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SCIENCE STUDENTS AS STEWARDS

Grade Five

Palos Verdes Peninsula Land Conservancy

GRADE FIVE

Contents

Activities Overview………………………………………………………… Hydrologic Cycle: Mapping Water………………………….. Soil Moisture Lab Part I………………………………………. Soil Moisture Lab Part II………….………………………….. Surviving Drought: Plant Adaptations Scavenger Hunt.. Scavenger Hunt Card…………………………………………

Reference Materials White Point Preserve: Background Information……….. White Point Trail Map………………..……………………… Bird Identification Sheets…………………………………… Plant Identification Sheets………………………………….. Invertebrate Identification Sheet…………………………..

Materials Checklist……………………………………………

3 4 5 6 7 8 9 10 11 13 15 16

OVERVIEW – GRADE 5 These lessons introduce fifth grade students to the hydrologic cycle and challenge them to consider how the availability of water affects life on the nature preserve. Students conduct a survey of soil moisture on the preserve using soil moisture meters, then students design and implement their own experiments to learn more about the variables affecting soil moisture. Students connect the hydrologic cycle and climate to adaptations of the local flora through a scavenger hunt and illustration.

Hydrology - Science Students as Stewards - Grade 5 Location: White Point Nature Preserve is located at 1600 W. Paseo del Mar, San Pedro, CA 90731 on the north side of Paseo del Mar off of Western Avenue. Note that due to a landslide the White Point Nature Preserve must be accessed on Paseo Del Mar via Western Avenue and that Paseo Del Mar is no longer a through street. There is ample parking for buses in the gravel parking lot.

Duration: 3 Hours Preparation: In preparation for your field trip, first schedule a field trip date (contact Siegrun Storer, Education Director at (310)541-7613 X 205 or [email protected]).

Guided – PVPLC staff will provide Nature Notebooks, pencils and all of the necessary materials and will guide your students through all of the activities during their field trip. (Fee - $6 per student)

Self Guided – PVPLC staff will open the nature center but all other guidance is the responsibility of the group. Arrange to attend an S3 training if you have not already done so. Next look through the activities provided. Also review the trail map and notes, select a hike length that will be appropriate for your students and chaperones. Each activity write-up contains detailed instructions for the activity and background information about the topic. Each activity is also supported by the student Nature Notebook which the group is responsible for printing prior to the trip. (No Fee)

Before the field trip date, remind your students to dress appropriately and be prepared to hike. Here is a general checklist to ensure that students are prepared to be outdoors for the day.

Activities:

Activity Overview Time California Content Standards Addressed Introduction Students receive nature notebooks, read an

overview of the day, review vocabulary and sign their stewardship agreement.

15 min

Hydrologic Cycle: Mapping Water

Students draw the hydrologic cycle and use a dichotomous key to identify clouds.

30min Earth Sciences 3a,b,c,d & 4b

Soil Moisture Lab Part I

Using soil moisture meters, students hunt for evidence of water in the ground during a hike.

45min-1hr Earth Sciences 3d, Investigation & Experimentation 6f

Soil Moisture Lab Part II

Using soil moisture meters, students design and implement an experiment.

30-45min Earth Sciences 3d, Investigation & Experimentation 6b,c, d, e, f, h

Surviving Drought: Plant Adaptations Scavenger Hunt

Scavenger hunt and scientific illustration to learn about plant adaptations to conserve water.

30 min Earth Sciences 3b, Earth Sciences 4b

PALOS VERDES PENINSULA LAND CONSERVANCY PO Box 3427, Palos Verdes Peninsula, CA 90274 Tel: (310) 541- 7613 Web: WWW.PVPLC.ORG

Fieldtrip Checklist for Students: 1. Comfortable walking shoes 2. Sun Protection (hat, sunscreen) 3. Dress in layers 4. Water

Grade Level: 5TH Grade Location: White Point Nature Preserve Duration: Approx. 30 min Group Size: Students should be evenly divided into 12 teams Materials:

12 Cloud Identification Guides Vocabulary: soil, soil moisture, soil moisture meter Concepts: CA Science Content Standards: Earth Sciences 3 a. Students know most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface. b. Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water. c. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow. d. Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.

