

Great Horned Owl It is the largest of the tufted owls. Is a very

adaptable bird living in a variety of habitats and eats many different kinds of prey. They have talons as long as 3 inches or longer (f).

Screech A small owl only standing about 8 inches

high. A good night hike trick is to mimic this owl's call. It often replies back within 5 minutes and has even been known to fly overhead, while mimicking it's call.

Red-tailed Hawk Hawks see greater distances than humans,

but their visual acuity (the ability to see clearly) is eight times that of human’s (e).

Some hawks can attain speeds of over 150 miles per hour when diving for their food (e).

The red-tailed hawk mostly eats mice and other rodents, and rarely eats poultry (6).

Farmers have often mistaken them in the past for other hawks that eat hens and chicken and have shot them down (6)

Conservation - state and federal laws protect all hawks. It is illegal to capture or kill a hawk, or to possess a hawk, alive or dead, without prop-er permits from local state governments as well as the U.S. Fish and Wildlife Service (e).

Bald Eagle The bald eagle was chosen as our national

symbol in 1782 and stands for justice, strength and fairness.

It is the only eagle unique to North America.

It is not actually “bald”, but was named by colonists who used the Old English word “balde”, which means, “white”.

Before 1800, there were approximately ¼ million bald eagles in the lower 48 states.

Between 1917 and 1940, approximately 100,000 bald eagles were shot in Alaska alone.

Shooting, possessing without a permit and selling bald eagles became illegal in 1940, but shooting remains one of the leading causes of eagle mortality.

In 1970, there were only 3,000 bald eagles and 400 breeding pairs. Today, there are over 5,000 bald eagles and 1,400 breeding pairs.

Adult bald eagles have a wingspan of 6 to 7.5 feet and are 3 to 3.5 feet tall.

The female bald eagle is larger than the male.

An eagle’s beak is almost as long as its head, is steam-lined, and has a hook on the end. These adaptations help it to fly fast, and to tear open its prey.

The flight muscles of a bald eagle account for half of its body weight.

An eagle, like all birds, has hollow bones. The skeleton of an adult bald eagle weighs about a half a pound.

The eyes of an eagle are very similar in structure to a human’s, but they have a higher concentration of cones and lower concentration of rods, therefore giving them 8 times better resolving power (ability to fo-cus), but bad night vision. They can see a 12-inch fish a mile away.

The feet of eagles have sharp claws called talons that are up to an inch long and curved, which allow them to catch their fish. They also have bumps on their toes to help them hang onto slippery fish.

An adult eagle has about 7,000 feathers, which collectively weigh less than 21 ounc-es. (30 feathers weigh less than a penny). They are made of keratin, which is the same thing our fingernails are made of.

Pound for pound, an eagle’s wing is strong-er than the wing of a jet plane.

90% of a bald eagle’s diet is fish, but they will also eat ducks, wading birds, turtles, rodents, snakes and dead animals. The sometimes steal the prey of other animals.

They mate for life.

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Bald eagles usually nest in tall (50-150 ft.),

large trees located near water and will re-turn to the same nest year after year. Every year, more twigs and branches are added. One nest that was used for 34 years weighed an estimated 2 tons!!

Young eagles stay in the nest for 10 to 11 weeks and begin to venture out in mid to late summer. By the end of the summer (4 months old), they are on their own.

Bald eagles to not have a white head or white tail until they are at least 4 years old.

Turkey Vulture Turkey vultures can soar in circles over the

same area for an hour without flapping their wings. They are the champion non-stop gliders of the feathered world (6).

Turkey vultures have the reputation of being the "feathered street cleaner", as they are scavengers, eating any carrion and other refuse (6).

Sometimes if turkey vultures feast too stren-uously they cannot lift themselves off the ground when they try to take off. In this case they readily disgorge some of the ban-quet, so they can take off (6). Amazing Fact - Turkey vultures practice UROHIDRO-SIS. This means that they deliberately void their own excretory waste on their legs, cooling their appendages as the water por-tion of the waste material evaporates (4).

You can tell a turkey vulture from another bird of prey when it is in flight as it's wings are held upwards in a shallow V shape (5).

Grade 3 English/Language Arts 3.1.2 Read words with several syllables. 3.2.1 Use titles, tables of contents, chapter head-

ings, a glossary, or an index to locate infor-mation in text.

3.2.2 Ask questions and support answers by con-necting prior knowledge with literal information from the text.

3.4.1 Find ideas for writing stories and descriptions in conversations with others; in books, maga-zines, or school textbooks; or on the Internet.

3.5.4 Use varied word choices to make writing inter-esting.

3.7.2 Connect and relate experiences and ideas to those of a speaker.

3.7.3 Answer questions completely and appropriate-ly.

3.7.15 Follow three- and four-step oral directions.

Science 3.1.3 Keep and report records of investigations and

observations using tools, such as journals, charts, graphs, and computers.

3.1.5 Demonstrate the ability to work cooperatively while respecting the ideas of others and com-municating one’s own conclusions about find-ings.

3.2.3 Keep a notebook that describes observations and is understandable weeks or months later.

3.2.4 Appropriately use simple tools, such as clamps, rulers, scissors, hand lenses, and oth-er technology, such as calculators and com-puters, to help solve problems.

3.2.6 Make sketches and write descriptions to aid in explaining procedures or ideas.

3.2.7 Ask “How do you know?” in appropriate situa-tions and attempt reasonable answers when others ask the same question.

3.4.1 Demonstrate that a great variety of living things can be sorted into groups in many ways using various features, such as how they look, where they live, and how they act, to decide which things belong to which group.

Grade 4 English/Language Arts 4.4.1 Discuss ideas for writing. Find ideas for writing

in conversations with others and in books, magazines, newspapers, school textbooks, or on the Internet. Keep a list or notebook of ide-as.

4.5.5 Use varied word choices to make writing inter-esting.

4.4.6 Locate information in reference texts by using organizational features, such as prefaces and appendixes.

4.7.1 Ask thoughtful questions and respond orally to

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relevant questions with appropriate elaboration. 4.7.2 Summarize major ideas and supporting evi-

dence presented in spoken presentations. 4.7.15 Connect and relate experiences and ideas to

those of a speaker. 4.7.8 Use details, examples, anecdotes (stories of a

specific event), or experiences to explain or clarify information.

Science 4.1.5 Demonstrate how measuring instruments, such

as microscopes, telescopes, and cameras, can be used to gather accurate information for mak-ing scientific comparisons of objects and events. Note that measuring instruments, such as rulers, can also be used for designing and constructing things that will work properly.

4.2.5 Write descriptions of investigations, using ob-servations and other evidence as support for explanations.

4.2.6 Support statements with facts found in print and electronic media, identify the sources used, and expect others to do the same.

4.2.7 Identify better reasons for believing something than “Everybody knows that ...” or “I just know,” and discount such reasons when given by oth-ers.

4.4.3 Observe and describe that organisms interact with one another in various ways, such as providing food, pollination, and seed dispersal.

4.4.4 Observe and describe that some source of en-ergy is needed for all organisms to stay alive and grow.

Grade 5 English/Language Arts 5.2.1 Use the features of informational texts, such as

formats, graphics, diagrams, illustrations, charts, maps, and organization, to find infor-mation and support understanding.

5.2.4 Draw inferences, conclusions, or generaliza-tions about text and support them with textual evidence and prior knowledge.

5.4.1 Discuss ideas for writing, keep a list or note-book of ideas, and use graphic organizers to plan writing.

5.4.5 Use note-taking skills when completing re-search for writing.

5.5.5 Use varied word choices to make writing inter-esting.

5.6.6 Use correct capitalization 5.7.1 Ask questions that seek information not already

discussed. 5.7.2 Interpret a speaker’s verbal and nonverbal

messages, purposes, and perspectives. 5.7.3 Make inferences or draw conclusions based on

an oral report.

Science

5.1.4 Give examples of technology, such as tele-scopes, microscopes, and cameras, that ena-ble scientists and others to observe things that are too small or too far away to be seen with-out them and to study the motion of objects that are moving very rapidly or are hardly mov-ing.

5.2.4 Keep a notebook to record observations and be able to distinguish inferences from actual observations.

5.4.7 Explain that living things, such as plants and animals, differ in their characteristics, and that sometimes these differences can give mem-bers of these groups (plants and animals) an advantage in surviving and reproducing.

Grade 6 English/Language Arts 6.4.1 Discuss ideas for writing, keep a list or note-

book of ideas, and use graphic organizers to plan writing.

6.4.5 Use note-taking skills when completing re-search for writing.

6.5.6 Use varied word choices to make writing inter-esting.

6.6.4 Use correct capitalization. 6.7.3 Restate and carry out multiple-step oral in-

structions and directions. 6.7.15 Ask questions that seek information not al-

ready discussed.

Science

6.2.3 Select tools, such as cameras and tape re-corders, for capturing information.

6.2.7 Locate information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.

6.4.3 Describe some of the great variety of body plans and internal structures animals and plants have that contribute to their being able to make or find food and reproduce.

6.4.8 Explain that in all environments, such as fresh-water, marine, forest, desert, grassland, mountain, and others, organisms with similar needs may compete with one another for re-sources, including food, space, water, air, and shelter. Note that in any environment, the growth and survival of organisms depend on the physical conditions.

6.4.9 Recognize and explain that two types of or-ganisms may interact in a competitive or coop-erative relationship, such as producer/consumer, predator/prey, or parasite/host.

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Objectives: Form a hypothesis based on

resources and research as to how different aquatic species survive.

Assess the possible human im-pacts on habitats, with specific emphasis on the bald eagle.

Explore aquatic area and nich-es.

Examine characteristics and adaptations of aquatic life speci-mens

Take a focal point (the Ameri-can Bald Eagle) and identify the importance of water quality to its survival.

Equipment: How Many Eagles food

cards Webbing Waterlogged cards Water chart Macroinvertebrate cards Aquatic life tubs DO Kit Magnifying glasses Journal Pencils ID charts Field guides Strainers pH Kit Spinners Thermometer Rope Measuring stick Floatable item

Note to Teacher: This lesson emphases on bald eagles aquatic needs and adap-tations. Students will view many new creatures in an aquatic envi-ronment.

Concepts: Humans impact their environment Aquatic organisms and terrestrial organisms have similar needs. Aquatic ecosystems contain a wide variety of plant and animal species dependent on each other for survival. Aquatic organisms have certain adaptations and characteristics that allow them to be identified and classified.

Activities in Lesson: How Many Eagles Can Live on this Lake?

(30 min) Waterlogged (20 min) Adventures of a Drop (30 min) Benthic Bedlam (25 min) Water Exploration (1 hr 55 min) Conclusions (10 min) Water Poems (10 min)

Time: 4 Hours

Adaptation- any beneficial alter-ation in an organism resulting from natural selection by which the organism survives and mul-tiplies in its environment. Aquatic- living or growing in wa-ter. Carrying Capacity-The maxi-mum number of individuals that a given environment can sup-port without detrimental effects Fauna-the animals characteris-tic of a region, period, or special environment Flora-list of the plants of an ar-ea or period Food Web- a series of organ-isms interrelated in their feeding habits, the smallest being fed upon by a larger one, which in turn feeds yet a larger one. Macroinvertebrate- an animal without a backbone that is large enough to be observed with the naked eye. Habitat- natural environment of an organism. Limiting Factors-Environmental factor that limits the growth or

activities of an organism or that restricts the size of a population or its geographical range. Niche- the position and function of a particular species or popu-lation in an ecological commu-nity. Nymph- the young of an insect that undergoes incomplete met-amorphosis. Predator-An organism that lives by hunting other organisms Population Density-the amount of a specific species in a given area. Prey- An animal hunted or caught for food. Scat-Excrement, especially of an animal. Terrestrial- growing or living on land. Water Quality- the chemical, physical, and biological charac-teristics of water with respect to its suitability for a particular use.

