Forest in Winter Outline

Transcription

1 Forest in Winter Outline Big Idea Plants and animals have unique adaptations for survival during the winter months. Essential Questions In what ways do plants and animals adapt for the winter seasons? What are the risks and benefits to migration, hibernation, activity, storage? How is studying plants and animals in the winter different from other seasons? Vocabulary Adaptation a change by which a plant or animal becomes better suited to its environment Coniferous a plant that keeps green leaves all year round Deciduous a plant that sheds its leaves annually Dichotomous key a tool used to identify objects based on characteristics, often branching in two or three choices Dormancy or torpor physical functions slow down for a period of time as if in a deep sleep Hibernation spending a season in a dormant state Migration movement from one region or habitat to another especially associated with the seasons Lesson Outline Introduction: People in Winter Tuning into Winter Trees in Winter How Evergreens Came to Be M.A.S.H. Card Game Winter Whereabouts Tracks and Traces Detective Migration Headache Conclusion 1

2 Forest in Winter Outline Optional Activities Twig Detectives Create Your Own Winter Dead Log Succession Teacher s Note: This lesson is designed to show that the forest is still a living place, even in winter. Many people think that when colder weather is upon us, there is nothing to see and no beauty to appreciate. By close inspection of the many small parts of the forest, the big picture can be seen through different eyes and the wonder of the Smokies revealed. 2

3 Forest in Winter Activities INTRODUCTION: PEOPLE IN WINTER 20 Minutes Lead In Procedures Wrap Up Explain to the students that today they will be exploring the Smokies in her winter coat. Ask them what they think of when winter is mentioned. Is everything dead and dreary? Is there anything to see? Look at what causes seasonal changes and then go out and explore these questions further. Ask the students to identify some ways in which people prepare for the winter. What are some adaptations that people make in order to survive winter? (e.g., put on weight, insulate houses, wear more clothing, migrate) Be sure to make the distinction between physiological adaptations and behavioral adaptations. Ask the students if these adaptations produce heat. (Generally, no; body heat is produced from the energy given by food. Most human adaptations hold in heat but do not produce it.) Ask the students if anyone knows what the following phrase means: When your feet are cold, put on a hat! Answer: Our brains receive the most blood and oxygen in our body, so by putting on a hat we keep our head warmer and in turn our feet feel warmer. Explain that the group will be going outside on a hike, and being warm-blooded, humans need to remain warm, so they have to put on their adaptations (coats, hats, etc.). TUNING INTO WINTER 15 Minutes Lead In Procedures Explain to the students that you will be asking a few questions as you walk to the trail. (These questions help students tune in to winter and set the tone for upcoming activities.) Explain that winter is mostly a quiet time for nature, so in order to tune in to nature they need to be quiet as they walk through the woods. Written below is a series of questions and statements you may ask the students to respond to during the hike to the trail. Look around. What are some things they see or feel today that they cannot see or feel during the summer? Look around. Is winter everywhere around them? What are some clues? (snow, cold wind, leaves off trees, creek is frozen) What colors can be seen in winter? (red berries, green evergreens, 3

4 Forest in Winter Activities yellow grasses, white snow, gray birds, blue sky) Stop! Ask them to close their eyes and listen to the sounds of winter. What do they hear? (wind, birds calling, leaves rustling, creek flowing) Wrap Up Now create a circle with the group and invite each student to share what winter means to him or her. Explain to the group that winter means many different things to different people. It is also true that feelings and understanding of winter will vary with where people live. People who go through the long winters of Minnesota feel different about winter than people who live in the shorter winters of Tennessee. Now explain that just as people adapt to the winter around them, nature also adapts to the winter season. They are going to examine how trees, a part of nature, adapt to the winter season. TREES IN WINTER 15 Minutes Lead In Procedures Ask the group, Animals can move around or seek shelter to adapt to winter, but can trees move south or put on a coat? Now ask the group, If trees cannot move, how do they adapt to winter? (Deciduous trees become dormant, and evergreens slow down their growth and keep most of their waxy leaves.) Now ask, With the trees as they are today, how could we identify the different species? (bark, buds, shape, location, opposite or alternate branching) In the next part of these tree activities, the group is going to participate in a sensory awareness exercise using a tree. Your role will be to guide them through it by asking questions and leading discussion. First, find a large open area beside the trail. Next, when you are ready, ask each student to select a tree that is within close hearing distance of you. (They will need to hear you asking questions so be sure they remain fairly close by. Caution students about vines on trees; vines may be poison ivy, which can cause irritation year-round.) Once each student has chosen a tree, remind the students that you will be talking and they need to listen. Ask them to remain quiet and listen to your directions. Now read each of the directions below, one at a time, and pause for a minute or two between each statement so students will be able to complete each task. Students do not need to respond verbally to your questions, but can write in their journals if they d like. Have them save their comments for after this exercise. 4

