audubon arizona’s river pathways · gigi wilson zoological illustrator zackery zdinak, life...
TRANSCRIPT
RIVER PATHWAYS
audubon arizona’s
Audubon Arizona, the Bureau of Land Management, the Phoenix Union High School District and Phoenix College have teamed up to provide high school students with a clear path to ecological understanding, stewardship, and careers in land and resource management. The River Pathways program introduces students to Arizona’s amazing riparian areas through roughly one week of hands-on classroom activities, followed by a field trip to the Rio Salado Audubon Center and opportunities to take part in actual monitoring efforts being undertaken by the Bureau of Land Management on the Agua Fria National Monument. Interested students will also receive information about resource management career opportunities and will be counseled regarding the training and education necessary to pursue professions in environmental sciences. Most importantly, students from highly urbanized areas will be able to experience nature in a way that they otherwise may not have a chance to do. It is experiences like these that will enable these students to become the future stewards of the environment that our world so greatly needs.
river pathways
acknowledgments
The River Pathways Curriculum and field-based programs were made possible by generous grant funding from the Bureau of Land Management and by in-kind support from Arizona Bureau of Land Management and the BLM Hassayampa Field Office.
River Pathways Authors:• Steven Prager, Teacher/Naturalist, Audubon Arizona• Cathy Wise, Education Director, Audubon Arizona• Vashti “Tice” Supplee, Director of Bird Conservation, Audubon Arizona
The following individuals and organizations were instrumental in forming the partnerships that made the River Pathways Curriculum successful:
• Kent Scribner, Superintendent, Phoenix Union High School District• Russ Shaffer, Science Curriculum Coordinator, Phoenix Union High School District• Phoenix College• The Desert Botanical Garden
Many thanks to the dedicated teachers that participated as members of the original Curriculum Development Team, and who assisted with modifications to the curriculum and field experience during the 2011 project field test.
• John Giacobbe• Shannon Harsh • Colin Haverkamp• Virtue Ishihara• Violet Martin• Denise Neill• Susan Suchocki
We thank REI Phoenix for generous contributions of field equipment without which the outdoor component of this curriculum would not have been feasible.
Audubon Arizona would also like to thank the APS Foundation for their generous contributions to the River Pathways program.
Curriculum review, design and production were provided by:• Lisa MacCollum, LisaMacStudio, Graphic Design and Layout• Susan L. Shaffer Nahmias, Ph.D., Instructional Design
Finally, Audubon Arizona would like to thank our loyal volunteers, Joy Dingley and Joe Willy, for aiding us with field trip facilitation during the early days of this project.
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teacher contributions
Throughout the development of the River Pathways curriculum and during the 2011 pilot program, many teachers offered Audubon Arizona staff materials that they had developed and thought aligned well with the subject and activities. Audubon Arizona appreciates the generosity of so many participants, and wants to be sure that these materials are available to interested teachers who wish to enrich their students’ River Pathways experience.
These enrichment materials, which include everything from research projects to in-class labs, can be found on the Audubon Arizona website: http://az.audubon.org/Education_RiverPathways.html. Audubon Arizona invites you to share your great ideas. If you have instructional materials that support the River Pathways curriculum, and you are interested in sharing them with other teachers, please contact Steven Prager at [email protected].
thaNk yOU!
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Botanical illustrators
Susan AshtonMarsha BennettSally BoyleKatherine CallinghamLynne DavisKaren GengleMolly GillGabriele HennWendy Hodgson, Project CoordinatorElaine HultgrenJo Ann LozaJoyce PetersDeborah RavinLynn RevesGillian RiceDaniela SirokySandy TuricoMarceline VandeWaterGigi Wilson
Zoological illustrator
Zackery Zdinak, Life Drawing & Education
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Module 1 introduction to riparian areas
strand 2 history and Nature of science concept 1 History of Science as a Human Endeavor
• pO1 Describe how human curiosity and needs have influenced science, impacting the quality of life worldwide
strand 3 science in personal and social perspectivesconcept 1 Changes in Environments
• pO1 Evaluate how the processes of natural ecosystems affect, and are affected by, humans• pO2 Describe the environmental effects of the following natural and/or human-caused hazards:
flooding drought, earthquakes, fires, pollution, extreme weather• pO5 Evaluate the effectiveness of conservation practices and preservation techniques or
environmental quality and biodiversity
concept 2 Science and Technology in Society• pO4 Analyze the use of renewable and nonrenewable resources in Arizona: water, land, soil,
minerals, air• pO5 Evaluate methods used to manage resources
strand 6 earth and space science concept 1 Geochemical Cycles
• pO5 Describe factors that impact current and future water quantity and quality including surface, ground and local water issues
Module 2 riparian plants
strand 1 inquiry processconcept 2 Scientific Testing
• pO5 Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs and computers
river pathways standards (high school)arizona state standards
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Module 3 riparian animals
strand 4 Life scienceconcept 3 Interdependence of Organisms
• pO1 Identify the relationships among organisms within populations, communities, ecosystems and biomes
• pO2 Describe how organisms are influenced by a particular combination of biotic and abiotic factors in an environment
concept 4 Biological Evolution• pO4 Predict how a change in an environment can affect the number and diversity of species in an
ecosystemconcept 5 Matter, Energy and Organization of Living Systems (Including Human Systems)
• pO5 Describe the levels of organization of living things from cells, through tissues, organs, organ systems, organisms, populations, and communities to ecosystems
Module 4 Multiple Use
strand 3 science in personal and social perspectivesconcept 1 Changes in environments
• pO1 Evaluate how the processes of natural ecosystems affect, and are affected by, humans• pO2 Describe the environmental effects of the following natural and/or human-caused hazards:
flooding, drought, earthquakes, fires, pollution, extreme weather• pO3 Assess how human activities can affect the potential for hazards
Module 5 riparian Birds
strand 1 inquiry processconcept 2 Scientific Testing
• pO5 Record observations, notes, sketches, questions, and ideas using tools such as journals, charts, graphs and computers
river pathways standards (high school)arizona state standards
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river pathways standards (high school)Next Generation science standards
Module 1 introduction to riparian areas• hs-Ls2 Ecosystems: Interactions, Energy and Dynamics• hs-Ls2-7 Design, evaluate and refine a solution for reducing the impacts of human activities on the
environment and biodiversity. • hs-Ls2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to
survive and reproduce• hs-ess3 Earth and Human Activity• hs-ess3-1 Construct an explanation based on evidence for how the availability of natural
resources, occurrence of natural hazards, and changes in climate have influenced human activity.• hs-ess3-3 Create a computational simulation to illustrate the relationships among management of
natural resources, the sustainability of human populations and biodiversity. • hs-ess3-6 Use a computational representation to illustrate the relationships among Earth systems
and how those relationships are being modified due to human activity.
Module 2 riparian plantsN/A
Module 3 riparian animals• hs-Ls2 Ecosystems: Interactions, Energy and Dynamics.• hs-Ls2-2 Use mathematical representations to support and revise explanations based on evidence
about factors affecting biodiversity and populations in ecosystems of different scales.• hs-Ls2-6 Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems
maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
• hs-Ls2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce
Module 4 Multiple Use• hs-Ls2 Ecosystems: Interactions, Energy and Dynamics• hs-Ls2-2 Use mathematical representations to support and revise explanations based on evidence
about factors affecting biodiversity and populations in ecosystems of different scales. • hs-Ls2-6 Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems
maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
• hs-Ls2-7 Design, evaluate and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
• hs-Ls2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce
Module 5 riparian BirdsN/A
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Grade 6Module 1 introduction to riparian areas
strand 3 science in personal and social perspectivesconcept 1
• pO2 Describe how people plan for, and respond to, the following natural disasters: drought, flood, tornadoes
strand 4 Life scienceconcept 3 Populations of Organisms in an Ecosystem
• pO2 Describe how the following environmental conditions affect the quality of life: water quality, climate, population density, smog
strand 6 earth and space scienceconcept 1 Structure of the Earth
• PO2 Explain the composition, properties, and structure of Earth’s lakes and rivers• PO5 Describe ways scientists explore the Earth’s atmosphere and bodies of water
Module 2 riparian plants
strand 1 inquiry processconcept 2 Scientific Testing
• pO5 Record observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs
Module 3 riparian animals
strand 1 inquiry processconcept 3 Analysis and Conclusions
• pO2 Form a logical argument about a correlation between variables or sequence of events• pO3 Evaluate the observations and data reported by others
river pathways standards (Middle school)arizona state standards
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Module 4 Multiple Use
strand 1 inquiry processconcept 3 Analysis and Conclusions
• pO2 Form a logical argument about a correlation between variables or sequence of events
strand 3 science in personal and social perspectivesconcept 1
• pO2 Describe how people plan for, and respond to, the following natural disasters: drought, flood, tornadoes
strand 4 Life scienceconcept 3 Populations of Organisms in an Ecosystem
• pO2 Describe how the following environmental conditions affect the quality of life: water quality, climate, population density, smog
strand 6 earth and space scienceconcept 1 Structure of the Earth
• pO5 Describe ways scientists explore the Earth’s atmosphere and bodies of water
Module 5 riparian Birds
strand 1 inquiry processconcept 2 Scientific Testing
• pO5 Record observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs
river pathways standards (Middle school)arizona state standards
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Grade 7Module 1 introduction to riparian areas
strand 3 science in personal and social perspectivesconcept 1 Changes in Environments
• pO1 Analyze environmental risks (e.g., pollution, destruction of habitat) caused by human interaction with biological or geological systems
• pO2 Analyze environmental benefits of the following human interactions with biological or geological systems: reforestation, habitat restoration, construction of dams
• pO3 Propose possible solutions to address the environmental risks in biological or geological systems
strand 4 Life scienceconcept 3 Populations of Organisms in an Ecosystem
• pO4 Evaluate data related to problems associated with population growth (e.g, overgrazing, forest management, invasion of non-native species) and the possible solutions
• pO5 Predict how environmental factors (e.g., floods, droughts, temperature changes) affect the survival rates in living organisms
strand 6 earth and space scienceconcept 1 Structures of the Earth
• pO3 Explain the processes involved in the formation of the Earth’s structure: erosion, deposition, plate tectonics, volcanism
Module 2 riparian plantsstrand 1 inquiry processconcept 2 Scientific Testing
• pO5 Record observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs
river pathways standards (Middle school)arizona state standards
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Module 3 riparian animals
strand 1 inquiry processconcept 3 Analysis and Conclusions
• pO2 Form a logical argument about a correlation between variables or sequence of events
strand 4 Life scienceconcept 3 Populations of Organisms in an Ecosystem
• pO1 Compare food chains in a specified ecosystem and their corresponding food web• pO2 Explain how organisms obtain and use resources to develop and thrive in: niches, predatory/
prey relationships• pO3 Analyze the interactions of living organisms within their ecosystems: limiting factors,
carrying capacity• pO4 Evaluate data related to problems associated with population growth (e.g, overgrazing, forest
management, invasion of non-native species) and the possible solutions• pO5 Predict how environmental factors (e.g., floods, droughts, temperature changes) affect the
survival rates in living organisms
Module 4 Multiple Use
strand 3 science in personal and social perspectivesconcept 1 Changes in Environments
• pO1 Analyze environmental risks (e.g., pollution, destruction of habitat) caused by human interaction with biological or geological systems
• pO2 Analyze environmental benefits of the following human interactions with biological or geological systems: reforestation, habitat restoration, construction of dams
• pO3 Propose possible solutions to address the environmental risks in biological or geological systems
strand 4 Life scienceconcept 3 Populations of Organisms in an Ecosystem
• pO4 Evaluate data related to problems associated with population growth (e.g, overgrazing, forest management, invasion of non-native species) and the possible solutions
• pO5 Predict how environmental factors (e.g., floods, droughts, temperature changes) affect the survival rates in living organisms
Module 5 riparian Birds
strand 1 inquiry processconcept 2 Scientific Testing
• pO5 Record observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs
river pathways standards (Middle school)arizona state standards
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Grade 8Module 1 introduction to riparian areas
strand 2 history and Nature of scienceconcept 1 History of Science as a Human Endeavor
• pO4 Evaluate career opportunities related to life and physical sciences
strand 3 science in personal and social perspectivesconcept 1 Changes in Environments
• pO1 Analyze the risk factors associated with natural, human induced, and/or biological hazards, and the environment
• pO2 Analyze possible solutions to address the environmental risks associated with chemicals and biological systems
Module 2 riparian plants
strand 1 inquiry processconcept 2 Scientific Testing
• pO5 Record observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs
Module 3 riparian animals
strand 1 inquiry processconcept 3 Analysis and Conclusions
• pO2 Form a logical argument about a correlation between variables or sequence of events
strand 3 science in personal and social perspectivesconcept 1 Changes in Environments
• pO1 Analyze the risk factors associated with natural, human induced, and/or biological hazards, and the environment
• pO2 Analyze possible solutions to address the environmental risks associated with chemicals and biological systems
strand 4 Life scienceconcept 4 Diversity, Adaptation, and Behavior
• pO1 Explain how an organism’s behavior allows it to survive in an environment• pO4 Compare symbiotic and competitive relationships in organisms within an ecosystem
river pathways standards (Middle school)arizona state standards
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Module 4 Multiple Use
strand 2 history and Nature of scienceconcept 1 History of Science as a Human Endeavor
• pO4 Evaluate career opportunities related to life and physical sciences
strand 3 science in personal and social perspectivesconcept 1 Changes in Environments
• pO1 Analyze the risk factors associated with natural, human induced, and/or biological hazards, and the environment
• pO2 Analyze possible solutions to address the environmental risks associated with chemicals and biological systems
Module 5 riparian Birds
strand 1 inquiry processconcept 2 Scientific Testing
• pO5 Record observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs
river pathways standards (Middle school)arizona state standards
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river pathways standards (Middle school)Next Generation science standards
Module 1 introduction to riparian areasMs-Ls2 Ecosystems: Interactions, Energy and Dynamics
• Ms-Ls2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems
• Ms-Ls2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations
• Ms-ess3 Earth and Human Activity• Ms-ess3-3 Apply scientific principles to design a method for monitoring and minimizing a human
impact on the environment.• Ms-ess3-4 Construct an argument supported by evidence for how increases in human population
and per-capita consumption of natural resources impact Earth’s systems.
Module 2 riparian plantsN/A
Module 3 riparian animals• Ms-Ls2 Ecosystems: Interactions, Energy and Dynamics• Ms-Ls2-1 Analyze and Interpret data to provide evidence for the effects of resource availability on
organisms and populations of organisms in an ecosystem• Ms-Ls2-2 Construct an explanation that predicts patterns of interactions among organisms across
multiple ecosystems• Ms-Ls2-4 Construct an argument supported by empirical evidence that changes to physical or
biological components of an ecosystem affect populations
Module 4 Multiple Use• Ms-Ls2 Ecosystems: Interactions, Energy and Dynamics• Ms-Ls2-1 Analyze and Interpret data to provide evidence for the effects of resource availability on
organisms and populations of organisms in an ecosystem• Ms-Ls2-2 Construct an explanation that predicts patterns of interactions among organisms across
multiple ecosystems• Ms-Ls2-4 Construct an argument supported by empirical evidence that changes to physical or
biological components of an ecosystem affect populations• Ms-Ls2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services
Module 5 riparian BirdsN/A
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Module 1: An Introduction to Riparian Areas
CoNTeNTS
Teacher Instructions 2
Classroom Materials
• IntroductoryVideo*• PowerPointPresentation*
• RiverPathways:AnIntroductiontoRiparianAreas• IntroductiontoRiparianAreasReading 4• IntroductiontoRiparianAreasWorksheet 8• IntroductiontoRiparianAreasWorksheetAnswerKey 10
Homework
• AnimalHomeworkResearchThread• TeacherInstructions 12• Worksheets 14• WorksheetAnswerKeys 44• AnimalHomeworkResearchThreadBackgroundInformation 74
Vocabulary
• RiverPathwaysVocabulary 104
*PowerPointandvideopresentationsareavailableasaDVDfromAudubonArizona,oronlineat http://az.audubon.org/Education_RiverPathways-Curriculum.html.
Module 1: An Introduction to Riparian Areas
CoNTeNTS RIVeR pATHwAyS Module 1 n 1
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
TeACHeR INSTRuCTIoNS RIVeR pATHwAyS Module 1 n 2
ModuleIprovidesstudentswiththefoundationfortheRiverPathwayscurriculum,includingintroductorylessons,activities,andfieldexperiences.
Studentswillbeintroducedtoriparianareasandlearnthattheseareasarevaluableandextremelyimportanttobothwildlifeandhumans,especiallyinthedesert.
Studentswillalsolearnaboutmanyofthethreatstoriparianareasandthatscientificmonitoringcanhelpprotectandrestorethem.Finally,theywilllearnhowtheneedformonitoringcanofferfuturecareersinresourcemanagement,enablingyoungpeopletobecomethefuturestewardsofourdesertrivers.
Materials:
1. RiverPathwaysIntroductoryVideo
2. IntroductiontoRiparianAreasPowerPoint
3. StudentReading:IntroductiontoRiparianAreas
4. StudentActivitySheet:IntroductiontoRiparianAreas
5. AnswerKey:IntroductiontoRiparianAreas
6. AnimalHomeworkResearchThreadMaterials
Before the lesson:
1. Printcopiesofthereadingandactivitysheetsforyourstudents
Teacher Instructions
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Introduce the lesson:
1. ShowtheIntroductoryVideo.
2. IntroducetheRiverPathwayscurriculum.Tellthestudentsoverthenextseveraldays,they’ll belearningaboutriparianenvironmentsinthedesertandhowimportanttheyaretoanimals andpeople.
3. Askstudentstotellyouwhattheythinkitmeanstobeariparianarea.
4. Showthe“IntroductiontoRiparianAreas”PowerPointpresentation.
5. Distribute“AnIntroductiontoRiparianAreas”readingandtheworksheettotheclass.Askthem tousethereadingtohelpthemcompletetheactivity.
6. Whenstudentshavefinishedtheactivity,usetheanswerkeytochecktheirwork.
ContinueModule1byIntroducingthe“AnimalHomeworkResearchThread”Instructionsandmaterialsarefoundonpage12.
TeACHeR INSTRuCTIoNS RIVeR pATHwAyS Module 1 n 3
Teacher Instructions
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Riparian Relatingtoorlivingorlocatedonthebankofanaturalwatercourse(suchasariver)or sometimesofalakeortidewaterMerriam-Webster Dictionary (online)
Riparianareasare“ribbonsoflife.”TheyareconsideredthemostproductivehabitatsinNorthAmerica.InthearidwesternUnitedStates,riparianareasoccupylessthan2%ofthetotallandarea.InArizona,expertsestimatethatriparianareasmakeuponly0.4%ofthetotallandarea.
1. Althoughriparianhabitatsmakeupsuchasmallpartofthetotalecosystem,theyservemany ecologicalfunctionsprovideandprovidemanyvaluableuses.Theirroleisdisproportionateto theirsize.
2. Whileecologicalfunctionsandvaluesmayappeartobethesame,infact,theyare notsynonymous.
• Functionsaretheecological,hydrological,orotherprocessesthatmaintaintheecosystem• Valueistheworth,desirability,orusefulnessofaresource.
• Theindividualthatutilizestheresourcedefinesitsvalue.Valuecanchangeovertimewhilefunctionsareconstant.
3. Riparianareasofferseveralimportantecologicalfunctions:
• Theyprovidehabitattofishandwildlife.• Theyfilterandretainuplandsediment.• Theystabilizestreambanksandallowforthebuildupofnewstreambanks.• Theyincreasewaterstorageinsubsurfaceaquifers.• Theyreducefloodwaterrunoff.
ClASSRooM MATeRIAlS RIVeR pATHwAyS Module 1 n 4
Figure 1: Unstable streambank (left) and stable streambank (right). One important function of riparian habitats is to maintain streambank stability.
Introduction to Riparian Areas Reading
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
ClASSRooM MATeRIAlS RIVeR pATHwAyS Module 1 n 5
4. Riparianareashavemanysignificantvalues:
• Theyincreasedrinkablewaterqualityandquantitybyreducingnonpointsourcepollutants,whicharepollutantsthatcannotbetracedbacktosinglesources.
• Theyprovidehabitatfor70%ofthethreatenedandendangeredvertebratesinArizona!ThismakesriparianareasahighconservationpriorityforlegislationliketheEndangeredSpeciesActof1973(amendedin1988)whichaimstoconserveandmonitorallthreatenedandendangeredspecies.
Figure 2: Endangered species: Gila trout (left) and Southwestern willow flycatcher (right) Photos courtesy of the AZ Game and Fish Department
• Theyproviderancherswithimportantresourcesforlivestockproduction:• Water• Forage• Shade
Figure 3: Sheep and cows can graze riparian areas.
Introduction to Riparian Areas Reading
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
ClASSRooM MATeRIAlS RIVeR pATHwAyS Module 1 n 6
• Theyprovideareasforpopularrecreationalactivitiessuchashiking,horsebackriding,cycling,fishing,hunting,swimming,rafting,boating,canoeing,bird&wildlifewatching,picnicking,campingandoff-roadvehicleuse.
• Theyreducetheimpactsofseasonalflooding
Future of Riparian Areas in Arizona
Whymanageriparianareas?
• Countlesspeoplefindvalueinriparianareasandevenmorebenefitfromtheirfunctions.Therefore,theseareasareamonitoringpriorityforlandmanagers.However,sinceindividualstendtohavedifferingopinionsaboutwhichvaluesandfunctionsaremostimportant,andsincemanyusescanconflictwithoneanother,managingtheseareashasthepotentialforcreatingconflict.
Figure 4: Aerial view of the Verde River riparian area.
• Expertsestimatethat70-90%ofriparianareasintheUnitedStateshavebeenalteredbyhumanactivitiesincludingconstructionofdams,agriculture,andurbanization.
• Riparianareashavebeenandwillcontinuetobeavaluedcommodityformanydifferentuses.• Thesignificantincreaseinurbanpopulationcomparedtoruralpopulationisaveryimportant
trendwhenthinkingaboutArizona’sriparianareas.• AsArizona’surbanpopulationincreases,therewillalsobeasignificantincreasein
environmentalandrecreation-orientedvaluesforriparianareas.• Whileruralcommunitiessharemanyvalueswithurbancommunities,theyalsoseethese
areasasanimportantresourceforcommunityeconomicdevelopment.Forexample,manycommunitiesdependonraisinglivestockastheirmainsourceofincome.
Introduction to Riparian Areas Reading
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
• Restorationofriparianareasshouldbeanationalgoal.• Monitoringisessentialforsuccessfulandeffectiveconservationinriparianareas,especially
inaridandsemi-aridregions.• Conservationisimpossiblewithoutaccuratedatathatrevealsthequalityandquantityof
remainingriparianhabitat.
ClASSRooM MATeRIAlS RIVeR pATHwAyS Module 1 n 7
Introduction to Riparian Areas Reading
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
RIVeR pATHwAyS Module 1 n 8ClASSRooM MATeRIAlS
use the information you’ve learned in the powerpoint and reading to complete the sentences below. you may refer to the handout.
1. Riparianareasmakeuponly%ofArizona’stotallandarea.
Theirroleistotheirsize,particularlyinthesemi-aridregionsofNorth
America.Thisismainlyduetothemanyandof
riparianareas.
2. Whileecologicalfunctionsandvaluemayappeartobethesame,infact,theyarenot
.canchangethroughtimewhile
areconstant.
3. Someofthemostimportantfunctionsofriparianareasare and
habitat, and ofuplandsediment,
increased insubsurfaceaquifers,andreduced .
4. Themostimportantvaluesofriparianareastodayareincreasingand
ofdrinkingwater,providinghabitatforspecies,
providingresourcesforproduction,andprovidingareasforpopular
activities.
5. Sinceindividualstendtohavedifferingopinionsaboutwhichvaluesandfunctionsaremost
important,andsincemanyusescanconflictwithoneanother,theseareas
hasthepotentialforcreating.
Name__________________________
Date ___________________________
Period__________________________
Introduction to Riparian Areas worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
6. isessentialforsuccessfulandeffectiveconservationinriparianareas,
especiallyinaridandsemi-aridregions.