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How Many Eagles Can Live on this Lake? (30 min) Materials: food cards 1. Use colored construction paper and the ta-ble below to make a set of 2” x 2” food cards. The color of the card determines the type of food it represents: yellow – fish orange – waterfowl red – mammals green – reptiles black – carrion The number on each card represents the num-ber of ounces of food. For example, a card with the label W-3 represents 3 oz of waterfowl. 2. The following estimates of total ounces of food for one average size eagle in one week (7 days) are used for this activity: fish 86 ounces (90%) waterfowl 3 ounces (3%) mammals 3 ounces (3%) reptiles 3 ounces (3%) carrion 1 ounce (1%) 96 ounces (100%) Note: These figures represent a typical eagle’s food. The components of an actual eagle’s diet will vary between areas, seasons, and years. If you follow the table when making the food cards, there should be less than 96 ounces of food per student, so that there is not actually enough food in the area for all the “eagles” to survive. 3. If you want, you can also include “water” as a habitat component by making additional squares from blue paper. To calculate how many water cards to make, multiply the number of students by 1.25 (round to the nearest whole number). For example, for a group of 20 stu-dents you would make 20 x 1.25 = 25 water cards.

4. Choose a large open area (e.g. 50’ x 50’) and scatter the colored pieces of paper in a central location. Do not tell the students what the colors, initials, and numbers on the pieces of paper represent. Tell them only that the piec-es of paper represent various kinds of eagle food. 5. Pass out an envelope to each student and

have them write their name on the outside. 6. Give the students the following instructions: “You are now all Bald Eagles. All Bald Eagles are not alike, just as you and I are not exactly alike. Among you is a young male eagle that has been shot and injured his wing. (Assign one student as the injured eagle. He must hunt by hopping on one leg.) Another eagle is a young female that has become blinded during a fight trying to protect her nest. (Assign one student as the blinded eagle. She must hunt blindfold-ed.) The last “special” eagles are a mother ea-gle and father eagle with two eaglets. Since both the male and female help to feed their young, the students assigned as this “couple” must hunt linked together, and each of these “eagles” must gather twice as much food as the other eagles in order to provide for their off-spring. (Assign one student as the mother eagle and one as the father eagle). 7. Tell each student to find their own space within the given area and place their envelope in that location – this will represent their nest. Once the students have all found a “nest site” they should remain there until a signal is given to begin hunting.’ 8. Remind students that they should walk, not run, when hunting for their food. 9. Once the okay is given, students may begin hunting. When students find a colored square, they should pick it up (only one at a time) and return it to their nest site (in their envelope) be-fore picking up another colored square. 10. When all the colored squares have been picked up, the hunting is over. Have students pick up their nest site envelopes and gather in a circle. 11. Explain what the colors and numbers rep-resent. Each color is a kind of food and the numbers represent ounces of food eaten. Ask each student to add up the total number of ounces of food he or she collected – whether it is fish, waterfowl, mammals, reptiles, or carrion. Each student should then write the total weight on the outside of his or her envelope. 2. Tell the students their hunting period repre-sented one week (7 days) and that each eagle

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needs 96 ounces of food per week to survive. Ask the students: Which eagles survived? Is there enough food to feed all the eagles? Did the blind eagle survive? Did the injured eagle survive? Did the mother eagle survive? What strategies did the eagles that survived use? What strategies did the “special” eagles use? Were the strategies successful? 13. If you included water squares, each student should have picked up at least one square rep-resenting a water source, or he or she does not survive. Water can be a limiting factor and is an essential component of habitat. 14. Ask the students which type of food they collected the most of. Lead a discussion around what the typical diet of an eagle is (90% fish…). Explain the importance of fish to the Bald Eagle (also pointing out that they will eat other things as well, especially in bad times). To illustrate this importance, ask the “eagles” who did not survive to raise their hands, then ask them to keep their hands raised if they did not collect a fish card. 15. This activity will illustrate the importance of fish to a Bald Eagle’s diet and therefore the im-portance of healthy water. It will also illustrate the fact that a given area (e.g. the Bradford Woods lake) may only be able to support a few eagles. 16. Additional rounds may be played with the introduction of new events. For example, pollu-tion has effected the fish population in the area – use fewer food cards representing fish OR the lake has just been stocked with fish – use addi-tional food cards representing fish. It is a good idea to introduce events that represent both the positive and negative ways humans can impact the environment. Follow-up each round with a discussion on how the event affected the sur-vival rate of the eagles in the area

Waterlogged (20 min) (adapted from Project Wet) Materials: waterlogged cards, 20 ft. rope, water chart 1. Begin by asking the students:

How important it is to have good, healthy water?

Where is water found on the earth? (oceans, rivers, lakes, ground water, glaci-ers & polar ice caps, inland seas and salt lakes, atmosphere)

How much of this water do animals and hu-mans have to drink?

2. This activity will demonstrate the amount of water available for humans and other animals on the planet. Divide students into two groups. Lay down a rope or make a line in the dirt that is 20 feet long for each group. Explain to the students that the rope represents all of the wa-ter in the world; one end of the rope represents 0% percent, and the other end represents 100%. 3. Pass out a set of cards to each group of stu-dents. Each set of cards consists of seven dif-ferent areas where water is found on earth. Each group should try to determine the percent-age of water each type represents. Remind them that the total must equal 100%. Have them lay down the area of water on the line they believe represents the correct percentage they have determined for that area of water. For example, if they guess that oceans make up 75% of all the water, they would go to the place that represents approximately 75% of the line and place the ocean card on the ground. Variation: You can choose to hand out the percent-age cards before you hand out the areas where wa-ter is found cards if you want your students to work with percentages and decimals or you can pass out the measurement cards if you want your students to practice measuring

Adventures of a Drop (30 min) (adapted from Project Wet) Materials: journal page 12, blocks 1. Questions to Ask:

How much water is on the earth? (370,000,000,000,000,000,000 gallons: 370 Quintillion)

The Earth has a limited amount of water, which is continuously moving throughout the water cycle. The amount of water we have does not change.

The water we’re drinking right now (take a sip) could be the same water George Wash-ington took a bath in, or that a dinosaur drank.

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Where water is found on the earth. (Soils, plants, oceans, rivers, lakes, ground water, glaciers, clouds)

2. Have the nine ‘Adventures of a Drop” blocks spread around your area in a circle, leaving at least ten feet in between the stations. Explain to the students that we are going to become water molecules, and find out how they move around the earth. 3. Use journal page 12, Adventures of a Drop for this activity. Have the students pick a point that they want to start in the water cycle. (animals, oceans, rivers, lakes, ground water, soil, plants, glaciers, clouds) Record that on line one, in the bottom left rectangle. Next have them predict where their water molecule will move from there, until nine predictions are made. Remind them that the water cycle may take a long time to complete, and you may ‘stay’ at one place for a while. 4. For instance oceans make up 75% of the earth surface and a water molecule may remain in the ocean a significant amount of time. Also remind the students that molecules cannot move in certain directions. Ask the students if a molecule can go directly from the soil into the ocean. 5. Once everyone has written down their pre-dicted nine steps, have them spread out to their chosen starting points. One at a time students can roll to see where their water molecule will travel to next. If the block reads, ‘lake’ then rec-ord that on the next line in the rectangle on the right, and move to that station. If the block reads ‘stay’ record it, then go to the back of the line at the same station and continue the jour-ney. Continue until everyone has made nine rolls. (This does not mean you will move to nine spaces.)

Was anyone successful on all of nine pre-dictions? (8? 7?)

What made it difficult to move from station to station? (A lot of water on earth, chance of water molecule being evaporated out of 317 million cubic miles of salt water in the ocean is small.

Those of you on ocean, where did you move?

Could a molecule go directly from soil to the ocean?

Did anyone return to the same station? If you did it again would you make the same

predictions? How would you change them? 6. Focus on the idea that the water cycle fol-lows a path, but is not a circle. Discuss how we should appreciate the limited water supply, and that we all use the same wa-ter supply. 7. Talk about how pollution travels in the water. (picking up contaminants in the soil, which are left behind as evaporation occurs)

Benthic Bedlam (25min) (adapted from Project Wet) Materials: macroinvertebrate cards 1. Begin by asking the students:

What is living in the water? What do critters living in water need to sur-

vive? What makes for a healthy water ecosystem? What happens if these conditions are not

met? What clues could you look for to determine

the health of a water ecosystem? Are there signs of human practices nearby?

Introduce the concept of environmental stress-ors (agricultural runoff, sedimentation, etc.) and ask the students:

How might an environmental stressors af-fect these organisms?

Will all organisms be affected in the same way?

2. Introduce what macroinvertebrates are and show several pictures. Tell the students that one way to monitor the quality of water is to sample the population of macro invertebrates. Explain that they are going to do an activity that simulates the changes in water quality once en-vironmental stressors are introduced. 3. Define boundaries of the game then choose a student to be an environmental stressor. Di-vide the rest of the class into 7 groups. Each group represents one type of macroinvertebrate species. Each species has a specific tolerance level: intolerant, facultative, and tolerant. Intol-erant means the species cannot tolerate pollu-tion; facultative means the species can tolerate some types of pollution; and tolerant means the

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species can tolerate pollution well. Next, dis-tribute identification labels to all group mem-bers. You can have the students put the labels in their pockets, or attach them with a clothes-pin to their backs. Inform the students that cer-tain macro invertebrates have hindrances to cross the field. These symbolize sensitive or-ganisms’ intolerances to pollutants. 4. To begin the game, the macroinvertebrates will line up at one end of the playing field. The stressor will be midfield. When a round starts, macroinvertebrates move toward the opposite end of the field and the stressor tries to tag them. To survive the macroinvertebrate must reach the opposite end of the field without being tagged by the stressor. The stressor can tag any macroinvertebrate, but will find it easier to catch those with hindered movements. Once tagged by the stressor, those macroinverte-brates must go to the side and trade in their identification labels to portray the more tolerant species (I.e. rat-tailed maggot, midge larva). Tagged players who are already in a tolerant species group do not trade in their labels. The round will end when all of the macroinverte-brates have either been tagged or have reached the opposite end of the playing field. Record the number of members in each spe-cies for each round played. 5. Play two or three more rounds with all tagged players rejoining the macroinvertebrates who successfully survived the previous round. Be-cause some players will have traded in their identification labels, there will be a larger num-ber of tolerant species in each successive round. 6. Once a few rounds have been played, ask the students how the environmental stressor is affecting the health of the stream environment. What could we do to get rid of the stressor? (clean up the stream) Play a few more rounds this time hindering the stressor in some way, or getting rid of the stressor completely. Discuss the health of the stream now compared with the beginning of the game. 7. Discuss the outcome with the students. Em-phasize the changes in the distribution of or-ganisms among the groups, and have students compare population sizes of groups at the be-ginning and end of the game. Discuss reasons

for the changes. Compare the stream environ-ment at the beginning of the game to the envi-ronment at the end of the game. Review that some organisms are more tolerant to pollution than others. Discuss what can be done to re-duce environmental stressors, and how that will affect the health of the stream.