5 Forest in Winter Activities Now tell students to: Look at their tree. What is its shape or silhouette? Is it round on top, flat, or does it have angles? Each tree has its own shape or silhouette, and winter is the best time to notice it. Hug their tree. How is it shaped? Does it feel round, odd-shaped, or bent? Is their tree young, middle-aged, or old? Touch the tree. How does the bark on the tree feel when they touch it with their hands? Is it rough, bumpy, or smooth? Each kind of tree has a different kind of bark and it is a good clue to use to identify a winter tree. Smell the tree. What does it smell like? Smell the ground below the tree. Does it smell different? Wrap Up Quietly gather everyone in a circle and ask them to share thoughts about their trees. Ask the students questions like: What did they learn about their trees? How did they feel? Was there anything unique they observed about their trees? HOW EVERGREENS CAME TO BE 5 Minutes Lead In Procedures Explain to the group that the Cherokee people lived in and around the Smokies for over a thousand years, long before the arrival of European settlers. During this time they developed traditions and stories to help them understand the natural world. You might want to emphasize that these explanations were as important to them as science or religion can be to the current inhabitants of the region. Storytelling is still important today, although in the United States it mostly exists in other forms such as television, movies, and radio. On the trail, find a good location where the group can sit together and listen to a story. Allow as much comfort as possible without damaging vegetation. If possible, find a location that is among a variety of trees. In the tradition of oral history, feel free to add details to the story for emphasis, but keep the basic concept intact. Why the Evergreens Keep their Leaves When the world was still new, the plants and animals were told by the Great Spirit to stay awake, keep vigil, and pray for seven nights. Wanting to please the Great Spirit, all of the plants and animals tried. The first night everyone was able to fight off being tired and stayed awake. How- 5

6 Forest in Winter Activities ever, the second night a few plants and animals gave up and dropped off to sleep. The third night several more fell asleep. This kept happening, and more and more creatures fell asleep. Finally, on the seventh night, only a few animals were still awake, including Owl and Mountain Lion. The Great Spirit was pleased with them and gave them the power to see at night, so now they hunt their prey while other animals have to sleep. Only a few trees were also still awake. They included Cedar, Pine, Spruce, Holly, Laurel, Rhododendron, and Hemlock. To them was given the gift of keeping their green leaves all year long. To all the others, the Great Spirit said, Because you have not endured to the end, you shall lose your hair every winter. adapted from James Mooney, History, Myths, and Sacred Formulas of the Cherokees Wrap Up Explain to the group that the activities in this lesson are going to help them to understand the ways of the forest during winter, in much the same way as this story helped the Cherokee know the ways of the forest. M.A.S.H. CARD GAME 20 Minutes Teacher s Note: This is a flash card game in which the group will look at various animals and discuss their abilities to adapt and survive winter. Each card will contain a picture of an animal on the front and a clue for the teacher on the back. Each of the cards will be an example of one of the four methods of survival used by animals in the winter. The four methods of survival are illustrated by the M.A.S.H. concept, which stands for Migrate, Active, Store, and Hibernate. These methods of survival involve adaptations in the animals bodies and/or their daily lifestyles. Lead In Explain that the trees and other plants are not the only creatures that must adapt to winter in the forest. Animals have the same task. Did you see signs of wildlife on the tree you observed earlier? Were the signs of wildlife found on and around the trees fresh or old? How can they tell? What animals made each of those signs? Where are those animals now? What are two factors that limit animals in the winter? (food, warmth) Introduce the M.A.S.H. concept. Tell the students that each of the letters represents a way for wildlife to survive the cold season. See if they can figure what M.A.S.H. stands for. 6