7. Thesignificantincreaseinpopulationcomparedto
populationisaveryimportanttrendwhenthinkingaboutArizona’sriparianareas.
8. isimpossiblewithoutaccuratedatathatrevealsthequalityandquantityof
remainingriparianhabitat.
ClASSRooM MATeRIAlS RIVeR pATHwAyS Module 1 n 9
Name__________________________
Date ___________________________
Period__________________________
Introduction to Riparian Areas worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
RIVeR pATHwAyS Module 1 n 10ClASSRooM MATeRIAlS
Answer Key
1. Riparianareasmakeuponly.4%ofArizona’stotallandarea.
Theirroleisdisproportionatetotheirsize,particularlyinthesemi-aridregionsofNorth
America.Thisismainlyduetothemanyandfunctionsof
riparianareas.
2. Whileecologicalfunctionsandvaluemayappeartobethesame,infact,theyarenot
synonymous .Valuescanchangethroughtimewhilefunctions
areconstant.
3. Someofthemostimportantfunctionsofriparianareasarefishand
wildlifehabitat,stabilization andfiltrationofuplandsediment,
increasedwater storageinsubsurfaceaquifers,andreducedsurface runoff.
4. Themostimportantvaluesofriparianareastodayareincreasingqualityand
quantityofdrinkingwater,providinghabitatforendangeredspecies,
providingresourcesforlivestockproduction,andprovidingareasforpopular
recreational activities.
5. Sinceindividualstendtohavedifferingopinionsaboutwhichvaluesandfunctionsaremost
important,andsincemanyusescanconflictwithoneanother,managingtheseareas
hasthepotentialforcreatingconflict.
values
Introduction to Riparian Areas Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
6. Monitoringisessentialforsuccessfulandeffectiveconservationinriparianareas,
especiallyinaridandsemi-aridregions.
7. Thesignificantincreaseinurbanpopulationcomparedtorural
populationisaveryimportanttrendwhenthinkingaboutArizona’sriparianareas.
8. Conservationisimpossiblewithoutaccuratedatathatrevealsthequalityandquantityof
remainingriparianhabitat.
ClASSRooM MATeRIAlS RIVeR pATHwAyS Module 1 n 11
Introduction to Riparian Areas Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 12
Teacher Instructions
TheAnimalHomeworkResearchthreadisdesignedtodomorethanintroducestudentstoArizona’sriparianwildlife.Itwillalsodeveloptheirconvictionthattheseareasmustbeconserved.Byconnectingtheplightofriparianareastothewell-beingofripariananimals,studentswillbecomeawareofthetruevalueoftheseareas.
Arizona Science Standards:
• ScienceStrand3:Concept1-PO1&3• ScienceStrand4:Concept3-PO1• ScienceStrand4:Concept4-PO4
The Animal Homework Research will:
• FamiliarizestudentswithcommonripariananimalsofArizona.• Introduceandemphasizethemanytypesofrelationshipsthatoccurbetweenorganismssuchas
predator/prey,introducedspecies/nativespecies,competition,andparasitism.• Introduceandhighlightthevalueofcertainorganismsaspredatorsorkeystonespecies.• Introduceandemphasizetheimportanceofstreamsidevegetationtoriparianorganisms.• Highlighttheneedforscientificmonitoringinriparianareas.
Materials:
1. (30)AnimalWorksheets
2. (30)AnimalWorksheetAnswerSheets
3. AnimalGroupWorksheets(seeModule3)
• Iftherearenotenough(30)studentstocompletealloftheAnimalworksheets,handouttheworksheetsintheorderdesignatedbythegroupsintheAnimalGroupWorksheets(module3).ThiswillensuretherewillbecompletegroupsfortheModule3groupactivity.
4. AnimalHomeworkBackgroundInformation(optional)
Animal Homework Research Thread
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Before the lesson:
1. MakecopiesoftheAnimalWorksheetsandAnimalWorksheetAnswerSheetsforyourstudents.
2. IfyourstudentswillnothaveeasyaccesstotheInternetinordertocompletetherequiredresearch, makecopiesoftheAnimalHomeworkBackgroundInformationpacketforeachstudent.
Introduce the Homework Sequence
Module 1: Inclass:AftercompletingtheactivitiesinModule1,Introducetheassignment.DistributetheAnimalWorksheets(andinformationpacketsifnecessary).
Tellthestudentstoresearchtheirorganismsontheirown,andfillouttheirworksheets.Theinformationthattheyneedtocompletetheworksheetcanbefoundat:
a. www.desertusa.com
b. www.desertmuseum.org
c. www.azgfd.gov
ThehomeworkisduepriortoModule3.
Module 2: Inclass:NoactivityHomework:CompletetheAnimalWorksheets.Theassignmentisdueon_________.
Module 3: Inclass:StudentsmusthavecompletedtheirAnimalWorksheetsinordertoparticipateintheModule3classroomactivity.
Beforebeginningthenextactivity,collectthestudents’AnimalWorksheetsandcorrectthemusingthekeyprovidedORgoovertheanswersinclass.
HoMewoRK RIVeR pATHwAyS Module 1 n 13
Animal Homework Research Thread Teacher Instructions
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
yellow-billed cuckoo 1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthat make your animal different from similar species.
3, Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Youranimalhasspecificbreedingrequirementsthatincludewhereitmustbreedandwhatplantsmust be present. describe these requirements.
5. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
6. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
HoMewoRK RIVeR pATHwAyS Module 1 n 14
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Zone-tailed Hawk
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmake your animal different from similar species.
3. Howcanyoutellyouranimalapartfromaturkeyvulture?Howcanyou tellitapartfromacommonblack-hawk?
4. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
5. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
6. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
HoMewoRK RIVeR pATHwAyS Module 1 n 15
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
white-throated woodrat
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. your animal builds interesting nests that have earned them the nickname “packrats”. describe these nests.
5. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
6. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
HoMewoRK RIVeR pATHwAyS Module 1 n 16
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
lowland leopard Frog
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthat make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. YouranimalhasgreatlydeclinedinnumberinArizona.Whatfactorsledtothisdecline?
HoMewoRK RIVeR pATHwAyS Module 1 n 17
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
GreenSunfish
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. YouranimalisanintroducedspeciesinArizona.Howdiditgethere?Hasitcausedanyproblemssince itsarrival?
HoMewoRK RIVeR pATHwAyS Module 1 n 18
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Arizona Black Rattlesnake
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besure to note features that make your animal different from similar species.
3. your animal changes dramatically in appearance as it ages. describe this change.
4. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
5. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
6. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
HoMewoRK RIVeR pATHwAyS Module 1 n 19
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Round-tailed Ground Squirrel
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. your animal has interesting social behaviors. describe some of these.
HoMewoRK RIVeR pATHwAyS Module 1 n 20
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
yellow warbler
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthat make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. your animal is often visited by nest parasites (other birds who lay their eggs in the warbler’s nest). Whatdoesyouranimaldoinreactiontotheseeggs?
HoMewoRK RIVeR pATHwAyS Module 1 n 21
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Brown-headed Cowbird
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. your animal has an interesting reproductive strategy. explain this strategy.
HoMewoRK RIVeR pATHwAyS Module 1 n 22
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Muskrat
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. your animal is known for the interesting shelters it builds. describe these shelters.
HoMewoRK RIVeR pATHwAyS Module 1 n 23
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Common Black-hawk
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmakeyour animal different from similar species.
3. Howcanyoutellyouranimalapartfromaturkeyvulture?Howcanyou tellitapartfromazone-tailedhawk?
4. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
5. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
6. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
HoMewoRK RIVeR pATHwAyS Module 1 n 24
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
American Bullfrog
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. YouranimalisanintroducedspeciesinArizona.Howdiditgethere?Hasitcausedanyproblemssince itsarrival?
HoMewoRK RIVeR pATHwAyS Module 1 n 25
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
NorthernCrayfish
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. YouranimalisanintroducedspeciesinArizona.Howdiditgethere?Hasitcausedanyproblemssince itsarrival?
HoMewoRK RIVeR pATHwAyS Module 1 n 26
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Gila Topminnow
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmakeyouranimaldifferentfrom similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. YouranimalhasgreatlydeclinedinnumberinArizona.Whatfactorsledtothisdecline?
HoMewoRK RIVeR pATHwAyS Module 1 n 27
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
largemouth Bass
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. YouranimalisanintroducedspeciesinArizona.Whywasitintroduced?Hasitcausedanyproblems sinceitsarrival?
HoMewoRK RIVeR pATHwAyS Module 1 n 28
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Merriam’s Kangaroo Rat
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5.Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. Youranimaldoesnotneedtodrinkwatertosurvive.Howdoesitstayhydrated?
HoMewoRK RIVeR pATHwAyS Module 1 n 29
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Terrestrial Garter Snake 1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. your animal is born in a way that is unusual for reptiles. explain.
HoMewoRK RIVeR pATHwAyS Module 1 n 30
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
LongfinDace
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. your animal has greatly declined in number in Arizona despite some of its more remarkable adaptations. WhataresomeoftheadaptationsthatallowthisfishtosurviveinArizonaandwhatfactorsledto thisdecline?
HoMewoRK RIVeR pATHwAyS Module 1 n 31
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Toe Biter
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. After mating, your animal does something interesting with its eggs. describe this behavior.
HoMewoRK RIVeR pATHwAyS Module 1 n 32
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Red-spotted toad 1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmakeyouranimaldifferentfrom similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. Whatdoesyouranimaldoduringthedrysummermonths?
HoMewoRK RIVeR pATHwAyS Module 1 n 33
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Beaver
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. your animal is known for building dams. what impact do these dams have on the surrounding ecosystem?
HoMewoRK RIVeR pATHwAyS Module 1 n 34
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Sonora Sucker
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. Whatarethemaindifferencesbetweenyouranimalandadesertsucker?Considerbothhabitat and appearance.
HoMewoRK RIVeR pATHwAyS Module 1 n 35
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
desert Sucker
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmakeyouranimaldifferentfrom similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. WhatarethemaindifferencesbetweenyouranimalandaSonorasucker?Considerhabitat,diet, and appearance.
HoMewoRK RIVeR pATHwAyS Module 1 n 36
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Abert’s Towhee
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. Youranimalhasaveryrestrictedrange.Wherecanitbefound?
HoMewoRK RIVeR pATHwAyS Module 1 n 37
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 38
Song Sparrow
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthat make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. Wheredoesyouranimalbuilditsnest?Whatdoesitsnestlooklike?
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Common Kingsnake
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. Whatadaptationsmakeyouranimalgoodathuntingothersnakes?
HoMewoRK RIVeR pATHwAyS Module 1 n 39
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 40
Name__________________________
Date ___________________________
Period__________________________
Rock Squirrel
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. your animal is highly social. describe a typical colony of these animals.
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 41
DesertPupfish
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmake your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. YouranimalhasgreatlydeclinedinnumberinArizona.Whatfactorsledtothisdecline?
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 42
Canyon Treefrog
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmake your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitat requirements?
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. Canyon treefrogs are often heard before they are seen. describe the vocalizations of these frogs.
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 43
Raccoon
1. Whatisyouranimal’sscientificname?
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
4.Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
6. your animal has greatly increased in numbers and expanded their range. what factors have led to theseincreases?
Name__________________________
Date ___________________________
Period__________________________
Animal Homework Research Thread worksheet
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 44
yellow-billed cuckoo 1. Whatisyouranimal’sscientificname?
Coccyzus americanus
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthat make your animal different from similar species.
Theyellow-billedcuckooisaslender,mediumsizedbirdwithanoveralllengthofabout30centimeters.Itisdullbrowntoblackaboveandcreamywhitebelow.Ithasalongtailwithlargewhitespotsalongtheedgesandacurvedbeakthatisyellowonthetopandblackonthebottom.
3, Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thisbirdlivesinopenwoodlandswithdense,scrubbyvegetationandwide-openclearings,often nearwater.Eachsummer,theyellow-billedcuckootravelsfromMexicotobreedinArizona’s riparianareas.
4. Youranimalhasspecificbreedingrequirementsthatincludewhereitmustbreedandwhatplantsmust be present. describe these requirements.
Duringbreedingseason,thisbirddependsonriparianareasandthecottonwoodandwillowtreestheysupport.Theyellow-billedcuckoodependsonthesetreesinwhichtheybuildtheirnestsandforageforfood.Thisstrongdependenceonspecifichabitatrequirementsmakesthisbirdparticularlyvulnerabletoenvironmentalchange.
5. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Itspreferreddietiscicadas,tentmothcaterpillars,andsphinxmothcaterpillars.Itforagesforthesefoodresourcesinthecanopiesofmatureripariantrees.
6. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
DuringitsstayinArizona,thecuckoomustavoidraccoonsandravensthatcaneatitseggsandraptorsthatcanfeedonyoungbirds.Inaddition,thecuckoocompeteswithbirdsandsmallmammalsthatpreyonlargeinsects.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 45
Zone-tailed Hawk
1. Whatisyouranimal’sscientificname?
Buteo albonotatus
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmake your animal different from similar species.
Thezone-tailedhawkisamedium-sizedtolargehawkwithanoveralllengthofover50centimetersandawingspanof1.2meters.Itisblackoverallwithtwoorthreecontrastingwhitebandsontheundersideofthetail.Theundersidesofthewingsaretwo-tonedwithdarkliningsandlighterflightfeathers.Thelegsandskinonthefaceareyellow.
3. Howcanyoutellyouranimalapartfromaturkeyvulture?Howcanyoutellitapartfromacommon black-hawk?
Theturkeyvulturecanbedistinguishedbythelackofwhitebandsonthetailanditsfeatherless,reddishhead.Theblackhawkcanbedistinguishedbyitsshorttail,withonlyasinglewhiteband.
4. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thisbirdlivesinarid,semi-openareassuchasdeciduouspine-oakwoodlands.Duringthesummer,itnestsinArizona’sriparianareas.Itbuildsitsnest,inextremelytall,matureripariantreesandactivelydefendsitfromthreats.
5. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Thepreferredpreyofthishawkincludesbirds,smallmammals,andlizards.Itsearchesforthisfoodresourcewhilesouringoveropenground.
6. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Thereislittlepredationonadultzone-tailedhawks.However,eggsandnestlingscanbepreyeduponbygreat-hornedowls,jays,ravens,andlargemammals.Thisbirdcompeteswithotherraptors,mammals,andsnakesforitspreferredpreyofbirds,smallmammals,andlizards.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
white-throated woodrat
1. Whatisyouranimal’sscientificname?
Neotoma albigula
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
Thewhite-throatedwoodratisalargeratthatgrowsupto27centimetersinlength,notincludingthelengthofthetail.Itisgrayishbrownaboveandwhiteunderneath.Ithaswhitefeetandthroatandalongtailcoveredinshorthairs.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
ThisratismostcommoninSonoranandChihuahuandesertgrasslandanddesertscrubhabitats.Itisoftenfoundinareaswithcreosotebush,chollacactus,mesquite,pricklypearcactus,acacia,andpaloverdetrees.Theseplantsprovidetheratwithitstwomostimportanthabitatneeds:coverandafoodsourcewithhighwatercontent.Thewhite-throatedwoodratcanalsoliveinriparianareas.
4. your animal builds interesting nests that have earned them the nickname “packrats”. describe these nests.
Theseratsareoftencalledpackratsbecauseoftheirnests.Nestsarebuiltwithcollectedmaterialssuchastwigsandgrass.Chollacactusisusedtolinetheentranceandupperchamber.Belowthecactus-linedupperchamberisasecondchamberlinedwithsoftgrasses:theratusesasthisareaashomeandnursery.White-throatedwoodratsarenotoriousforgatheringupjustaboutanythingtouseintheirnests.Manycampershavestoriesaboutthemsneakingintocampatnightandstealingitemsthathavebeenleftbyacampfire.
5. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Atnight,white-throatedwoodratsusetheirstrongsenseofsmellandgoodvisiontosearchforseeds,fruit,plants,beetles,andsmallreptiles.Theyfocusonfoodsthathaveahighwatercontent.
6. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Theseratsmustavoidmanypredators,includingmammals,raptors,andsnakeswhiletheycompetewithothermammals,birds,andinsects.
HoMewoRK RIVeR pATHwAyS Module 1 n 46
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 47
lowland leopard Frog
1. Whatisyouranimal’sscientificname?
Rana yavapaiensis
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthat make your animal different from similar species.
Thelowlandleopardfrogisasmallfrog,about8centimetersinlength.Itislightbrowntogreenaboveandyellowishbelow.Ithasdarkdorsalspotswithnolightoutline.Typicallytherearenospotsonthenoseorinfrontoftheeyes.Thefroghasafaintlightstripeonitsupperlipandawhitebandalongitssidethatisinterruptednearthelowerback.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Lowlandleopardfrogsstayclosetowaterincludingponds,lakes,andstreams.Theydependondensestreamsidevegetationinwhichtohuntforfoodandhidefrompredators.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Tadpoleseataquaticvegetationwhileadultseatinsects,fish,andsmallerfrogs.Theyhuntforthispreywhilehidinginstreamsideandsubmergedvegetation.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Lowlandleopardfrogsarepreyeduponbybirds,fish,snakes,largerfrogsandlargemammalslikeraccoonsandbadgers.
6. YouranimalhasgreatlydeclinedinnumberinArizona.Whatfactorsledtothisdecline?
Predationandcompetitionhasincreasedasspeciessuchasbullfrogsandgreensunfishhavebeenintroducedintothelowlandleopardfrog’shabitat.Thispressure,alongwithlossofhabitatanddiseasesbroughtinbynon-nativeamphibians,hascausedasignificantdecreaseinlowlandleopardfrogpopulations.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 48
GreenSunfish
1. Whatisyouranimal’sscientificname?
Lepomis cyanellus
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
Thegreensunfishisamedium-sizedfishthatgrowsupto20centimetersinlength.Ithasadarkgreenbodywithbluishgreeniridescentstripesalongitsfaceandsides.Ithasalargemouth,adorsalfinwithaspinyfrontandroundedback,andalargeblackspotbehindtheheadandonboththedorsalandanalfins.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thegreensunfishoccupiesslow-movingwaterandisextremelytolerantoflowwaterqualityandmurkyconditions.Ittendstohidearoundbrushpilesandsubmergedvegetation.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Greensunfishaggressivelyhuntforsmallerfish,frogs,andaquaticinsectswhichtheyambushbyhidinginunderwatervegetationanddebris.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsofthegreensunfishincludebirdsandlargerfish.Competitorsincludeallotherfish,amphibians,crustaceans,andinsectsthatforageforinsectsandsmallfishinslowmovingmurkywater.
6. YouranimalisanintroducedspeciesinArizona.Howdiditgethere?Hasitcausedanyproblemssince itsarrival?
GreensunfishwereintroducedintoArizonawaterswhenanglers,usingthemasbaitfish,releasedthem.Sincethetimeofintroduction,theyhaveseriouslyhurtpopulationsofnativefishsuchGilatopminnow,Gilachub,anddesertpupfishthroughcompetitionandpredation.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 49
Arizona Black Rattlesnake
1. Whatisyouranimal’sscientificname?
Crotalus cerberus
2. Whatdoesyouranimallooklike?Besure to note features that make your animal different from similar species.
Theblackrattlesnakeisamedium-sizedsnakethatgrowsover1meterinlength.Ithasblackblotchesonadarkgreytoblackbackground,aslenderneck,andtriangularhead.Thebaseofitstongueispurple.
3. your animal changes dramatically in appearance as it ages. describe this change.
Juvenilesnakeslookdramaticallydifferentfromadults.Theyaremuchlighterincolorandhaveprominentbrownblotchesalongtheirback.Asjuvenilesage,theydarkenandtheblotchesfade.Someadultsmayappearentirelyblackwithonlyfaint,yellowishcrossbarsalongtheirbacks.
4. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Theblackrattlesnakeiscommoninrockydrainageswithperennialwater.Itrequiresdensevegetationinwhichtohuntandhidefrompredators.
5. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
PreferredpreyoftheArizonablackrattlesnakeincludesbirds,smallmammals,andotherreptileswhichitwaitsforinambushandthenusesitsstrongvenomtosubdue..
6. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
PredatorsoftheArizonablackrattlesnakeincludehawks,eagles,roadrunners,andkingsnakes.Theycompetewithcarnivorousmammals,birds,andothersnakesthatsharethesameprey.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 50
Round-tailed Ground Squirrel
1. Whatisyouranimal’sscientificname?
Spermophilus tereticaudus
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
Theround-tailedgroundsquirrelisalargesquirrelgrowingupto27centimetersinlengthincludingthetail.Itisauniformsandybrownaboveandalightertanbelow.Ithasalongroundtailwithablacktipandfurryhindfeet.Round-tailedgroundsquirrelsresembleprairiedogsinappearance.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Theround-tailedgroundsquirrelcanliveinavarietyofhabitats,butprefersopenareaswithabundantherbaceousvegetation.Thisprovidesthemwaterandsoftsoilinwhichtheycandigdeepburrows.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Similartoothersmalldesertmammals,round-tailedgroundsquirrelsprimarilyeatseeds,insects,andplantswithhighwatercontent.Theyforageforthesefoodsusingtheirkeensenseofsmell.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincluderaptors,largemammals,andsnakes.Competitorsincludemammals,birds,andinsectsthatalsoforageonseedsandherbaceousplants.
6. your animal has interesting social behaviors. describe some of these.
Round-tailedgroundsquirrelsaresomewhatsocial.Theyliveinloosecoloniesconsistingofmanyindividuals.Theywillwarnotherswhendangerispresent,butwillalsodefendtheirindividualburrowsfromanycolonymemberwhocomestooclose.Thiscoloniallifestylehelpstheanimalstoavoidpredatorsandtokeepawaycompetitors.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 51
yellow warbler
1. Whatisyouranimal’sscientificname?
Dendroica petechia
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthat make your animal different from similar species.
Theyellowwarblersisasmallbirdwithanoveralllengthof12centimeters.Ithasaroundbodyandasmallpointedblackbeak.Itisbrightyellowaboveandolivegreentobrightyellowbelow.Maleshavelightbrownstreaksonthechest.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thisbirdisfoundinriparianareaswhereitnestsinthedensecanopiesformedbywillowtrees.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Yellowwarblerseatinsectsandoccasionallyfruitforwhichtheyforageinthecanopiesoftrees.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsoftheyellowwarblerincluderaptors,corvidssuchasjaysandravens,snakes,andlargeclimbingmammals.Predationconcentratesoneggs,nestlings,andfledglingbirds.Competitorsincludeotherinsect-eatingorganismsthatforageintrees.
6. your animal is often visited by nest parasites (other birds who lay their eggs in the warbler’s nest). Whatdoesyouranimaldoinreactiontotheseeggs?
Nestparasitismisabigproblemforyellowwarblers.Nestparasitismoccurswhenbirdslaytheireggsinthenestsofanotherotherspeciesofbird,withtheexpectationthattheotherbirdwillbe“tricked”intoraisingitsyoung,Sincetheyellowwarblerissosmall,itoftencannotremoveanintruder’slargeeggs.Tosolvetheproblem,thewarblerswillbuildanewnestontopoftheirpreviousoneandlayneweggs.Thisrequiresalargeinvestmentoftimeandenergyandcanreducethesuccessrateofnestingwarblers.Asnativevegetationisreplacedbynon-nativeplants,thelevelsofparasitizationincrease.Thewarblerscannotdefendthemselvesagainstparasitizationandpredationaseasilyinnon-nativetrees.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 52
Brown-headed Cowbird
1. Whatisyouranimal’sscientificname?
Molothrus ater
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
Thebrown-headedcowbirdisasmallishblackbirdwithanoveralllengthof19centimeters.Ithasashortertail,thickerhead,andthicker-basedbillthanotherblackbirds.Malesareshinyblackwithdeepbrownheadswhilefemalesarebrownoverallwithlightheadsandfinestreakingonitsunderside.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thesebirdspreferopenhabitatsuchasfields,pastures,forestedges,andlawns.Theirrangehasbeendramaticallyincreasedduetolandclearing,urbandevelopment,andhabitatfragmentation.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Cowbirdsforageforseedsandinsects,butwillalsoeatsnailshellsandtheeggsofotherbirds.Theyforagemostlyonthegroundandcanoftenbeseenfollowingcattle,waitingforinsectstobestirredupbytheirhooves.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Brown-headedcowbirdscompetewithotherorganismsthatforageforseedsandinsectsontheground.Theyarepreyeduponbyraptors,corvidssuchasjaysandravens,largemammals,andsnakes.