Earth Sciences 4 b. Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns.

HYDROLOGIC CYCLE: MAPPING WATER Students draw the hydrologic cycle on an image of the nature preserve, then identify the clouds in the sky using a dichotomous key.

BACKGROUND The hydrologic cycle, commonly called the water cycle, is a model that describes the movement of water between the atmosphere, lithosphere, biosphere and hydrosphere. Most of the water on planet earth is contained in the ocean as salt water. Water that evaporates from the oceans and the Earth’s surface condenses in the sky to form clouds. Water found in the soil is very important for the survival of plants.

PROCEDURE Hydrologic Cycle Drawing During this activity students work individually to draw the hydrologic cycle on an image of the nature preserve and identify the clouds using a dichotomous key. In Step I students should follow the instructions to draw the hydrologic cycle on a picture of the nature preserve in their nature notebook. Students should use the symbols provided for the different stages and connect the symbols with arrows to show how water flows through the preserve. In Step II the students should label the Pacific Ocean in the image. (Depending on the quality of the print this may be difficult for them to see in the photograph – you can help students by having them point to where the ocean is then add it to their picture.) Cloud Identification Students should work in teams using Cloud Identification Guides to identify the clouds they see in the sky. If the students are not familiar with the use of a dichotomous key, do the first step as a group. Students should write down the types of clouds they identify in their nature notebook then answer the final two questions (Question 2: Ocean, Question 3: Soil, Ground, or Dirt). If the students are confused by question 3 ask them what structure plants use to gather water (roots) to guide them in the right direction. ASSESSMENT Successful completion of the activity page in the nature notebook. EXTENSIONS At school students can learn more about cloud identification through the NOAA website http://www.crh.noaa.gov/lmk/?n=cloud_classification


http://www.crh.noaa.gov/lmk/?n=cloud_classification

Grade Level: 5TH Grade Location: White Point Nature Preserve Duration: Approx. 1 hr Group Size: Students should be evenly divided into 12 teams Materials: 12 Soil Moisture

Meters 12 Screwdrivers 12 Compasses 12 Laminated Maps of

White Point 12 Water Bottles Vocabulary: soil, soil moisture, soil moisture meter Concepts: CA Science Content Standards: Earth Sciences 3 d. Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. Investigation and Experimentation 6 f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.

SOIL MOISTURE LAB PART1 Using soil moisture meters, students hunt for evidence of water in the ground and use their observations to design and implement an experiment.

BACKGROUND An important and often overlooked route that water can take during the hydrologic cycle is into the ground. Soil moisture is the water that is held in the space between soil particles. This source of water is vital for the survival of most terrestrial plants. There are a multitude of variables that can affect soil moisture including; precipitation, temperature, sunlight, soil type, groundcover, and plants. A soil moisture meter tests the conductivity of the soil to measure the amount of water the soil contains.

PROCEDURE During the first stage of this lab students will use soil moisture meters to test soil moisture levels across the preserve. Students should work in up to 12 teams. Each team should receive 1 water bottle, 1 map, 1 compass, 1 screwdriver, and 1 soil moisture meter. 1) First demonstrate how to use the soil moisture meter. The directions are

included in the students’ nature notebooks. It is important to emphasize that the students use their screwdrivers to make the hole rather than the moisture meter so that the moisture meter probes are not broken.

2) Provide the students with time to master the use of their new tools. Take the group to a wide part in the trail and have the teams use their water bottles on the soil to try to achieve the full range of moisture levels. Remind them that they will not be recording their readings because they have altered the soil moisture with their water bottles.