7 Forest in Winter Activities Ask the students what each of the four parts of the M.A.S.H. concept mean in relationship to the winter environment. (i.e., What does it mean to migrate? What does it mean to store food? How would an animal that remains active adapt to survive the winter? What does it mean to hibernate for winter?) Different animals deal with winter in varying ways. Explain to the students that you will be showing them a series of pictures of animals found in the Smoky Mountains. Next, explain that when you show the group each of these cards, they should tell you how the pictured animal survives winter (M.A.S.H. concept). Then together everyone will share what they know about that animal. Procedures First, show the students a picture of one of the animals. Now ask them questions like these: What is this animal? (Give clues, if needed.) Where might this animal be found in winter? Will this animal be able to survive winter in this area? Why or why not? (If needed, ask questions about what foods they eat and if these foods are found around here in winter. Also ask if this animal is cold-blooded or warm-blooded and how that would affect winter survival. Cold-blooded animals are slow and sluggish below forty degrees Fahrenheit or so.) What adaptations does this animal have to survive winter? If this animal cannot survive winter here, where will it find shelter and be able to survive? (The number of animal cards you use will depend on the amount of time you have available and the interest of the group.) Wrap Up Ask the students what M.A.S.H. stands for. Can they name one animal for each method of survival? What are some advantages and disadvantages to each method? Ask them what happens to a true hibernator. (Their body metabolism drops drastically.) Explain that the M.A.S.H. methods are generalizations. There are exceptions to every rule. For example, the box turtle only hibernates where the climate makes it necessary. The snapping turtle has been seen crawling around the bottoms of ponds that have ice on top. In milder climates like the Smokies, some animals come out of their dens when the weather is warm. The bear often does this. 7

8 Forest in Winter Activities WINTER WHEREABOUTS 15 Minutes Teacher s Note: This role-play activity will involve students acting out animals and what each animal does to survive winter based on the M.A.S.H. concept. This activity may be used in addition to the M.A.S.H. card game or as a separate activity. If you use both of these activities, it may be helpful to walk on the trail for a few minutes with the students. This will allow the group time to stretch and warm up. Lead In Procedures Wrap Up Explain to the students that they will now have a chance to see what it is like to be a wild animal in the winter by acting out the animal s behavior. These animals have not been discussed yet, so they will have to be observant and keep in mind the M.A.S.H. methods to be able to guess who the animals are. All the animals live in the Smokies. First divide the students into groups of three or four, depending on the size of the group. Now give each small group a role-play card with their assignment on it. Ask the students to spend a few minutes studying the card and thinking of how they can act out or role-play this animal and its method of winter survival. After five minutes or so, gather the group back together in a semicircle. Explain to the students that there is to be no talking as each group is demonstrating its animal s strategy for surviving the winter. Ask one group at a time to stand in front of the main group and act out its animal and method of survival. Once each small group has completed its role-play, ask the main group to guess which animal and method of survival was portrayed. Be ready to assist the children by helping to answer questions if needed. Continue these role-plays until each group has completed its role-play. Remind the group that they have now seen that winter causes a lot of changes in people, trees, and wildlife. Ask the students why these changes occur. (to help ensure their survival) How could they find the animals who are active today in this winter world? (tracks, homes, food scraps, etc.) TRACKS AND TRACES DETECTIVE 45 Minutes Teacher s Note: In this activity, students will become detectives in search of clues that prove some animals do remain active in winter. A Tracks and Traces Clue Chart is provided to help answer questions 8