6. your animal has an interesting reproductive strategy. explain this strategy.
Brown-headedcowbirdsarenestparasites,whichlaytheireggsinthenestsofotherbirdswiththeexpectationthattheotherbirdwillraisethealienoffspring.Yellowwarblers,whoaretoosmalltopushthecowbirdeggfromtheirnest,arecommonvictims.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 53
Muskrat
1. Whatisyouranimal’sscientificname? Ondatra zibethicus
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
Themuskratisabeaver-likerodentthatgrowstoupto1.2metersinlength.Theanimaliscoveredinshort,darkbrownfur,hasalongflattenedtailcoveredinscales,andpartially-webbedhindfeet.Onland,itiseasytodistinguishamuskratfromabeaverduetothedifferenceinsizeandformofitstail.Inwater,muskratshaveadistinctivemannerofswimming.Theyswimwithamotionthatcausestheirbodytoproducetwohumpsabovethewater’ssurfacewhilebeaversswimwithamotionthatproducesonlyone.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Themuskratlivesinwetlands,riparianareas,drainageditches,andcanals.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Muskratsfeedonaquaticvegetationaswellassomesnails,freshwatermussels,andcrayfish.Theyforagefortheseresourcesbeneaththewater’ssurface.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincluderaptors,largemammals,andsnakes.Competitorsincludebeaversandfishwhocompeteforfoodandhabitat.
6. your animal is known for the interesting shelters it builds. describe these shelters.
Muskratsbuildunderwaterlodgesoutofmudandplantssuchascattailsandsedges.Alodgecontainsadryinnercompartmentinwhichtosleepandraiseyoung.Muskratlodgescanalsocontainfeedingplatformsandaseriesoftunnels.Onetunnelentranceisalwaysabovethewaterline.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 54
Common Black-hawk
1) Whatisyouranimal’sscientificname?
Buteogallus anthracinus
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmakeyour animal different from similar species.
Thecommonblack-hawkisamedium-sizedtolargehawkwithanoveralllengthof53centimetersandawingspanofnearly1.2meters.Itisanalmostcompletelyblackhawkwithawhitespotjustbehindthebillandbrightyellowlegs.Ithasasinglewhitebandandwhitetiponitstail.
3. Howcanyoutellyouranimalapartfromaturkeyvulture?Howcanyou tellitapartfromazone-tailedhawk?
Thishawkcanbedistinguishedfromaturkeyvulturebythebandedtailanditsblack,featheredheadunliketheturkeyvulture,whichhasredskin.Itcanbedistinguishedfromthezone-tailedhawkbyitsshortertailwithasinglewhitestripe(thezone-tailedhawk’stailhasthreewhitebands).
4. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thecommonblack-hawkspendsmuchoftheyearoncoasts,inmangroveswamps,estuaries,andadjacentwoodlandsofcentralAmerica.ItmigratesnorthwardintoArizonainthesummerwhereitdependsonriparianareasinwhichtobreedandhunt.Thishawkrequiresmaturetreestoprovidebothroostinglocationsandbranchesthatextendoverwaterandprovegoodvantagepointsforhunting.
5. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Thecommonblack-hawkmainlyeatsaquaticpreylikefish,frogs,snakes,crayfish,turtles,aswellassomesmallmammalsandbirds.Ithuntsforthispreybyobservingtheareafromhighperchesinmatureripariantrees.
6. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincludegreathornedowls,largemammals,andcorvids(jays,ravens).Mostpredationoccurstoeggsornestlings.Competitorsincludecarnivorousfish,frogs,andmammalsthatalsofeedanaquaticprey.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 55
American Bullfrog
1. Whatisyouranimal’sscientificname?
Rana catesbeinana
2) Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
TheAmericanbullfrogisaverylargefroggrowing17to25centimetersinlength.Itislighttoolivegreenwithacreamyyellowunderside.Itiscoveredindarkblotches,andhasafoldofskinthatextendsfrombehindtheeyetotheforearm,aswellaspronouncedhumpsonitsbackthatarecausedbyitships.Italsohasalargetympanum(ear).Inmales,thisorgancanexceedthesizeoftheeye.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thesefrogspreferwarmsunnyareasnearanysourceofpermanentwater.Tadpolestakeoverayeartodevelopintoadults,sowatermustbepresentthroughouttheyear.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Itisanextremelyaggressivehunterandcaneatanythingsmallenoughtofitinitsmouth,suchasfish,crayfish,smallmammals,lizards,birds,andotherfrogs.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
TheAmericanbullfrogispreyeduponbybirds,fish,snakes,andlargemammals.Duetoitsdiversediet,itencounterslittlecompetition.
6. YouranimalisanintroducedspeciesinArizona.Howdiditgethere?Hasitcausedanyproblemssince itsarrival?
BullfrogswereintroducedintoArizonaasafoodsourceandgamespecies.Sinceitsarrival,theanimalhasoutcompetedandpreyeduponnativefishandamphibianspecies,causingtheseimportantlocalpopulationstodeclineinnumber.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 56
NorthernCrayfish
1. Whatisyouranimal’sscientificname?
Orconectes virilis
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
Thenortherncrayfishisasmalllobster-likecrustaceanwithgreentoreddishbrowncoloration.Thepincersareoftengreenishblue—especiallyinmales—andmayhaveorangetipsandwhitebumps.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Theseanimalsarecapableofsurvivinginmanydifferentenvironments:theonlyrealrequirementispermanentaccesstowell-oxygenatedwater.Thenortherncrayfishcanliveinshallowdepthsofafewcentimeterstoasdeepas30meters.Itcansurviveintemperaturesthatrangefrom0to32degreesCelcius.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Northerncrayfisheataquaticplants,fish,snakes,smallturtles,insects,andevenothercrayfish.Theysearchforthesefooditemswiththeirlongantennae.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Theyarepreyeduponbylargefish,mammals,andbullfrogsandcompeteintenselywithmanyaquaticherbivorousandcarnivores.However,duetotheanimal’sdiversediet,competitionhaslittlenegativeimpactonthecrayfish.
6. YouranimalisanintroducedspeciesinArizona.Howdiditgethere?Hasitcausedanyproblemssince itsarrival?
NortherncrayfishwereintroducedtoArizona’swatersbyanglerswhousedthemasbait.Sincetheirarrival,theyhaveharmedecosystemsbypreyingonnativefishesandoutcompetingmanynativespecies,whosepopulationshavedwindledasaresult.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 57
GilaTopminnow
1. Whatisyouranimal’sscientificname?
Poeciliopsis occidentalis
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmakeyouranimaldifferentfrom similar species.
TheGilatopminnowisaguppy-likefishthatgrowsto5centimetersinlength.Femalesandnon-breedingmalesaresilvertotanincolorwithafaintdarkstripealongtheirsides.Breedingmalesturnsolidblackwithyellowfins.Thefish’smouthislocatedattheverytipofitssnout,whichiscalled“terminal”.Themouthispointedupwards,whichhelpsthefishcatchinsectsastheyrestonthewater’ssurface.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
TheGilatopminnowprefersslowmovingwatersincludingsprings,streams,andponds.Itlivesinthetopfewinchesofwaterandisheavilydependentonstreamsidevegetation.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Thisfishforagesforitspreferreddietofplantmatterandaquaticinsectlarvae,includingmosquitoes,inslowmovingwaterwithheavystreamsidevegetationbysearchingthewater’ssurfacewithitsterminalmouth.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Thefishhasmanypredatorsincludinglargerfish,crayfish,frogs,birds,snakes,andlargeaquaticinsects.Competitorsincludeotherinsectlarvaeconsumerssuchasdesertpupfishandmosquitofish.
6. YouranimalhasgreatlydeclinedinnumberinArizona.Whatfactorsledtothisdecline?
Unfortunately,thepopulationofGilatopminnowshasdeclinedsodrasticallythatithasbeentransformedfromArizona’smostcommonfishtoanendangeredspecies.Thisdeclinehasmanycausesincludinglossofhabitat,predationbynon-nativespecies,andheavycompetitionfromnon-nativemosquitofish.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 58
largemouth Bass
1. Whatisyouranimal’sscientificname?
Micropterus salmoides
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
Thelargemouthbassisalargefishthatgrowsto1.2metersinlengthormore.Itisdarkgreentobrownishaboveandwhitetoyellowishbelow,hasdarkblotchesthatformajaggedstripedownitsside,anddorsalfinsthatarespinyinthefrontandroundedintheback.Theupperjaw,whichextendsbehindtheeye,differentiatesthisfishfromthesmallmouthbass.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Largemouthbasspreferclear,deep,slow-movingwaterinstreamsandlakes.Theyusecoversuchasrocks,logs,andstreamsidevegetationtoshelterthemselvesfrompredators.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Thefishleavetheirshelterstoforageinopenwaterforprey,smallerfish,insects,insectlarvae,frogs,crayfish,snakes,birds,andsmallaquaticmammals.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincludelargefish,birds,snakes,crayfish,frogs,andlargemammals.Mostpredationoccursonyoungfishduetotheirlargesizeasadults.Thesefishsufferlittlecompetitionduetotheirbroaddiet.
6. YouranimalisanintroducedspeciesinArizona.Whywasitintroduced?Hasitcausedanyproblems sinceitsarrival?
ThelargemouthbasswasintroducedtoArizonaasasportsfish.Sincethespecies’arrival,ithaspreyedheavilyonmanynativespecies.Thishascausedthepopulationnumbersofnativeorganismstodecline.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
ANSweR Key RIVeR pATHwAyS Module 1 n 59
Merriam’s Kangaroo Rat
1. Whatisyouranimal’sscientificname?
Dipodomys merriami
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
Merriam’skangarooratisasmallratgrowingto10centimetersinlengthwithoutthetail.Ithasyellowtobrownfuraboveandwhitefurbelow.Ithasalongtailwithawide,whitestripeandatuftedend.Eachrearfoothasfourtoes.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Kangarooratsprefertoliveinopenareaswithsandyorrockysoilandlittlevegetation.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Theyfeedonseeds,insects,andherbaceousplantsforwhichtheyforageforonthegroundatnight.
5.Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Thisanimalispreyeduponbybirds,snakes,andlargemammalsandcompeteswithallotheranimalsthatforageonthegroundforseedsandherbaceousplants.
6. Youranimaldoesnotneedtodrinkwatertosurvive.Howdoesitstayhydrated?
Byeatingfoodswithhighwatercontent,theycanstayhydratedduringthehottestsummermonths.Althoughthisabilityincreasestherat’sabilitytosurviveinaridregions,italsoincreasesitsneedforherbaceousplantsandseedswithextremelyhighwatercontent.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 60
Terrestrial Garter Snake 1. Whatisyouranimal’sscientificname?
Thamnophis elegans
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
Theterrestrialgartersnakeisaslendersnakethatgrowsover1meterinlength.Itisdarkgreywithblackspotsandthreelightstripesalongthelengthofitsbody.Oneofthestripesisonthesnake’sbackwhiletheothertwoareonthesidesofthe2ndand3rdrowsofscales.Theheadisusuallydarkandsometimeshasayellowmark.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Theterrestrialgartersnaketendstostaynearpermanentwaterbutcanstrayfarfromit.Itisfoundinmanyhabitatsincludinggrasslands,forests,andriparianareas.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Hiddenunderlow-lyingvegetation,thissnakeactivelyforagesforfish,frogs,andsmallmammals.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Theycompetewithothersnakes,fish,frogs,birds,andmammalsbut,duetotheirdiversediet,theimpactofcompetitionisminimal.Terrestrialgartersnakesarepreyeduponbybirds,othersnakes,largefish,frogs,crayfish,andlargemammals.
6. your animal is born in a way that is unusual for reptiles. explain.
Unlikemanyreptiles,terrestrialgartersnakesare“live-bearers.”Thismeansthattheygivebirthtoliveyoungratherthanlayingeggs.Live-bearingsnakesproduceanegginternallythatthinsanddisappearspriortobirth.Thisdiffersfrommammalsandothertruelive-bearinganimalswheretheyoungareneverencasedinanegg.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 61
LongfinDace
1. Whatisyouranimal’sscientificname?
Agosia chrysogaster
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
Thelongfindaceisasmall,slenderfishthatgrowsupto10centimetersinlength.Itissilverincolorwithaprominentblackstripealongitssides.Itsheadisbluntandmouthis“subterminal,”positionedslightlybehindthefish’ssnout.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thisfishpreferstheshallowwatersofsmallstreamsandsandyorgravellysubstrates.Theyrequireoverhangingbanksorstreamsidevegetationforcoverfrompredators.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Thelongfindacehasadiversedietofaquaticvegetation,detritus,insectlarvae,andfishfry.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincludelargerfish,crayfish,frogs,birds,andsnakes.ItcompetesforfoodwiththeGilatopminnow,desertpupfish,andaquaticorganismswithsimilardiets.
6. your animal has greatly declined in number in Arizona despite some of its more remarkable adaptations. WhataresomeoftheadaptationsthatallowthisfishtosurviveinArizonaandwhatfactorsledto thisdecline?
ThelongfindaceisoneofArizona’smostresilientfish.Forexample,duringthedaywhenplants’highwaterdemandscandryoutstreams,thefishcanburyitselfunderwetplantmaterialanddebris.Atnight,whenplantsstartusinglesswaterandthestreambeginstoflow,thelongfindaceswimsagain.Despitethisresilience,populationsofthefisharedwindlingduetolossofhabitat,excessivecompetitionandpredationfromnon-nativespecies.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 62
Toe Biter
1. Whatisyouranimal’sscientificname? Lethocerus sp.
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
Toebitersarelarge,beetle-likeinsectswithsmallantennaeandlargeraptor-likefrontlegsthatmuchthickerthanthehindtwopairsoflegs.Themiddleandbackpairsoflegsarecoveredwithshorthairsthatandareusedtoswimandtoholdontosmallbubblesofair,enablingthetoebitertobreathewhileunderwater.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thisinsectpreferswarmwaterwithdiversesubstrateandheavystreamsidevegetationandcanwithstandextremelypoorwaterquality.Itusesstreamsidevegetationtohidefrompredatorssuchasfish,frogs,andlargeraquaticinsects.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Byholdingitswingsflatagainstitsbody,thisinsectcandisguiseitselfasadead,floatingleaf.Theinsectwilldisguiseitselfamongdensesubmergedandstreamsidevegetationtowaitinambushforitspreferredfoodsourceofaquaticinsects,fish,andfrogs.Itisthisspecializedhuntingmethodthatallowsthisanimaltocompetewithotheraquaticcarnivores.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincludefish,frogs,andotheraquaticinsects.Competitorsincludeallotheraquaticcarnivores.
6. After mating, your animal does something interesting with its eggs. describe this behavior.
Oneofthemostinterestingaspectsofthetoebiterisitsbreedingbehavior.Aftermating,thefemaledepositsallofhereggsontothebackofthemale.Theeggsremainonthemale’sbackwhilehewaitsforthemtohatch,hidinginaprotectedportionofhishabitat
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 63
Red-spotted toad 1. Whatisyouranimal’sscientificname?
Bufo Punctatus
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmakeyouranimaldifferentfrom similar species.
Thered-spottedtoadisasmalltoadthatdoesn’texceed8centimetersinlength.Itisgreytoreddishbrownoverallandhassmallredbumpscoveringitsbody.Itsparatoidglands,theglandsrightbehinditseyes,areround.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thistoadisfoundmainlyindesertstreamsbutcanalsobefoundfarfromwater.Itneedstemporarypoolsorpuddlesinwhichtobreedanddoesnotrequirepermanentwater.Thetoadtendstobefoundinrockyareaswhereithidesamongrocksfrompredatorssuchasbirds,snakes,frogs,mammals,andfish.Itforagesactivelyforsmallinsectsbydartingtowardsfoodandusingitsstickytonguetopullitintoitsmouth.Itcompeteswithotherinsectivoressuchasfish,frogs,andlizards.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Itforagesactivelynearwaterforsmallinsectsbydartingtowardsfoodandusingitsstickytonguetopullitintoitsmouth.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincludebirds,snakes,otherfrogs,mammalssuchasraccoons,andfish.Competitorsincludebothterrestrialandaquaticanimalsthatpreyonsmallinsectssuchasfish,otherfrogs,andlizards.
6. Whatdoesyouranimaldoduringthedrysummermonths?
Thered-spottedtoadhastheamazingabilitytospendlongperiodsoftimeburiedintheearth.Astemporaryponds,puddles,andstreamsdryup,theyburrowintothesoilbeneaththem.Toadscanremainburiedforoverayear,untilthesummerrainsreplenishtheirwater.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 64
Beaver
1. Whatisyouranimal’sscientificname?
Castor canadensis
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
Beaversarelargeaquaticrodentswiththickbrownfur.Theycangrowupto1.2metersinlength,includingthetail,andcanweighupto27kilograms.Theseanimalshaveshortfrontarmswithlargeclaws,webbedbackfeet,andlarge,flat,nearlyhairlesstails.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Theserodentsliveinavarietyofhabitatsbutalwaysstaynearpermanentwaterandaremostcommonlyfoundinriparianareas.Onlytheirheadsarevisiblewhenswimming.Beaversneedlargetreesbothforfoodandtobuildtheirdams.Theyalsorequirelargeareasofhabitat.Forexample,onefamilyofbeaversrequiresaboutakilometerofriparianhabitat.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Beaversprimarilyeattreebarkandcambium,thesofttissuethatgrowsjustunderthebark.However,theyalsoconsumefruitsandaquaticplants.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincludelargemammalsandraptors.However,thereislittlepredationsincebeaversspendsomuchoftheirtimeinthewaterorintheirlodges.Competitionisalsominimalduetothebeaver’suniquediet.
6. your animal is known for building dams. what impact do these dams have on the surrounding ecosystem?
Beaverdamscandrasticallyalterecosystems.Thedamsslowwaterflow,whichcreatespondsandwetlands.Thisslowedflowcanalsocauseabuild-upofsiltandevenraisethewatertable.Inextremecases,beaverdamscancompletelystoptheflowofwater,causingpondstodryupandmeadowstoform.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 65
Sonora Sucker
1. Whatisyouranimal’sscientificname?
Catostomus insignis
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
TheSonorasuckerisalargefishthatgrowsupto80centimeterslong.Itisdistinctivelybi-coloredwithbrownaboveandyellowbelow.Ithaslargescales,aroundedsnout,andanextremelythicklowerlip.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thisfishprefersstreamswithdeeppoolsandgravellysubstrates.Whileitthrivesinpools,itislesssuccessfulinlakescreatedbydams.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
TheSonorasuckerfeedsonaquaticinsects,plants,anddetrituswhichitsearchesforbyswimmingaimlesslywithitslargemouthopen.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincludebirds,largefish,snakes,frogs,andlargemammals.Competitorsincludeallotheraquaticorganismswithsimilardiets.
6. Whatarethemaindifferencesbetweenyouranimalandadesertsucker?Considerbothhabitat and appearance.
TheSonorasuckercanbedistinguishedfromthedesertsuckerbyitslackofdarkbands,cartilaginousplate,andnotchedmouth.Thetwofishcanalsobedifferentiatedbytheirbehavior.DesertsuckersscrapealgaeoffrockswhileSonorasuckerssearchforinsectsandplantsbyswimmingwiththeirmouthsopen.Anotherwaytotellthesefishapartisbytheirhabitats.Sonorasuckersdependmoreonpoolswhiledesertsuckersrequireriffles.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 66
desert Sucker
1. Whatisyouranimal’sscientificname?
Catostomus clarki
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmakeyouranimaldifferentfrom similar species.
Thedesertsuckergrowsupto33centimetersinlength.Itisdistinctivelybi-coloredwithbrowntosilveraboveandyellowbelow.Thefishoftenhasdark,jagged,verticaldarkbarsonitssides,andsomefishwillbemorehighlypatternedthanothers.Themouthhasalargeplatemadeofcartilagethatformstwonotchesonthesidesofitsmouth.Theplateisusedtoscrapealgae,aprimaryfood,fromrocksanddebrisinthestream.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thedesertsuckerpreferssmallandmediumsizedstreamswithamixofpoolsandriffles.Duringtheday,ittendstostayinpoolswithundercutbanksorheavystreamsidevegetationininordertoavoidpredators.Atnight,itmovesintotherockyrifflesinsearchoffood.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Thesefishforageamongstrifflesfordiatoms,algae,andsomeinsectsandplants.Theyusethecartilaginousplateontheirmouthstoscrapetheirfoodoffrocksandotherunderwatersurfaces.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincludebirds,largefish,snakes,frogs,andmammalssuchasraccoons.Competitorsincludeotherbottomfeedingfishasorganismslikesnailsandcrayfish.
6. WhatarethemaindifferencesbetweenyouranimalandaSonorasucker?Considerhabitat,diet, and appearance.
Sonorasuckerslackthedarkbands,cartilaginousplate,andnotchedmouthofthedesertsucker.Thefishescanalsobedifferentiatedbytheirbehavior.DesertsuckersscrapealgaeoffrockswhileSonorasuckerssearchforinsectsandplantsbyswimmingwiththeirlargemouthsopen.Anotherwaytotellthesefishapartisbythehabitattheyoccupy.Sonorasuckersdependalmostexclusivelyonpoolswhiledesertsuckerscanoftenbefoundinriffles.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 67
Abert’s Towhee
1. Whatisyouranimal’sscientificname?
Pipilo aberti
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
Abert’stowheeisamedium-sizedbirdwithanoveralllengthof24centimeters.Ithasauniformlypinkish-brownbody,alongtail,andapalebillthatcontrastssharplywithitsblackface.Theundersideofitstailisrufous(rust)colored.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thisbirdprefersriparianhabitatswithbushygroundcover,cottonwoods,andwillows.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Thesebirdssearchforfoodbyscratchingatthegroundwiththeirfeet.Scratchingunearthssmallinsectsandseeds,whicharethetowhee’sprimaryfoods.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincludelargemammals,snakes,andbirds.Competitorsincludeallotheranimalsthatforageforseedsandinsectsontheground.
6. Youranimalhasaveryrestrictedrange.Wherecanitbefound?
Abert’stowheehasoneofthesmallestrangesofanyNorthAmericanbird.ItexistsonlyinthelowerColoradoRiverandGilaRiverwatersheds.Asthebirdhaslostitsfavoredriparianhabitatstodevelopment,over-grazing,andotherhumanactivities,thespecies’populationhasdeclinedsignificantly.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 68
Song Sparrow
1. Whatisyouranimal’sscientificname?
Melospiza melodia
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthat make your animal different from similar species.
Thesongsparrowisasmallbirdgrowingto15centimetersinlength.Itisalightbrownandgreybirdwithboldbrownstreaksdownitswhitechest.Ithasashortbill,aroundedhead,andalongroundedtail
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thesongsparrowcanoccupyavarietyofhabitattypesincludingdeserts,forests,grasslands,riparianareas,andresidentialareas.Inanyhabitat,thesongsparrowrequiresdensegroundcoverinwhichtoforage.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Thesebirdsforageforseeds,insects,andfruitamongstdensevegetation..
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincludelargemammals,snakes,andbirds.Competitorsincludeallotheranimalsthatforageforseedsandinsectsontheground.