Water Exploration (1 hr 55 min) This portion of the day will have several activi-ties for the students to participate in to discover how you can find out the health of a stream and how a stream’s health relates to wildlife, includ-ing birds and our Eagles. The activities will al-low the students to use physical, chemical and biological tests in order to collect data, create a hypothesis and arrive at a conclusion. Note: They will be discovering some of the complexity and wonder that exists in and around a freshwater environment. This portion of the data collection requires students to get into the stream. Students are required to wear close-toed shoes in the water. Instructors must use extreme caution when deciding which sec-tion of water to study. Remember that currents may be difficult and/or dangerous, murky water can conceal potential hazards like submerged log jams or deep pools, cold water can quickly have detrimental effects to the comfort and health of students, and sub-strates can often be slippery, muddy, or un-steady. Remind students to proceed slowly and careful-ly into the stream, using their feet to feel ahead of them and ‘test’ each step before putting their full weight down. Instructors should demon-strate proper stream safety and ‘etiquette’ for the students.

Getting Started ( 10 min) Materials: journal page 13-14, thermometer 1. You’ll need to explain what a riparian zone is before you begin this journal page. 2. Take the air temperature as well as the water temperature and have students record general observations about the riparian area and the stream. 3. Introduce the term hypothesis and then have students in small groups or individually make a hypothesis about the general stream health.

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Chemical Study (20 min) Materials: journal page 15, DO kits, pH kits 1. Chemical testing can be introduced as a way to find things out about the water that we can’t detect with our own senses. Students are often excited by the idea of using or testing ‘chemicals’ and are eager to partake in the pro-cess. The chemical tests your trail group will be collecting will be Dissolved Oxygen levels (DO) and the water’s pH levels. Explain the concepts of DO and pH before be-ginning this section. Having students complete journal page 25 before they begin to do their testing will engage critical thinking skills. Jour-nal page 26 will help them with the testing pro-cedures for DO and pH. Ask Students What do you think our results will be? What factors will have an effect on our re-

sults? Of what importance will our findings be? At Bradford Woods we use Lamotte Do2 testing kits

a. Fill the small vial to overflowing with sam-ple water.

b. Add two dissolved oxygen tablets and cap (water will overflow vial). Make sure no air bubbles are present in the sample.

c. Mix until tablets are dissolved. d. Wait five minutes for full color develop-

ment. e. Compare the color of the sample to the

DO color chart. f. Record the result as parts per million Dis-

solved Oxygen. **Note: Indiana Water Quality Standards state that concentration should average at least 5 ppm.**

At Bradford Woods we use Lamotte pH testing kits

a. Fill the test tube to the 10mL line. b. Add one pH tablet and cap. c. Mix until the tablet is dissolve. d. Compare the color of the sample to the pH

color chart. e. Record the result as pH.

**Note: Indiana Water Quality Standards state that values should fall between 6.0 and 9.0.**

How Healthy is Our Stream? (40 min) Materials: journal page 16

1. Explain that biologists often measure the health of an ecosystem by its species richness or diversity. In order to get an idea of how likely it is for many different species to live in a stream based on the riparian and aquatic habi-tats themselves, we use a rating system called an ‘index’. Direct the students to the How Healthy is our Stream? in their journals on page 16. Show how in the index different qualities of the stream are given points and these points are added up to a total score for the stream. Explain briefly what each category is evaluat-ing. This is a good time to talk about turbidity and how it can help us determine stream health/

Critter Search or Biotic Index (45 min) Materials: journal page 20-23 Note: While showing students the equipment they will be using, discuss techniques that will minimize the impact on the creatures that they find. Before they have their equipment, explain what their bound-aries are, including whether or not entering the water during this portion of the study is allowed.

1. Direct students to the Critter Search journal page 20 Encourage them to find one or two creatures to focus on—describing them in writ-ing or with sketches. Explain how we can use organisms as an index of pollution and have them check off which critters they find and cal-culate the Pollution Tolerance Index Rating. 2. Hand out the buckets and strainers to stu-dents. Make hand lenses and identification ma-terials available in a central location. When the students in each group have the necessary equipment, they may begin their search in the designated area. Students should collect sam-ples of as many different organisms as possi-ble, trying to identify each. 3. When their sampling and exploration is com-plete, collect the equipment and start discuss-ing the findings. If appropriate, try to create a master Pollution Tolerance Index sheet to turn into Riverwatch. Ask the students:

What critters did you find? Where did you find the most?

How does the stream rate on the Pollution Tolerance Index?

What does that tell us about the water qual-ity of this stream?

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These are example methods that will aid your trail group in finding macro invertebrates. Sampling Methods:

Leaf Pack—look for brown and decompos-ing leaves; place your net or strainer down-stream from the leaf pack (holding the han-dle perpendicular to the water) and shake the leaves, quickly scooping up the net

Tree Roots, Submerged Logs, and De-bris Snags—start downstream of the area and move upstream; gently disturb the sur-face with the net, a stick, a foot, etc. while holding the net downstream so the dis-lodged material flows into it

Sediments—best used in areas of mostly sand and/or mud; the person holding the net stands downstream of the sampling area with the net resting on the bottom; another person begins upstream, kicking and dis-turbing sediments to a depth of two inches as they approach the netter; the netter sweeps the net upwards and holds the opening an inch or two above the surface, washing sediment out of the net.

What are we trying to find out? Why is it important to study water quality? Why do we study water quality over a long

period of time? Why do we study water quality of streams

and watersheds throughout the state? What methods do we use to examine water

quality? Why do we use each of these methods (physical, chemical, biological)?

Why do we use several different methods to study the stream?

What did we expect to find about the health of this stream?

Did our results match our expectations? What do our results tell us? How healthy is

this stream? What factors may have contributed to our

results? What are some things we can do that could

improve the water quality of this stream?

Conclusions (10 min) Materials: journal pages 24 1. When all the groups have completed their presentations, turn to page 24 of the Journals. You can either have the students go off on their own and answer the questions or have a brain

storming session with the whole group. If you are running out of time concentrate on the sec-ond question –How does the water quality im-pact the bald eagle- and help the students sum up the different connections that they can come to from their results

Water Poems (10 min) Materials: journal page 25 1. Ask the students to turn to page 25 in their journals and tell them that it is time to reflect on their experience investigating the aquatic habi-tat and its creatures and what they discovered about them. They are going to have the chance to put their thoughts about this place and the creatures into writing. They are going to write a poem about water or this aquatic ecosystem and what it means to them. It can be about how water relates to them, what healthy water means to them, or what the water might mean to the creatures that live in or around the water. The students may write a free form poem, a rhyming poem, or they may use one of the po-em structures (haiku or diamante) outlined be-low: Haiku: A Japanese poem consisting of 3 lines of five, seven, and five syllables each. Rhyming is not necessary. For example:

The fish swam by me Nothing left in the shimmer My heart beats faster

Diamante: A poem shaped in the form of a dia-mond. It follows a pattern of the parts of speech. For example

Noun adjective, adjective

participle, participle, participle noun, noun, noun, noun

participle, participle, participle adjective, adjective

Noun

Lake clear, large

glistening, waving, moving animals, humans, eagles trees

growing, living, cleansing universal, connected

Life If there is time, have volunteers share their po-ems with the rest of the group.

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Evaluation Students can form a hypothesis based on how

different aquatic species survive. Students can assess the possible human im-

pacts on habitats, with specific emphasis on the bald eagle.

Students explored aquatic areas and niches. Students can state characteristics and adap-

tations of aquatic life specimens. Students can list the importance of water

quality to the survival of the American Bald Eagle.

Keep in Mind Modeling how to properly use the aquatic equipment and how to explore in an aquatic environment are often necessary before stu-dents will begin to explore on their own.

Notes

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The Bald Eagle Habitat Bald Eagles usually mate for life or until their partner dies. If the partner dies, the remaining eagle will most likely find a new mate. Eagles can begin reproducing when they are between four and five years old. Eggs are laid once a year. Once the eggs are laid, they are incubated for 31 to 45 days. Eggs typically hatch in the order they were laid. This hatch order gives the ea-glets that hatch first an advantage over their younger brothers and sisters. A set of Bald Ea-gles will usually raise no more than two eaglets per year. If a third eagle is born, it almost never survives. Once the eggs hatch, the birds grow faster than any other species of bird in North America. Bald Eagles fledge, or fly, for the first time when they are between 9 and 14 weeks old. They spend another month or so with their parents practic-ing their hunting techniques and leave for good when they are four months old. By the time an eaglet leaves the nest, it will have gone through three sets of plumage and their legs will have changed from black to yel-low with black talons. When a Bald Eagle leaves the nest, it has dark brown feathers with a white under layer. It will look like its parents by the time it is four to five years old. Bald Eagles can be found in many areas in North America. They must also adapt to live in those different types of areas. One way to adapt is by using different kinds of trees or rock formations to build a nest. Even though a Bald Eagle in Florida is the same as a Bald Eagle in Alaska, trees found in Florida are not like those found in Alaska. The Bald Eagle, therefore, has to adapt and build a nest that is suitable to its surroundings. Although Bald Eagles can adapt to where they choose to build a nest, there are common char-acteristics in the trees they choose. Ideal trees have large crowns - or "V" shaped areas - to provide a lot of room to build. Nests are usually found in oak, hemlock, poplar, elm, sycamore, and lodge pole pine trees. The nest is usually built near the top of the tree that is 50 to 150 feet tall and near the water.

Choosing a high spot gives them a chance to see everything going on around them. Eagles spend most of their day waiting for prey to come their way- so a good view is important to them. Being in the open also gives them the necessary space too take off and come in for landing. Bald Eagles are at the top of their food chain, so they have the freedom to place their nests in the open without being preyed upon. Although the Great Horned Owl nests before the Eagle and may try to steal an Eagle’s nest.

Construction Site Once a site has been selected, the eagle be-gins to gather materials, mostly sticks. Scien-tists in Arizona measured the lengths of sticks used in many nests. They found that they ranged in average from 9 to 98 inches long and .12 to 2 inches in diameter. Like other birds, they typically gather what they can carry, put it into place, and gather more. Both the male and female gather materials and build the nest. Bald Eagles build their nest by placing sticks in layers. The first layer is placed in the shape of a triangle. The following layers follow the triangu-lar pattern but are rotated. Each stick has oth-ers woven in-between. Eventually, after many, many layers, the nest begins to take shape. A nest built of sticks would not be comfortable for sitting or for eaglets to grow up in, so the com-pleted nest is lined with moss, pine needles, or grasses. The finished nest might look messy, but is actually very sturdy. In fact, a human adult can be supported in a Bald Eagle's nest. For the Bald Eagle, 1994 was a very good year. After thirty years, the symbol of America’s strength and independence was taken off the endangered species list. Although the Bald Ea-gle is still considered threatened, its de-listing indicates a remarkable come back. Most people have heard about the Endangered Species Act, but there were several other policies of legisla-tion that sought to protect the nations natural treasures:

Bald Eagle and Golden Eagle Protection Act of 1940

Endangered Species Preservation Act in 1966

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Endangered Species Conservation Act of 1969

Convention on International trade in En-dangered Species of 1973

The Lacy Act

The Migratory Bird Act In 1973 the Endangered Species Act (ESA) was passed. The new law combined and con-siderably strengthened the provisions of its pre-decessors and broke some new ground. The Endangered Species Act (ESA) protects both plants and animals (and their habitat) that are listed by the National Marine Fisheries Ser-vice and the U.S. Fish and Wildlife Service as endangered or threatened. Endangered species are species that are in danger of becoming ex-tinct. Threatened species are species that are likely to become endangered. Significant amendments were enacted in 1978, 1982, and 1988, but the overall framework of the 1973 Act has remained essentially un-changed. ESA’s principle provisions follow:

U.S. and foreign species lists were com-bined, with uniform provisions applied to both [section 4];

Categories of "endangered" and "threatened" were defined [section 3];

Plants and all classes of invertebrates were eligible for protection, as they are under CITES [sec. 3];

All Federal agencies were required to un-dertake programs for the conservation of endangered and threatened species, and were prohibited from authorizing, funding, or carrying out any action that would jeopard-ize a listed species or destroy or modify its "critical habitat" [section 7];

Broad taking prohibitions were applied to all endangered animal species, which could apply to threatened animals by special regu-lation [section 9];

Matching Federal funds became available for states with cooperative agreements [section 6];

Authority was provided to acquire land for listed animals and for plants listed under CITES [section 5];

U.S. implementation of CITES was provided [section 8].