9 Forest in Winter Activities along the trail. Lead In Procedures Wrap Up Explain to the students that they are to become detectives in search of clues. Their task is to find clues that prove some animals do remain active during the winter. Ask the group: What are some examples of clues they could find as they walk this trail? (homes, food scraps, droppings, tracks) Where might these clues be found? (high in trees, beside a tree, next to a fallen log, beside a rock, and all around) Explain to the group that they will become detectives in search of clues about winter wildlife. The guidelines written below will aid the winter detectives in their search for clues. Detectives are: usually quiet so they can listen to the world around them for clues; careful with evidence, so they can always return things to where they were found; silent if any animals are spotted so as not to disturb the animal. Visit a stream edge or find some soft dirt along the trail to look for tracks. Ask students why tracks can often be found in these places. (PLEASE STAY ON THE TRAIL AS MUCH AS POSSIBLE.) If someone in the group spots a clue or piece of evidence that animals are around, share these questions with the group: What is it? Who was here? Who lives here? Where was it going? What might it have been doing? You may want to have a volunteer keep a written list of the signs of wildlife found on the hike. Include what it was (track, scat, etc.), where it was (beside stream, middle of trail), and perhaps a note or two about what the animal may have been doing or where it might have been going. The evidence the groups find will depend upon the observation skills of the group, so keep everyone looking for clues of wildlife as they move along the trail. If the group has done well at being winter detectives and time allows, expand your investigation into other habitats, beside a stream or in a field. Compare notes on what was found, where it was found, and any similarities or differences of clues between the different habitats. Gather the group in a circle and ask them to share some thoughts about what they found on their detective hike. Ask the group the following questions: With the clues found on the hike, which animals have they seen evidence of today? 9

10 Forest in Winter Activities If they walked this same trail in summer, would they see more evidence of animals or less? Why or why not? (More animals are busy in summer with gathering food, raising young, and building shelter.) If they could be an animal in this forest, what would they be? Where would they live in winter? MIGRATION HEADACHE 30 Minutes Lead In Procedures The field next to the blacktop is a good place for this activity. To the casual observer, migration may seem like an easy and safe way of dealing with winter. In reality, migration is a costly and often treacherous endeavor. In addition to tremendous energy requirements, most migratory animals must find food and places to rest along the way, avoid predation, and be able to find a suitable habitat in the new range upon arrival. Tell the students that in this game they are ducks who have to migrate back and forth from their northern and southern habitats in order to survive. The teacher will designate three safe zones in both the northern and southern range. A safe zone is a place where the ducks cannot be hunted and can rest after their long journey. Safe zones must be so labeled by the teacher and can take the form of a tree or boulder or any other natural feature that the ducks can hold on to. Although most of the students will be ducks, two volunteers will need to be predators. Designate one as a human hunter and the other a nonhuman predator. When the teacher gives the call, the ducks must leave their northern grounds for the South and avoid the predators, who will be trying to tag the ducks as they run by. If a duck successfully reaches one of his or her southern safe zones without being tagged, allow the duck to rest for a few seconds. If a duck happens to be tagged by a predator, he or she is out of the game. While the surviving ducks are resting, inform them that while they have been enjoying the sunny South, one of the northern safe zones has been converted into an interstate highway and thus is no longer a safe zone. When they are ready, tell them that the longer days of spring are here and they must head back to their now-diminished northern safe zones (expect fewer ducks to survive because of habitat destruction). Again, when the ducks are resting in their northern safe zones, tell the surviving ducks that one of their southern safe zones has now been converted into a hydroelectric dam and is consequently no longer a safe 10

11 Forest in Winter Activities zone. Repeat the sequence until only one southern and one northern habitat remain. The predators will quickly figure out that the ducks will all be headed for the same place and may congregate near the last safe zone. The ducks may complain that this is unfair; if so, explain to them that predators will gather in an area if a large source of food exists. In order to add more stress for the ducks, the teacher is allowed to recruit one of the already deceased ducks to act as an oil spill to run around and tag more ducks. By the same token, however, if a duck successfully makes two round trips without being tagged, the duck is allowed to reproduce by bringing one of the dead ducks back into the game. Wrap Up Lead In Procedures After playing for a while, the duck population should have dramatically declined. Gather the students together to discuss the game. First ask how the ducks felt having to move all the time. Then ask them if migration is an easy or safe way of handling the winter. In addition to the natural stresses of constantly moving, man-made disturbances are making it more difficult for migratory animals to successfully complete their annual journeys. Here in the park, the junco has adapted to migrate from higher elevations to lower elevations. This eases the stress of long-distance migration. The wild hog also migrates in this way. As the weather gets colder in the higher elevations, hogs travel to the lower elevations looking for food. This allows them to be trapped more easily. In the high country, rangers travel at night searching for them. In the lower elevations metal traps (such as at the lagoons or on West Prong Trail), which require less manpower, are used. Trapping reduces the population, and therefore the impact, of this exotic species. Discuss ways in which people can work together to protect migratory animals and their habitats. (energy conservation, establishment of preserves, regulate hunting, etc.) CONCLUSION Review how we have explored the forest in winter and learned how the plants and animals adapt for the colder months. What other evidence of ongoing life did the students find during the lesson? What are some adaptations to winter they discovered among plants? Among the animals? What did they see or hear that they would not have experienced in other seasons? Have the students sit in a circle and share their impressions of winter 11