6. Wheredoesyouranimalbuilditsnest?Whatdoesitsnestlooklike?
Althoughthesongsparrowcanoccupyawidevarietyofhabitatsduringmuchoftheyear,whenbreedingitsrequirementsbecomemorespecific.Inordertoprotectitsyoungandensureareliablesourceoffood,thebirdshidetheirnestsinlow,densevegetationnearwater.Nestsaresmall,sturdy,cup-shaped,andcomposedofgrassesandweeds.Theouterlayerismadeofbarkandtheinteriorislinedwithgrassesandanimalhair.Inthedesert,theneedtonestnearwaterundercoverofdensevegetationcausessongsparrowstobedependentonriparianareas.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 69
Common Kingsnake
1. Whatisyouranimal’sscientificname?
Lampropeltis getula
2. Whatdoesyouranimallooklike?Besuretonote features that make your animal different from similar species.
Thecommonkingsnakeisalarge,slendersnakewithpatternedinblackandwhite.Patternsvaryfromdistinctblackandwhitebands,tomottledblackandwhite,tocompletelyblack.Thesnake’sheadisbarelywiderthanitsbody.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thecommonkingsnakelivesinawidevarietyofhabitatsincludingforests,fields,andriparianareas.Althoughitisaterrestrialsnake,theanimaltendstostayclosetowaterduetothehighavailabilityoffood.Dietincludessnakes,smallmammals,lizards,birds,eggs,andamphibianswhich.Riparianareasarealsopreferredduetothelargeamountofbrushyvegetationinwhichthesnakecanhidefrompredatorssuchaslargemammalsandbirds.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Dietincludessnakes,smallmammals,lizards,birds,eggs,andamphibianswhichitcapturesbywaitinginambush,bitingandthenconstrictingwithitspowerfulbody.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincludelargebirdsandmammals.Competitorsincludemostothercarnivorousanimals.However,duetoitswidediet,competitionisminimal.
6. Whatadaptationsmakeyouranimalgoodathuntingothersnakes?
Thekingsnakeearnsitsnamefromitshabitofeatingothersnakes.Ithasseveralphysicaladaptationsthatmakethispossible,includingthefactthatitisanextremelypowerfulconstrictorandisnaturallyimmunetopitvipervenom.Thisimmunityenablesthecommonkingsnaketocapture,killandconsumenearlyanysnakesmallerthanitself,includingrattlesnakes!
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 70
Rock Squirrel
1. Whatisyouranimal’sscientificname?
Spermophilus veriegatus
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
Therocksquirrelisalargesquirrelthatcangrowuptoto30centimetersinlength,excludingthetail.Ithasspeckledgrayish-brownfuraboveandlightbrownfurbelow.Therocksquirrelhaslightcoloredringsarounditseyesandabushytailthatisnearlyaslongasitsbody.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Rocksquirrelscanbefoundinavarietyofdeserthabitats,butarelessdroughttolerantthanothergroundsquirrels.Therefore,theymustliveclosertowaterthansimilarspecies.Rocksquirrelsalsorequirelargerockoutcroppingsorcanyonwallswhichcanbeusedaslookoutpointsfromneartheirdens.Thishelpsthemtoavoidpredatorssuchaslargemammals,birds,andsnakesaswellassearchforfoodsourcessuchasinsects,seeds,flowers,herbaceousplants,fruits,carrion,andevenbirds.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Thisanimalhasawidedietincludingseeds,flowers,herbaceousplants,insects,birds,carrion,andfruit.Itactivelyforagesforfoodbothonthegroundandintrees.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincludelargemammals,birds,andsnakes.Duetoitswidediet,competitionisminimal,butcompetitorsincludeallotheranimalsthatsharesimilarfoodanddenresources.
6. your animal is highly social. describe a typical colony of these animals.
Rocksquirrelsarehighlysocial.Theyliveincoloniesconsistingofonemale,severalfemales,andjuveniles.Malesdefendtheirdensagainstothermales,butallowfemalesandyoungtocomeandgofreely.Whenyoungareborn,malesareoftenforcedawayfromthedentoperipheralburrows.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 71
DesertPupfish
1. Whatisyouranimal’sscientificname?
Cyprinodon macularius
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmake your animal different from similar species.
Thedesertpupfishisasmall,stockyfishthatrarelygrowsover5centimetersinlength.Femalesandnon-breedingmalesaresilverwithverticalblackbands.Breedingmalesarebluewithyellowfins.Thefishhasashort,upturnedmouth,roundedfins,andafaintstripeofdarkspotsnearthebaseofitscaudal,ortail,fin.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thedesertpupfishpreferswarm,sunnypoolsandthebackwatersofslow-movingstreamswheretheyrequirefinesubstrateinwhichtolayanddefendtheireggs
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Thisfishforagesactivelyinopenwaterforitspreferredfoodsourceofinsects,diatoms,andplants.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincludefish,snakes,frogs,andbirds.CompetitorsincludeotherfishthatliveinpoolsfeedingoninsectsandplantssuchastheGilatopminnowandmosquitofish.
6. YouranimalhasgreatlydeclinedinnumberinArizona.Whatfactorsledtothisdecline?
Althoughthedesertpupfishwasoncecommon,itisnowcriticallyendangered.Lossofstreamsidevegetationinriparianareaspreventstheformationofbackwaterhabitatsonwhichthesefishdepend.Inaddition,theintroductionofnon-nativespecieshasledtoincreasedcompetitionandpredation.Togetherthesetwofactorshaveledtosignificantdeclinesinthenumberofdesertpupfishandhaslimitedthespecies’potentialforreintroduction.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 72
Canyon Treefrog
1. Whatisyouranimal’sscientificname?
Hyla arenicolor
2. Whatdoesyouranimallooklike?Besuretonotefeaturesthatmake your animal different from similar species.
Thecanyontreefrogisasmallfroggrowingupto5centimetersinlength.Ithasroughskinandlarge,stickytoepads.Itisgreytodarkgreenwithdarkspotsaboveandyellowororangebelow.Itprefersrockyriparianareaswithlargeboulderswhereithidesincracksfrompredatorssuchassnakes,birds,otherfrogs,fish,andlargemammals.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Thesefrogspreferrockyriparianareaswheretheyusecracksinlargerocksandboulderstohidefrompredatorsduringtheday.
4. Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Atnight,canyontreefrogsemergefromtheirhidingplacesandmovetotheedgesofslow-movingstreamsandbackwaters.Theylingerintheseareasthroughoutthenight,foragingforsmallinsects.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincludesnakes,birds,otherfrogs,fish,andmammalssuchasraccoons.Competitorsincludeotherinsectivorousripariananimalssuchasfishandotherfrogs.
6. Canyon treefrogs are often heard before they are seen. describe the vocalizations of these frogs.
Duringbreedingseasons,malecanyontreefrogsemitaloudbarktoattractmates.Thecalliscommonandunmistakable,andisoftensaidtosoundsimilartoableatingsheep.Theyemitthiscallatnight,anditiscommontohearthisspeciesbeforeseeingit.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 73
Raccoon
1. Whatisyouranimal’sscientificname?
Procyon lotor
2. Whatdoesyouranimallooklike?Besuretonotefeatures that make your animal different from similar species.
Theraccoonisalargemammalwithbodylengththatcanexceed60centimetersinlength,notincludingthetail.Theanimalisgreytobrownincolor,hasroundedears,distinctblackfacialmarkings,andabushy,stripedtail.Raccoonshavelargepawswithfivelongdigitsandlargeclaws.
3. Wheredoesyouranimallive?Doesithaveanyspecifichabitatrequirements?
Raccoonscansurviveinawidevarietyofhabitats.Theyavoidopen,sparselyvegetatedareasandaremostcommoninheavily-wooded,ripariancorridors.Raccoonsclimbtreestoavoidthethreatofpredatorssuchaslargemammalsandbirds.Theyalsoneedaccesstowaterinordertoforagefortheirpreferreddietoffishandamphibians.
4.Whatdoesyouranimaleat?Where/howdoesitsearchforthisfoodsource?
Thepreferreddietofraccoonsconsistsoffish,amphibians,insects,fruits,nuts,andplants.Raccoonsalsoconsumeinsects,fruit,nutsandplants.Theyactivelyforageclosetowaterusingtheirkeensensestolocatepreyandtheirdexteroushandstoexamineitbeforeeating.
5. Whatareyouranimal’smainpredators?Whatareitsmaincompetitors?
Predatorsincludelargemammalsandbirds.Theraccoonhasmanycompetitorsbutduetoitsextremelywidediet,competitionisnotaheavypressureforraccoons.
6. your animal has greatly increased in numbers and expanded their range. what factors have led to theseincreases?
Sincethe1950’s,theraccoon’srangehasexpanded.Theywereoncecommononlyinriparianandheavilywoodedareas,butcannowbefoundinnearlyeverytypeofhabitat.Urbanization,increasedagriculture,intentionalintroductions,andexterminationofnaturalpredatorshasallowedthisexpansiontooccur.
Animal Homework Research Thread Answer Key
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 74
yellow-billed Cuckoo(Coccyzus americanus)
Inmid-summer,theyellow-billedcuckoosbegintheirannualjourneyfromSouthAmericatoArizona’sriparianhabitats.Thesebirdsare30centimetersinlengthandhavealong,slenderappearance.Theyhavebrownbacksthatcontrastneatlywiththeircreamywhitechestsandbellies.Yellow-billedcuckooshavelongtailswithlargewhitespotsontheundersideandacurvedbeakthatisyellowonthetopandblackonthebottom.Despitetheirmagnificentappearance,thesebirds,hiddendeepwithinthehighcanopiesofmatureripariantrees,aremoreoftenheardthanseen.TheyarefoundalongArizona’sstreamsforaveryshorttimeeachsummer,onlystayinglongenoughtofindamate,breed,andfledgeyoung.
Uponarrival,theyellow-billedcuckoosaregreetedbyasuiteofspeciesalreadytakingadvantageofthedesertoasesfoundbeneaththecanopiesofArizona’scottonwoodandwillowdominatedriparianareas.Insectssuchastentmoths,sphinxmoths,andcicadasbreedenmasse,makingeasymealsfortheforagingcuckoos.Whilethecuckoosareoutforaging,otheranimalssuchasraccoons,ravens,andhawkskeeptheireyesopenfordistractedbirdsorunattendedyoungonwhichtofeed.Intheselushhabitats,predatorsareasplentifulasprey.
Theyellow-billedcuckooisoneofthelastavianmigrantstoarrivefromsouthofthebordereachsummerandisoneofthefirsttoreturntoitstropicalwinteringgrounds.Afterfindingamate,theentirebreedingcyclefromegg-layingtofledgingonlytakesalittleovertwoweeks.Althoughtheyellow-billedcuckooisonlyasummervisitortoArizona,thehabitatitfindshereisvitaltoitssurvival.AsArizona’sriparianareascontinuetobedestroyedandaltered,thesebirdsfindfewerandfewersuitablebreedinglocations.Ifthistrendisnotreversed,thebirdmaydisappearfromArizona’sstreamsentirely.
Animal Homework Research Thread Background Information
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
Zone-tailed Hawk(Buteo albonotatus)
Assummerapproaches,zone-tailedhawksbegintonestwithinArizona’sriparianareas.Alongthedesert’srivers,thesebirdsnestinthecanopiesofthetallestcottonwoodandsycamoretreesavailable,astheseprovideexcellentvantagepointsfromwhichtowatchfornestpredators.Great-hornedowls,jays,ravens,andlargemammalscouldmakeagreatmealoutofazone-tailedhawkchick,butfewwillmakeitpasttheattentiveparents.
Zone-tailedhawks,withanoveralllengthofupto50centimeters,awingspanof1.2meters,andayellowbeakandlegs,superficiallyresembleotherlargebirdsfoundinandaroundArizona’sriparianareasduringthesummermonths.However,theirfeatheredheadsandbandedtailsdistinguishthemfromtheturkeyvulturesthattheyareoftenseensoaringwith,mimickingtheirflightpatternstoambushpreyandtheirlongtriple-bandedtails,slenderwings,andpiercingshriekdistinguishthemfromthestouter-bodiedcommonblack-hawksthattheysharetheirbreedinghabitatwith.
Whenbreedingisoverandyounghavefledged,thezone-tailedhawkswillheadsouthwardinsearchofsuitablewinteringhabitat.Theywillseekoutopen,brushyareasthatsupportabundantpreyitemssuchasbirds,lizards,andsmallmammals.Zone-tailedhawkswillstayinopencountryuntilthefollowingsummer.Then,theywillagainreturntoArizona’sriverstonestandraiseyoung.
HoMewoRK RIVeR pATHwAyS Module 1 n 75
Animal Homework Research Thread Background Information
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
HoMewoRK RIVeR pATHwAyS Module 1 n 76
white-throated woodrat(Neotoma albigula)
IntheSonoranDesert,timeswhenresourcesareabundantarefewandfarbetween.Rainfallarrivesalmostexclusivelyduringthesummerandwinterandmuchofthiswaterdrainsquicklytowardsthedesert’sriparianareas,leavingtheuplandsdry.Onenativedesertanimal,thewhite-throatedwoodrat,seemstobeawareofthesetrends.Thislarge27centimeterrat,withitsgrayishbrownbackandwhiteunderside,feet,andthroat,makesthemostofthedesert’smostproductivetimes.Atnight,itscurriesbeneathdensegroundcover,usingitskeensenseofsmellandvisiontocollecttheseedsfromtreeslikethemesquiteandpaloverdeaswellasfruitfrompricklypearcactus.Insects,beetles,andevensmallreptilesroundouttherat’sopportunisticdiet.Inadditiontofoodstuffs,thewoodratwillalsopickupseeminglyuselessobjects,suchasshinycoinsorscrapsofmetal.Oncecollected,thisanimal,aptlynicknamedthe“packrat”,bringstheseitemstoitsburrow,preparingforthedrydaysthatarealwaysaroundthecorner.
Onceatitsburrow,theratpushesdownwardthroughachollacactus-linedentrance,throughanequallyspinyfirstchamberandintoamuchsoftergrass-linedchamberbelow.Hereitshoardofmoisture-richfoodissafefrompotentialintrudersthatwouldliketostealit.Whenthetimecomes,therodentwillalsousethischambertosafelyraiseyoung,hiddenawayfromsnakes,raptors,andlargermammalsthatalsooccupythedesert.Youngwoodratswillsoonlearn,liketheirparents,thatpreparednessisthekeytosurvivalintheharshSonoranDesert.
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lowland leopard Frog(Rana yavapaiensis)
TheSonorandesertseemslikeanunlikelyplaceforanamphibiantocallhome,butdeepwithinthedesert’smanyriparianareas,thenativelowlandleopardfrogfindsrefuge.Growingonly8centimetersinlengthandwithadarkbrownish-green,spot-coveredbackandyellowish-whiteunderside,thesefrogsblendinperfectlybeneaththestreamsidecottonwoodandwillows.Thelackofnosespots,faintlightstripeontheupperlipandinterrupteddorsolateralfoldsalladdtothisfrog’scamouflagewhiledistinguishingitfromthedesert’smanyotheramphibians.
ThelowlandleopardfrogisdesignedperfectlyforArizona’sunpredictabledesertstreams.Theystayclosetowaterwhereinsects,fish,andsmallerfrogsareplentiful,butarenotastiedtopermanentwaterasotherfrogs.Theirtadpolescandevelopintoadultsinasingleseason,unlikemanyotherspecies,andareespeciallyadeptatsurvivingtheflashfloodsthataresocommoninArizona.Theadultscanevensurviveintemporarypools,travelinglongdistancesbetweenwaterduringthedrymonths.
Despitetheirhardiness,lowlandleopardfrogsarenotascommonastheyoncewere.Likecountlessotherspecies,thisfrogislosinghabitatatanalarmingrate.Aswatertablesarelowered,cattlearegrazed,andpeoplerecreateirresponsibly,thevaluableriparianareasonwhichthesefrogsdependaredisappearing.Inaddition,introducedspeciessuchasgreensunfishandbullfrogshavebroughtwiththemincreasedcompetition,predation,anddisease.Luckilyforthissmallfrog,itcansurviveinareaswheretheseinvasivespecies,notadaptedtothedesert,cannot.Aslongastheseareaspersist,sowillthelowlandleopardfrog.
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GreenSunfish(Lepomis cyanellus)
InArizona’sriparianareas,waterisseasonallylimited,flashfloodsareextremelycommon,andmanyintroducedaquaticspeciescannotsurvive.Iftheinvadersarenotsweptdownstreamduringfloods,theyarelikelytogettrappedinthepoolsthatformwhenwaterrecedes.Asthewaterevaporatesfromthesepools,thewaterqualityplummets.Forthisreason,fishnotaswelladaptedtothesesystemsasournativesoftendonotlastasingleseason.However,someintroducedspecies,likethegreensunfish,thrive.
Thegreensunfish,withitsdarkgreenbody,blueiridescentstripesalongitsfaceandsides,spinydorsalfin,andlargeblackspotbehinditshead,spendsmuchofitstimeinmurkywaterstoavoidbeingspottedbypredatorssuchasbirdsandlargerfish.Growingupto20centimetersinlengthwithalargemouthandatendencytoambushpreyfromsubmergedcover,thisfishisavoraciouspredator.Forthemanysmallernativefish,amphibians,andinsectsthatliveinArizona’swaters,greensunfishimposeanunprecedentedlevelofcompetitionandpredation.
WhenthegreensunfisharrivedinArizona,theywerenotthelargepanfishthatnowoccupyourdesertrivers.Theyweremuchsmallerjuveniles,destinedtobeplacedontheendofanangler’slineasbaitforamuchlargerfish.Whenbaitwasleftover,itwaspouredintothestreamwherethosetinyfishgrew,multiplied,andflourished.NowthatthegreensunfishhasfoundahomeinArizona’swaterways,itseemsthatitisheretostay.
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Black Rattlesnake(Crotalus cerberus)
InthebottomofArizona’srockycanyons,deepbeneaththegrasses,shrubs,anddebristhatfallsfromhighintheripariancanopy,juvenileArizonablackrattlesnakescanbarelybeseen.Theirappearanceallowsthemtobealmostinvisibletothesmallmammals,lizards,andbirdsthattheyseek.Youngsnakesarelighttanandhaveprominentbrownblotchesdowntheirlengththatperfectlyresemblethesurroundingdebris.Asthejuvenilesgrow,eventuallyreachingoverameterinlength,theirscalesandblotcheswilldarkenuntiltheyareentirelyblackanddarkgray.Afewfaintcream-coloredcrossbarsaretheonlybitsofcolortheymayretaintoadulthood.
Snakes,likeallreptiles,areunabletoregulatetheirbodytemperatureinternally.Theymusttakeadvantageofsunlighttowarmthemupandallowthemtoperformvitalbodilyfunctions.Forthisreason,itiscommontoseesnakesbaskingintheopensunlightinordertobuildupenoughenergytodigesttheirlastmeal.ThedarkcoloroftheadultArizonablackrattlesnakeallowsthemtobaskfreelyonthestreamsidebouldersandtakeadvantageofthedaytimeheat.Withsofewmarkings,theyareabletohideinplainsightfromthehawks,eagles,roadrunnersandkingsnakesthatmaytrytomakeamealofthem.
FoundonlyinArizonaandatinywesternpatchofNewMexico,theArizonablackrattlesnakeisasuniqueasArizona’sriparianareasthemselves.AsArizona’sriparianareascontinuetobedestroyedandaltered,populationsofthesesnakespersistinfewerandfewerdrainages.Ifthistrendisnotreversed,thissnakemaydisappearfromArizona’sstreamsentirely.
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Round-tailed Ground Squirrel(Spermophilus tereticaudus)
IntheSonoranDesert,thelifeofarodentisparticularlychallenging.Rainfallsalmostexclusivelyinthesummerandwinter,withlongperiodsofdesiccationbetween.Thislimitedwaterproducesanequallylimitedcropofmoisture-richherbaceousplants,insects,andseedsoverwhichtheserodentsandotheranimalsallcompete.Thelownumberofshade-providingtreesmakestheseanimalsparticularlyvulnerabletosoaringpredatorsandtheunevenrockylandscapeprovidescountlessambushopportunitiesforthesnakesandlargermammalsthatalsocallthisdeserthome.
Manyofthedesert’srodentsdependontheirsmallsizeandnocturnalhabitstoavoidpredatorsandmakethemostofthedesertsfewresourcesbut,beingdiurnalandgrowingupto68centimetersinlength,theprairiedog-likeround-tailedgroundsquirrelemploysneitherofthesestrategies.Instead,theround-tailedgroundsquirreldependsontwodifferentstrategies,camouflageandsociality,tosurviveinArizona’sharshdeserts.
Evenintheopenareaswherethesesquirrelsbuildtheirdeepburrows,theiruniformlysandybrownfurabove,lightertanfurbelow,black-tippedtail,andfurryhindfeedallowthemtohideinplainsight.Addingtotheirsecurity,thesesquirrelsliveinloosecoloniesconsistingofmanyindividualburrows.Theywillwarnotherswhendangerispresent,butwillalsodefendtheirburrowfromcolonymembersthatventuretooclose.Thissocialstrategyallowsround-tailedgroundsquirrelstoforagebyday,whenthemajorityoftheircompetitionisstillinhiding.
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yellow warbler(Dendroica petechia)
AlongArizona’srivers,thesongoftheyellowwarblerisasuresignthatsummerhasarrived.Eachyear,thesebrightyellowandround-bodiedbirdstravelgreatdistancestoarriveintheseriparianareas.Whilethere,theycanbeseenforaginginthehighcanopiesofcottonwoodsandwillows,usingtheirpointedblackbeakstogleaninsectsfromleavesandbranches.Notonlydotallnativetreesprovideareasfortheyellowwarblerstoforage,buttheyalsoprovideshelterednestingplacesthatconcealeggsandyoungfromhungryraptors,corvids,andsnakes.
OnmanysectionsofArizona’srivers,nativetreeshavebeenandcontinuetobepushedoutbynon-nativespecies.Fortheyellowwarbler,invasivetreespeciessuchastamariskprovidefarlesscoverfornestingthannativespecies.Asaresult,nestsconstructedinnon-nativetreesareoftenraidedbyhungryanimalsorareparasitized.Nestparasitismistheprocessbywhichaninvadingbirdsneakilylaysitsegginthenestofahostbird.Inthisway,thehostbirdistrickedintoraisingtheinvader’syoungalongwiththeirownbrood.Would-behostbirdsoftenpushtheforeigneggsoutoftheirnestiftheyarerecognizedasnotbelonging.
InArizona,themostcommonnestparasiteisthebrown-headedcowbird.Yellowwarblers,growingonly12centimetersinlength,aretoosmalltoremovethecowbirds’foreigneggsevenwhentheyrecognizethattheyarenottheirown.Instead,theyoftenjustbuildanewnestontopoftheirpreviousoneandlayneweggs.Thisbehavioruseslargeamountsoftimeandresourcesandinsomecasescanprovetoomuchforthissmallmigratorybird.
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Brown-headed Cowbird(Molothrus ater)
Namedfortheirtendencytofollowcattle,foragingforseedsandinsectsstirredupbytheirhooves,thebrown-headedcowbirdhasrespondeddifferentlythanthemajorityofspeciestohumanlanduse.Formostspecies,humanencroachmentmeanslossofhabitat,butforthisspeciesitmeansjusttheopposite.Thisbirdisdependentonopenhabitatsuchasfields,pastures,forestedges,andlawnswhereitcanactivelyforagewithaclearviewofpotentialpredatorssuchasraptors,ravens,jays,largemammals,andsnakes.Thisspecieshasbeendramaticallyexpandingitsrangesinceactivitieslikecattlegrazing,landclearing,andurbandevelopmentbeganalteringthelandscape.
Thebrown-headedcowbirdisasmallishblackbirdgrowingtoonly19centimetersinlengthwithashortertail,thickerhead,andthicker-basedbillthanotherblackbirds.Malesareshinyblackwithdeepbrownheadswhilefemalesarebrownoverallwithlightheadsandfinestreakingontheirundersides.Despitetheirsmallsizeandrelativelyunimpressiveappearance,thesebirdscanhaveadramaticeffectontheecosystemsinwhichtheylive.
Brown-headedcowbirdsarenestparasites,meaningtheylaytheireggsinthenestsofotherbirdswiththeexpectationthattheotherbirdwillraisethealienoffspring.Thehatchlingcowbirdswillexhausttheresourcesoftheparentandoftenpushtheirtrueyoungoutofthenest,resultinginanunsuccessfulbreedingseasonforthatbird.Ashabitatschangeandcowbirdsexpandtheirrange,therateofnestparasitismformanyspecieshasincreaseddramatically.Forspeciesalreadysufferingduetohabitatlossandfragmentation,thisisaveryconcerningtrend.