Pollution (DDT): In the mid 1950’s, Charles Broley, a retired

banker from Winnipeg, Canada, began to sus-pect that pesticides (specifically DDT) were to blame for the decline of Bald Eagles. In 1942 DDT (dichlorodiphenyltrichloroethane) was con-sidered a miracle - the answer to all the coun-try’s insect problems. It killed every insect it came in contact with. It was sprayed extensive-ly along the coast to control salt marsh mosqui-toes. Farmers sprayed the pesticides on their crops, which eventually ended up in streams, rivers and lakes. It was not until the early 1960’s that Mr. Broley’s suspicions were found to be correct. Not only was the pesticide harm-ing Bald Eagles, but birds all over the country were dying. It was this dramatic decline in the bird populations that prompted Rachel Carson to write “Silent Spring.” Toxins may not be dangerous in the water be-cause they are diluted, but because some of these poisons are trapped in the bodies of fish and other animals (usually in fat tissue) they build up over time. When eagles eat these ani-mals that have a large amount of toxins in them, the eagles then become poisoned. This concentration of toxins through the food chain is known as biomagnification. Since eagles like to eat bottom feeders (catfish, carp) which tend to pick up these toxic sediments from river and lake bottoms. Well, now you can guess the rest. Imagine, too, if you were an eagle, would you take a lot of little catfish over one big catfish that has washed up fresh on the shore? Unfortunately it is those older fish that have a lot more built-up toxins. DDT and other toxins have created several le-thal problems for Bald Eagles. The most devas-tating result was a thinning of the eggshells. The shells would become so thin that they would break when the parents sat on them to keep them warm. The control of the use of DDT has played a major role in the on-going recov-ery of the Bald Eagle. Unfortunately, the follow-ing chemicals are still being dumped into the environment and continue to pose a threat to Bald Eagles, as well as other animals. PCB can cause sterile eggs, death of young in egg, or adults to ignore proper care of the eggs; its source is from industrial dumping. PCBs were once added to the oil that is used to insu-late transformers and it was used in some inks.

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At levels above 40 ppm (parts per million) PCBs will kill an eagle. DDT can cause thin eggshells or sterile eggs; it is what is left of the DDT that was once used widely as a pesticide. DDE is a very stable chemical remains in the environment for a very long time. Mercury can cause sterile adults; it comes from industrial dumping. Mercury was once used to make mirrors, gauges, and several of other things. Dioxin can cause deformed young; and it comes from industrial dumping. Dioxin was used in chemical manufacturing of things like audiotapes and CDs.

Other Threats Even though Bald Eagles and other raptors are primarily fish and carrion eaters, they have been seen as marauders that killed chickens, lambs, and other domestic livestock. As a con-sequence, farmers, ranchers, and others shot large numbers. Most of this large scale shooting was ended when Congress passed the Bald Eagle Protection Act in 1940 (this act was later amended to include the Golden Ea-gle). An unforeseen affect of the Endangered Species Act is the intentional shooting of Bald Eagles. There are a few private landowners and developers who do not want Bald Eagles on their property. Instead of being thrilled or feeling a responsibility to protect this magnificent bird, they will shoot it or cut down its nest. Shooting is still one of the most common caus-es of death among young eagles. Immature ea-gles are all brown and may look like a large hawk from far away, but most of the shootings happen up close where there can be little doubt as to the size of the bird. And besides, hawks are protected too! Another problem is that young eagles haven’t learned to fear people yet and get into situations where some people with firearms apparently can’t resist shooting at such a large bird. Unfortunately, many of these eagle shootings are done by young people who have not been properly trained by parents or hunters on responsible gun use. Current laws allow for fines up to $10,000 and five years in prison for shooting an eagle.

Electrical power lines are another danger for the Bald Eagle in its nesting or wintering habi-tat. Eagles are electrocuted each year by land-ing on high voltage wires. "Riley," one of the eagles born April 1994 at Bradford Woods, was found dead in northern Indiana. He had been electrocuted by a power line. Many power com-panies are constructing new raptor-safe lines or modifying old ones.

History of the lake at Bradford Woods, the Ol’ Swimmin’ Hole

The source for the lake, Sycamore Creek, en-ters the valley of the White River just north of the old Bradford home. During the Illinoisan glaciation, a tongue of ice dammed Sycamore Creek and formed a lake that occupied the White River valley. The Sycamore Creek val-ley was filled with glacial outwash that was made up mostly of sand and gravel. After the ice melted from the White River valley, the lake in the Sycamore Creek valley drained, leaving the glacial outwash. This outwash was eventu-ally discovered by the Bradford’s, determined to be molding sand, and mined (refer to the history of Bradford Woods). The draining of this pre-historic lake not only made the old Sycamore valley larger, but it created many other valleys including the one where the Ol’ Swimmin’ Hole is today. Imagine the Ol’ Swimmin’ Hole without any wa-ter. It would just be a large, deep valley that was created from glacial drainage. Believe it or not that is the way it looked until 1961 when the Army Corp of Engineers started construction of a large earthen dam. Before that the Bradford’s had a large apple orchard in the valley. This orchard produced a lot of apples that were shipped to locations all over the country. In 1961 bulldozers and large earthmovers were brought in to carve out more of the Sycamore Creek valley and build a dam. The dam was completed in 1963 and construction crews needed to remove their equipment from the new, unfilled, lake. As fate would have it there were heavy rains and one of the bulldozers got stuck in the mud. After several unsuccessful attempts to remove the bulldozer it was decided that it would be left behind. Sycamore Creek was then blocked at the south end (the end near the dam) and the water began to rise sub-

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merging the abandoned bulldozer. To this day it is believed that the bulldozer is still at the bot-tom of the lake. The lake was dedicated on July 4, 1963 and its name was taken from a James Whitcomb Riley poem. Riley and John Bradford were good friends and together were responsible for the beginning of Bradford Woods. The lake is perhaps the most obvious aquatic ecosystem at Bradford Woods. There are many characteristics that differentiate lakes from other bodies of water. Lakes are typically deep, still bodies of water, deep enough that light does not reach the bottom making it im-possible for plants to grow. Lakes absorb energy and heat from the sun. Lakes are layered and the layers are differenti-ated by temperature. This is known as thermal stratification. As the water’s depth increases, the amount of light and the temperature de-crease, making plant life difficult in the deeper layers. Turnover is a process that happens when the temperature of the top layer of water changes. It warms up in the spring and cools down in the fall. Water changes density as it changes tem-perature. The change of density causes the layers of water to change places in a circular motion, moving the water from the bottom of the lake to the top, and the water from the top to the bottom. Lakes are continually filled with sediment from in-flowing waterways. This deposit of sediment slowly fills in every lake. Eventually, plants begin to grow more abundantly, and the soil becomes increasingly firm. Finally there is no sign of the lake and only a field remains. This process is known as succession.

History of streams at Bradford Woods A glacier that was in the area formed Sycamore Creek valley, the lowest area around Bradford Woods. All the water from the higher points of Bradford Woods naturally drain into Sycamore Creek and the Ol’ Swimmin’ Hole. This drain-age results in a network of smaller streams carving out the landscape throughout Bradford Woods. Many of these streams are ephemeral

streams, which means that they only run during wet times of the year, most often the spring. Nonetheless, the paths carved out by these streams are left, shaping much of the land-scape. Streams typically have rocky or gravel bottoms making them unsuitable for plant life. The fast flowing shallow water keeps the temperature below 50˚ F. The water speed and temperature allow for higher levels of dissolved oxygen than in a river. A blue-green alga attached to rocks is the major producer due to the unsuitable con-ditions for other plants. Most creatures living in streams are grazers and filter feeders. . Rivers differ from streams in many ways. Riv-ers are usually deeper with shifting sediment as the bed. This sediment is generally a poor place for plants to take root and easily buries small animals. Rivers may be thermally strati-fied and have higher temperatures than streams. Much of the energy in rivers and streams comes from detritus. Flowing water ecosystems, such as the ones listed above are known as lotic environments. Algae are the most abundant plant in lotic envi-ronments because it can anchor itself to rocks while the water flows over it. In lotic environ-ments there is a boundary layer between the rock and the flowing water where the current is slower. This space is just big enough for an insect nymph, such as a mayfly, to rest and not be carried down stream. Characteristics of creatures in moving water include streamlined or flat bodies that reduce resistance and help them move easily in the current. Many crea-tures also have hooks, suckers, or other an-chors to aid in clinging to rocks

History of the vernal ponds at Bradford Woods Bradford Woods has several vernal ponds. A vernal pond is a pond that only exists during the wettest times of year, typically spring in south central Indiana. Many of the vernal ponds at Bradford Woods are a result of the molding sand mining the Bradford’s did around the turn of the 20th century. The Bradford’s sand min-ing operation artificially created small depres-sions where the normal drainage pattern of streams was interrupted.

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The soil under these ponds is usually has a very high clay concentration, making it difficult for water to percolate through the soil. The re-sult of the depressions and the clay-rich soil are areas where water collects and is unable to drain, resulting in vernal ponds. Bradford Woods' ver-nal ponds are a result of drainage ways being blocked off by the old sand mining operation. These areas have become oases for wildlife. The collection of water in the middle of the for-est is an excellent resource for mammals, birds, and mating amphibians. In general, ponds typically have silt or muddy bottoms and are shallow enough to have rooted plants growing from one side to the other. Shallow ponds have frequent temperature changes.

Marshes Marshes are formed in basins where the water table is just about the soil and the soil is satu-rated. The area must be able to hold water long enough for the germination and survival of semi-aquatic plants. There are low levels of dissolved oxygen because of increased amounts of organic matter decomposing. Biologists have studied marshes and found that they are important to the environment. At one time marshlands were looked on as wasteland because they could not be farmed. They were destroyed, drained, and maintained as farm-land. It is now known that marshes play an in-tegral role in the environment. They slow down the flow of water from feeder streams to rivers or lakes, decreasing erosion. Fast moving wa-ter from streams takes with it large amounts of topsoil. The thick vegetation of a marsh traps sediment and reduces the amount of soil that makes it to the river or lake. Freshwater marsh-es create nesting and feeding ground for many species such as muskrats, beavers, frogs and insects.