12 Forest in Winter Activities before this activity and after the activity. Did some of their perceptions change? Have the students discuss what might be happening during the winter in their own communities. Wrap Up End the lesson by discussing the complexity of the winter season. They can now show others that winter is a challenging time for people, plants, and animals, and the forest in winter is a beautiful and interesting time to go exploring. OPTIONAL ACTIVITIES TWIG DETECTIVES 10 Minutes Lead In Explain to the students that they will now be looking closer at one special part of the tree: the twig. Teacher s Note: On cold days, this can be done as a warming up activity by gathering downed twigs and bringing them indoors to examine. Procedures Wrap Up Gather the students together and point out the parts of the twig and its role with the tree. (The twig chart provided with this lesson will supply the necessary information for twig investigation. Advise the students to be careful not to harm this live tree, since it is protected within the park.) If there is time, use the twig clue chart to identify a tree with the group. Gather the students in a group and ask the following questions: What value are twigs to the tree? (They are the new growth for the tree because they hold the leaf and flower buds for the upcoming spring.) What are some adaptations trees make for the winter? (Deciduous trees become dormant, and evergreens keep leaves and slow down growth.) Why are trees valuable during the winter? (They provide cover and seeds for wildlife and they block wind around people s homes.) When they were looking at these trees, did they see any signs of wildlife? What would be some signs of wildlife around trees? (holes in trees, chewed nut shells, shredded bark, chewed twigs) 12

13 Forest in Winter Activities CREATE YOUR OWN WINTER 30 Minutes Lead In Explain to the students that they are going to create an image of winter by doing a short creative writing exercise. Teacher s Note: This may be done as an indoor activity if the students are getting too cold to sit still outdoors. Procedures Wrap Up Ask the students to tear a small sheet of paper into ten slips of approximately equal size. On each slip they are to write one word (they should write a different word on each slip) that is in some way associated with winter. Emphasize that this is a creative exercise and students should try to think of unusual words. After all of the students are finished writing their words, have them fold the slips and put them in a pile. From this large pile of words, each student will draw out ten slips, preferably not the same ones that they wrote. With these ten new words, they are to write two or three sentences in which all of the words are used. The topic of their sentences should involve some aspect of the winter season. Have the students read to the rest of the group what they have written. Understand that due to the abstract source of their words, their writings may sound strange, but they will be interesting and will provide some unique images of the winter season. DEAD LOG SUCCESSION 20 Minutes Lead In Procedures Stop in an area with many rotting logs and ask the students what role they think logs play in the life of a tree. Are logs important? Divide the students into partners or small groups; making sure each group has a piece of paper and something to write with. Hand each group a magnifying glass and a Dead Log Succession worksheet and tell them to pick someone in the group to write the answers from the sheet on their own paper. Establish boundaries and have each group find a log to investigate. Students should take care not to destroy habitat, but otherwise are encouraged to make close observations. Once a group has finished with one log, they may find another as time permits. 13

14 Forest in Winter Activities Wrap Up Gather the students back together and have them share some of their observations. Ask them again what a log s role is in the life of a tree. Have any of their ideas changed after having a chance to inspect the logs? 14

15 M.A.S.H. CARD GAME STORER BLACK BEAR The black bear is not a true hibernator, but it does sleep during most of the winter. In the fall they eat extra food to put on a layer of fat. This fat is stored with them for the winter. When cold weather arrives, they seek shelter under logs, in hollow trees, in caves, or other places. As they sleep, their temperature and breathing rate drop slightly. They may briefly wake up during the winter, but they will not feed until spring. It is during this time that the bears give birth. 15

16 M.A.S.H. CARD GAME HIBERNATOR WOODCHUCK Woodchucks live in open woods and fields. Their underground homes usually consist of several tunnels and dens. In late summer they gorge themselves on plants and some insects to put on extra weight. When cold weather begins they retire underground to their burrows and curl up. Their metabolism rate is dramatically reduced, and they remain in that condition (hibernation) until spring arrives. Woodchucks are also called groundhogs or whistlepigs. 16