3) Hike the students up the trail to a convenient location to stop. Have each team determine their location by using their compass to orient their map. This can be accomplished by holding the map and rotating it until the north arrow on the compass matches the north arrow on the map. The students can then determine their location by considering the location of the nature center where they started and the location of the ocean. Have the students label location 1 on the map in their nature notebook. Then students should work in their teams to test the soil moisture and record their measurements in their notebook.

4) During the hike repeat step 3 four more times. Make sure that students are taking turns so that all students become proficient with the tools. After the first few stops teams should be able to work independently.

5) At the bottom of the Nature Notebook page under “Results” have the students list the dampest locations on preserve. Discuss the results and what variables the students observed during the hike that might affect soil moisture levels at the different sites.

ASSESSMENT Successful completion of the lab activity page in the nature notebook, and ability to use the new tools introduced can be used in assessment.

EXTENSIONS Soil Moisture Lab Part II: Develop Your Own Experiment


Grade Level: 5TH Grade Location: White Point Nature Preserve Duration: Approx. 30-45 min. Group Size: Students should be evenly divided into 12 teams Materials:

12 Soil Moisture Meters 12 Screwdrivers 12 Compasses 12 Laminated Maps 12 Water Bottles

Vocabulary: soil, soil moisture, soil moisture meter Concepts: CA Science Content Standards: Earth Sciences 3 d. Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. Investigation and Experimentation 6 b. Develop a testable question. c. Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure. d. Identify the dependent and controlled variables in an investigation. e. Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment. f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations. h. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.

SOIL MOISTURE LAB PART1I Using soil moisture meters, students hunt for evidence of water in the ground and use their observations to design and implement an experiment.

BACKGROUND An important and often overlooked route that water can take during the hydrologic cycle is into the ground. Soil moisture is the water that is held in the space between soil particles. This source of water is vital for the survival of most terrestrial plants. There are a multitude of variables that can effect soil moisture including; precipitation, temperature, sunlight, soil type, groundcover, and plants. A soil moisture meter tests the conductivity of the soil to measure the amount of water the soil contains.

PROCEDURE During this activity students will design and conduct their own experiments to learn more about soil moisture. As preparation for this activity, students should have already completed Soil Moisture Lab Part I.

1. Drawing from the discussion generated by Soil Moisture Lab Part 1 about variables that could affect soil moisture on the preserve, each team should pick one variable to test. In their nature notebooks they should formulate a question by filling the variable into the blank under question 1. “What affect do / does ___________ have on soil moisture?” Could easily be completed with basic variables such as “temperature”, “sunlight”, “rocky soil.”

2. Next the students will work in teams to make a prediction. “I predict that there will be greater soil moisture where it is _________(A) compared to where it is_________(B).” Students should fill in the conditions that they will test. For example if the students chose to test temperature then the they might fill in “Cold” for (A) and “Hot” for (B)

3. Under number 3 students should explain how they will test their prediction. For example “I will test this prediction by: measuring the soil moisture where it is cold and where it is hot. To choose my locations I will use a thermometer.” Again students should develop their experimental design with their team. It is important that the students design realistic experiments. If students find that they cannot find a way to test their prediction or if the tools they need will not be available, then they will have to go back and choose a variable that they can test.

4. Take the students to a good location to conduct their experiments. Work with each team to help them find the conditions necessary for their experiment. Have each team record their results in the table under question 4.

5. Students should fill in A and B on number 5 then they should circle “greater, less, or the same” to communicate their results.

6. Finally students should determine if their results supported their prediction and circle either “yes” or “no” under question 6.

7. Discuss the students’ results. What might they find if they conducted more trials or designed their experiments differently?

ASSESSMENT Successful completion of the lab activity page in the nature notebook, and ability to use the new tools introduced can be used in assessment. EXTENSIONS Have students conduct more trials or design further experiments to test their predictions.