Dragonfly Dragonflies are often seen in the summer months around the lake and the nymphs often found in aquatic life modules.

The dragonfly is a specialized hunter, eating

other insects such as mosquitoes and flies,

which are captured in flight (9).

Dragonflies have large compound eyes that

nearly cover their heads (9).

Dragonflies have 4 powerful wings that ena-

ble them to fly forward and backward (9).

Amazing Fact - In bursts of speed a dragon-

fly can fly as fast as 1 mile a minute (8).

Dragonflies have long legs, unsuitable for

walking, which are used to hold insects cap-tured in flight (9).

You can tell a dragonfly from a damselfly

because a dragonfly cannot fold their wings to the rear while at rest. Instead dragonflies extend their wings to the sides horizontally (9).

Dragonflies mate while in flight. The male

curls the tip of its abdomen to deposit a sperm packet in a chamber below its sec-ond abdominal segment. Then, while the male holds his mate by the neck, the female picks up the packet using the tip of her ab-domen. Later the eggs are deposited in wa-ter (9).

Lifecycle - Two to three weeks after the eggs have been laid, they hatch into nymphs or nai-ads. The nymphs are always eating other aquatic insects and are specialized in doing so. The lower lip of their mouth has sharp bristles, and is long and jointed. It folds back between the front legs and when an aquatic insect swims by the lip goes out to grasp the prey. Although metamorphosis is simple, the naiad and adult do not closely resemble one another. Fully grown the nymph crawls onto a water plant. Its shell splits down the back and out comes the adult dragonfly.

Mosquito Facts Only the female mosquito takes the blood of

humans, and other mammals.

The male sips on plant juices.

Female mosquitoes must have a blood meal before they can lay eggs.

Lifecycle - Eggs are dropped in temporary pools. At least 400 eggs are laid in a neat raft arrangement. For a day or two the eggs float about, and then hatch into larvae called wrig-glers or wiggle-tails. The larvae wriggle about getting food. Each larva has a breathing tube at the end of its body, which sticks up above the

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top of the water. This is how it gets its air. Af-ter several days the larva changes to a pupa, and a few days later a full grown mosquito comes out from the skin of the pupa.

Fish Fish breathe oxygen from the water using

gills. Water is taken in through the mouth and passed out the gill flaps, where there is an exchange of carbon dioxide for oxygen.

Fish have slippery scales to protect them.

Fish have a gas filled swim bladder to keep

them afloat.

Fish have external fertilization, where the

female lays her eggs in the water and the male spreads his sperm on top.

Largemouth Bass This species is typically found in weedy

bays or backwaters with muddy bottom (14).

Spawning takes place in early spring (14).

The male clears a nest by fanning off silt

from gravel or plant roots and guards the eggs till the young hatch and they are 2-3 weeks old (14).

The young feed mainly on aquatic insects. Adults eat fish and crayfish (14).

Bluegill Facts

This is the most common fish to catch from the fishing dock at Bradford Woods during recrea-tion.

Bluegill are colorful fish reaching a length of

about 12 inches (14).

Their nests are constructed in colonies in

sand or fine gravel, and may span up to 2 feet in diameter depending on the size of the defending male (14).

Carp Facts The carp is related to the goldfish (14).

It was originally introduced from China in

1877 (14).

This fish often jumps out of the water during

spawning, and migrates to shallow water in the spring to lay eggs that cling to plants and roots (14).

Channel Catfish Facts

These fish are smooth with broad flat heads

and whiskers and do not have scales (14).

They can survive in waters of greatly re-

duced oxygen content, burrowing in the mud when the water dries up and hibernat-ing regularly (14).

Catfish depend more upon their sensory

barbels rather than their eyesight to find food (14).

They tend to feed more at night and during

the rain (14).

Crappie Facts Crappie are members of the sunfish family

(14).

Crappies generally grow to a weight of 1-3

pounds (14).

They feed on a variety of organisms includ-

ing small fish, insects and crustaceans that they find among vegetation and in open wa-ter (14).

Minnow Facts Minnow are small fish reaching a maximum

length of about 2 inches.

They can often be confused with baby carp

and bass, which have bulging bellies.

These fish are often caught near the beach

during aquatic life modules.

Turtles

Turtles do not have teeth. Instead their jaws

have razor-sharp edges that can snip twigs and tear flesh (11).

Turtles draw their head and legs partly or

completely inside their shell for protection against predators (11).

Female turtles come out the water to lay

their eggs in a hole they dig in the dirt and sand. She then covers them up before she leaves. The eggs are incubated by the heat of the sun (11).

The lower shell of a turtle is called the plas-

tron and is jointed to the upper shell called the carapace (11). Many turtles can be found basking on logs at the lake, during sunny warm summer days.

Turtles Common to Bradford Woods Box Turtle

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This species is not aquatic and can often be

seen roaming around the forest floor.

They still enter the water and often bath in

pools and ponds.

Because of a broad hinge across the for-

ward third of the plastron, box turtles can draw up their lower shell inside the cara-pace. In this way they can completely box in all the soft parts of their bodies (3).

Soft-shelled Turtle This species is often found by the beach during aquatic life modules.

They are very flat and the upper shell is

covered with a soft leathery skin.

Frogs and Toads

Frogs and toads absorb water through their

skin so they don't need to drink (a).

Frogs and toads have their eyes and nose

on the top of their head so they can breathe and see when most of their body is under the water (a).

Frogs can lay as many as 4000 jelly-

covered eggs in a large clump known as frog spawn (a).

Frogs vary much in color and pattern and

can change color to a degree with their sur-roundings (1).

Usually only male frogs and toads croak.

They do this during the breeding season to attract females and warn away other males (a).

Most male frogs and toads inflate a sac in

their throat when they croak (1).

Frogs are very fast and accurate jumpers.

A leap can take only 3 tenths of a second. What is the difference between a frog and a toad?

Toads have rough warty, skin and live main-

ly on land. Frogs on the other hand have smooth slimy skin and live mainly in water and wet places (1).

Toads are usually plumper than frogs (2).

A toad has a gland behind each of its eyes

known as a paratoid gland. These glands

ooze a liquid, which is toxic to other ani-mals, when it is threatened. Frogs do not have these glands (2).

Frogs and Toads Common to BW Wood Frog Its colors blend in with its habitat.

It is soft brown like the leaves and leaf mold

in the woods where it lives.

Its hind legs are long and strong, allowing it

to jump many times its length (3).

Spring peeper These male frogs can be heard calling

around Bradford Woods for a mate in spring.

The "Ee-EEP, eee-EEEEP" sound is great

to hear in the spring at the vernal ponds, especially on a night hike as this is when they are most active.

They mate just after coming out from hiber-nation.

The female peeper lays eggs one at a time,

unlike other frogs that lay masses of spawn.

She attaches each one to the stem of a

plant under the water or even on the bottom of the pond.

She may lay up to a thousand eggs. By the

end of May the females will have laid their eggs and the males will have stopped call-ing (2).

Gray Tree Frog Lives in trees and shrubs, clinging with the

sticky pads on their toes (1).

Spadefoot Toad Most toads burrow into the ground and the

spadefoot toad is especially adapted to this habit as it has webbed feet that clear the way as it twists itself backward into the soil (3).

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Riparian Zone (Image 1) The structure and condition of the land adjacent to and within the stream influence the health of an aquatic ecosystem. The area between the upland hills and the stream channel is the ripari-an zone (IMAGE 1). This habitat forms a transi-tion between terrestrial (land) and freshwater ecosystems. Many qualitative aspects of the stream channel impact the potential for aquatic organism diversity, such as the substrate, struc-tural diversity of the stream, stream shape and level of human development, and stream flow variety. In order to examine these factors, scientists use an evaluation index. Such an index allows us to transfer qualitative information (aspects you would want to describe with words) into quanti-tative information (numerical descriptions) so comparisons between different streams can be made more easily. Hoosier Riverwatch uses an index that divides many influential factors into six main categories. Students will produce a score for each category by evaluating the stream on several variables

Temperature The water temperature of a lake is very im-portant for water quality. Many of the physical, biological, and chemical characteristics of a lake are directly affected by temperature. For example, temperature influences are:

The amount of oxygen that can be dissolved

in water,

The rate of photosynthesis by algae and larger aquatic plants,

The metabolic rates of aquatic organisms,

The sensitivity of organisms to toxic wastes,

parasites, and diseases. Water temperature is usually affected by ther-mal pollution. Thermal pollution is an increase in water temperature caused by adding relative-ly warm water to a body of cooler water. Indus-tries, such as nuclear power plants, and hydro-electric dams, may cause thermal pollution by discharging the warm water used to cool ma-chinery into nearby aquatic communities. Storm water runoff from parking lots and streets also tends to be much warmer than the bodies of water into which they run.

An indirect way that people affect water temper-ature is by removing trees that grow next to aquatic ecosystems. Among the benefits trees provide for aquatic ecosystems are the cooling effect of their shade (keeping temperatures low) and the prevention of soil erosion. When soil erosion occurs it can increase water tempera-ture. This occurs because soil erosion increas-es the amount of suspended solids carried by the river, or other waterway, making the water cloudy (turbid). These darker particles floating in the water absorb heat from the sun’s rays much more effectively than would pure water. The more heat absorbed, the more the temper-ature rises.

Dissolved Oxygen (Image 2)

Aquatic animals need oxygen to live. Oxygen dissolves readily into water from the atmos-phere until water is saturated. Oxygen is also produced by aquatic plants, algae, and phyto-plankton as a by-product of photosynthesis. Dissolved Oxygen levels below 3ppm are stressful to most aquatic organisms. Dissolved Oxygen levels below 2 or 1ppm will not support fish. Levels of 5 to 6ppm are usually required for growth and activity. Dissolved Oxygen Percent Saturation is an im-portant measurement of water quality. Cold wa-ter can hold more dissolved oxygen than warm water. For example, water at 28 degrees Celsi-us will be 100% saturated with 8ppm dissolved oxygen. However, water at 8 degrees Celsius can hold up to 12ppm of oxygen before it is 100% saturated. High levels of bacteria from sewage pollution or large amounts of rotting plants can cause the percent saturation to de-crease. This can cause large fluctuations in dis-solved oxygen levels throughout the day, which can affect the ability of plants and animals to thrive. Fluctuations also occur over the course of the year due to average water temperature. As the temperature rises as summer approach-es, DO levels decrease and animals that re-quire high levels become more scarce. As the temperature decreases through winter, DO lev-els rise again, generally resulting in a high di-versity of aquatic organisms in the spring months before DO levels fall again. A dissolved oxygen level refers to the amount of oxygen (in milligrams) that is dissolved in a