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Muskrat(Ondatra zibethicus)
Themuskratisabeaver-likerodentthatgrowstoupto60centimetersinlength.Theanimaliscoveredinshort,darkbrownfur,hasalongflattenedtailcoveredinscales,andpartially-webbedhindfeet.Consideringtheanimal’ssize,uniqueappearance,andcommonnessinhabitatssuchaswetlands,riparianareas,drainageditches,andcanals,itisawonderthatthisanimalissoseldomseen.
Muskratsareoftenconfusedforbeavers,buttheyareuniqueanimals.Theyareeasiesttodistinguishfrombeaversonlandwheretheirsmallersizeandnarrowtailareapparent.Inthewater,theirswimmingstyledistinguishesthem.Beaversswimwithonlytheirheadsvisiblewhilemuskratsswimwiththeirheadandbackabovewater.Evenwhentheanimalsthemselvesarenotvisible,thetwocanbedistinguishedbythesignstheyleavethroughoutthehabitat.Muskrats,likebeavers,buildlodgesusingmudandplantmaterialsinordertoprotectthemselvesfrompredatorssuchasraptors,largemammals,andsnakes.Theselodgescontainadryinnercompartmentinwhichtheanimalssleepandraisetheiryoung,asystemofunderwatertunnels,andafeedingplatformwheretheyeattheplants,mussels,crayfish,andsnailstheycollect.Unlikebeavers,however,theselodgesalwayshaveatleastoneentranceabovethesurfaceofthewater.
Althoughmuchriparianandwetlandhabitathasbeenalteredordestroyedinrecentdecades,muskratsarestillthrivingandcontinuetobeoneofArizona’smostcommonmammals.Theirsuccesscanbeattributedtotheirabilitytoliveinhuman-madewaterwayssuchascanalsanddrainageditches,alongwiththeirtasteforthecattailsthatgrowprolificallyindisturbedwetlandareas.
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Common Black-hawk(Buteogallus anthracinus)
Assummerapproaches,commonblack-hawksbegintonestinArizona’sriparianareas.Thesebirdsnestinthecanopiesofthetallestcottonwoodandsycamoretreesavailable,asthesetreesprovideidealvantagepointsforwatchfulparents.Manypredatorssuchasgreat-hornedowls,jays,ravens,andlargemammalscouldmakeagreatmealoutofacommonblack-hawkchick,butfewwillmakeitpasttheirattentiveparents.
Commonblack-hawks,withanoveralllengthof53centimeters,awingspanofnearly1.2metersandayellowbeakandlegs,superficiallyresembleotherlargebirdsfoundinandaroundArizona’sriparianareasduringthesummermonths.However,theirfeatheredheadsandbandedtailsdistinguishthemfromturkeyvulturesthatarecommonduringArizona’ssummersandtheirshorter,single-bandedtailsandmuchbroaderwingsdistinguishthemfromthezone-tailedhawkswithwhichtheysharetheirbreedinghabitat.
Whenbreedingisoverandyounghavefledgedfromtheirnests,thecommon-blackhawkswillheadsouthwardinsearchofsuitablewinteringhabitat.Theyareoftenobservedincoastalmangroveforestswhereaquaticpreysuchasfish,frogs,snakes,crayfish,andturtlesareplentiful.Common-blackhawkswillstayinthesehabitatsuntilthefollowingsummerwhentheywillreturntoArizona’sriverstogiverisetonextyear’sbirds.
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American Bullfrog(Rana catesbeinana)
BroughttoArizonaasafoodsourceandgamespecies,fewinvasiveanimalsareasprolificastheAmericanBullfrog.Growingupto25centimetersinlength,iteasilyout-competesArizona’smuchsmallernativeamphibians.Itislighttoolivegreenwithacreamyyellowunderside,iscoveredindarkblotches,andhasafoldofskinthatextendsfrombehindtheeyetotheforearm.Thesefrogsalsohavepronouncedhumpsontheirbackcausedbytheirhipsandalargetympanum(ear)thatinmalescanexceedthesizeoftheeye.
Thesefrogspreferwarm,sunnyareasandsincetadpolestakeoverayeartodevelopintoland-dwellingadults,theystayneartopermanentwater.Theyareknowntoconsumenearlyanythingtheyareabletosubdueandfitintheirmouthincludingfish,crayfish,lizards,birds,andotherfrogs.Thisvoraciousappetitecaneasilyresultinthembecomingtheonlyamphibianspeciespresentintheaquaticsystemstheyinhabit.Eventhefish,snakes,birds,andlargemammalsthatfeedonthesefrogscandolittletokeeptheirnumbersdown.
Sinceitsarrival,thisanimalhascausedsevereharmtonativeamphibianpopulations.TheyhavecreatedunprecedentedlevelsofcompetitionandpredationandhavebroughtnewdiseasestoArizona’swaterways.Thesethreats,coupledwithlossofhabitat,havecausedmanyofArizona’snativeamphibianstodisappear.Bullfrogsareaprimeexampleofhowrelocatingspecies,evenwiththebestofintentions,cangoincrediblywrong.
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NorthernCrayfish(Orconectes virilis)
OncetheonlyUSstatewithnocrayfishspecies,Arizonaisnowhometotheinvasivenortherncrayfish.Thisanimalisasmalllobster-likecrustaceanwithgreentoreddishcoloration.Particularlyinmales,thepincersareoftengreenishblueandmayhaveorangetipsandwhitebumps.InArizona’saquaticecosystems,whichhavenonaturalnicheforacreaturesuchasthis,theseanimalsposeanenormousthreat.
Theseanimalsarecapableofsurvivinginnearlyanyaquatichabitataslongastheyhaveaccesstowell-oxygenatedwater.Theycantoleratedepthsasshallowasafewcentimeterstoasdeepas30metersandthriveinwatertemperaturesrangingfrom0to32degreesCelsius.Theyareknowntoconsumenearlyanythingtheyareabletogettheirclawsonincludingaquaticplants,fish,snakes,smallturtles,insects,andevenothercrayfish.Thisvoraciousappetitecombinedwiththeirabilitytobreedextremelyrapidlycaneasilyresultinthembecomingthedominantspeciespresentintheaquaticsystemstheyinhabit.Eventhelargefish,mammals,andbullfrogsthatfeedonthesecrayfishcandolittletokeeptheirnumbersdown.
Sinceitsarrivalasbaitinanglers’bucketsanditseventualreleaseanddispersal,thisanimalhascausedsevereharmtoaquaticspeciesandhabitat.Theyhavecreatedunprecedentedlevelsofcompetitionandpredationandoftengreatlyaltertheirhabitatsbyconsumingaquaticvegetationatanextraordinaryrate.Thesethreats,coupledwithhabitatloss,havecausedmanyofArizona’snativeaquaticspeciestodisappear.Effortsarebeingmadetokeepnortherncrayfishpopulationsundercontrolbutunfortunately,thereislittlehopeofevercompletelyremovingthemfromArizona’swaterways.
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Gila Topminnow(Poeciliopsis occidentalis)
Withawiderangeofbioticcommunitiesincludingconiferwoodlands,Sonorandesertscrub,andevenalpinetundra,Arizonaisknownforitshabitatdiversity.Althoughwaterisalimitedresourceinthemajorityofthesehabitats,thestate’saquaticecosystemsareequallyvaried.Withinitsbordersexistragingrapids,shallowbackwaters,deepcanyon-shadedpools,andisolateddesertpotholes.Unfortunately,humanactivityhascausedchangestomanyofthesehabitatsattheexpenseofArizona’snativeaquaticspecies.Ofthestate’s36nativefishspecies,oneisextinctand20arelistedasfederallyendangered.OnceArizona’smostcommonfish,theGilatopminnowisnowamongstthosemostthreatened.
TheGilatopminnowisaguppy-likefishthatgrowsto5centimetersinlength.Femalesandnon-breedingmalesaresilvertotanincolorwithafaintdarkstripealongtheirsides.Breedingmalesturnsolidblackwithyellowfins.Thefish’smouthislocatedterminally,orattheverytipoftheirsnout,andispointedupwards.Thisplacementhelpsthefishcatchinsectsthatarerestingonthewater’ssurface.Gilatopminnowpreferslowmovingwatersincludingsprings,streams,andpondswhereitoccupiesthetopfewinchesofwaterandforagesforplantmatterandsmallinsectlarvae.Asaverysmallfish,itisheavilydependentonstreamsidevegetationinwhichtohidefrompredatorssuchaslargerfish,crayfish,frogs,birds,snakesandaquaticinsects.
Asrivershavebeendammedandthewatertablehasbeenlowered,manyoftheshallowbackwaters,springsandpoolsonwhichtheGilatopminnowdependshavedisappeared.Thissadstateofaffairs,combinedwithhumanactivitiesthathaveremovedstreamsidevegetationandtheintroductionofnon-nativespeciessuchasbullfrogsandmosquitofish,hasresultedinthisthisfishbeingaddedtothefederallistofendangeredspecies.LargescalebreedingandreintroductioneffortshavebeenandcontinuetobeundertakenandhopefullythisfishwillsomedaybeacommonsightinArizona’swatersagain.
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largemouth Bass(Micropterus salmoides)
Arizona’swaterwayslookdrasticallydifferenttodaythantheydidbeforehumansettlementarrived.Inthosedays,thestate’sriverswereundammed,meaningtheywerefreetorageduringseasonalfloodsanddwindleduringthedryperiods.Today,theneedforfloodcontrol,powerproduction,andrecreationhascreatedcountlessdams,canals,andartificiallakesresultinginagreaternumberofdeep,slow-movingwatersourcesthatareidealhabitatforintroducedsportsfishsuchasthelargemouthbass.
Thelargemouthbassisalargefishthatgrowsto1.2metersinlengthormore.Itisdarkgreentobrownishaboveandwhitetoyellowishbelow,hasdarkblotchesthatformajaggedstripedownitsside,andhasdorsalfinsthatarespinyinthefrontandroundedintheback.Theupperjaw,whichextendsbehindtheeye,differentiatesthisfishfromsmallmouthbass.InArizona’sman-madelakesandmodifiedrivers,thesefishdependonrocks,logs,andstreamsidevegetationinwhichtoshelterthemselvesfrompredatorssuchaslargefish,birds,snakes,crayfish,frogs,andlargemammals.Theyleavetheseshelterstoforageforpreysuchasfish,insectlarvae,frogs,crayfish,snakes,birds,andsmallaquaticmammalsinopenwaters.
IntroducedtoArizonaasasportsfish,thelargemouthbasshashadmanyunforeseenconsequencessuchasincreasedpredationonsmallernativespeciessuchasGilatopminnowanddesertpupfishandincreasedcompetitionwithlargernativessuchasGilachub.However,theintroductionofthisfishhasn’tallbeennegative.IthasalsobroughtcountlessindividualstoArizona’swaterstorecreate,helpingtoshowthepublictheamazingresourcesArizona’snaturalareashavetooffer.
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Merriam’s Kangaroo Rat(Dipodomys merriami)
IntheSonoranDesert,timeswhenlevelsofresourcesarehigharefewandfarbetween.Rainfallarrivesalmostexclusivelyduringthesummerandwinterandmuchofthiswaterdrainsquicklytowardsthedesert’sriparianareas,leavingtheuplandsdry.Themajorityofthedesert’sresidentsaredependentonthislimitedresource,seekingwaterattemporarypondsorriparianareas.TheMerriam’skangaroorat,however,hasauniquewaytodealwiththesedryspells.Thissmall,10centimeterrat,withitsyellow-brownback,whiteundersideandlong,tufted,white-stripedtailcanobtainenoughmoistureevenduringthedriesttimesinthedesert.Atnight,itscurriesamongstsparsegroundcover,usingitskeensenseofsmellandvisiontocollectseedsfromtreeslikemesquiteandpaloverde,forageonherbaceousplants,andcaptureinsects.Thesefooditemsareallhaveextremelyhighwatercontentandifenougharecollected,theratwillneverhavetoconsumeliquidwater.
Evenwithouttheneedforwater,lifeintheSonoranDesertischallenging.Whileforaginginthesparsehabitatstheyoccupy,theserodentsarevulnerabletopredationbybirds,snakes,andlargemammals.Inaddition,theyfacehighlevelsofcompetition.Itisnosecretthatmoisture-richfoodisameansofsurvivalandtheMerriam’skangarooratisnottheonlyanimaltomakeuseofit.Despitethesechallenges,thisrodentmanagestothriveintheharshestofhabitats,eveninthedriestofyears.
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Terrestrial Garter Snake(Thamnophis elegans)
Formanypeople,thewidedistribution,subtlecoloration,andrelativelysmallsizeoftheterrestrialgartersnakemakesitafairlyunimpressiveanimal.Thissnakeisquiteslender,growstoonlyjust1meterinlength,andisadullgreywithblackspotsandhaslightlycoloredstripedalongthelengthoftheirbodies.Theytendtostaynearpermanentwaterbutastheirnickname,“thewanderinggartersnake”implies,theycanstrayfarfromanywatersource.Theyinhabitgrasslands,forests,riparianareas,mountains,anddesertsandareoftenamongthemostcommonsnakesintheirrange.Despitetheircommonnessinmanyhabitatsandtheirblandappearance,thissnakeisfarfromordinary.
Theseanimalsareasdiverseintheirdietastheyareintheirpreferredhabitat.Theyactivelyforageduringthedayforfish,frogs,andsmallmammals.Thankstothevarianceintheirdiet,theysufferlittlefromcompetitionfromotherpredators.Whileforaging,theydependupontheirsubtlemarkingstohidewithinlow-lyingvegetationfrompredatorslikebirds,othersnakes,fish,frogs,crayfish,andlargemammals.
Themostuniquethingaboutthissnakeisitsbreedingandreproductionhabits.Uponemergingfromhibernationinspring,theyimmediatelybeginsearchingforamate.Itisnotuncommonformanymatestoattempttobreedwithasinglefemale,resultinginlarge“breedingballs”consistingofseveralanimals.Inaddition,unlikethemajorityofsnakes,theterrestrialgartersnakegivesbirthtoliveyoungthatareindependentfrombirth.Theseuniquebreedingtraits,alongwiththeirabilitytothriveinnearlyanyhabitat,makethisanimalextraordinarydespiteitsabundance.
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LongfinDace(Agosia chryogaster)
InArizona’sriparianareas,waterisseasonallylimitedandflashfloodsareextremelycommon.Aquaticanimalscanbesweptdownstreamduringfloods,trappedintemporarypoolswithdiminishingwaterquality,orevenstrandedindewateredstretchesofstream.Forthesereasons,fishnotwelladaptedtothesedesertsystemsoftendonotlastasingleseason.However,nativefishesthathaveevolvedwiththeserivers,likethelongfindace,managetothrive.
Thelongfindace,asmallslenderfish,growsonly10centimetersinlength.Itissilverincolorwithaprominentblackstripealongitssides,hasablunthead,anditsmouthispositionedslightlybehinditssnout.Theyprefertheshallowwatersofsmallstreamsanddependonsandyorgravelysubstratesinwhichtoexcavatetheirspawningbeds.Theyrequireoverhangingbanksorstreamsidevegetationtoprovidecoverfrompredatorssuchaslargerfish,crayfish,frogs,andbirdswhileforagingforaquaticvegetation,detritus,insectlarvae,andfishfry.TheycompeteforfoodwiththeGilatopminnow,desertpupfish,andotheraquaticorganismswithsimilardietsbutthankstotheirincredibleresilienceandabilitytosurviveinamultitudeofhabitats,competitionislimited.
Thisfishmaynotbevisuallyimpressive,butwhatitlacksinaestheticsitmorethanmakesupforwithitsabilitytosurviveintheharshestofArizona’sripariansystems.Forexample,duringthedaywhenplants’highwaterdemandscandryoutstreams,thisfishcanburyitselfunderwetalgaeanddebris.Whentheplants’waterdemandsdwindleandwaterreturnstothestreams,thelongfindaceemergetoforageandseekmoresuitablehabitat.Despitethisresilience,populationsofthisfisharedwindling.NoteventhelongfindaceisimmunetothelossofhabitatandintroductionofinvasivespeciesthatissocommonthroughoutArizona’sriparianareas.
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Toe Biter(Lethocerus sp.)
ForsmallfishandamphibianslivinginArizona’sriparianareas,predatorsareplentiful.Theyarepreyeduponbybirds,mammals,snakes,andevenlargermembersoftheirownspecies.Theseinteractionsarewellknownbutonegroupofpredators,theinsects,isoftenoverlooked.Oneinsectinparticular,thetoebiter,canbeespeciallyvoracious.
Toebitersarelargebeetle-likeinsectswithleatherywings,smallantennae,andlargeraptorialfrontlegsthataremuchthickerthanthehindtwopairs.Thesebacktwopairsoflegsarecoveredwithshorthairsthathelptheinsectswimandallowittoholdontosmallbubbleofair,allowingittobreathbeneaththewater’ssurface.Theyalsohavealargespear-likemouthpartcalledaprobosciswhichtheyusetoimpaletheirprey,injectthemwithdigestivefluids,andsuckoutthepartiallydigestedremains.Despitetheirmenacingappearance,theseanimalsareeasilyoverlooked.Theyspendmuchoftheirtimewiththeirwingsflattotheirbacks,mimickingdeadleavesamongstdebris,heavystreamsidevegetation,anddiversesubstrate.Thisallowsthemtohideinplainsightfrompredatorslikefish,frogs,crayfish,andlargerinsectswhilepatientlywaitingtoambushpreyitemsincludinginsects,fish,andfrogs.Thishuntingmethodisextremelyefficientandallowstheseinsectstocompetewiththemanyotheraquaticpredatorstheysharehabitatwith.
Toebitersareprolificbreeders.Aftermating,thefemaledepositshundredsofeggsonthebackofthemalewheretheyremainuntiltheyhatch.Inaddition,theypreferwarmwaterandaretolerantofextremelypoorwaterquality.Forthisreason,theseinsectsthriveinstreamsthathavebeendrainedofmuchoftheirwater,leavingbehindstagnantpools,andinheavilypollutedwaters.Theyareincrediblecreatures,buttheirpresenceinhighnumberscanoftenbeanindicatorofdegradedrivers.
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Red-spotted Toad(Bufo punctatus)ThearidlandscapeofArizonaseemlikeanunlikelyplaceforanamphibiantocallhome,butinthestate’sriparianareas,rockycanyons,forests,grasslands,anddeserts,thenativered-spottedtoadfindsrefuge.Thissmalltoad,growingonly8centimetersinlength,isgreytoreddishbrownoverall,hassmallredbumpscoveringitsbody,andunlikeallotherArizonatoads,theparatoidglandsbehindtheirearsareround.LikemuchofArizona’sotherwildlife,thesetoadsareperfectlyadaptedtotakeadvantageofthelittlewaterthelandscapereceives.
Thered-spottedtoadisfoundprimarilynearstreamsbutcanventurefarfromwater.Witheggsthathatchinthreedaysanddevelopintoadultsinjust6to8weeks,theyneedonlytemporarywater.Thisdifferentiatesthistoadfrommanyotheramphibiansthatrequirepermanentwatertoraisetadpolesthattakemultipleseasonstodevelop.Theyaremostcommoninrockyareaswheretheyhideincracksandcrevicesfrompredatorssuchasbirds,snakes,frogs,mammals,andlargefish.Theyalsousethesesecurehidingplacestowaitinambushforpreysuchasinsects,fish,andsmalleramphibianswhichtheycatchwiththeirstickytongues.
ThistoadisdesignedperfectlyforlifeinArizona’sharshesthabitats.Whentemporarywatersdryup,theycanpushbeneaththeearthandremainburiedforoverayearuntilthenextrainyseason.Duringthistime,theyarecapableofsurvivingalossofupto40percentoftheirbodies’watercontent.Whenrainfinallyfallsagain,theyemergefromthesoilinabundance.Theytakeadvantageoftheseshortwindowstorehydrate,forage,andbreedbeforedisappearingonceagain.
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Beaver(Castor canadensis)
Thebeaverisalargeaquaticrodentthatgrowstoupto1.2metersinlength.Theanimaliscoveredinthick,darkbrownfur,hasalongflattened,nearlyhairlesstail,andshortforearmswithlargeclaws.Consideringtheanimal’ssize,uniqueappearance,andcommonnessinhabitatssuchaswetlandsandriparianareas,itisawonderthatthisanimalissoseldomseen.
Beaverscaneasilybeconfusedformuskrats,buttheyareuniqueanimals.Theyareeasiesttodistinguishfrombeaversonlandwheretheirlargersizeandwidetailareapparent.Inthewater,theirswimmingstyledistinguishesthem.Beaversswimwithonlytheirheadsvisiblewhilemuskratsswimwiththeirheadandbackabovewater.Evenwhentheanimalsthemselvesarenotvisible,thetwocanbedistinguishedbythesignstheyleavethroughoutthehabitat.Beavers,likemuskrats,buildlodgesusingmudandplantmaterialsinordertoprotectthemselvesfrompredatorssuchasraptorsandlargemammals.Unlikemuskratlodgeshowever,beaverlodgesdonothaveentrancesabovethewater’ssurface.
InArizona,beavershavelostsubstantialamountsofhabitatasriparianareashavebeenalteredanddegraded.Theseanimalsdependuponlargetreesforbothconstructionoftheirlodgesanddamsandforasourceoffood.Theseanimalsdoconsumesomefruitsandaquaticplants,butdependalmostentirelyontreecambiumandbark.Theysuffernocompetitionforthisuniquefoodsource,butinordertohaveenoughtreestomeettheirdietaryandconstructiveneeds,onefamilyofbeaversstillneedsaboutakilometerofriparianhabitat.Alongthesestretchestheyinhabit,beaverdamsdrasticallyalterthelandscape.Theyslowwater,allowingforthecreationofponds,wetlands,andeventuallymeadowsasthebeaverpondsfillwithsiltfromupstream.Withoutthebeavers,thissuccessionfromriparianareatomeadowwouldnotbepossibleandcountlessotherspecieswouldsuffer.
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Sonora Sucker(Catostomus insignis)
InArizona’sriparianareas,waterisseasonallylimitedandflashfloodsareextremelycommon.Aquaticanimalscanbesweptdownstreamduringfloods,trappedintemporarypoolswithdiminishingwaterquality,orevenstrandedindewateredstretchesofstream.Forthesereasons,fishnotwelladaptedtothesedesertsystemsoftendonotlastasingleseason.However,nativefishesthathaveevolvedwiththeserivers,liketheSonorasucker,managetothrive.
TheSonorasucker,oneofArizona’slargernativefish,growsupto80centimetersinlength.Itisdistinctlybi-coloredwithbrownaboveandyellowbelow,haslargescales,aroundedsnout,andadisproportionatelythicklowerlip.Theypreferdeeppoolswithinstreamswheretheycanforage,usingtheirmouthstopullinandspitoutgravellysubstrates,filteringoutaquaticinsects,plantmatter,fishfry,anddetritus.Whileforagingfortheseresources,theydependonoverhangingbanksorstreamsidevegetationtoprovidecoverfrompredatorssuchasbirds,largefish,snakes,frogs,andlargemammals.Despiteitsdependenceondeeppools,thisfishdoesnotdowellinlargeman-madebodiesofwaterlikeArizona’smanyman-madelakes.
TheSonorasuckercompeteswithotherbottomfeederssuchascrayfish,snailsandsimilarfishsuchasthedesertsucker.TheSonoraanddesertsuckeraresuperficiallysimilar;howevertheSonorasucker’slargersize,lackofdarkbands,cartilaginousmouthplate,ornotchedmouthsetitapart.Also,thesetwofishhavevastlydifferentbehaviorsandhabitatpreferences.UnliketheSonorasuckerwhichforagesamongstthesubstrateofpools,thedesertsuckerismostoftenseenscrapingalgaeoffofrockswithintheriffleportionsofstreams.Bothfish,however,dependonhabitatdiversity.Asriversaremodified,degraded,andaltered,diversestretchesofriffles,runs,andpoolsareoftenreplacedwithendlessstretchesofuniformhabitat.Thisisatrendthatcouldbedevastatingforbothofthesenativefish.