Grade Level: 5TH Grade Location: White Point Nature Preserve or White Point Native Plant Demonstration Garden Duration: Approx. 30 min Group Size: Students should be evenly divided into 12 teams Materials:

12 Surviving Drought: Plant Adaptations Scavenger Hunt Sheets

12 Wax Pencils 12 Plant Identification Cards

Vocabulary: adaptation, climate, drought, habitat, scientific illustration Concepts: CA Science Content Standards: Earth Sciences 3 b. Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water.

Earth Sciences 4 b. Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns.

SURVIVING DROUGHT: PLANT ADAPTATIONS SCAVENGER HUNT Students discover how local plants are adapted to survive our long dry summers during a scavenger hunt hike.

BACKGROUND Climate plays an important role in determining what types of plants and animals can live in an area. Here on the Palos Verdes Peninsula, a limited amount of rain falls during the winter and spring and both summer and fall are very dry. Because the peninsula is surrounded on three sides by the Pacific Ocean, the weather rarely gets very cold or very hot. Because of this unique climate, the Palos Verdes Peninsula is home to one of the rarest natural habitats in the world, known as Coastal Sage Scrub. Locally many plants have adaptations to conserve water, especially during our long dry summers. Some plants have light colored leaves or fuzzy leaves to reflect the sunlight. Other plants have darker leaves but a waxy coating that reduces water loss. Local cacti and succulents both store water, and cacti have leaves modified into spines as protection from herbivores. A plant identification chart is included in this packet that includes more information about common local species.

PROCEDURE During this activity, students work in teams to conduct a scavenger hunt identifying examples of plant adaptations to drought. To provide background for the activity students should read the page titled “Our Local Habitat – Coastal Sage Scrub” in their nature notebooks and review the vocabulary provided. The students should also discuss the definition of “Scientific Illustration” and review the directions on the “Surviving Drought: Plant Adaptations Scavenger Hunt” page in their nature notebook. This activity can either take place on the trail or in the native plant demonstration garden. Students should be divided evenly into 12 teams. Each team will receive a laminated scavenger hunt, a wax pencil and a plant identification card. Remind students about the trail rules outlined in their stewardship agreement so they conduct themselves safely and protect the habitat while they explore. Each team should try to find examples of all of the plant adaptations outlined on their scavenger hunt and check the examples off as they go. It is important to note that they don’t have to find the exact plant species pictured, they just need to find a plant with the adaptation being described. For example, a cactus has both spines and stores water so students can check both adaptations off the list if they find a cactus. When a team has located all of the adaptations on their scavenger hunt they should select one plant to illustrate. On the nature notebook page titled “Surviving Drought: Plant Adaptations Scavenger Hunt” the students should complete a scientific illustration of one of the plants they found during the scavenger hunt. The students should then label the plants adaptations to drought and identify the plant using the plant identification card. To wrap up the activity, students should discuss their observations and how the plant adaptations are connected to the amount of moisture available in the soil. Students should also be asked to consider what role our local plants may play in water conservation when they are planted into the landscape in place of ornamental plants that require extensive irrigation. ASSESSMENT Successful completion of the activity page in the nature notebook.


Plant Adaptations Scavenger Hunt Plant Adaptations Scavenger Hunt

Some plants store water in their leaves and stems to help them through dry summers.

Light colored leaves reflect more sunlight and stay cooler on hot, dry days.


Spines, prickles, and thorns help protect plants from hungry animals.

Tough, waxy leaves lose less water through evaporation.

Tough, waxy leaves lose less water through evaporation.

Fuzzy leaves reflect light and keep plants cool on hot days.





Small narrow leaves collect less sunlight than broad large leaves.


Fuzzy leaves reflect light and keep plants cool on hot days.


Small narrow leaves collect less sunlight than broad large leaves.

White Point Nature Preserve: Background Information

The White Point Nature Preserve features 102 acres of restored coastal sage scrub habitat, hiking and handicap accessible trails overlooking the ocean and Catalina Island. The Preserve is now home to the Nature Education Center, which opened in May 2010 and serves as a resource for students, families, and community groups from all over Los Angeles.

