River-Lab Grade 3 (RL3) Route Green & Yellow Deep River Pool Trail Guide

River-Lab Grade 3 (RL3) Route Green & Yellow Deep River Pool Trail Guide Route Green & Yellow Deep River Pool Trail Route Sequence Deep Pool Habitat Observation Marsh Habitat Observation Riffles Habitat Observation Compare and Contrast at Marsh Organism Observations at Deep Pool Study-Trip Trail Guide (Use these vocabulary words at this trail point: habitat, adaptations, basic needs, erosion, sorting, deposition) There are 5 trail points 3 trial points to observe and record habitat factors, 1 trail point to compare and contrast, and 1 trail point to observe and record 2 animals adaptations. Introduction State team s purpose on trail: o Visit river habitats created by the work of the river. o Make and record observations about the habitats on a map. o Observe and record the adaptations of two river basin animals that live in one of the habitats. o Describe how their adaptations help them to meet their basic needs, everything they need to survive. o Describe how organisms help (contribute to) the living river basin system. Transition: We are going to the deep pool, a habitat in the river basin system made by the work of the river. What is the work of the river? [Erosion, sorting, deposition.]

Trail Point: DEEP RIVER POOL (Use these vocabulary words at this trail point: habitat, soil, erosion, deposition, sorting) Briefly describe habitat: o Remember in our model river where there were deep pools that were made by the energy of the river? The same thing has happened here. Just before the deep pool, the river deposited a lot of rocks (indicate riffles). Unloading the rock gave the river more energy, and it used this energy to erode (dig out) the soil from the river bed to create this deep pool. Observe and describe six (6) habitat factors that is: what makes this habitat different from other habitats. o Name habitat factors, ask questions, record student responses on observation sheet and discuss: Light conditions Is it sunny or shady? (Record.) Amount of sunlight determines what plants will grow to provide food and shelter for animals. Water Current Is it moving fast or slow? (Record.) [Moderate flow.] As the water leaves the riffles, it has a lot of energy to pick up and carry soil (remember soil is all sizes of rock) from the bottom making the river bed deeper and deeper over time creating a great habitat for fish. Depth of Water Is the water shallow or deep? (Record.) Depth determines what plants can grow. Not as many plants grow in a deep pool. Sunlight has a harder time reaching the bottom in deep water and plants need sunlight to grow. The deep pool habitat is a great place for some larger fish and turtles. Surface of the water What is on the surface of the water or in the water? (Record.) Plants and animals floating or swimming on the water can be food for animals. If bubbles are noted by students, record and explain bubbles are normal (i.e. not necessarily pollution. When air mixes with water, sometimes bubbles are formed from natural surfactants released by plant material.) Bottom material What is on the bottom of the river? Can you even see the bottom? (Record.) Bottom material (mud, leaves, rocks, sand, etc.) determines what animals and plants live there. Banks of river What is on the banks of the river? (Record.) These plants could provide food and shelter for animals. Transition from habitat to habitat: Now we are going to the marsh, another habitat area that the river has made. Do you think the next habitat area will be different from this one? A lot or a little? How does the river make different habitats? [Erosion, sorting, and deposition.]

Trail Point: MARSH (Use these vocabulary words at this trail point: habitat, erosion, deposition, sorting, soil) Briefly describe habitat: o Remember in our model river where the water broke through the bank of the main river because of the big rainstorm? The same thing has happened here. When there is flooding, the water flows into the marsh. (Show direction of flow.) Observe and describe six (6) habitat factors that is: what makes this habitat different from other habitats. o Name habitat factor, ask questions, record student responses on observation map and discuss: Light conditions Is it sunny or shady? (Record.) Amount of sunlight determines what plants will grow to provide food and shelter for animals. Water Current Is it moving fast or slow? (Record.) [Little or no flow.] The river water loses energy when it overflows into this area and the water deposits the soil it was carrying. The soil builds up over time and grassy plants grow. The slow flow and many plants make it a great habitat for small and baby animals. Depth of Water Is the water shallow or deep? (Record.) Depth determines what plants can grow. Shallow water usually means more plants can grow than in deeper water. Sunlight has a harder time reaching the bottom in deep water, and plants need sunlight to grow. Surface of the water What is on the surface of the water or sticking out of the water? (Record.) Algae grow and provide food for animals. Plants growing in the water provide food and places for small animals to hide. Plants and animals floating or swimming on the water can be food for animals. Bottom material What is on the bottom of the river? Can you even see it? (Record.) Bottom material (mud, leaves, rocks, sand, etc.) determines what animals and plants live there. Banks of river What is on the banks of the river? (Record.) These plants could provide food and shelter for animals. Let s take a snapshot of this area so we can compare it to the other habitats we will visit.