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liter of water. It can also refer to a percentage, or the amount of oxygen that is dissolved com-pared to the amount that could be dissolved, similar to relative humidity. Dissolved oxygen is critical in aquatic ecosystems because plants and animals depend on the oxygen to survive. Dissolved oxygen levels are a good indicator of an aquatic ecosystems overall health. Almost all living things, even plants, need oxy-gen in order to survive. An exception to this rule is anaerobic decomposers, which make up a fairly small percentage of living organisms. For example, fish breath DO, not water, through their gills. Fish are unable to separate the oxy-gen from individual water molecules (H20). They instead sift out the DO through the perme-able membranes of their gills. The oxygen di-rectly enters the bloodstream. Aquatic insect larvae, tadpoles, salamander larvae, and others breathe underwater in the same way. All of these creatures live within a certain range of DO. If DO levels become too high, air bubbles develop in the bloodstream and slow or stop the flow of blood. If high DO levels persist for too long these animals will die. If DO levels are too low, aquatic animals will not be able to get the amount of oxygen necessary to maintain critical body functions. If low DO levels continue for too long, these animals will suffocate and die. Aquatic plants affect dissolved oxygen levels by both consuming (during respiration) and pro-ducing (as a byproduct of photosynthesis) it. Algae and other aquatic plants require oxygen for consuming the energy they produce in pho-tosynthesis (i.e. breaking down the sugars into a usable form), a process called respiration. If DO levels drop too low the plants will not have enough oxygen to feed themselves and will eventually starve to death. Though dissolved oxygen is very important to aquatic ecosys-tems, it is not always stable. There are several factors that affect the levels of DO in a body of water. The amount of mixing a body of water does with its surrounding atmosphere affects the level of DO. Most of the DO in water comes from the atmosphere. Waves on lakes and tumbling wa-ter (over rocks, for example) act to mix atmos-pheric oxygen with water. Therefore, a stream with more turbulence on its surface will have higher DO levels than a similar, but more stag-

nant body of water. Plants can impact DO levels, as briefly dis-cussed above. Non-rooted aquatic plants, such as Algae, and rooted ones, such as Duckweed or Cattails, deliver oxygen to water through the process of photosynthesis. Because of this, DO levels rise from morning through the after-noon during the peak of photosynthesis. How-ever, plants and animals continue to respire and consume oxygen. As a result DO levels fall to a low point just before dawn. When these plants die, the decaying process furthers. A third factor affecting DO levels is temperature. Gases, like oxygen, dissolve more easily into cooler water (the lower the temperature, the higher the amount of oxygen that can be dissolved). Therefore an unnaturally warm lake or stream will hold harmfully less DO than the plants and animals which have adaptations for that specific envi-ronment. A less significant, but important factor affecting levels of DO is air, atmospheric and barometric, pressure. A lower air pressure will result in higher levels of DO. That is why the level of DO decreases the higher in altitude one travels. Even slight changes in air pressure will affect the levels of DO in an aquatic ecosystem. The most significant factor that affects the level of DO is the presence or absence of organic waste. Organic material, something that was part of a living organism, that enters the water is immediately broken down by aerobic, con-suming oxygen, bacteria. If there is a build-up of organic material in an aquatic ecosystem the amount and activity of aerobic bacteria will in-crease and consume more oxygen. This will lower DO levels dramatically if continued. Pollution is the most common outside cause of decreased DO levels. Pollution that takes the form of raw sewage from cities or agricultural runoff increases the level of organic waste and depletes the supply of DO. Pollution can also take the form of temperature change, called thermal pollution, which is commonly created by the warm out wash water produced by hydroe-lectric dams. This too can decrease levels of DO. The low levels of dissolved oxygen in turn cause the death of more plants and animals,

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which must then be decomposed by an even greater number of aerobic bacteria. This be-gins a cycle, which, if left unchecked, results in severe deterioration of the aquatic ecosystem.

pH (Image 3)

Water contains both hydrogen (H+) ions and hydroxide (OH-) ions, which are linked together to form the water molecule (H2O). Acid contrib-utes the hydrogen ions –. The stronger the ac-id, the higher the concentration of hydrogen ions. Hydroxide ions are contributed by bases –. The stronger the base, the higher the con-centration of hydroxide ion. A pH test measures the concentration of hydrogen and hydroxide ions in the water. The pH of each liquid or substance is measured on a scale of 0 to 14. A neutral liquid has a pH value of 7.0, which means that there are equal amounts of hydrogen and hydroxide ions. If water has more hydrogen ions than hydroxide ions, it is considered acidic and has a pH less than 7. If it has more hydroxide ions than hydrogen ions, it is considered basic and has a pH value greater than 7. Changes in the pH of water are very important to aquatic organisms. Most organisms have adaptations that suit them to water of a specific pH and may die if the pH changes even slightly. At extremely high or low pH values the water can become entirely unsuitable for all organ-isms. Serious problems occur in lakes with a pH below 5. At this pH or below immature stag-es of aquatic insects and young fish can be damaged simply by the water and its acidic af-fects. Highly acidic water can cause heavy metals, such as copper and aluminum, to be dissolved into the water in quantities that are greater than normal. These heavy metals can accumulate on the gills of fish or cause deformi-ties in young fish, greatly reducing their chanc-es for survival. Although pH can be affected by runoff from mining operations, in south central Indiana it is generally affected by acid deposition. In this process air pollution (nitrates and sulfates) from urban areas collect in the atmosphere and mix with the water in clouds to produce nitric or sul-furic acid. This acid enters the aquatic ecosys-tem in the form of rain, snow, or groundwater seepage. An overall pH change of as little as

1.4 is enough to significantly disturb aquatic communities.

Turbidity Turbidity is the measurement of the relative clarity of water. Turbid water is cloudy and is caused by suspended and colloidal matter such as clay, silt, organic, and inorganic matter, and microscopic organisms (algae). Turbidity should not be confused with color, since darkly colored water can still be clear and not turbid. Turbid water may be the result of soil erosion, urban runoff, algal blooms, and bottom sediment dis-turbances that can be caused by boat traffic and abundant bottom feeding fish. A reason for high turbidity, or the cloudiness of the water, could be the result from erosion and can lead to decreased photosynthesis, increased tempera-ture, and decreased oxygen.

Stream Flow Stream flow is the amount (volume) of water flowing in the stream per second, or the ‘discharge rate’. The stream flow can influence and give us clues about other physical, chemi-cal, and biological factors in the stream. We calculate the discharge rate (in cubic feet per second) by multiplying the average width, depth, and velocity of the stream by a constant (determined by the stream substrate). Riverwatch is interested in having a representa-tive sampling of a 200-foot section of stream. It would be appropriate to have several groups working on different sections within this length and averaging the results to submit to River-watch. Explain to the students that averaging repeated measures is an important part of the scientific method

Biotic Index During this part of the examination of the stream, students will be making a collection of aquatic creatures in order to determine the level of harmful pollutants in the water. This tech-nique is known as a biotic index. A biotic index is based on examining different aquatic crea-tures and knowing how well those different or-ganisms tolerate pollution. This index divides benthic (bottom dwelling) macro invertebrates (animals without backbones which can be seen with the naked eye) into four groups according

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to their ability to tolerate a polluted habitat. Identifying macro invertebrates, counting them, and noting their tolerance to pollution can give you a good idea of the overall health of a stream.

Macroinvertebrates (Image 7)

Macroinvertebrates are organisms that lack an internal skeleton and are large enough to be seen with the naked eye and are an integral part of wetland and stream ecosystems. Exam-ples of macroinvertebrates include mayflies, stoneflies, dragonflies, rat-tailed maggots, scuds, snails, and leeches. These organisms may spend all or part of their lives in water. Usually their immature phases, larvae and nymph’s, are spent entirely in water. Larvae do not show wing buds and are usually very differ-ent in appearance from the adult versions of the insects. Maggot is the term used for the larva stage. Nymphs generally resemble adults, but have no developed wings and are usually smaller.

A variety of environmental stressors can impact macroinvertebrate populations. Urban and or agricultural runoff can produce conditions that some macroinvertebrates cannot tolerate. Sewage and fertilizers added to streams induce the growth of algae and bacteria that consume oxygen and make it unavailable for macroinver-tebrates. Changes in land use from natural vegetation to a construction site or to poorly protected cropland may add sediment to the water. Sedimentation destroys habitats by smothering the rocky areas of streams where macroinvertebrates live. The removal of trees along the banks of a river and alteration of stream velocity or speed can both alter normal water temperature patterns in the stream. Some organisms depend on certain tempera-ture patterns to regulate changes in their life cycles. Other stressors include the introduction of alien species and stream channelization. Some macroinvertebrates, such as the mayfly and stonefly nymphs and caddisfly larvae, are sensitive, intolerant, to changes in stream con-ditions brought about by pollutants. Some of these organisms will leave to find more favora-ble habitats, but others will be killed or will be unable to reproduce. Macroinvertebrates that may thrive in polluted conditions are called tol-erant organisms. Other organisms, called fac-

ultative organisms prefer good stream quality but can survive polluted conditions.

Background

320

Background Image 1: Riparian Zone

321

Background

Temp

degrees C

0 ppm 4 ppm 8p ppm

2 0 29 58

4 0 31 61

6 0 32 64

8 0 34 68

10 0 35 71

12 0 37 74

14 0 39 78

16 0 41 81

18 0 42 84

20 0 44 88

22 0 46 92

24 0 48 95

26 0 49 99

28 0 51 102

30 0 53 106

Image 2: Dissolved Oxygen

322

Background

Image 3: pH

323

Background

Image 4: Water Quality

324

Background

Image 5: Eutrophication

325

Background

Image 6: Relationship Between Land Use and Aquatic Life

326

Background

Tolerant

Facultative

Sensitive

Image 7:

327

Standards Grade 3 English /Language Arts 3.1.2 Read words with several syllables. 3.2.2 Ask questions and support answers by con-

necting prior knowledge with literal information from the text.

3.2.7 Follow simple multiple-step written instruc-tions.

3.4.1 Find ideas for writing stories and descriptions in conversations with others; in books, maga-zines, or school textbooks; or on the Internet.

3.5.4 Use varied word choices to make writing inter-esting.

3.7.1 Retell, paraphrase, and explain what a speak-er has said.

3.7.2 Connect and relate experiences and ideas to those of a speaker.

3.7.3 Answer questions completely and appropriate-ly.

3.7.15 Follow three- and four-step oral directions.

Mathematics 3.1.1 Count, read, and write whole numbers up to

1,000. 3.1.14 Identify whether everyday events are certain,

likely, unlikely, or impossible. 3.2.8 Use mental arithmetic to add or subtract with

numbers less than 100. 3.5.2 Add units of length that may require regroup-

ing of inches to feet or centimeters to meters. 3.5.6 Estimate and measure capacity using quarts,

gallons, and liters. 3.5.8 Compare temperatures in Celsius and Fahren-

heit.

Science 3.1.1 Recognize and explain that when a scientific

investigation is repeated, a similar result is expected.

3.1.2 Participate in different types of guided scien-tific investigations, such as observing objects and events and collecting specimens for anal-ysis.

3.1.3 Keep and report records of investigations and observations using tools, such as journals, charts, graphs, and computers.

3.1.4 Discuss the results of investigations and con-sider the explanations of others.

3.1.5 Demonstrate the ability to work cooperatively while respecting the ideas of others and com-municating one’s own conclusions about find-ings.

3.2.1 Add and subtract whole numbers mentally, on paper, and with a calculator.

3.2.3 Keep a notebook that describes observations and is understandable weeks or months later.

3.2.4 Appropriately use simple tools, such as clamps, rulers, scissors, hand lenses, and oth-

er technology, such as calculators and com-puters, to help solve problems.

3.2.6 Make sketches and write descriptions to aid in explaining procedures or ideas.

3.2.7 Ask “How do you know?” in appropriate situa-tions and attempt reasonable answers when others ask the same question.

3.3.5 Give examples of how change, such as weath-er patterns, is a continual process occurring on Earth.

3.4.1 Demonstrate that a great variety of living things can be sorted into groups in many ways using various features, such as how they look, where they live, and how they act, to decide which things belong to which group.