The Preserve, located in San Pedro, is owned by the City of Los Angeles Department of Recreation and Parks. After the property surrounded by chain link fence sat empty for nearly 20 years, a community effort convinced the City to preserve the land. A 25-year management agreement was granted to the Conservancy in 2001, and over the last nine years we have dramatically restored the site with the help of numerous volunteers, planting native scrub and grasses, and installing public trails. We also helped obtain a grant for the installation of eco-friendly permeable parking and interpretive signage.

The Nature Education Center is housed in a repurposed historic Cold War assembly building. The Center was made possible with the support of the California Department of Parks and Recreation, the California Coastal Conservancy, and the Ibrahim El-Hefni Technical Training Foundation. A generous grant from Alcoa Foundation funded the creation of the interpretative exhibits and support from Major Family Foundation enabled the creation of four adjacent native plant demonstration gardens.

Location: Preserve is located at 1600 W. Paseo del Mar, San Pedro, CA 90731 on the north side of Paseo del Mar off of Western Avenue. The contact number for the Center is 310-561-0917.

Hours: The Preserve is open daily from dawn to dusk. The Center is open from 10am to 4pm on Wednesday, Saturday,

and Sunday.

Parking: The parking area is open daily from dawn until dusk. Parking is available in the lot accessed from the west end Paseo del Mar from sun up to sun down during Preserve hours. Please note that due to the landslide, access to White Point Nature Preserve is via Western Avenue.


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Palos Verdes Peninsula Native Birds

Allen’s hummingbird

American kestrel

Black Phoebe

Blue grosbeak

Brown pelican

Bushtit

Cactus wren

California gnatcatcher

California towhee

Common raven

Cooper’s hawk

American Crow

House finch

Lesser goldfinch

Mourning dove

Northern mockingbird

Red-tailed hawk

Say’s Pheobe

Song sparrow

White-throated swift

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Palos Verdes Peninsula Native Bird Descriptions

1. Allen’s hummingbird (Selasphorus sasin) -up to 3½ inches long -green back and crown, rust colored side, back and tail -females lack the red throat patch -aggressive behavior -must feed every hour

2. American kestrel (Falco sparverius) -7-8 inches long -wingspan of 21” -smallest and most common falcon in North America -distinguished by 2 vertical black stripes on the sides of the head

3. Black Phoebe (Sayornis nigricans) -6-7 inches long -black with white underbelly -juvenile has brown feathers that darken as it ages -eats insects -must live near water to build nests out of mud

4. Blue grosbeak (Passerina californica) -6-7½ inches long -males are deep blue and females are brown -all have brown wing bars and a large grey bill -seed eating bird -used to be called Guiraca caerulea

5. Brown pelican (Pelecanus occidentalis) -42-54 inches long -wingspan 6-8 feet long -smallest species of pelican -dives for fish from the air -initially threatened by DDT use, but population has been on the rise

6. Bushtit (Psaltriparuss cunum) -3-4½ inches long -gray-brown with a short bill, long tail and large head -found in flocks up to 40 birds -often hangs upside down -create elaborate nests

7. Cactus wren (Campylorhynchus thyrsiflorus) -7-9 inches long -largest North American wren -marked by white eye stripe and brown head -protected under the Migratory Bird Treaty Act

8. California gnatcatcher (Polioptila californica) -4 ¼ inches long -dusky grey coloring with slender black beak -eats small insects and spiders -listed as threatened due to loss of coastal sage scrub habitat

9. California towhee (Melozone crissalis) -8½-10 inches long -uniformly brown in color -used to be considered the same species as the Canyon towhee -builds its nests out of poison oak

10. Common raven (Corvus corax) -averages 25 inches long -has a wedge shaped tail -very opportunistic in finding food sources -can live 10-15 years in the wild -in some places considered a pest