Trail Point: MARSH ORGANISM OBSERVATIONS INCLUDING BASIC NEEDS, ADAPTATIONS, AND CONTRIBUTION DISCUSSIONS (Use these vocabulary words at this trail point: habitat, adaptation, structural adaptation, behavioral adaptation, basic needs, contributions) Organism Observation o Let s look at two organisms (prop and picture) that live in this habitat. o Tell students that the mosquito wriggler and the adult bullfrog live in this habitat, the marsh. Discuss MOSQUITO WRIGGLER As mosquito wriggler picture is passed from student to student, ask each student to name a feature (adaptation) that they notice. Elaborate on students observations. Oxygen breathing siphon/tube reaches to surface of water(s) to breathe air while body is under water, i.e. no gills Food mouth hairs (S) to sweep food (algae) into mouth. Water very small holes in skin (S) absorbs water through skin; must be in water to develop into pupa Protection short larval stage(b) cannot move quickly to get away from predators (fish, frogs, birds) so is a larvae for a short time, changes into adult and flies away Discuss BULLFROG ADULT As bullfrog prop is passed from student to student, ask each student to name a feature (adaptation) that they notice. Elaborate on students observations. Oxygen very small holes in skin (S) absorbs oxygen through skin when in and out of water, as long as the skin is moist lungs (S) to breathe when out of the water Food long sticky tongue(s) to help catch food (insects, etc.) Un-webbed front feet(s) to capture and hold food (prey Strong muscular legs(s) to jump to catch food Water very small holes in skin (S) (needs to stay moist) absorbs water through skin (does not drink water through mouth) Protection webbed back feet(s) to help swim away from predators (birds, snapping turtle) strong muscular legs (S) to help get away from predators coloring of skin(s) to blend (camouflage) into habitat

Trail Point: MARSH ORGANISM OBSERVATIONS INCLUDING BASIC NEEDS, ADAPTATIONS, AND CONTRIBUTION DISCUSSIONS (Use these vocabulary words at this trail point: habitat, adaptation, structural adaptation, behavioral adaptation, basic needs, contributions) After both MARSH organisms have been discussed: Explain to students why each organism lives in this habitat (habitat rationale). Habitat rationale o Mosquito wrigglers live in marshes because they can find everything they need to live the basic needs of water, oxygen, food, and protection. They live in slow/non-flowing areas of the river where the breathing tube can stay at the surface of the water and where they can find algae to eat. o Bullfrogs live in marshes and ponds because their basic needs (water, oxygen, food, and protection) are met. They need to live where it is moist because they can get their water and oxygen through holes in the skin. They live in areas that have lots of plants to camouflage themselves. In addition, an important food mosquito wriggler is found in marshes and ponds. Discuss contributions both organisms make to the system o Mosquito wrigglers are a source of food for other organisms (e.g. ducklings, largemouth bass). Bullfrogs are a food source (e.g. for raccoons and skunks) and they provide insect control (eat the adult mosquitoes and other insects). There are many different organisms that live in the river basin system other than what we have observed and discussed. One way they all contribute to the system is as food for something else. Transition from habitat to habitat: Now we are going to the riffles, another habitat area that the river has made. Do you think the next habitat area will be different from this one? A lot or a little? How does the river make different habitats? [Erosion, sorting, and deposition.] Notes:

Trail Point: RIFFLES (Use these vocabulary words at this trail point: habitat, soil, erosion, deposition, sorting) Briefly describe habitat: o Remember in our model river where the medium-sized rocks were deposited because the river lost energy? The same thing has happened here. The river had lots of energy, dug a deep pool, carried the soil up out of the pool (indicate pool preceding riffles), lost energy, and deposited the medium-sized rocks here. Observe and describe six (6) habitat factors that is: what makes this habitat different from other habitats. Name habitat factor, ask questions, record student responses on observation map and discuss: Light conditions Is it sunny or shady? (Record.) Amount of sunlight determines what plants will grow to provide food and shelter for animals. Water Current Is it moving fast or slow? (Record.) [Fast flow] The river loses energy and deposits rocks here and this builds the river bed up over time. The rocks make the water tumble. This bubbly, shallow place is a great habitat for insect larvae. We observed that the water was shallow but the flow is fast. Sunlight could get through to the bottom but there isn t enough silty soil for plant roots to grow in because the fast water washes the silty soil away. Depth of Water Is the water shallow or deep? (Record.) Depth determines what plants can grow. Shallow water usually means more plants can grow than in deeper water. (Sunlight has a harder time reaching the bottom in deep water and plants need sunlight to grow.) Even though it is shallow and the sunlight could reach down into the water, plants are not able to grow here because there is not enough silty soil for plant roots to grow in. Surface of the water What is on the surface of the water or in the water? (Record.) The fast flowing water carries anything that falls on it away quickly. Bottom material What is on the bottom of the river? (Record.) Bottom material (mud, leaves, rocks, sand, etc.) determines what animals and plants live there. Banks of river What is on the banks of the river? (Record.) These plants could provide food and shelter for animals. Plants grow in silt. Remember the soft silt at the edges and the end of the model river? And we said that soil is all sizes of rock boulders, big rocks, small rocks, sand,and silt. This rocky riffle area has soil medium-sized rock but does not have the right conditions silt for plant roots to grow. Once you have done both riffles and deep pool: Pattern pool-riffles-pool o All rivers have the same pattern pool-riffles-pool-riffles-pool and it keeps going in that same pattern all along its course. o The riffles and pools are made by the work of the river as it loses and gains energy all along its course. o Let s look up and down the river (from here) to find this pattern.

Trail Point: RIFFLES ORGANISM OBSERVATIONS INCLUDING BASIC NEEDS, ADAPTATIONS, AND CONTRIBUTION DISCUSSIONS (Use these vocabulary words at this trail point: habitat, adaptation, structural adaptation, behavioral adaptation, basic needs, contributions) Organism Observation o Tell students they will observe organisms (prop or picture) that live in this habitat, paying attention to adaptations they can see and how the adaptations help the organism get its basic needs, what it needs to survive. o Tell students that aquatic insect larvae and the brook trout live here in the riffles. Discuss CADDISFLY o As props are passed from student to student, ask each student to name a feature (adaptation) that they notice. Elaborate on students observations. Aquatic Insect larvae immature swimming insects Caddisfly Larvae Oxygen very small holes in skin(s) to absorb oxygen to breathe gills (S) on underside (hair-like) to breathe in water Food some build nets to trap food to eat(b) Water very small holes in skin (S) to absorb water Protection streamlined body(s) to fit under rocks in small spaces Build cases attached to undersides of rock (B) to help hold them in place in fast flowing water proleg at back end of body (S) to hold body in the case Discuss the Brook Trout As props are passed from student to student, ask each student to name a feature (adaptation) that they notice. Elaborate on students observations. Oxygen gills(s) to breathe under water (Water comes in through mouth with food and goes out the gills; as water passes over gills the oxygen is removed.) Food large mouth(s) to eat anything it can (insect larvae, small fish, etc.) Water very small holes in skin(s) to absorb water (freshwater fish do not drink) Protection fins(s) to swim away from predators After all RIFFLES organisms have been discussed: Explain to students why each organism lives in this habitat (habitat rationale). Habitat rationale o The caddisfly larvae are omnivorous. They eat algae, plants and small animals that flow by o They prefer a fast water habitat where the amount of oxygen is high. o Insect larvae live here because all their basic needs are met such as the availability of the food they need to eat algae and debris and their structural adaptations enable them to stay in the fast flowing water. o Brook trout live in this area because this habitat meets all their basic needs. The riffles have food, the nearby pools are resting areas, and they can find protection near the overhanging bushes or the undercut bank. Younger brook trout eat insect larvae (caddisfly found at riffles). Mature trout eat insect larvae, small fish or even salamanders. o Discuss contributions both organisms make to the system The insect larvae are a significant source of food for fish. The brook trout eat insect larvae (insect control) and are a food source for birds (such as osprey, kingfisher, great blue heron). Transition from habitat to habitat: Now we are going back to the marsh to compare and contrast.