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desert Sucker(Catostomus clarki)
InArizona’sriparianareas,waterisseasonallylimitedandflashfloodsareextremelycommon.Aquaticanimalscanbesweptdownstreamduringfloods,trappedintemporarypoolswithdiminishingwaterquality,orevenstrandedindewateredstretchesofstream.Forthesereasons,fishnotwelladaptedtothesedesertsystemsoftendonotlastasingleseason.However,nativefishesthathaveevolvedwiththeserivers,likethedesertsucker,managetothrive.
Thedesertsuckerisamediumsizedfish,growingupto33centimetersinlength.Itisdistinctlybi-coloredwithsilveraboveandyellowbelow,hasjagged,darkverticalbarsalongitssides,largescales,aroundedsnout,andalargecartilaginousplatethatformstwonotchesonthesidesofitsmouth.Thesefishspendthedayindeeppoolswheretheycanavoidpredatorssuchaslargerfish,frogs,snakes,birds,andlargemammals,takingrefugebeneathoverhangingbanksandstreamsidevegetation.Atnight,theymoveintotherockyrifflesinsearchoffood.There,theywillusetheirlargecartilaginousplatetoscrapealgaefromlargerocks.
Thedesertsuckercompeteswithotherbottomfeederssuchascrayfish,snailsandsimilarfishsuchastheSonorasucker.ThedesertandSonorasuckeraresuperficiallysimilar;howeverthedesertsucker’ssmallersize,darkbands,cartilaginousmouthplate,andnotchedmouthsetitapart.Also,thesetwofishhavevastlydifferentbehaviorsandhabitatpreferences.Unlikethedesertsuckerwhichscrapesalgaefromrockswithinriffles,theSonorasuckerismostoftenseenforagingindeeppoolswithgravellysubstrate.Bothfish,however,dependonhabitatdiversity.Asriversaremodified,degraded,andaltered,diversestretchesofriffles,runs,andpoolsareoftenreplacedwithendlessstretchesofuniformhabitat.Thisisatrendthatcouldbedevastatingforbothofthesenativefish.
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Abert’s Towhee(Pipilo aberti)
Assummercomestoanend,manyofArizona’sriparianbirdsarethroughbreedingandarepreparingtoleavethestateandheadfortheirwinteringgrounds.TheAbert’stowheehowever,ismakingnosuchpreparations.ThisbirdisapermanentresidentinArizonaandhasoneofthesmallestrangesofanyNorthAmericanbird:itwintersandbreedsonlyinasmallportionofthesouthwest,namelythelowerColoradoandGilaRiverwatersheds.
TheAbert’stowheeisamedium-sizedbirdwithanoveralllengthof24centimeters.Ithasauniformlypinkish-brownbodyexceptforsomeslightrufousbeneathitslongtail.Itcanbeidentifiedeasily,evenatadistance,byitspalebillthatcontrastssharplywithitsblackface.Thisbirdprefersriparianhabitatswithbushygroundcover,cottonwoods,andwillows.Inthedensebrush,theAbert’stowheehidesfrompredatorssuchaslargebirds,snakes,andmammalswhilesearchingforfoodstuffssuchassmallinsectsandseedsbyscratchingatthegroundwithitsfeet.Thismethodallowsthetowheetofindfoodwhichcompetitorssuchasotherseedeatingbirds,mammals,andinsectsmayhavemissed.
Withsuchasmallhomerange,theAbert’stowheeisparticularlyvulnerabletohabitatloss.Whenthebirdloseshabitattodevelopment,over-grazing,andotherhumanactivities,itisnotjustaparticularpopulationthatisharmed,itistheentirespecies.Unfortunately,thisbirdhaslostmuchofitsfavoredriparianhabitatanditsnumbershavedeclinedsignificantly.Ifthistrendisnotreversed,thisbirdcouldbelostfromalargepartofitsrange,forever.
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Song Sparrow(Melospiza melodia)
ThesongsparrowisoneofNorthAmerica’smostversatilebirds.Itcanoccupyanincrediblevarietyofhabitatsincludingmarshes,grasslands,desertscrub,pineforests,prairies,chaparral,agriculturalfields,pastures,andevenparks.Inanyofthesehabitats,thesebirdsrequireamixtureofopenandbrushyareas.Inthebrush,songsparrowscanbeseenforagingforseeds,fruit,andinsectswhilekeepingawatchfuleyeforlargemammals,snakes,andlargebirdsthatmightpreyonthemaswellasforrodentsandsmallerbirdswithwhichtheymightcompete.
Thesongsparrowisasmallbirdgrowingto15centimetersinlength.Itisalightbrownandgreybirdwithboldbrownstreaksdownitswhitechest,ashortbill,aroundedhead,andalongroundedtail.Inmanyareas,itisthemostcommonheavily-streakedsparrow.Althoughthroughoutmuchofitsrangethissparrowcanoccupyawidevarietyofhabitats,intheArizonasummeritismorerestricted.
Duringthesummerbreedingseason,Arizona’ssongsparrowsrequiredensevegetationnearwaterandtheyfinditwithinthestate’sriparianareas.Intheseareas,thebirdsseekoutlow,densegroundcoverinwhichtheybuildsmall,sturdy,cup-shapednestscomposedofaninnerlayerofgrasses,weeds,andanimalfurandanouterlayerofbarkortightlywovengrasses.Thenestsarekeptnearwatertoensuretheparentswillbeabletofindenoughprotein-richinsectstofeedtheiryounguntiltheygrowintoadultbirds.Thesebirdswouldnotbeabletofindenoughfoodtosupporttheiryoungintheiraridwinteringhabitatsthroughoutthestate.Withoutriparianareas,fledgingnextyear’ssongsparrowswouldnotbepossible.
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Common Kingsnake(Lampropeltis getula)
Snakesoftenhaveabadreputation.Theyareseenasevilcreaturesthatareonlyheretodeceive,harm,andkill.However,ofArizona’s52speciesofsnakes,38areharmlesstohumansandeachofthemplaysavitalroleintheecosystemtheyinhabit.Some,suchasthecommonkingsnake,fillanimportantnicheunknowntomostofthedesert’sinhabitants;onemostofthemwouldnotwanttohaveunfilled.
Thecommonkingsnakeisalarge,slendersnakepatternedinblackandwhitewithaheadbarelywiderthanitsbody.Patternsvaryfromdistinctblackandwhitebands,tomottledblackandwhite,tocompletelyblack.Thissnakecanbefoundinanextremelywidevarietyofhabitatsincludingforests,deserts,fields,andriparianareas.Althoughitisaterrestrialsnake,theanimaltendstostayclosetowaterduetothehighavailabilityoffoodandthelargeamountsofbrushyvegetationfromwhichtohuntandhidefrompredatorssuchaslargemammalsandbirds.Itsdietincludessnakes,smallmammals,lizards,birds,eggs,andamphibianswhichithuntsbywaitinginambushandkillsthroughconstriction.Thisdiversedietallowsthesnaketosufferfromverylittlecompetition.
Thekingsnakeearnsitsnamefromitstendencytoeatothersnakes.Itisanextremelypowerfulconstrictorthatcaneasilycatchandoverpowermostothersnakes.Inaddition,itisimmunetopitvipervenomwhichplacesrattlesnakesonitsmenu.Itisthisabilityandpropensitytoeatrattlesnakesthatmakesmanydesertresidentshappytosharethelandscapewiththecommonkingsnake.Itisoneoftherattlesnakes’veryfewpredatorsandwithoutthemthedesertwouldbeamuchmoretreacherousplace.
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Rock Squirrel(Spermophilus veriegatus)
IntheSonoranDesert,thelifeofarodentisparticularlychallenging.Rainfallsalmostexclusivelyinthesummerandwinter,withlongperiodsofdesiccationbetween.Thislimitedwaterproducesanequallylimitedcropofmoisture-richherbaceousplants,insects,andseedsoverwhichtheserodentsandotheranimalsallcompete.Thelownumberofshade-providingtreesmakestheseanimalsparticularlyvulnerabletosoaringpredatorsandthedesert’sunevenrockylandscapeprovidescountlessambushopportunitiesforthesnakesandlargermammalsthatalsocallthisregionhome.
Manyofthedesert’srodentsdependonincredibleadaptationsthatallowthemtogowithoutdrinkingwaterforalifetime,butothers,suchastherocksquirrel,aremorerestrictedbytheirneedtohydrate.Thesesquirrelsarelarge,growingupto30centimetersinlength,excludingthetail.Theyhavespeckledgrayish-brownfurabove,lightbrownfurbelow,lightcoloredringsaroundtheireyesandbushytailsthatarenearlyaslongastheirbody.Lessdroughttolerantthanotherdesertrodents,theseanimalsaretiedtoareasclosetowater,suchasdesertriparianareas,wheretheydependuponlargerockoutcroppingsorcanyonwalls.
Fromtheirrockyperches,rocksquirrelstirelesslydefendtheirterritoriesfrompredatorssuchaslargemammals,birds,andsnakesaswellasfromotheranimalsthatcompeteforfoodsuchasinsects,seeds,flowers,fruit,herbaceousplants,andcarrion.Inordertomakedefendingtheirvaluableterritorieseasier,rocksquirrelsarehighlysocial.Theyliveincoloniesconsistingofasinglemale,severalfemales,andjuveniles.Femalesandyoungarepermittedtocomeandgofreely,butmales,bothadultandjuvenile,areoftenforcedawayfromtheirburrowsbyothermales.Itmayseemcrueltopushoutone’sownfamily,butinadesertwheremoistureisextremelyscarce,water-frontpropertyisinvaluable.
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DesertPupfish(Cyprinodon macularius)
Withbioticcommunitiesrangingfromconiferwoodlands,toSonorandesertscrub,toalpinetundra,Arizonaisknownforitshabitatdiversity.Althoughwaterisalimitedresourceinthemajorityofthesehabitats,thestate’saquaticecosystemsareequallyvaried.Withinitsbordersexistragingrapids,shallowbackwaters,deepcanyon-shadedpools,andisolateddesertpools.Unfortunately,humanactivityhascausedchangestomanyofthesehabitatsattheexpenseofArizona’snativeaquaticspecies.Ofthestate’s36nativefishspecies,oneisextinct,and20arelistedasfederallyendangered.OnceamongArizona’smostcommonfish,thedesertpupfishisnowamongstthosemostthreatened.
Thedesertpupfishisasmall,stockyfishthatrarelygrowsover5centimetersinlength.Femalesandnon-breedingmalesaresilverwithverticalblackbandswhilebreedingmalesarebluewithyellowfins.Bothgendershaveshort,roundedfinsandafaintstripeofdarkspotsnearthebaseoftheircaudal,ortail,fins.Theyhaveupturned,protractilemouthsthathelpthemwhenforagingforinsectsandaquaticplants.Thesefishpreferwarm,slowmovingwatersincludingsprings,streams,backwaters,andponds.Duringthenightandduringcoldweather,theyareheavilydependentonstreamsidevegetationinwhichtohidefrompredatorssuchaslargerfish,crayfish,frogs,birds,snakes,andaquaticinsects.Inaddition,thedesertpupfishrequirefinesubstratesinwhichtolayeggsanddefendterritories.
Asrivershavebeendammedandthewatertablehasbeenlowered,manyoftheshallowbackwaters,springs,andpoolsonwhichthedesertpupfishdependhavedisappeared.Combinedwithhumanactivitiesthathaveremovedstreamsidevegetation,introductionofnon-nativespeciessuchasbullfrogsandmosquitofish,thesethreatshavesecuredaplaceforthisfishonthefederallistofendangeredspecies.LargescalebreedingandreintroductioneffortshavebeenandcontinuetobeundertakenandhopefullythisfishwillagainbeacommonsightinArizona’swaters.
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Canyon Treefrog(Hyla arenicolor)
ThearidlandscapeofArizonaseemslikeanunlikelyplaceforanamphibiantocallhome,butalongthestate’srockyriverswithindeserts,chaparral,andwoodedareas,thecanyontreefrogtakesrefuge.Thesesmallfrogs,growingonly5centimetersinlength,aregreytodarkgreenwithdarkspotsaboveandyellowororangebelow.Theyhaveroughskinsimilartothatofatoad,buttheirlargestickytoepadsdifferentiatethemasafrog.LikemuchofArizona’sotherwildlife,thesefrogsareperfectlyadaptedtosurviveintheharshhabitatstheyoccupy.
Thecanyontreefrogisfoundprimarilynearstreamsbutcanventurefarfromwater.Theireggshatchintwoweeksanddevelopintoadultsinjustover10,sotheyrequireonlyseasonallypermanentwater.ThisquickdevelopmentisakeytraitthatallowsthisfrogtosurviveinArizona’saridhabitatswheremanyotheramphibianswithtadpolesthattakemultipleseasonstodevelopcannot.Alsohelpingthemsurvivewhereotheramphibianscannot,thesefrogshaveincrediblecamouflagethatallowsthemtohideinplainsight.Theircolorvariesslightlyfromregiontoregion,oftenmatchingthecolorofthearea’ssubstrate.Thisallowsthemtothriveinrockyareaswithminimalcoverwheretheyhideincracksandcrevicesfrompredatorssuchasbirds,snakes,frogs,mammals,andlargefish.
Atnight,theyemergefromthesehidingplacesandmovetotheedgesofslow-movingstreamsandbackwaters.Theylingerintheseareasthroughoutthenight,foragingforsmallinsects.Thislimiteddietforcescanyontreefrogstocompetewithallotherinsectivorousripariananimals,butwiththehelpoftheirlongstickytonguesthattheyusetopullpreyintotheirwidemouths,theymanagetogettheirfill.Infact,theydosowell,thattheirunmistakablecallisoneofthemostcommonsoundsalongArizona’sstreamsduringsummernights.Oftensaidtosoundlikebleatingsheep,thiscallisoftentheonlyevidenceofthehighnumbersinwhichthisincrediblywell-hiddencreatureexists.
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Raccoon(Procyon lotor)
Asurbanizationincreasesandencroachesonnaturalareas,itisunfortunatelycommonforpopulationnumbersofnativespeciestodeclineandforsomespeciestodisappearaltogether.Thesespeciesareinextricablytiedtotheirnaturalhabitatsandtheresourcestheyhold.Withoutthem,theycannotsurvive.However,notwospeciesrespondtoenvironmentaldisturbancethesamewayandsomeevenfollowoppositetrends.Onesuchanimal,theraccoon,hasdrasticallyexpandeditsrangeasdevelopmenthasspreadacrossNorthAmerica.
Raccoonsarelargemammalswhosebodycanexceed60centimetersinlength,notincludingthetail.Theyaregreytobrownincolor,haveroundedears,distinctblackfacialmarkings,fivefingeredhandscompletewithlargeclaws,andabushy,stripedtail.Historically,theseanimalswerefoundinheavily-woodedareasandripariancorridorswheretheydependedonlargetreesinwhichtoavoidpredatorssuchaslargemammalsandraptors.Theyalsorelyonheavyundergrowthinwhichtheywouldforageforfoodusingtheirkeysensesandincrediblydexteroushands.
Itisthisanimal’sdiversedietandhighlevelofintelligencethathasallowedittocontinuetothriveandexpanditsterritoryashumansbegantomodifytheland.Withawidedietincludingfish,amphibians,smallmammals,invertebrates,andplants,thereisnolimittowhataraccooncanconsume.Withtheintelligencetoexplorenewpotentialresourcesandthedexteritytocloselyexamineanypotentialfoodresource,theyarenotlimitedtoanyparticularhabitattype.Forthesereasons,raccoonswereabletofollowurbanizationandagriculture,makinguseoftheresourceshumansaddedtothelandscape.Inaddition,largescalepredatorcontrolandintentionalintroductionsfurtherallowedthemtoexpand.Today,theseanimalsarecommoninawidevarietyofhabitats.Aslongastheyhaveaccesstofood,water,andshelter,theseanimalswillcontinuetoprosper.
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abiotic factor -physical,ornonliving,factorthatshapesanecosystem.
annual vegetation -aplantthatflowersonceandthendies.
autotroph -organismthatcancaptureenergyfromsunlightorchemicalsanduseittoproduceitsown foodfrominorganiccompounds;alsocalledaproducer.
bank alteration -anychangetothestreambank;couldbecausedbyanimals,peopleorflooding.
binomial nomenclature -classificationsysteminwhicheachspeciesisassignedatwo-partscientificname.
biomass -thetotalmassofalllivingmaterialinaspecificarea,habitatorregion.
biotic factor -biologicalinfluenceonorganismswithinanecosystem.
classification -systematicgroupingoforganismsaccordingtosharedcharacteristics.
cobbles -asedimentparticlethatislargerthangravelbutsmallerthanaboulder.
consumer -organismthatreliesonotherorganismsforitsenergyandfoodsupply;alsocalled aheterotroph.
cross section -aviewofariverfrombanktobankwhenslicedvertically.
deposition -thesettlingorcomingtorestoftransportedmaterialfromstreamsorwind.
downstream -awayfromthestream’ssource;inthedirectionofthestream’scurrentorflow.
ecosystem -collectionofalltheorganismsthatliveinaparticularplace,togetherwiththeirnonliving (abiotic)environment.
embedded rock -rockthatcannotbeeasilyremovedfromthegroundinwhichitrests.
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erosion -thegradualwearingawayofrocks,sedimentandsoils,bytheactionofwaterorwind;usuallyinvolvedthetransferofmaterialfromtheupstreamportionofarivertothedownstreamportion.
evapotranspiration -thelossofwaterbyevaporationfromsoilandthetranspirationofplants.
forage-foodsuchasgrassorhayforhorsesandcattle
fracture -anybreakinrockwherenomovement(upordown)hastakenplace.
gravel -roundedparticlesbiggerthan2millimetersindiameter.
grazing -methodoffeedingbyherbivores.green line -acontinuousstretchofperennialvegetationabovethewater.
ground water -waterbelowthegroundthathasgreaterpressurethanabovetheground.
habitat -theareaornaturalenvironmentinwhichananimalorplantnormallylives.
herbaceous -aplantthatdoesnothaveawoodystemanddiesbackattheendoftheseason.
heterotroph -organismthatreliesonotherorganismsforitsenergyandfoodsupply;alsocalled aconsumer.
invasive species -speciesthatspreadaggressivelyandarenotnativetoanarea;theseinvasionscanleadto lossofbiologicaldiversitybyeliminatinghabitatfornativespecies.
keystone species -aspecieswhosepresenceandrolewithinanecosystemhasadisproportionateeffecton otherorganismswithinthesystem.Akeystonespeciesisoftenadominantpredatorwhoseremoval allowsapreypopulationtoexplodeandoftendecreasesoveralldiversity.Otherkindsofkeystone speciesarethose,suchascoralorbeavers,thatsignificantlyalterthehabitataroundthemandthus affectlargenumbersofotherorganisms.
meander -aloop-likebendinthecourseofastream.
native species -speciesthatoccurnaturallyinanarea.
non-native species -speciesthatarenotnaturallyoccurringinanareaorenvironment;notnecessarily invasive(seedefinitionofinvasivespecies).
Vocabulary
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
VoCABulARy RIVeR pATHwAyS Module 1 n 106
nonpoint source pollution-pollutionresultingfrommultiplesourcesthatcanspreadlongdistances, makingitdifficulttoimpossibletopinpointthereoriginalsource.Somesourcesofnonpointsource pollutionincludevehicleemissionsandagriculturalrunoff.
overgrazing -thedestructionoftheprotectivevegetationcoverbyhavingtoomanyanimalsgrazing uponit.
perennial -aplantthatflowersyearafteryear.
pools -adeeporstillspotwithinastream.
precipitation -anyformofwaterthatfallstoEarth’ssurfacefromtheclouds.
producer -alsocalledautotroph;organismthatcancaptureenergyfromsunlightanduseittoproduce itsownfood.riffle -isashallowstretchofariverorstream,wherethecurrentisabovetheaveragestreamvelocityand wherethewaterformssmallrippledwavesasaresult.
riparian area -themarginsofstreamsorriverswherevegetationisstronglyinfluencedbythepresence ofwater.Anestimated80%ofallvertebratespeciesinthedesertsouthwestdependonriparianareas foratleastsomepartoftheirlifecycle.
runoff -waterthatflowsoverthelandratherthangoingintotheground.
sand -asedimentparticlethatissmallerthangravelbutlargerthanmudparticles.
sediment -silt,sand,gravel,cobblesandothermattercarriedanddepositedbywater,wind,orice.
seedling -ayoungtreethatislessthan3feettall.
slump -thedownwardslippingofrockorothermaterialmovingasaunitalongacurvedsurface.
species -agroupofsimilarorganismsthatcanbreedandproducefertileoffspring.
stubble -thepartofaplantthatisleftbehindafterharvestorgrazing.
stream bank -thesidesofastreamorriverchannel.stream channel -thephysicalconfinesofastreamincludingabedandstreambanks.Thestream channeldevelopmentiscontrolledbybothwaterandmovementofsediment.
Vocabulary
RIVeR pATHwAySModule 1: An Introduction to Riparian Areas
VoCABulARy RIVeR pATHwAyS Module 1 n 107
stream velocity -thespeedofwatertravellingdownastreamchannel.
substrate -thematerial(sand,gravel,etc)thatrestsonthebottomofthestream.
substrate dwellers -organismsthatlive(dwell)withinthesubstrateofthestream.
taxonomy -thestudyofclassificationoforganisms.
understory -thelayersofplantsthatgrowunderneathtrees.
upstream -towardsthestream’ssource;againstthefloworcurrent.
vascular plant -aplantthathasafoodandwatertransportsysteminsidethattransportsfoodandwaterup anddowntheplantusingpipe-likestructures.
vegetation -alltheplantlifeinaparticulararea.
Vocabulary
Module 2: Riparian Plants
CoNTeNTS
Teacher Instructions 2
Classroom Materials
• PlantIdentificationGame• PowerPointPresentation*
• RiverPathways:RiparianVegetation• PlantIdentificationPowerPointFollowup 4• PlantIdentificationTeacher’sReference 5• PlantIdentificationGameInstructions 7• PlantIdentificationGameExample 9• PlantCards 10• LetteredCards 19• PlantIdentificationList 28• PlantIdentificationGameAnswerSheet 37• PlantIdentificationGameAnswerKey 38
*PowerPointandvideopresentationsareavailableasaDVDfromAudubonArizona,oronlineat http://az.audubon.org/Education_RiverPathways-Curriculum.html.
Module 2: Riparian Plants
CoNTeNTS RIveR PaThwayS Module 2 n 1
RIveR PaThwaySModule 2: Riparian Plants
Module2ofRiverPathwayswilldevelopthreeskillsthatstudentswillneedincareersmanagingournaturalareas.
• FamiliaritywithsomeofArizona’smostcommonriparianplants.• Theabilitytowritedetaileddescriptionsofplants.• Theabilitytousedescriptionstoidentifyplants.
Riparianvegetationisvitaltostreamhealth.Amongotherfunctions,vegetationholdsbanksinplace,createsshadewhichmaintainswatertemperatures,andprovideswildlifewithfoodandshelter.Inordertoconductthemonitoringnecessarytomaintainourriparianareas,familiaritywithriparianvegetationisessential.
Giventhevastdiversityofplantspeciesfoundinriparianareas,itiscommontocomeacrossanunfamiliarplantinthefield.Insuchcasesitisimportanttobeabletowriteadetaileddescriptionoftheplantthatcanthenbeusedtoidentifyanddocumenttheplantafterreturningfromthefield.
Materials:
1. PlantIdentificationPowerPointpresentation“RiverPathways:RiparianVegetation”
2. PlantIdentificationTeacherNarrative
3. PlantIdentificationTeacher’sReference
4. PlantIdentificationGame
i. TeacherInstructions
ii. 25PlantCards
iii. 25LetteredCards
iv. 25PlantLists
v. 25AnswerSheets
vi. 1AnswerKey
TeaCheR INSTRuCTIoNS RIveR PaThwayS Module 2 n 2
Teacher Instructions
RIveR PaThwaySModule 2: Riparian Plants
TeaCheR INSTRuCTIoNS RIveR PaThwayS Module 2 n 3
Before the lesson:
• UsingthePlantIdentificationTeacher’sReference,familiarizeyourselfwithhowtodescribeplantsforidentificationpurposes.
• Printplantcards,letteredcards,plantlists,answersheets,andanswerkey.Laminateplantcardsandlistsforreuseinthefuture.