11. Cooper’s hawk (Accipiter cooperii) -14-18 inches long -short rounded wings with a long black banded tail -young have yellow eyes that become red when mature -rely on surprise to hunt prey

12. American Crow (Corvus brachyrhynchos) -16-20 inches long -distinguished by curved bill and square tail -lives 7-8 years in the wild -most common call is caaw-caaw-caaw -can easily get West Nile Virus

13. House finch (Carpodacus mexicanus) -small bodied birds with large beaks and flat heads -streaky brown coloring -the red seen on males faces is from the food they eat during molt -move slowly and have bouncy flight patterns -only eat plant foods

14. Lesser goldfinch (Carduelis psaltria) -4-4½ inches long -males have black back, yellow underside and white patches on the tail and wings -females are gray-green with yellowish undersides -primarily feeds in small groups

15. Mourning dove (Zenaida macroura) -12 inches long -gray and tan with black spots on wings -have small heads, long tails and short pink legs -fly fast and straight -most hunted bird in North America

16. Northern mockingbird (Mimus polyglottos) -8-11 inches long -gray with a white patch on each wing -knows as many as 200 songs -aggressive behavior -used to be sold as caged birds

17. Red-tailed hawk (Buteo jamaicensis) -18-26 inches long -43-57 inch wingspan -rich brown with pale underside and cinnamon tail -soar in circles when courting -hunt rodents and reptiles -have a harsh call

18. Say’s Phoebe (Sayornis saya) -inches long -brownish gray with rust colored underside -juveniles have cinnamon wing bars -wags tail - uses human made structures for nest sites -eats insects

19. Song sparrow (Melospiza melodia) -5-7 inches long -brown with dark streaks and white underside -males use song to attract mates and defend their territory -many regional differences with low genetic variation

20. White-throated swift (Aeronautes saxatalis) -up to 6½ inches long -long pointed wings -black except for throat and belly -highly social in groups of hundreds of birds -very fast flyers -never land on the ground voluntarily

Coastal Sage Scrub Native Plants

Black sage

Bladderpod

California buckwheat

California bush sunflower

California coastal poppy

California fuchsia

California lilac

California sagebrush

Cattail

Coyote bush

Deergrass

Deerweed

Golden yarrow

Saw-toothed goldenbush

Lemonade berry

Prickly pear cactus

Purple sage

Sticky monkeyflower

Stinging nettle

Sycamore tree

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Palos Verdes Peninsula Common Coastal Sage Scrub Native Plant Descriptions

1. Black sage (Salvia mellifera) -grows 3-6 feet tall -white to pale lavender flowers from April to June -has aromatic leaves, which can be used as a seasoning or for medicinal purposes

2. Bladderpod (Isomeris arborea) -grows up to 6 feet tall -fire retardant -common in dry humidity -its intricate yellow flowers turn into inflated seed filled pods

3. California buckwheat (Eriogonum fasiculatum) -grows up to 6 feet tall -dominant plant on the hillsides -blooms in the summer -produces rust-red seed head -a variety of insects, including butterflies, utilize this plant

4. California bush sunflower (Encelia californica) -grows 2-5 feet tall -yellow flowers have a black center -quickly flowers following winter rains and dormant when the rains stop

5. California coastal poppy (Eschscholzia californica) -beautiful yellow and orange flowers -likes open disturbed areas -blooms after winter rains have fallen

6. California fuchsia (Epilobium canum) -grows up to 2 feet tall -flowers August to January -the funnel shaped orange-red flowers attract hummingbirds -grows in dry areas with full sun

7. California lilac (Ceanothus thyrsiflorus) -grows up to 8 feet tall -produces tiny blue flowers in dense clusters -seed germination triggered by fire -evergreen -flowers May-June

8. California sagebrush (Artemisia californica) -grows up to 5 feet tall -host to California gnatcatchers -dominant plant of coastal sage scrub community -called “cowboys cologne” because the leaves of this shrub are very aromatic