17 M.A.S.H. CARD GAME ACTIVE BOBCAT Bobcats are active in winter, but are rarely seen at any time because they are nocturnal. They are carnivorous and feed on opossums, squirrel, rabbits, rodents, and small birds. They are more likely to be successful in taking down small deer during winter when deer are weaker and more vulnerable. However, snow can also be a problem for the bobcat; anything deeper than six inches severely hampers its movements and thus its ability to hunt. 17

18 M.A.S.H. CARD GAME ACTIVE WHITE-TAILED DEER Deer spend the winter in a sheltered woods, especially an evergreen forest. They browse on twigs and plants as they walk through the woods in winter. Deer often use the same trails every day, so watch for their trails weaving through the woods. Deer grow a thicker coat for winter. The color of their coat changes from a reddishbrown in summer to winter gray. The mountaineers called this the time when deer put on the blue. This change allows them to be camouflaged all year. 18

19 M.A.S.H. CARD GAME MIGRATOR DUCK Many ducks migrate to Central and South America during winter. The lack of food is often what triggers ducks to move South. Some ducks will stay in this area if there is adequate food, shelter, and unfrozen water in winter. Geese will also migrate during winter, but if adequate food and shelter can be found, they may shorten their trip south in winter. 19

20 M.A.S.H. CARD GAME STORER CHIPMUNK The home of the chipmunk is an underground tunnel with several rooms, the largest being the bedroom. Before winter arrives, the chipmunk puts a supply of seeds and nuts in its bedroom and makes a bed of leaves and grass on top of it. In warm winter weather it feeds from its food supply, but in coldest weather it sleeps soundly in a ball with its tail wrapped around itself. 20

21 M.A.S.H. CARD GAME HIBERNATOR LADYBIRD BEETLE (LADY BUG) In the fall, lady bugs collect in large numbers in certain favorite areas. They collect in haystacks, fallen leaves, or logs for the winter. In these places they hibernate as a group. They spread out again in spring and continue their life cycle. Insects, like other members of nature, have to adapt to survive winter. A few insects migrate to seek shelter. Others overwinter as adults by finding safety in logs and under rocks. Some insects die in fall but leave eggs behind to become active in the spring. 21

22 M.A.S.H. CARD GAME ACTIVE RACCOON Raccoons live in wooded places near water in most of North America. They feed at night on fruit, grain, insects, and sometimes garbage near houses. Raccoons sleep in the coldest winter weather, but they are not hibernators. Their temperature, heartbeat, and breathing do not fall below normal. Many raccoons grow thicker fur and put on a layer of fat to serve as extra winter nourishment. 22

23 M.A.S.H. CARD GAME ACTIVE BEAVER Many people believe that beavers hibernate, especially in northern areas where their ponds freeze over in winter. However, beavers stay active in the water under the ice. In the fall, they create large stores of sticks and saplings by anchoring them in the mud at the bottom of the pond. In the winter, they swim out from their lodges, collect these sticks, and bring them back to the lodge to feed on. Winter is also when the young beavers are born. In southern areas where the ice does not form, active beavers are easier to observe. 23

24 M.A.S.H. CARD GAME HIBERNATOR BOX TURTLE When box turtles den up for the winter, they drastically slow down all body functions. In the fall, many turtles will fatten themselves with plants, berries, and other foods. Before cold weather comes, the box turtles find a place where the soil is loose. They will dig until they are below the frost-line, where the soil will not freeze. Box turtles live mostly on the land, but water turtles will bury themselves in the mud of a stream or pond in the winter. 24

25 M.A.S.H. CARD GAME ACTIVE SQUIRREL Squirrels are out in good weather all winter, looking for food or using supplies they have stored in the fall. On stormy or unusually cold days, they stay in their nests in hollow trees or other shelters. 25

26 M.A.S.H. CARD GAME ACTIVE WILD TURKEY Wild turkey inhabit clearings, open woods, and field borders (they are commonly found in Cades Cove), feeding on acorns and other nuts. They remain active in winter and congregate in flocks which will disperse in spring. They nest in trees, a necessary defense against their predators: skunk, opossum, fox, bobcat, hawk and owl. 26