• Paireachplantcardwithablank“lettered”cardaslistedintheAnswerKey.
Introduce The lesson:
• ShowthePlantIdentificationPowerPointpresentation“RiverPathways:RiparianVegetation.”• ReviewtheinformationinthepresentationusingthePlantIdentificationTeacherNarrative.• Introducetheideaofcreatingplantdescriptionsthatcanbeusedforidentification.• PlaythePlantIdentificationGame.
after the lesson:
• RemindthestudentsabouttheAnimalHomeworkworksheetstheywereassignedduringModule1.
• Assignaduedate.ThisdateshouldbebeforeyouintroduceModule3.
Teacher Instructions
RIveR PaThwaySModule 2: Riparian Plants
ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 4
ReviewthePowerPointwithyourstudents.Youmaywishtoaskthemtotellyouwhattheyremember,usingthebulletpointsbelow.
why are riparian plants important?
Riparianplantsservemanyimportantfunctionsintheenvironment.
• Theyprovidebankstabilitybyholdingontosoil.• Theyprovidehabitatforcountlessorganisms.• Theykeepwatershadedandatanappropriatetemperature.• Theyslowflowsduringflashfloodevents.
why is it important to be able to identify riparian plants?
Sinceriparianvegetationissovitaltothehealthofriparianecosystems,itisessentialthatbiologistsarefa-miliarwithcommonriparianplants.Giventhediversityofplantsintheseareas,itisunreasonabletoexpectthatonepersonwillknoweverysinglespecies.
• Whenabiologistcomesacrossanunfamiliarplant,he/shemustbeabletowriteadetaileddescriptionsothattheplantcanbeidentifieduponreturningfromthefield.
• Whentheresearcherreturnstotheoffice,he/shemustusefieldguidesandtheirwrittendescriptionstoidentifytheplant.
Theseskillsareessentialtomonitoringstreamsidevegetation.
Monitoring streamside vegetation is essential to managing these valuable riparian areas!
Plant Identification: PowerPoint Followup
RIveR PaThwaySModule 2: Riparian Plants
RIveR PaThwayS Module 2 n 5ClaSSRooM MaTeRIalS
Whenwritingdescriptionsofplantstobeusedforlateridentification,therearemanyimportantplantfeaturestoconsider.Pleasenote:manyofthesefeaturesareonlyobservableinthefieldandwillnotbeuse-fulintheclassroomwherethestudents’descriptionswillbebasedondrawings.
• Basic Category:istheplanta…• Tree?• Shrub?• Grass?• Cactus?• Forb?• etc.
• Overall Form:Howdoestheplantgrow?• Describetheplant’ssize.• Isitneat,messy,dense,sparse,etc.?
• location:Inwhattypeofhabitatdoestheplantgrow?• Istheplantnearwater?• Isitinarockyarea,sand,gravel,etc.?• Isitintheshadeordirectsunlight?
• distinguishing Characteristics:Whatmakestheplantdifferentfromalltheothers?• Stems/trunk:
• Describethetextureandcolorofthestem/trunk. • Describethesizeandwidthofthestems/trunk. • Describehowthestems/branchescometogether.
• Leaves: • Describetheshape,size,colorandtexture. • Describetheedges.Aretheysmoothorserrated? • Describehowleavesarearrangedalongthestem.
• Flowers/seeds/fruit: • Describetheshape,size,color,andtextureoftheflowers,seeds,orfruit.
• Additional Features:• Thereisnosuchthingastoomuchinformation.Ifanythingseemsuniqueorspecial,be
suretowriteitdown.Itisbettertohaveextrainformationthantomissadetailthatwillbevitalforidentification.Additionalfeaturesinclude,butarenotlimitedto
• Scents. • Wildlifeseenutilizingtheplant. • Similaritytoacommonobject.Forexample,onemightsayanagaveresemblesthe topofapineapple.
Plant Identification Teacher’s Reference
RIveR PaThwaySModule 2: Riparian Plants
example:
DesertSenna(Senna covesii)
description:Asmallshrub,lessthan2feettall,thatgrowsinopendesertonrockyslopes.Theleavesareagrayishgreenandeachiscomposedof2-3pairsofoval-shapedleaflets.Theindividualleafletsofeachpairgrowoppositeeachotherontheleaf’scentralstem.Ithasbrightyellowflowersthatgrowatthetipofthebranches.Itproducesseedsinshortpodsthatarefuzzywhenyoungandrattleloudlywhendried.Thestemsaregray,fuzzy,andthornless.
ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 6
Plant Identification Teacher’s Reference
RIveR PaThwaySModule 2: Riparian Plants
objectives:
• FamiliarizestudentswithsomeofArizona’smostcommonriparianplants.• Writedetaileddescriptionsofplantsbasedonsignificantphysicalfeatures.• Usewrittendescriptionstoidentifyriparianplants.
Instructions:
Materials:
1. 25PlantCards
2. 25LetteredCards
3. 25PlantLists
4. 25AnswerSheets
5. 1AnswerKey
Game:
Step 1:Writeadetaileddescriptionofagivenriparianplant.
• Introducetheconceptofcreatingdescriptionsthatcanbeusedtoidentifyplants• GiveeachstudentaPlantCard,aLetteredCard,aPlantList,andanAnswerSheet.Makesureto
handouttheplantandletteredcardsinthepairslistedontheAnswerKey.• Tellthestudentstodescribetheplantthatisillustratedonthecard,andwritethedescriptionon
theblankcard.• Demonstratetheactivityusingtheexampleprovided(DesertSenna).• Instructthestudentstodescribetheirplantontheirblankcardinawaythattheirclassmateswill
beabletoidentifytheplantusingtheplantlist.• Telltheclassthatforfun,they’llbecompetingtowritetheBESTdescription,andthatthebest
descriptionisonethatcausesthemoststudentstoidentifytheplantcorrectly.• Collecttheblankcardsonwhichthestudentshavewrittentheirdescriptions.
Plant Identification Game Instructions
ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 7
RIveR PaThwaySModule 2: Riparian Plants
Plant Identification Game Instructions
ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 8
Step 2:Usedescriptionstoidentifyplants.
• Shufflethestudents’plantdescriptionsandredistributethemtotheclass.• InstructstudentstoidentifytheplantusingthedescriptionprovidedandthePlantList.Record
answersontheanswersheets.Allow1minute.• After1minute,instructthestudentstopasstheircardsonestudenttotheright,regardlessof
whetherornottheyhavefinishedidentifyingtheplant.• Repeattheactivityuntileachstudenthashadachancetouseeachdescription.• InstructthestudentstoexchangeAnswerSheets.• UsingtheAnswerKey,revealtheanswerstotheclass.Askthestudentstoraisetheirhandsifthe
answeriscorrectontheanswersheettheyarescoring.Recordthenumberofcorrectidentificationsforeachplantonthekey.
Step 3:Identifythebestdescription(s)!
• Whichplantwasaccuratelyidentifiedmostfrequently?• Thestudentwhowrotethedescriptionthatyieldedthemostfrequentidentificationswins!
discussion:• Askthemostsuccessfulstudentstoreadtheirdescriptionsaloud.• Whatmayhavecausedtheirdescriptionstobemoreeffectivethantheothers?
RIveR PaThwaySModule 2: Riparian Plants
Plant Identification Game Example
ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 9
Plant Id Game example
Plant Card:
*Studentcardsuselinedrawingsinsteadofphotographs,similartomanypublishedplantkeys.
lettered Card:
*Notethatmanyfeaturesdescribedinthe“PlantIdentificationTeacher’sReference”aremissinghere,suchascolor.Thosedetailscannotbegleanedfromlinedrawings,thusarenotincludedinthedescription.
Asmallshrub,lessthan2feettall,thatgrowsinopendesertonrockyslopes.Theleavesarecomposedof2-3pairsofoval-shapedleaflets.Theindividualleafletsofeachpairgrowoppositeeachotherontheleaf’scentralstem.Ithassmallflowersthatgrowatthetipofthebranches.Itproducesseedsinshortpods.
Desert Senna
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Gooddings Willow
Seep Willow
Tamarisk/Salt CedarR
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Velvet Mesquite
Velvet Ash
Fremont Cottonwood
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Redberry Juniper
Three Leaf Sumac
Red Barberry
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Lotebush
Desert Broom
Sonoran Scrub Oak
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Broom Snakeweed
Common ThreeSquare Bulrush
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Johnsongrass
Desert Rhubarb
Tree Tobacco
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Spikerush
Rabbit’s Foot Grass
Catnip
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Watercress
Common Mullein
Yellow Sweet Clover
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Cocklebur
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Gooddings Willow
Seep Willow
Tamarisk/Salt Cedar
PlaNT Id GaMe lIST RIveR PaThwayS Module 2 n 28
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Gam
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Velvet Mesquite
Velvet Ash
Fremont Cottonwood
ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 29
RIv
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Gam
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Redberry Juniper
Three Leaf Sumac
Red Barberry
ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 30
RIv
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Gam
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Lotebush
Desert Broom
Sonoran Scrub Oak
ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 31
RIv
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Gam
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Broom Snakeweed
Common ThreeSquare Bulrush
Bermuda Grass
ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 32
RIv
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Gam
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Johnsongrass
Desert Rhubarb
Tree Tobacco
ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 33
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Gam
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Spikerush
Rabbit’s Foot Grass
Catnip
ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 34
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Gam
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Watercress
Common Mullein
Yellow Sweet Clover
ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 35
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Gam
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Cocklebur
ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 36
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Gam
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RIveR PaThwaySModule 2: Riparian Plants
KEYLETTER PLANT
________________ Goodding’sWillow
________________ SeepWillow
________________ Tamarisk/SaltCedar
________________ VelvetMesquite
________________ FremontCottonwood
________________ VelvetAsh
________________ RedberryJuniper
________________ RedBarberry
________________ ThreeLeafSumac
________________ Lotebush
________________ SonoranScrubOak
________________ DesertBroom
________________ BroomSnakeweed
________________ CommonThree-SquareBulrush
________________ BermudaGrass
________________ TreeTobacco
________________ Johnsongrass
________________ DesertRhubarb
________________ Catnip
________________ Spikerush
________________ Rabbit’sFootGrass
________________ YellowSweetClover
________________ Watercress
________________ CommonMullein
________________ Cocklebur
Name__________________________
Date ___________________________
Period__________________________
ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 37
Plant Identification Game Answer Sheet
RIveR PaThwaySModule 2: Riparian Plants
TALLY KEY PLANT
___________ ___________ Goodding’sWillow
___________ ___________ SeepWillow
___________ ___________ Tamarisk/SaltCedar
___________ ___________ VelvetMesquite
___________ ___________ FremontCottonwood
___________ ___________ VelvetAsh
___________ ___________ RedberryJuniper
___________ ___________ RedBarberry
___________ ___________ ThreeLeafSumac
___________ ___________ Lotebush
___________ ___________ SonoranScrubOak
___________ ___________ DesertBroom
___________ ___________ BroomSnakeweed
___________ ___________ CommonThree-SquareBulrush
___________ ___________ BermudaGrass
___________ ___________ TreeTobacco
___________ ___________ Johnsongrass
___________ ___________ DesertRhubarb
___________ ___________ Catnip
___________ ___________ Spikerush
___________ ___________ Rabbit’sFootGrass
___________ ___________ YellowSweetClover
___________ ___________ Watercress
___________ ___________ CommonMullein
___________ ___________ Cocklebur
ClaSSRooM MaTeRIalS RIveR PaThwayS Module 2 n 38
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Plant Identification Game Answer Key
Module 3: Riparian Animals
CoNTeNTS
Teacher Instructions 2
Classroom Materials
• AnimalHomeworkResearchThreadGroupActivity• Worksheets 4• AnswerKey 10
• PowerPointPresentation*• “RiverPathways:AnimalPresentations”
• AnimalGame• DirectionsandExample 16• MasterKey 17• AnswerSheets 20
Homework
• FoodWebActivityWorksheet 28
*PowerPointandvideopresentationsareavailableasaDVDfromAudubonArizona,oronlineat http://az.audubon.org/Education_RiverPathways-Curriculum.html.
Module 3: Riparian Animals
CoNTeNTS RIveR pATHwAyS Module 3 n 1
RIveR pATHwAySModule 3: Riparian Animals
Protectingthehomesofanimalsisoneofthemostpowerfulreasonsbehindmanypeople’smotivationtopreservenaturalareas.Luckilyforourriparianareas,theyarefilledwithcharismaticwildlifethatcansparksupportforconservation.Module3oftheRiverPathwayscurriculumwillintroducestudentstosomeoftheseanimals,includingtheirbehaviors,theirneeds,andstressesthatthreatentheirsurvival.
Materials:
• AnimalResearchThread:GroupWorksheets• CompletedStudentHomework:AnimalResearchWorksheets• PowerPointPresentation:RiverPathwaysAnimalPresentation• OnecopyoftheFoodWebActivity(homework)perstudent
Instructions:
1. Bynow,eachofthestudentshascompletedanAnimalHomeworkWorksheet.Ifyouhave notreviewedtheirworksheetsusingthekeyprovided,considerdistributingcopiesofthe AnimalParagraphs(providedinModule1)sothatstudentswillbeassuredofhavingsufficient, accurateinformationtocompletetheirnexthomeworkassignment.
2. Haveyourstudentsusetheanimalthattheyhaveresearchedandorganizethemselvesintogroups asfollows:
Group 1: yellow-billedcuckoo,zone-tailedhawk,white-throatedwoodrat,lowlandleopardfrog,andgreensunfish
Group 2: Arizonablackrattlesnake,round-tailedgroundsquirrel,yellowwarbler,brown-headedcowbird,muskrat
Group 3: commonblack-hawk,Americanbullfrog,northerncrayfish,Gilatopminnow,largemouthbass
Group 4: terrestrialgartersnake,Merriam’skangaroorat,longfindace,toebiter,red-spottedtoad
Group 5: beaver,sonorasucker,desertsucker,Abert’stowhee,songsparrow
Group 6: commonkingsnake,rocksquirrel,desertpupfish,canyontreefrog,raccoon
TeACHeR INSTRuCTIoNS RIveR pATHwAyS Module 3 n 2
Teacher Instructions
RIveR pATHwAySModule 3: Riparian Animals
3. DistributetheAnimalResearchGroupWorksheetstotheappropriategroups.
4. GivestudentstimetodiscusstheresponsesontheirindividualAnimalHomeworkWorksheetsanduse thisinformationtoanswerthequestionsonthegroup’sworksheet.Instructallstudentsineachgroup torecordtheiranswersonaseparatepieceofpaper.Theywillneedthisinformationtocompletethe homeworkactivity.
5. Haveeachgroupsharetheresultsoftheirdiscussion(recordedonthecompletedworksheet)withthe class.UsetheRiparianAnimalPowerPointslidesasavisualaid.ThisPowerPointcontainsslidesthat depicttheanimalsineachgivengroup.
6. Instructstudentstotakethoroughnotesontheirclassmates’presentations,especiallywhenthe presentedinformationpertainstotheiranimal.Thisinformationwillbenecessaryforthismodule’s homework,whichinvolvescreatingafairlysubstantialfoodweb.
DistributetheFoodWebActivity(homework)andassignthestudentstocompletetheworksheet.Tellthemthatthishomeworkwillbedue__________.
TeACHeR INSTRuCTIoNS RIveR pATHwAyS Module 3 n 3
Teacher Instructions
RIveR pATHwAySModule 3: Riparian Animals
ClASSRooM MATeRIAlS RIveR pATHwAyS Module 3 n 4
Animal Research Group worksheet
Names__________________________
Date ___________________________
Period__________________________
Group 1: Yellow-billed cuckoo, zone-tailed hawk, white-throated woodrat, lowland leopard frog, and green sunfish
1. describe all predator/prey/competitor relationships within your group of animals.
2. Describe the relationship between green sunfish and population declines of lowland leopard frogs.
3. Out of these five animals, which would be most sensitive to changes in riparian vegetation? Why?
RIveR pATHwAySModule 3: Riparian Animals
ClASSRooM MATeRIAlS RIveR pATHwAyS Module 3 n 5
Group 2: Arizona black rattlesnake, round-tailed ground squirrel, yellow warbler, brown-headed cowbird, muskrat
1. describe all predator/prey/competitor relationships within your group of animals.
2. Human activity in riparian areas often leads to a loss of streamside vegetation. How would this affect the animals in your group?
3. Consider the changes in population numbers of brown-headed cowbirds from the last question. How would this change affect the yellow warblers?
Animal Research Group worksheet
Names__________________________
Date ___________________________
Period__________________________
RIveR pATHwAySModule 3: Riparian Animals
Group 3: Common black-hawk, American bullfrog, northern crayfish, Gila topminnow, largemouth bass
1. describe all predator/prey/competitor relationships within your group of animals.
2. describe the relationship between the introduced species in your group and the decline in Gila topminnow populations.
3. What effect might the introduced species have on black-hawks?
ClASSRooM MATeRIAlS RIveR pATHwAyS Module 3 n 6
Animal Research Group worksheet
Names__________________________
Date ___________________________
Period__________________________
RIveR pATHwAySModule 3: Riparian Animals
Group 4: Terrestrial garter snake, Merriam’s kangaroo rat, longfin dace, toe biter, red-spotted toad
1. describe all predator/prey/competitor relationships within your group of animals.
2. Toe biters can live in water of extremely low quality. Considering this, how would a decline in water quality affect the other species in your group?
3. Garter snakes prey on all of the animals in this group. If they went extinct, populations of the other animals would increase unchecked. What effect would this have?
ClASSRooM MATeRIAlS RIveR pATHwAyS Module 3 n 7
Animal Research Group worksheet
Names__________________________
Date ___________________________
Period__________________________
RIveR pATHwAySModule 3: Riparian Animals
Group 5: Beaver, Sonora sucker, desert sucker, Abert’s towhee, song sparrow
1. describe all predator/prey/competitor relationships within your group of animals.
2. What positive and negative effects would beavers have on the two species of fish in this group?
3. What would happen if beavers were removed from the ecosystem entirely?
ClASSRooM MATeRIAlS RIveR pATHwAyS Module 3 n 8
Animal Research Group worksheet
Names__________________________
Date ___________________________
Period__________________________
RIveR pATHwAySModule 3: Riparian Animals
Group 6: Common kingsnake, rock squirrel, desert pupfish, canyon treefrog, raccoon
1. describe all predator/prey/competitor relationships within your group of animals.
2. How would the increase in raccoon populations affect the riparian ecosystem as a whole?
3. Loss of streamside vegetation results in soil filling the stream, leaving it with very few deep pools. How would this affect your group of animals?
ClASSRooM MATeRIAlS RIveR pATHwAyS Module 3 n 9
Animal Research Group worksheet
Names__________________________
Date ___________________________
Period__________________________
RIveR pATHwAySModule 3: Riparian Animals
ClASSRooM MATeRIAlS RIveR pATHwAyS Module 3 n 10
Animal Research Group 1 Answer Key
Group 1: Yellow-billed cuckoo, zone-tailed hawk, white-throated woodrat, lowland leopard frog, and green sunfish
1. describe all predator/prey/competitor relationships within your group of animals.
2. Describe the relationship between green sunfish and population declines of lowland leopard frogs.
Greensunfish,anintroducedspecies,sharehabitatwith,preyon,andcompetewithournativelowlandleopardfrogs.Thesestresseshaveledtoseverepopulationdeclinesinthesefrogs.
3. Out of these five animals, which would be most sensitive to changes in riparian vegetation? Why?
Theyellow-billedcuckoowouldbethemostsensitivetovegetationchange.Thisisbecauseithasstrictrequirementsforbreedingandforaging.Itneedsbothcottonwoodsandwillowsinordertosuccessfullynestandforageforfood.
Species predators prey Competitors
yellow-billed cuckoo zone-tailedhawk
Zone tailed hawk yellow-billedcuckoo, white-throatedwoodrat, lowlandleopardfrog, greensunfish
white-throated zone-tailedhawk woodrat
lowland leopard frog zone-tailedhawk, greensunfish greensunfish
Green sunfish lowlandleopardfrog lowlandleopardfrog lowlandleopardfrog
RIveR pATHwAySModule 3: Riparian Animals
Group 2: Arizona black rattlesnake, round-tailed ground squirrel, yellow warbler, brown-headed cowbird, muskrat
1. describe all predator/prey/competitor relationships within your group of animals.
2. Human activity in riparian areas often leads to a loss of streamside vegetation. How would this affect the animals in your group?
Eachspecieswouldbeaffecteddifferently.Arizonablackrattlesnakeswouldsufferduetolackofcoverfromwhichtohunt.Groundsquirrelswouldhavemoreopenareasinwhichtoforagebutwouldbemorepronetopredation.Yellowwarblerswouldsufferduetoalackoftreesinwhichtoforage.Brown-headedcowbirdswoulddobetterastheyforageonopenground.Muskratswouldsuffersincestreamsidevegetationprovidescoverforthemwhileinthewater.Ifvegetationlossisextremeenoughtocausestreambankstabilitytofalter,muskratscouldlosehabitatasthestreambecomesshallowerandwarmer.
3. Consider the changes in population numbers of brown-headed cowbirds from the last question. How would this change affect the yellow warblers?
Increasednumbersofbrown-headedcowbirdscausedbylossofstreamsidevegetationwouldresultinincreasedratesofnestparasitizationforyellowwarblers.
ClASSRooM MATeRIAlS RIveR pATHwAyS Module 3 n 11
Animal Research Group 2 Answer Key
Species predators prey Competitors
Arizona black round-tailedground rattlesnake squirrel,yellowwarbler, brown-headedcowbird, muskrat
Round-tailed ground Arizonablack brown-headedcowbirdsquirrel rattlesnake
yellow warbler Arizonablack Parasitedby rattlesnake brown-headed cowbirds
Brown-headed cowbird Arizonablack rattlesnake
Muskrat Arizonablack rattlesnake
RIveR pATHwAySModule 3: Riparian Animals
Group 3: Common black-hawk, American bullfrog, northern crayfish, Gila topminnow, largemouth bass
1. describe all predator/prey/competitor relationships within your group of animals.
2. describe the relationship between the introduced species in your group and the decline in Gila topminnow populations.
Largemouthbass,northerncrayfish,andAmericanbullfrogsareallintroducedspecies.EachofthesespeciespreysupontheGilatopminnow.Thebassandcrayfishcompetewithit.Thesenewstresses,alongwithlossofhabitat,haveledtoextremepopulationdeclinesinthisnativefish.
3. What effect might the introduced species have on black hawks?
Theseintroducedspeciesserveasbothpreyandcompetitorsforthecommonblack-hawk.Thesetwoimpactswouldlikelybalanceeachotherandhavelittleeffectoncommonblack-hawkpopulations.
ClASSRooM MATeRIAlS RIveR pATHwAyS Module 3 n 12
Animal Research Group 3 Answer Key
Species predators prey Competitors
Common black-hawk Americanbullfrog, northerncrayfish, northerncrayfish, Americanbullfrog, largemouthbass largemouthbass
American bullfrog Commonblack-hawk, northerncrayfish, northerncrayfish, northerncrayfish largemouthbass, largemouthbass, largemouthbass Gilatopminnow commonblack-hawk
Northern crayfish Americanbullfrog, Gilatopminnow, Americanbullfrog commonblack-hawk, Americanbullfrog, largemouthbass largemouthbass
Gila topminnow Americanbullfrog, Largemouthbass, largemouthbass, northerncrayfish northerncrayfish
largemouth bass commonblack-hawk, Gilatopminnow, northerncrayfish, northerncrayfish, northerncrayfish, Americanbullfrog, Americanbullfrog Americanbullfrog commonblack-hawk
RIveR pATHwAySModule 3: Riparian Animals
Group 4: Terrestrial garter snake, Merriam’s kangaroo rat, longfin dace, toe biter, red-spotted toad
1. describe all predator/prey/competitor relationships within your group of animals.
2. Toe biters can live in water of extremely low quality. Considering this, how would a decline in water quality affect the other species in your group?
Lowwaterqualitywouldnegativelyaffectlongfindaceandred-spottedtoadsandpositivelyaffecttoebiters.Thiswouldleadtoanincreaseinnumbersoftoebitersand,therefore,increasedpredationonlongfindaceandred-spottedtoads.Thecombinationofthesetwostresseswouldbeextremelydetrimentaltopopulationsofred-spottedtoadsandlongfindace.