3.5.1 Select and use appropriate measuring units, such as centimeters (cm) and meters (m), grams (g) and kilograms (kg), and degrees Celsius (°C).

3.5.2 Observe that and describe how some meas-urements are likely to be slightly different, even if what is being measured stays the same.

Social Studies 3.3.6 Explain how climate affects the vegetation and

animal life of a region and describe the physi-cal characteristics that relate to form an eco-system.

Grade 4 English /Language Arts

4.4.1 Discuss ideas for writing. Find ideas for writing in conversations with others and in books, magazines, newspapers, school textbooks, or on the Internet. Keep a list or notebook of ide-as.

4.5.5 Use varied word choices to make writing inter-esting.

4.7.8 Use details, examples, anecdotes (stories of a specific event), or experiences to explain or clarify information.

4.7.15 Connect and relate experiences and ideas to those of a speaker.

Mathematics

4.1.1 Read and write whole numbers up to 1,000,000.

4.2.9 Add and subtract decimals (to hundredths), using objects or pictures.

4.2.10 Use a standard algorithm to add and subtract decimals (to hundredths).

4.5.1 Measure length to the nearest quarter-inch, eighth-inch, and millimeter.

4.7.6 Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accura-cy.

328

Standards 4.7.10 Note the method of finding the solution and

show a conceptual understanding of the meth-od by solving similar problems.

Science 4.1.5 Demonstrate how measuring instruments,

such as microscopes, telescopes, and camer-as, can be used to gather accurate information for making scientific comparisons of objects and events. Note that measuring instruments, such as rulers, can also be used for designing and constructing things that will work properly.

4.2.1 Judge whether measurements and computa-tions of quantities, such as length, area, vol-ume, weight, or time, are reasonable.

4.2.4 Use numerical data to describe and compare objects and events.

4.2.5 Write descriptions of investigations, using ob-servations and other evidence as support for explanations.

4.2.7 Identify better reasons for believing something than “Everybody knows that ...” or “I just know,” and discount such reasons when given by others.

4.3.3 Identify salt as the major difference between fresh and ocean waters.

4.4.3 Observe and describe that organisms interact with one another in various ways, such as providing food, pollination, and seed dispersal.

4.4.4 Observe and describe that some source of energy is needed for all organisms to stay alive and grow.

4.6.4 Observe and describe that some features of things may stay the same even when other features change.

Grade 5 English/Language Arts

5.2.4 Draw inferences, conclusions, or generaliza-tions about text and support them with textual evidence and prior knowledge.

5.4.5 Use note-taking skills when completing re-search for writing.

5.5.5 Use varied word choices to make writing inter-esting.

5.6.6 Use correct capitalization. 5.7.1 Ask questions that seek information not al-

ready discussed. 5.7.2 Interpret a speaker’s verbal and nonverbal

messages, purposes, and perspectives. 5.7.3 Make inferences or draw conclusions based

on an oral report. 5.7.5 Clarify and support spoken ideas with evi-

dence and examples.

Mathematics 5.2.5 Add and subtract decimals and verify the rea-

sonableness of the results. 5.2.7 Use mental arithmetic to add or subtract sim-

ple decimals. 5.3.1 Use a variable to represent an unknown num-

ber. 5.7.7 Make precise calculations and check the valid-

ity of the results in the context of the problem.

Science 5.1.1 Recognize and describe that results of similar

scientific investigations may turn out differently because of inconsistencies in methods, mate-rials, and observations.

5.1.6 Explain how the solution to one problem, such as the use of pesticides in agriculture or the use of dumps for waste disposal, may create other problems.

5.2.1 Multiply and divide whole numbers mentally, on paper, and with a calculator.

5.2.2 Use appropriate fractions and decimals when solving problems.

5.2.4 Keep a notebook to record observations and be able to distinguish inferences from actual observations.

5.2.7 Read and follow step-by-step instructions when learning new procedures.

5.2.8 Recognize when and describe that compari-sons might not be accurate because some of the conditions are not kept the same.

5.4.4 Explain that in any particular environment, some kinds of plants and animals survive well, some do not survive as well, and some cannot survive at all.

5.4.5 Explain how changes in an organism’s habitat are sometimes beneficial and sometimes harmful.

5.4.7 Explain that living things, such as plants and animals, differ in their characteristics, and that sometimes these differences can give mem-bers of these groups (plants and animals) an advantage in surviving and reproducing.

5.5.1 Make precise and varied measurements and specify the appropriate units.

5.5.7 Explain that predictions can be based on what is known about the past, assuming that condi-tions are similar.

Grade 6 English/Language Arts 6.4.1 Discuss ideas for writing, keep a list or note-

book of ideas, and use graphic organizers to plan writing.

6.4.2 Choose the form of writing that best suits the intended purpose.

6.4.5 Use note-taking skills when completing re-search for writing.

6.5.6 Use varied word choices to make writing inter-esting.

6.6.4 Use correct capitalization. 6.7.3 Restate and carry out multiple-step oral in-

structions and directions.

329

Standards 6.7.15 Ask questions that seek information not al-

ready discussed.

Mathematics 6.2.10 Use mental arithmetic to add or subtract sim-

ple fractions and decimals. 6.5.1 Select and apply appropriate standard units

and tools to measure length, area, volume, weight, time, temperature, and the size of an-gles.

6.5.2 Understand and use larger units for measuring length by comparing miles to yards and kilo-meters to meters.

6.7.6 Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accura-cy.

6.7.9 Make precise calculations and check the valid-ity of the results in the context of the problem.

Science

6.1.2 Give examples of different ways scientists in-vestigate natural phenomena and identify pro-cesses all scientists use, such as collection of relevant evidence, the use of logical reason-ing, and the application of imagination in de-vising hypotheses and explanations, in order to make sense of the evidence.

6.1.3 Recognize and explain that hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

6.1.5 Identify places where scientists work, including offices, classrooms, laboratories, farms, facto-ries, and natural field settings ranging from space to the ocean floor.

6.2.3 Select tools, such as cameras and tape re-corders, for capturing information.

6.2.5 Organize information in simple tables and graphs and identify relationships they reveal. Use tables and graphs as examples of evi-dence for explanations when writing essays or writing about lab work, fieldwork, etc.

6.2.7 Locate information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases.

6.2.8 Analyze and interpret a given set of findings, demonstrating that there may be more than one good way to do so.

6.3.8 Explain that fresh water, limited in supply and uneven in distribution, is essential for life and also for most industrial processes. Understand that this resource can be depleted or polluted, making it unavailable or unsuitable for life.

6.3.16 Explain that human activities, such as reduc-ing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and farming intensively, have changed the capacity of the environment to support some life forms.

6.4.8 Explain that in all environments, such as fresh-water, marine, forest, desert, grassland, mountain, and others, organisms with similar needs may compete with one another for re-sources, including food, space, water, air, and shelter. Note that in any environment, the growth and survival of organisms depend on the physical conditions.

6.4.9 Recognize and explain that two types of or-ganisms may interact in a competitive or coop-erative relationship, such as producer/consumer, predator/prey, or parasite/host.

6.5.2 Evaluate the precision and usefulness of data based on measurements taken.

6.5.6 Predict the frequency of the occurrence of fu-ture events based on data.

330

Objectives: Students can explain how all

life is connected. Students can explain ways in

which humans have a posi-tive and negative impact on Bald Eagles.

Equipment: Carpet squares (min. 1 per

student) Ropes or cones Markers Graph paper Clip board Nesting and winter event

cards (2 complete sets) Fish cards

Note to Teacher: The objectives of this last lesson is to review what the students have learned, tie all the infor-mation together, and provide the students with a closure to the program. . Once the program has been successfully wrapped-up in terms of content, take some time to close down the students’ Brad-ford Woods experience as a whole.

Concepts: Humans can have a positive or negative impact on eagles.

Humans, eagles and all life are interconnected.

Activities in Lesson: Travel Troubles (30 min)

Making Connections (30 min)

Written Experience (30 min)

Time: 1 Hour 30 Minutes

Limiting Factor- Environmental factor that limits the growth or activities of an organism or that restricts the size of a population or its geographical range. Web of Life– connection that all things living, plant, animal and human are intertwined and de-pendent upon one another.

Eagle Close

Day 3

331

Bald Eagle Travel Troubles ( 30 min) Materials: fish cards, nesting and winter event cards Note: Copy the fish cards on two different colors of paper. One color will represent fish at the wintering habitat and the other color will represent the fish at the nesting habitat. You will need twice as many fish cards in each color as the number of students in the group to play four rounds (or “years”) of the game. Most of the fish cards should remain blank on the backside, but on the back of some cards copy one set of the winter events and one set of the nesting events (make sure to coordinate the events to the appropriate colored cards). 1. Select a large playing area, about 70 feet in length. Establish a boundary at each end of the playing area. One end of the playing area will represent the Bald Eagle’s nesting habitat and the opposite end of the field will represent the Bald Eagle’s wintering habitat.

The playing field: Use paper plates or carpet squares to rep-resent wintering sites at one end of the playing field and nesting sites at the opposite end - start by using at least enough paper plates or carpet squares so each pair of eagles has a habitat site. Place the winter habitat fish cards in front of the winter habitat plates or carpets and the nesting habitat fish cards in front of the plate or carpet “nests”.

In the center of the playing field, place a hula-hoop or piece of webbing in a circle to represent the poacher’s lair.

Student roles: Have approximately one-third the students in the class choose a partner – they will repre-sent pairs of mature, nesting Bald Eagles. (To identify pairs, you can have the students raise both hands and clasp hands, interlocking their fingers, with their partner – this represents pairs of Bald Eagles when they clasp talons during flight as part of their courtship) Choose one student to represent the poach-er The rest of the class will represent baby Bald Eagles and should wait at the sidelines to be introduced into the game.