Trail Point: MARSH COMPARE AND CONTRAST HABITAT FACTORS (Use these vocabulary words at this trail point: habitat, erosion, deposition, sorting, soil, adaptation, structural adaptation, behavioral adaptation, basic needs Summarize: There are similarities between the habitats but there were many differences too. Which habitat factor was the most different in each of the habitats? [Usually flow.] o How does the fast or slow flow make each habitat different? [Flow determines if the river is going to erode and make the river bed deeper or deposit soil building the bottom up over time which will make the water shallow. o Habitats with different habitat factors mean that different plants and animals will live in those different habitats. Each organism needs a place just right for it. Which habitat factor was the most similar among the habitats? [Sunlight.] o Plants need sunlight to grow. Sunlight is one reason why you saw so many plants. What living organism did you see at every trail point? [Many different plants.] All plants provide food and shelter in the habitats that the river created. All the plants we see in all these habitats have strong roots to hold them in place by holding onto the soil. These strong roots are an adaptation that helps plants to survive in their habitats. Why do you think all these habitat factors (light, depth, and flow) would matter to plants and animals? Different habitats with different habitat factors mean that different plants and animals will live in those different habitats because not every plant and animal is able to live in all places. Each organism needs a place (habitat) just right for it. Transition to Trail Point Organism Observation (stationary): What do all plants and animals need to survive? (Very important transition question to review the basic needs and to observe and discuss the types of adaptations plants and animals have.) o Review the basic needs: water, oxygen, food, and protection. State: As plants have adaptations, so do animals have adaptations that help them to get their basic needs and to survive in their habitat. Define/review definition of adaptation and the difference between structural and behavioral adaptations. Use examples as necessary and relate to basic needs. o Structural adaptation a body feature an organism has (seen on body or unseen inside body) o Behavioral adaptation how it acts Transition (walking): Now we are going to go back to the deep pool to observe the adaptations of two organisms that live there that help them get their basic needs to survive in their habitat.

Trail Point: DEEP RIVER POOL ORGANISM OBSERVATIONS INCLUDING BASIC NEEDS, ADAPTATIONS, AND CONTRIBUTION DISCUSSIONS (Use these vocabulary words at this trail point: habitat, adaptation, structural adaptation, behavioral adaptation, basic needs, contributions) Organism Observation o Tell students they will observe two organisms (prop or picture) that live in this habitat, paying attention to adaptations they can see and how the adaptations help the organism get its basic needs, what it needs to survive. o Tell students that the Whirligig Beetle and the Large Mouth Bass live in this habitat, the deep river pool. o Record organisms and habitat on observation sheet. o Record (for each organism discussed) one adaptation that assists the organism with each basic need on observation sheet. Circle type of adaptation structural or behavioral. Discuss WHIRLIGIG BEETLE As whirligig beetle picture is passed from student to student, ask each student to name a feature (adaptation) that they notice. Elaborate on students observations. Point out and teach the adaptations that are not observable or obviously evident to students. Oxygen very small air holes in skin(s) Food divided eyes(s) to see above and below water at the same time to capture food (insects) paddle-like back legs(s) to move quickly on surface of water to catch food pointed front legs(s) to grip prey Water chewing mouthparts(s) drink very small sips of water chew plants which contain a lot of water(b) Protection divided eyes(s) to see above and below the water at the same time to escape predators paddle-like back legs(s) to move quickly on surface of water to escape predator Makes a nasty tasting liquid that keeps predators from eating it(s) grouping behavior(b) to protect themselves from predators Discuss LARGEMOUTH BASS o As largemouth bass prop is passed from student to student, ask each student to name a feature (adaptation) that they notice. Elaborate on students observations. o Point out and teach the adaptations that are not observable or obviously evident to students. Oxygen gills(s) to breathe underwater (Water comes in through mouth with food and goes out the gills; as water passes over gills the oxygen is removed.) Food large mouth(s) to eat anything it can find Fins(S) to swim well to catch food Water very small holes in skin (S) to absorb water (freshwater fish do not drink) Protection fins(s) to swim to get away from predators (birds, snapping turtle) Scales(S) to protect body

RL3 Study-Trip Summary (Use these vocabulary words and the cards at this trail point: system, habitat, erosion, deposition, sorting, soil, adaptations, basic needs, contributions) Transition to Summary: Today we built a model river, observed three different habitats that the river created, and discussed two animals and their adaptations that allow them to live in a habitat that is just right for them. Summary: Let s review what we have learned. What is the work of the river? (Ask leading questions as necessary.) Eroding soil Sorting soil Depositing soil Creating habitats What is a habitat? A place where plants and animals get everything they need to survive and reproduce. What are the four things every living organism needs to survive and reproduce: What are its basic needs? Water, Oxygen, Food, Protection One at a time, ask each student to: name an animal and one of its adaptations, describe how that adaptation helps it to get its basic needs, and describe how the animal helps the river basin system. Concluding statement: The work of the river creates habitats, plants and animals living in those habitats are all parts of the river basin system. Remember a system has parts that all work together. The river basin system has parts too both living, such as plants and animals, and non-living, such as water and soil that work together to keep the river basin healthy. Notes:

RL3 Trail Map

RL3 Study-Trip Observations Sheet