27 M.A.S.H. CARD GAME MIGRATOR HUMMINGBIRD Hummingbirds are one of the first birds to head south in early fall. The flowers they use for nectar die out, and they fly south to seek food and shelter. In most areas hummingbirds are among some of the last birds to arrive in spring. 27

28 M.A.S.H. CARD GAME HIBERNATOR FROG When temperatures drop to about forty degrees Fahrenheit, frogs seek shelter and warmth afforded by mud at the bottom of ponds, springs, or underneath decaying vegetation and debris. Because they are cold-blooded, their body functions slow down as the temperature drops. They will hibernate until the warmth and light of spring cause a reactivation of body functions, when they will emerge from their dens and breed. 28

29 WINTER WHEREABOUTS ROLE CARDS You have become a group of frogs. Being cold-blooded, you have to hibernate in winter by burying yourself in mud. Without really going underground, demonstrate for the group who you are and what you do to survive. You have become a group of snakes. Being cold-blooded, you need to hibernate to survive winter. When temperatures start dropping, snakes often gather in a group under a large rock or log. Without really crawling under a rock, demonstrate for the group who you are and how you survive the cold season. You have become a group of mice. You stay active all winter, constantly searching for seed and food. Demonstrate for the group who you are and what you do in winter. You are a flock of geese. You do not like the winter cold and your food is running out, so you are going to head south. Geese migrate in a V-shaped flock. Show everyone what you do in the winter. You are a parliament of owls. Owls survive winter by hunting for rabbits and mice. You are active the entire winter. Demonstrate your talents so your classmates may guess who you are and how you survive the winter. You are a colony of bats. Your species of bat survives winter by hibernating in caves. Demonstrate to the group what you have become and how winter affects you. You are a hive of honeybees. You survive winter by gathering yourselves in a ball and moving your bodies to produce heat. You also eat your honey to give you energy. Demonstrate what you have become and how you survive. You are a skulk of foxes. Being foxes, you are quick and sly. You are good hunters and you stay active during the winter. Show who you are, but remember to be sly. You are a descent of woodpeckers. You stay active all winter in search of bugs in and on trees. Demonstarte your skills so the group can guess who you are and what you do to survive in winter. 29

30 Be An Outdoor Detective Animals leave many different signs behind that we can use to find out which animals are around, what they ve been eating, and what they ve been doing. Use this quick guide to help decide what s been happening in the outdoor community around you! (Images and drawings are not to scale) TRACKS: Here are a few of the tracks of common animals around Tremont. Raccoon White-tailed deer Wild Turkey Wild Boar Front Hind Striped Skunk Coyote Front Hind Front Hind Lizard Black Bear SCAT: If you are looking closely, you might even find some scat left behind! Which of these animals are herbivores? Carnivores? Omnivores? How can you tell? Black Bear Deer Coyote River Otter Bobcat Raccoon Latrine All images and drawings used in this guide are used with permission of the artist, Kim Cabrera. Thanks to Ms. Cabrera and her website 30

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34 SOME CLUES FOR TWIG DETECTIVES Illustrations and text from Winter Twigs by May Theilgaard Watts, Bulletin of Morton Arboretum, Lisle, IL. Used by permission. THE CURIOUS NATURALIST 12/72 34

35 Dead Log Succession Find a dead log which is either a standing dead tree, or a newly fallen tree, or a log rotten inside but hard outside, or a completely rotten log. Observe your log from a distance for 30 seconds making sure you do not see any yellow jacket activity. If there are not yellow jackets, proceed with the following questions. Why do you think your log is dead? How much sunlight does your log get? What types of plants are growing around your log? (shrubs, grass, trees, seedling trees) What is the soil like? (heavy leaf litter, sand, clay, gravel) Are there plants growing on your log? What types? (moss, ferns, seedling trees) Are there other organisms growing on your log? What types (mushrooms, lichens, mold) How much of the log s surface is covered with plants? How long would you estimate that your log has been laying on the ground? If possible, remove some bark and a chunk from your log are there any organisms living under it? Can you identify them using a field guide? If possible, move your log. Can you identify different organisms living under your log? Would you consider your log a living community? Why or why not? Is your log an example of birth, life or death? Could you find examples of all three? Why is this dead log important in this forest community? Return your log to its original position, and if time permits, answer the above questions for a log in a different stage of decay. 35