9. Cattail (Typha laifolia) -grows 5-10 feet tall -female flowers form dense hotdog shaped spikes -seeds distributed by wind -parts of the plant, such as the rhizomes, can be used as a food source

10. Coyote bush (Baccharis pilularis) -blooms in late summer -small, stiff green leaves -often separated into male and female plants -seeds distributed by the wind in the fall -helps the establishment of other coastal sage plants

11. Deergrass (Muhlenbergia rigens) -stems grow 3-4 feet - used for erosion prevention because of extensive root systems -displaces non-native invasive species -flower stalks used in basketry

12. Deerweed (Lotus scoparius) -small, short-lived plant that inhabits disturbed areas -it is the host plant for the Palos Verdes blue butterfly -small yellow flowers turn red after they are pollinated

13. Golden yarrow (Eriophyllum confertiflorum) -grows 2-4 feet tall -gray-green stems and leaves -stems end in an inflorescence of many small golden yellow flowers

14. Saw-toothed goldenbush (Hazardia squarrosa) -1 foot in height -produces beautiful yellow flowers in mid-summer -readily identified by the resinous leaves that are sticky to the touch

15. Lemonade berry (Rhus integrifolia) -most dominant plant on Palos Verdes Peninsula -has deep roots to keep its dark green leaves year-round -gets its name from the lemony taste of the seed's white coating, which appears in spring

16. Prickly pear cactus (Opuntia littoralis) -yellow flowers of the cactus appear in the summer -reddish fruit in the fall -home to coastal cactus wrens, impervious to the spines on the cactus pads, they build basket-shaped nests in the stand

17. Purple sage (Salvia leucophylla) -grows 3-4 feet tall -lavender flowers -dormant during summer months -produces brown or grey nutlets -leaves turn from green to grey as they mature

18. Sticky monkeyflower (Mimulus aurantiacus) -grows up to 4 feet tall -light orange flowers attract hummingbirds -underside of leaves excrete a sticky substance -flowers have antiseptic qualities

19. Stinging nettle (Urtica dioica) -leaves are serrated and grouped in threes -hairs on the leaves and stems contain formic acid which cause a painful sting when touched -can be used as a food source

20. Sycamore tree (Platanus occidentalis) -grows up to 130 feet tall -dark reddish brown bark comes off in irregular masses -fast growing and long lived -planted as a shade tree and used for timber

Preserving land and restoring habitat for the education and enjoyment of all.

The Conservancy is a nonprofit 501(c)(3) organization dedicated to open space preservation and habitat restoration throughout the Peninsula

PALOS VERDES PENINSULA LAND CONSERVANCY PO BOX 3427, PALOS VERDES PENINSULA, CA 90274 TEL (310) 541-7613 WEB: WWW.PVPLC.ORG

Palos Verdes Peninsula Common Invertebrates www.pvplc.org

Snail

Bumble bee Honey bee Pill bug

Harlequin bug Stink beetle

Ant

Lady bug

Dragonfly

Wasp Butterfly

Fly

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MATERIALS CHECKLIST – Grade 5

Below is a checklist of all of the materials contained within the box that will be required to facilitate the activities for this grade level. Please be sure to check that all materials are present both when the box is checked out and returned.

General Materials � Bird Identification Charts (12) � Plant Identification Charts (12) � Invertebrate Identification Charts (12)

Hydrologic Cycle: Mapping Water

� Cloud Identification Charts (12)

Soil Moisture Lab

� Soil Moisture Meters (12) � Screw Drivers (12) � Thermometers (2 – optional)

Surviving Drought: Plant Adaptations Scavenger Hunt

� Wax Pencils (12) � Plant Adaptations Scavenger Hunt

Laminated Sheets (12) � Plant Identification Charts (12) � Magnifying Glasses (optional)


palos verdes peninsula land conservancy science students ... · appropriate tools (e.g.,...

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