Rules: Use the word “migrate” to signal the stu-dents representing Eagles to migrate (walk) be-tween habitat sites. (You can start the pairs of students at either end, depending upon what time of year you want it to be) Each time the pairs of students migrate from one end of the playing field to the other, they must pick up one fish card per pair as they en-ter the wintering or nesting habitats to represent the food necessary for survival. Pairs of eagles must claim a territory (paper plate or carpet square) once they have reached the habitat site by placing one foot on the plate or carpet. Check with the students to see if anyone has picked up a fish with an event written on the back. If so, have them take turns reading the event to the class and then follow the in-structions for that event. All fish cards are then collected and taken out of play. (You may want to take time to briefly discuss the events and their effects on the Eagle population before you have the students migrate again) Using soft throwables and remaining inside their lair, the poacher can attempt to “shoot” the eagles each time they migrate. Any eagle hit by a ball is “killed” and must join the other students along the sideline waiting their turn to come into the game as baby birds. Any adult bird that los-es a partner to the poacher must pair up with another single bird (clasp hands as they mi-grate) to again be able to have young. If the fish card with “The poacher has been caught” mes-sage gets picked up during the game, the poacher leaves their lair and joins the students at the sideline to wait and enter the game as a baby bird for Eagles?. Students representing baby birds come into the game at the nesting habitat end - each pair of adult birds can have two chicks each time they reach their nesting habitat site, unless the event cards don’t allow it. Some event cards will allow pairs to have three young. The young birds stay with their parents on the migration to the wintering habitat sites but as they return to the nesting habitat sites, the young birds must find a mate (clasp hands with another single bird as they migrate) and find a nest site of their own. Stealing nest sites from older adult pairs is allowed. Nest sites are available on a first come – first served basis. Any pair that does not claim a nest site by placing their foot on the site be-fore any other pair is eliminated from the game

Eagle Close

332

and joins the students waiting to come in as ba-by birds. (You can discuss with the students how young Eagles actually take five years to mature before they form a pair, nest and pro-duce young) You or a student can act as a wildlife biolo-gist and each time the Eagles reach the winter habitat sites, do a winter Bald Eagle count just as the Division of Fish and Wildlife Employees do each winter. Write down the number of Ea-gles each year and after the game the students can make a graph of their Eagle population over the years. (You can discuss what events caused changes in the population - reproduc-tion, negative events, etc.) Discussion: What happened to the eagle population? Which events had the most negative effect? Which event had the positive effect? How can we help to improve habitats

Making Connections (30 min) Materials: eagle puzzle pieces 1. Draw, color, and cut out a large outline of an Eagle. Cut the Eagle outline up into 15 puzzle pieces. Write one component of an Eagle’s habitat on each puzzle piece. Example components: lake – fish – soil – tree – branch – stream – turtle – sun

2. “Shuffle” all the puzzle pieces and place them in a container (do not inform the students that the pieces are part of an Eagle puzzle). 3. Have each student draw one piece (If there are more pieces than students, have the appro-priate number of students draw a second piece). 4. Give the students some time to think about ways their particular piece may be connected to a Bald Eagle. 5. Ask for a volunteer to begin by sharing their piece and how it may relate to a Bald Eagle. Then ask the other students to volunteer if they think their card is related in any way to the pre-vious card…have that student explain how their card relates to the previous example AND to the Bald Eagle. Example: Fish – makes up to 90% of a Bald Eagle’s diet...Lake – where a fish may live and

a place for Eagles to hunt...Turtle – where a turtle may live and may become prey for a Bald Eagle…etc 6. Continue this process until all the pieces have been accounted for… Now, briefly discuss how all the items they dis-cussed related to one another. Then tell the stu-dents that the cards they are holding are actual-ly pieces of a puzzle (just like all their examples connected to one another, their pieces will con-nect to one another and form a picture).] 7. Give the students some time to work together constructing the puzzle. Once all the pieces are in place, ask them what the puzzle is of…AN EAGLE! 8. Now, briefly reflect on how all their pieces not only connected to one another but can also be linked back to the Bald Eagle. Then begin to introduce some events that may harm some of the components within the puz-zle…for example: a factory upstream is dump-ing pollutants into the water. Ask the students how this would affect the stream and remove that piece of the puzzle. Then ask the students if this would have an effect on any of the other components. Remove the corresponding piec-es.

9. Once enough pieces are removed to be vis-ually effective, reinforce the idea that all the components are interconnected and all are im-portant components for the survival of the Ea-gle. Conclude by asking the students what we can do to ensure the prosperity of the Bald Eagle.

Written Experience (30 min) Materials: journal page 26 1. Have students use one of their story ideas from their journal to write a short story. They can choose to write a letter to a friend, parent or newspaper, they can write a fiction or non fic-tion story. It is up to each student what they want to write. Have them pick a quiet place by themselves and write. They may choose to not use one of their story ideas and decide to write a reflection of their time at Bradford Woods.

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333

Evaluation √ Students can explain how all life is connect-

ed. √ Students can explain ways in which humans

have a positive and negative impact on Bald Eagles.

Keep in Mind This lesson provides the opportunity to summarize and express what the students have learned. It’s a chance to imagine, visualized, and be creative in representing their experience at Bradford Woods.

Animal Fact References: 1. Zim S. H., (1956) Reptiles and Amphibians. Western

Publishing Company

2. Mag C.P. (1968) A Book of Reptiles and Amphibians.

MacMillan of Canada 3. Mathenson R. (1977) The How and Why Wonder

Book of Reptiles and Amphibians. Grosset and Dulnop.

4. Hendrickson J. (1992) Raptors, Birds of Prey. Chroni-

cal Books 5. Bull J., Farrand J. (1989) The Audubon Society Field

Guide to North American Birds. Alfred A. Knopf Inc. 6. Kieran J. (1955) An Introduction to Nature. Hanover

House 7. Levi Biel T. (1987) Owls. Vol 4:12 Zoobooks

8. Ware K., Sutherland L. (1957) Lets Read About In-

sects. Webster Publishing Company 9. Milne L. Milne M. (1990) The Audubon Society Field

Guide to North American Insects and Spiders. Alfred A. Knopf Inc.

10. Ware K., Sutherland L. (1957) Lets Read About But-

terflies. Webster Publishing Company 11. Reid G.K. (2987) Pond Life. Golden Press Publishing

12. Wexo J. B. (1987) Snakes. Vol 4:10 Zoobooks

13. Zim H. S., Hoffmeister (1955) Mammals—a guide to familiar American Species. Western Publishing Com-pany

14. Levi Biel T. (1986) The Deer Family. Vol. 5:4 Zoo-

books 15. Price K. (1997) Game Fish of Bradford Woods. Brad-

ford Woods 16. Snedigar (1963) Our Small Native Animals, Their

Habitat and Care

Notes

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o th

e s

ide

lines a

nd

re

en

ter

the g

am

e a

s a

ba

by b

ird

.)

Win

ter

Eve

nt C

ard

s

338

Background

C

ontr

ibutio

ns tw

ill a

llow

la

nd

s t

o b

e

purc

hase

d b

y th

e D

ivis

ion

of

Fis

h &

W

ildlif

e a

nd p

rote

cte

d fo

r w

ildlif

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Th

is m

ean

s m

ore

Eag

le h

ab

ita

t! (

Ad

d

one

ne

sting

hab

ita

t site.)

A s

ubd

ivis

ion h

as b

ee

n b

uilt

in

yo

ur

hab

ita

t. Y

ou m

ust m

ove

to

a n

ew

site

. (R

em

ove

yo

ur

site

fro

m t

he

gam

e. If n

o m

ore

site

s a

re a

va

ilable

yo

u d

ie.

Go t

o t

he s

idelin

es a

nd

re

en

ter

the g

am

e a

s a

ba

by b

ird

.)

Yo

u h

ave

an

unsu

ccessfu

l n

esting

se

aso

n.

No e

gg

s a

re la

id.

Y

ou h

ave

tw

ins t

his

ye

ar!

Yo

u h

ave

trip

lets

th

is y

ear!

R

accoo

ns e

at yo

ur

yo

un

g t

his

ye

ar.

(N

o y

oun

g t

his

ye

ar

but yo

u c

an try

a

ga

in n

ext

ye

ar.

)

Ne

stin

g E

ve

nt

Ca

rds

339

Background

P

eop

le h

ave

dis

turb

ed

yo

u a

nd

ch

ase

d y

ou a

wa

y f

rom

yo

ur

nest

dur-

ing

th

e c

ritica

l eg

g in

cub

atio

n p

erio

d.

No

yo

un

g h

atc

h th

is y

ear.

(Y

ou c

an

try a

ga

in n

ext

ye

ar.

)

Incre

ase

d b

oatin

g tra

ffic

on t

he la

ke

wh

ere

yo

u n

est

has m

ade

th

e s

ite

unsu

ita

ble

for

nesting

. Y

ou m

ust

mo

ve

to

a n

ew

site

. (R

em

ove

yo

ur

site

fro

m th

e g

am

e. If n

o m

ore

site

s

are

ava

ilable

yo

u d

ie.

Go t

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sid

elin

es a

nd

re

en

ter

the g

am

e a

s

a b

ab

y b

ird

.)

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ish

yo

u h

ave

ea

ten h

ad

lea

d

sin

ke

rs in

it. Y

ou h

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die

d. (G

o t

o

the s

idelin

es t

o r

een

ter

the g

am

e a

s

a b

ab

y b

ird

.)

Yo

u f

lew

in

to e

lectr

ica

l w

ire

s w

hile

tr

ave

ling

and h

ave

be

en e

lectr

ocut-

ed. (G

o t

o t

he s

idelin

es a

nd r

eente

r th

e g

am

e a

s a

bab

y b

ird

.)

A s

torm

has b

low

n d

ow

n t

he tre

e

wh

ere

yo

u n

est.

Yo

u m

ust m

ove

to a

n

ew

site

. (R

em

ove

yo

ur

site

fro

th

e

gam

e. If n

o m

ore

site

s a

re a

va

ilable

yo

u d

ie.

Go t

o t

he s

idelin

es a

nd

re

en

ter

the g

am

e a

s a

ba

by b

ird

.)

A C

onse

rva

tion

Off

icer

ha

s c

aug

ht th

e

poa

che

r a

nd s

ent th

em

to

ja

il. (

Th

e

poa

che

r g

oes to

th

e s

idelin

e t

o e

nte

r th

e g

am

e a

s a

bab

y b

ird

.)

Ne

stin

g E

ve

nt

Ca

rds

340

Standards Grade 3 English/Language Arts 3.2.2 Ask questions and support answers by con-

necting prior knowledge with literal information from the text.

3.4.1 Find ideas for writing stories and descriptions in conversations with others; in books, maga-zines, or school textbooks; or on the Internet.

3.4.2 Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas

3.5.4 Use varied word choices to make writing inter-esting.

3.7.1 Retell, paraphrase, and explain what a speak-er has said.

3.7.2 Connect and relate experiences and ideas to those of a speaker.

3.7.3 Answer questions completely and appropriate-ly.

3.7.15 Follow three- and four-step oral directions.

Grade 4 English/Language Arts 4.4.1 Discuss ideas for writing. Find ideas for writing

in conversations with others and in books, magazines, newspapers, school textbooks, or on the Internet. Keep a list or notebook of ide-as.

4.4.2 Select a focus, an organizational structure, and a point of view based upon purpose, audi-ence, length, and format requirements for a piece of writing.

4.5.1 Write narratives that:

include ideas, observations, or memories of an event or experience.

provide a context to allow the reader to imag-ine the world of the event or experience.

Use concrete sensory details. 4.5.5 Use varied word choices to make writing inter-

esting.

Grade 5 English/Language Arts 5.4.1 Discuss ideas for writing, keep a list or note-

book of ideas, and use graphic organizers to plan writing.

5.4.2 Write stories with multiple paragraphs that de-velop a situation or plot, describe the setting, and include an ending.

5.4.5 Use note-taking skills when completing re-search for writing.

5.5.5 Use varied word choices to make writing inter-esting.

5.5.6 Write for different purposes (information, per-suasion, description) and to a specific audi-ence or person, adjusting tone and style as appropriate.

5.6.6 Use correct capitalization.

5.7.1 Ask questions that seek information not al-ready discussed.

5.7.2 Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives.

5.7.3 Make inferences or draw conclusions based on an oral report.

5.7.5 Clarify and support spoken ideas with evi-dence and examples.

Grade 6 English/Language Arts 6.4.1 Discuss ideas for writing, keep a list or note-

book of ideas, and use graphic organizers to plan writing.

6.4.2 Choose the form of writing that best suits the intended purpose.

6.4.5 Use note-taking skills when completing re-search for writing.

6.5.1 Write narratives that:

establish and develop a plot and setting and present a point of view that is appropriate to the stories.

include sensory details and clear language to develop plot and character.

use a range of narrative devices, such as dia-logue or suspense.

6.5.6 Use varied word choices to make writing inter-esting.

6.5.7 Write for different purposes (information, per-suasion, description) and to a specific audi-ence or person, adjusting tone and style as necessary.