3. Garter snakes prey on all of the animals in this group. If they went extinct, populations of the other animals would increase unchecked. What effect would this have?
Thiswouldhavecascadingeffectsthroughouttheecosystem.Forexample,increasedpopulationsofred-spottedtoadscouldforagealongthestream.Competitionbetweenincreasedpopulationsofredspottedtoads,longfindace,andtoebiterswouldcauseinsectpopulationstodwindle,harmingallthreespecies.Thelossofseedstosproutandinsectstopollinatewouldcausealossinstreamsidevegetationwhichwouldinturnlowerthewaterquality.Thiscouldresultinastreamwhereonlythehardytoebiterscouldsurvive.
ClASSRooM MATeRIAlS RIveR pATHwAyS Module 3 n 13
Animal Research Group 4 Answer Key
Species predators prey Competitors
Terrestrial Garter snake toebiter Merriam’skangaroo toebiter rat,longfindace, toebiter,red-spotted toad
Longfin dace terrestrialgartersnake, toebiter(larvae) toebiter,Red-spotted toebiter toad
Merriam’s kangaroo rat terrestrialgartersnake
Red-spotted toad terrestrialgartersnake, longfindace toebiter
Toe biter terrestrialgartersnake, longfindace, longfindace, longfindace red-spottedtoad red-spottedtoad, terrestrialgartersnake
RIveR pATHwAySModule 3: Riparian Animals
Group 5: Beaver, Sonora sucker, desert sucker, Abert’s towhee, song sparrow
1. describe all predator/prey/competitor relationships within your group of animals.
2. What positive and negative effects would beavers have on the two species of fish in this group?
Bothspecieswouldbeaffecteddifferently.Sonorasuckers,whopreferdeepslowmovingpools,wouldhavemorehabitatasaresultofbeaverdams.Incontrast,desertsuckerswouldlosetherifflehabitatonwhichtheydepend.
3. What would happen if beavers were removed from the ecosystem entirely?
Theecosystemwouldchangedrastically.Therewouldbefewerdeeppoolsforthesuckerstoutilize.Manyinsectpopulationsthatdependonstandingwaterinwhichtobreedwoulddecline.Inaddition,therewouldbealackofmeadowswheresongsparrowsandAbert’stowheescanforagefortheseinsects.
ClASSRooM MATeRIAlS RIveR pATHwAyS Module 3 n 14
Animal Research Group 5 Answer Key
Species predators prey Competitors
Beaver
Sonora sucker Desertsucker
desert sucker Sonorasucker
Abert’s towhee Songsparrow
Song sparrow Abert’stowhee
RIveR pATHwAySModule 3: Riparian Animals
Group 6: Common kingsnake, rock squirrel, desert pupfish, canyon treefrog, raccoon
1. describe all predator/prey/competitor relationships within your group of animals.
2. How would the increase in raccoon populations affect the riparian ecosystem as a whole?
Anincreaseinpopulationofraccoonswouldresultinincreasedpredationandcompetitionformanyofthespeciesinthisgroup.Kingsnakeswouldbeheavilypreyeduponandcompetedwith.Rocksquirrelswouldsufferfromincreasedcompetition,andcanyontreefrogswouldbeheavilypreyedupon.Thiswouldresultinadeclineinallthreeofthesespecieswhichcouldinturnharmthenewlyincreasedpopulationofraccoonsduetolackoffoodsources.
3. Loss of streamside vegetation results in soil filling the stream, leaving it with very few deep pools. How would this affect your group of animals?
Lossofvegetationwouldhurtallfiveofthesespecies.Kingsnakesandraccoonswouldnothavecoverfromwhichtohunt.Rocksquirrelswouldloseafoodsource.Treefrogswouldbemorepronetopredationwhenforagingnearthestream.Desertpupfishwouldlosehabitatasthedeeppoolstheydependuponfilledanddriedup.
ClASSRooM MATeRIAlS RIveR pATHwAyS Module 3 n 15
Animal Research Group 6 Answer Key
Species predators prey Competitors
Common Kingsnake raccoon raccoon,rocksquirrel, raccoon canyontreefrog
Rock squirrel commonkingsnake raccoon
Desert pupfish canyontreefrog
Canyon treefrog raccoon,common desertpupfish kingsnake
Raccoon commonkingsnake canyontreefrog, commonkingsnake commonkingsnake
RIveR pATHwAySModule 3: Riparian Animals
Goals:
• StudentsarefamiliarizedwithsomeofArizona’sriparianspecies,bothnativeandnon-native• Studentslearntobuildandusedichotomouskeys• StudentsgainanappreciationforArizona’sriparianareasthroughanunderstandingofthe
organismsthatlivethere
Activity: Introduction to Riparian Animals and Dichotomous Keys
Materials
• AMasterAnswerKeyfortheinstructor• AnswerKeysforeachgroupofstudents.
Activity:
• Dividethestudentsinto4equalgroups.Assignagroupofanimalstoeachstudentgroup.ThegroupsareBirds,Fish,Amphibians,andMammals.
• Usingthepicturesprovided,haveeachgroupcreateadichotomouskeyfortheirfouranimals(seeexample).
• Oncecompleted,tellthestudentstopasstheircompletedkeytothenextgroup.Thisgroupwillusethekeytotrytodecipherwhichanimaliswhich.Studentsshouldrecordtheiranswersonsheetsprovided.
• Repeatthisprocessuntileachgrouphashadachancetouseeachofthethreekeys.• UsingtheMasterKey,havethestudentsgradetheirownpapers.Whosekeywasthemost
successfulinproducingcorrectanswers?
Animal Game directions
HoMewoRK RIveR pATHwAyS Module 3 n 16
RIveR pATHwAySModule 3: Riparian Animals
Animal Game Example
HoMewoRK RIveR pATHwAyS Module 3 n 17
Sample dichotomous Key
Does the fish have a lateral stripe down its side?
Does the fish have both a spiny dorsal fin and a soft dorsal fin that’s smooth and rounded?
yeS
yeS No
No
yeS
No
Desert Pupfish
Does the fish have a dark spot behind its eye?
Longfin Dacelargemouth Bass
Green Sunfish
RIveR pATHwAySModule 3: Riparian Animals
Introduction to Riparian Animals and dichotomous Keys
BIRdS
fISH
Animal Game Master Key
HoMewoRK RIveR pATHwAyS Module 3 n 18
yellow-billed cuckoo
yellow warbler
Green sunfish
Longfin dace
Abert’s towhee
Song sparrow
largemouth bass
Desert pupfish
RIveR pATHwAySModule 3: Riparian Animals
Introduction to Riparian Animals and dichotomous Keys
AMpHIBIANS
MAMMAlS
Animal Game Master Key
HoMewoRK RIveR pATHwAyS Module 3 n 19
Americanbullfrog
lowland leopard frog
white-throatedwoodrat
Rock squirrel
Canyontreefrog
Red-spottedtoad
Merriam’skangaroo rat
Round-tailedground squirrel
RIveR pATHwAySModule 3: Riparian Animals
Animal Game Answer Sheet for Bird Group
BIRdS
fISH
Introduction to Riparian Animals and dichotomous Keys
HoMewoRK RIveR pATHwAyS Module 3 n 20
yellow-billed cuckoo
yellow warbler
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towhee
Song sparrow
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RIveR pATHwAySModule 3: Riparian Animals
Animal Game Answer Sheet for Bird Group
AMpHIBIANS
MAMMAlS
ntroduction to Riparian Animals and dichotomous Keys
HoMewoRK RIveR pATHwAyS Module 3 n 21
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RIveR pATHwAySModule 3: Riparian Animals
Animal Game Answer Sheet for fish Group
BIRdS
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Introduction to Riparian Animals and dichotomous Keys
HoMewoRK RIveR pATHwAyS Module 3 n 22
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Green sunfish
Longfin dace
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largemouth bass
Desert pupfish
RIveR pATHwAySModule 3: Riparian Animals
Animal Game Answer Sheet for fish Group
AMpHIBIANS
MAMMAlS
Introduction to Riparian Animals and dichotomous Keys
HoMewoRK RIveR pATHwAyS Module 3 n 23
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RIveR pATHwAySModule 3: Riparian Animals
Animal Game Answer Sheet for Amphibian Group
BIRdS
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Introduction to Riparian Animals and dichotomous Keys
HoMewoRK RIveR pATHwAyS Module 3 n 24
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RIveR pATHwAySModule 3: Riparian Animals
Animal Game Answer Sheet for Amphibian Group
AMpHIBIANS
MAMMAlS
Introduction to Riparian Animals and dichotomous Keys
HoMewoRK RIveR pATHwAyS Module 3 n 25
Americanbullfrog
lowland leopard frog
______________
______________
Canyontreefrog
Red-spottedtoad
______________
______________
RIveR pATHwAySModule 3: Riparian Animals
Animal Game Answer Sheet for Mammal Group
BIRdS
fISH
Introduction to Riparian Animals and dichotomous Keys
HoMewoRK RIveR pATHwAyS Module 3 n 26
______________
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______________
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RIveR pATHwAySModule 3: Riparian Animals
Animal Game Answer Sheet for Mammal Group
AMpHIBIANS
MAMMAlS
Introduction to Riparian Animals and dichotomous Keys
HoMewoRK RIveR pATHwAyS Module 3 n 27
______________
______________
white-throatedwoodrat
Rock squirrel
______________
______________
Merriam’skangaroo rat
Round-tailedground squirrel
RIveR pATHwAySModule 3: Riparian Animals
HoMewoRK RIveR pATHwAyS Module 3 n 28
Animal Research Food Web Activity
using your animal, your group’s animals, and as many animals from the class list as you can, create a food web. Be sure to include predator, prey, and competitor relationships.
Name__________________________
Date ___________________________
Period__________________________
Module 4: Managing Riparian Areas for Multiple uses
Module 4: Managing Riparian Areas for Multiple uses
contents RiveR pAthwAys Module 4 n 1
contents
teacher instructions 2
classroom Materials
• HabitatGamegameboard 5• “NoHabitat”cards 7• Animalgamecards 8• Gamemarkers 9• Scenariocards 10
homework • ManagingRiparianAreasforMultiple-Use
• TeacherInstructions 27• Worksheet 29
*PowerPointandvideopresentationsareavailableasaDVDfromAudubonArizona,oronlineat http://az.audubon.org/Education_RiverPathways-Curriculum.html.
RiveR pAthwAysModule 4: Managing Riparian Areas for Multiple uses
teAcheR instRuctions RiveR pAthwAys Module 4 n 2
Countlessusers—bothhumanandanimal— dependonriparianareasThediversedemandsplacedonriparianareasarereflectedinapatternofmultiple-usethatcreatesmanychallengesfortheprofessionalswhomanagetheseareas.
Naturalresourcemanagersmustensurethattheriparianareasaresuitableforwildlife,ranchers,farmers,recreationalists,andcountlessotherindividualswhowishtomakeuseofthehabitat.Unfortunately,eachofthesekindsofusesimpartacertainlevelofimpacttothehabitat.Itisuptoresourcemanagerstomonitorthesevariousimpactsandmakecertainthatnoonestakeholder’sactivitiesarepreventinganotherfromusingthearea.
IntheModule4oftheRiverPathwayscurriculum,studentswillconfrontthechallengeofmultiple-useandgainaninsidelookatthedilemmasofaprofessionalresourcemanager.
Materials:
HabitatGame• Gameboard• “NoHabitat”cards• Animalgamecards• Gamemarkers• Scenariocards• Discussionguide
Before the lesson:
1. PrintcopiesoftheGameboard,playingpieces,markers,animalandscenariocards.Thegame isdesignedfor4players,soyouwillneedseveralsetsofmaterials,dependingonthesizeof yourclass.
2. Dividetheclassintogroupsof4players,anddistributethegamematerials.
3. Askstudentstocutoutthevariouspiecesinpreparationforplay.
teacher instructions
RiveR pAthwAysModule 4: Managing Riparian Areas for Multiple uses
introduce the lesson:
TellthestudentsthatriparianareasareasimportanttoArizona’shumanpopulationastheyareforournativewildlife.Countlesspeopledependontheseareasfortheirlivingorforrecreation.Everyonewhousesariverorriparianareamustworktogether,toensurethattheiractivitiesarenotcausingdestructivelevelsofdisturbancetothehabitat.Ifthehumanusersfailtoworktogether,habitatwillbedestroyedtobadeffectforpeopleandanimals.
Imaginethatyouareanindividual(suchasafarmer,rancher,minerorrecreationalist)whodependsononeofourdesertrivers.
Inthisgame,youwilltraveldowntheriverasyouworktomeetyourneeds.
Be careful! Ifyoudon’tpaycloseattentiontotheimpactyouandothersaremakingontheriver,youmaydestroyit…andloseitforever!
play the Game
1. Explainthegamerules.
2. Givestudentstimetoplayatleastoneroundofthe“RiverPathwaysHabitatGame.”
3. Attheconclusionofplay,reconvenetheclass.Discussthestudents’experienceandtheoutcomeof thegame,usingthequestionsprovidedasaguide.
4. Iftimeallows,givestudentsachancetoplayanotherroundortwo.Encouragethemtotryto achieveadifferentoutcomethantheydidduringtheirfirstround(s).
teAcheR instRuctions RiveR pAthwAys Module 4 n 3
teacher instructions
RiveR pAthwAysModule 4: Managing Riparian Areas for Multiple uses
clAssRooM MAteRiAls RiveR pAthwAys Module 4 n 4
how to play
1. Eachgroupof4playersshouldhaveaGameBoardand36“NOHABITAT”pieces,Animal pieces,Scenariocardsandgamemarkers.
2. Eachplayerchoosesaroletoplay:Rancher,Farmer,Recreationalist,orMiner.
3. Eachplayertakesagamemarker,theappropriatesetofscenariocardsand10animalpieces.Turn thesetsofscenariocardsfacedown.
4. Selectaplayertogofirst,second,etc.
5. Player1picksascenariocardfromhisorherstack.Thecardpresentsascenarioandtwooptions.
a. Oneoptionenablestheplayertomoveforwardseveralspaces,butresultsinlossofhabitat.The otheroptionprovidesforlessforwardprogressbutleavesmorehabitatunharmed.
b. Player1moveshis/hergamemarkerthenumberofspacesdesignatedbytheoptionselected. Placea“NoHabitat”cardonasmanyspacesasrequiredbytheoption.
6. Playcontinues,rotatingamongtheplayers.
a. Whenaplayerlandsonaspacemarked“NOHABITAT,”allplayersmustgiveupananimal.
b. Whenaplayerlosesallofhisorheranimals,heorsheisdisqualifiedfromthegame.
7. Thefirstplayertosuccessfullyarriveattheendoftheriverwinsthegame.
River pathways: habitat Game
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RiveR pAthwAysModule 4: Managing Riparian Areas for Multiple uses
HabitatGameMarkers
(Cutandfoldtomakeatentshapedmarker)
Rancher Farmer
Recreationalist Miner
clAssRooM MAteRiAls RiveR pAthwAys Module 4 n 9
MineR
Youdiscoveraleakinyourwastewaterrunoffsystem.Wastefromyourmineisleakingdirectlyintothestream!
choice A:Ignoretheleakandcontinuemining.• Move3spaces• Lose2squaresofhabitat
choice B:Temporarilystopminingtofixtheleak.• Move1space• Gain3squaresofhabitator1animal
MineR
Yourminingteamdiscoversanewdepositofcopperbeneathanareathatscientificmonitoringhasshowntobeimportantfornativewildlife.
choice A:Beginminingtheareabybringingindrillstodiscoverthesizeofthecopperdeposit.• Move4spaces• Lose2squaresofhabitat
choice B: Continueminingwhereyouhavebeen,leavingtheimportantwildlifeareauntouched.• Move2spaces• Lose0squaresofhabitat
MineR
Businessisgood!Youarepullingcopperfromtheearthatasteadypacewithrelativelylittleenvironmentalimpact.
• Move3spaces• Lose1squareofhabitat
MineR
Despiteyoureffortstorunacleanmine,hydrologistshavediscoveredthatthereisarsenicpresentinthenearbystream.Arsenicispoisonousbothtowildlifeandhumanswhodependonthestream’swater.
choice A:Continueminingasusual,untilenvironmentalregulationsforceyoutofixtheproblem.• Move4spaces• Lose2squaresofhabitat
choice B:Stopmininguntilthesourceofthearsenicisdiscoveredandrepaired.• Move1space• Lose0squaresofhabitat
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Operationsarerunningsmoothly!Yourmineisputtingoutaprofitableamountofcopperandscientificmonitoringshowslittlesignofenvironmentalharm.
• Move3spaces• Lose1squareofhabitat
MineR
Miningcopperrequiresalargeamountofwater,whichyoupullfromthenearbystream.Fishbiologistshavedeterminedthatbecauseoftheamountofwateryouareusing,thereisnotenoughflowfornativefishtobreed.
choice A:Continueminingasusual.• Move4spaces• Lose2squaresofhabitat
choice B: Slowyourminingoperationsuntiltheendofthefish’sbreedingseason.• Move2spaces• Lose0squaresofhabitat
MineR
Duringafishsurvey,biologistsdiscoverhighlevelsofcopperinthestream.Highlevelsofcopperaretoxictofish.
choice A:Continueminingdespitetheleak.• Move4spaces• Lose2squaresofhabitat
choice B:Stopmininguntilthesourceofthecopperleakisdiscoveredandrepaired.• Move1space• Lose1squareofhabitat
MineR
Thefederalgovernmentprovidesyouwithfundingforareclamationproject.Thisprojectwillallowlargetractsofminedlandtoberestored.
• Move4spaces• Gain2squaresofhabitator1animal
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Businessisgood!Youarepullingcopperfromtheearthatasteadypace,withrelativelylittleenvironmentalimpact.
• Move3spaces• Lose1squareofhabitat
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Yourminedumpswastemineralsintothecreek.Althoughthesemineralsarenottoxic,theyfillpoolsandriffleswhichnativewildlifedependuponforhabitat.
choice A:Investigatealternativemeansofdisposingofwasteminerals.• Move2spaces• Lose0squaresofhabitat
choice B: Continuedisposingofwastemineralsintothestream.• Move4spaces• Lose3squaresofhabitat
MineR
Inordertoaccesscopperdeposits,youmustfirstremovetreesandothervegetationfromthelandunderwhichthecopperlies.Theremovalofthisvegetationleadstoincreasederosionandcausespoolsandriffles—whichfishdependonforhabitat—tofillwithsediment.
choice A:Expandyourminebyremovingvegetationfromlandnearyourexistingsite.• Move4spaces• Lose2squaresofhabitat
choice B:Donotexpandyourmineandcontinueminingonyourexistingsite.• Move2spaces• Lose0squaresofhabitat
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MineR
Duringarecentsurvey,biologistsdiscoverhighlevelsofheavymetalsinthestream’swildlife.
choice A:Reducetheamountofcopperyoumineinordertoreducetheamountofrunoffbeing pouredintothestream.
• Move2spaces• Lose1squareofhabitat
choice B: Continueminingasusual,ignoringthebiologists’discovery.• Move4spaces• Lose2squaresofhabitat
MineR
Inthesummermonths,thestreamreceivesverylittlewater.Duringtheseperiodsoflowflow,thestreamcannothandleasmuchrunoffasduringperiodsofhighflow.
choice A:Slowyourminingoperationstolimittheamountofrunoffyouputintothestream untilhighflowsreturn.
• Move2spaces• Lose0squaresofhabitat
choice B: Continueminingatyourusualrate.• Move4spaces• Lose2squaresofhabitat
MineR
Businessisgood!Youarepullingcopperfromtheearthatasteadypace,withrelativelylittleenvironmentalimpact.
• Move3spaces• Lose1squareofhabitat
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RAncheR
Afencehasbrokenandyourcattlehaveescapedfromyourrange!Theyarenowgrazingalongastretchofprotectedstream.
choice A:Ignorethebreakinthefenceandallowyourcattletocontinuegrazing.• Move3spaces• Lose2squaresofhabitat
choice B: Roundyourcattleup,returnthemtoyourrange,andfixthefence.• Move1space• Gain3squaresofhabitator1animal
RAncheR
Youaregiventheoptionofexpandingyourrangeintoanareaknowntobeimportantfornativewildlife.
choice A:Expandyourrangeintothenewarea.• Move4spaces• Lose2squaresofhabitat
choice B: Continueranchingonyouroriginalland,leavingtheimportantwildlifearea untouched.
• Move2spaces• Lose0squaresofhabitat
RAncheR
Businessisgood!Highlevelsofrainfallhaveproducedenoughvegetationtoallowyourcattletograzewithoutsignificantlydamagingtheenvironment.
• Move3spaces• Lose1squareofhabitat
RAncheR
Despiteyoureffortsnottoharmtheriparianareaonyourranch,resourcemanagershavediscoveredhighlevelsofstreambankdisturbancewithinyourrange.Hoofprintsandcattletrailsarecausinglargeamountsofsoiltobepushedintothestream,destroyinghabitatfornativefish.
choice A:Continueranchingasyouhavebeen,ignoringthesignsofenvironmentalharm.• Move4spaces• Lose2squaresofhabitat
choice B: Removeyourcattlefromthedisturbedareainordertogiveittimetorecover.• Move1space• Lose0squaresofhabitat
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RAncheR
Operationsarerunningsmoothly!Heavywinterrainshaveproducedincredibleamountsofnewvegetation.Yourcattlecangrazefreelywithoutriskofenvironmentalharm.
• Move3spaces• Lose1squareofhabitat
RAncheR
Springisanimportanttimeforplants.Duringthistime,seedlingsbegintosprout.Iftheseseedlingsfailtogrow,therewillbenonewtreestoreplacethematureones,andeventuallytherewillbenomaturetreesalongthestream.
choice A:Continueranchingthroughthespring.• Move4spaces• Lose2squaresofhabitat
choice B: Onlygrazeyourcattleduringthewinterinordertoallowseedlingstoestablishduring thespring.
• Move2spaces• Lose0squaresofhabitat
RAncheR
Duringavegetationsurvey,biologistsdiscoverthatthecattleareprimarilyeatingthenativetreesalongtheriverandleavingonlynon-nativetreesbehind.Thenon-nativetreesdonotprovidequalityhabitatfornativewildlife.
choice A:Continueranchingasusualdespitethebiologists’discovery.• Move4spaces• Lose2squaresofhabitat
choice B: Moveyourcattletoanewareainordertoallowpopulationsofnativeplantstorecover.• Move1space• Lose1squareofhabitat
RAncheR
Thankstoafederaleasementprogram,youreceivealargetaxbreakinreturnforsettingasideapieceofyourrangeforwildlifeconservation.
• Move4spaces• Gain2squaresofhabitator1animal
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RAncheR
Businessisgood!Highlevelsofrainfallhaveproducedenoughvegetationtoallowyourcattletograzewithoutsignificantlyimpactingtheenvironment.
• Move3spaces• Lose1squareofhabitat
RAncheR
Duringthesummermonths,yourcattleseekshadeandwateralongthestreammorefrequentlythanduringcoolermonths.Thisincreasestheamountofgrazing,andleadstoincreasedstreambankdisturbancealongthestream.
choice A:Installafencetokeepyourcattleoffthestreambanksduringsummermonths.• Move2spaces• Lose0squaresofhabitat
choice B: Continuetoallowyourcattletograzedirectlyalongthestream.• Move4spaces• Lose3squaresofhabitat
RAncheR
SincecattlerangesaresolargeintheWest,youoftenuseahelicoptertolocateyourcattlepriortoroundingthemup.Thenoiseanddisturbancefromyouraircrafthavethepotentialtocausebreedingbirdstoabandontheirnestsandthearea.
choice A:Usealternatescoutingmethodstolocateyourcattleuntiltheendofbreedingseason.• Move4spaces• Lose2squaresofhabitat
choice B: Disregardthebreedingbirdsandscoutforyourcattleasusual.• Move2spaces• Lose0squaresofhabitat
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RAncheR
Businessisgood!Highlevelsofrainfallhaveproducedlushvegetation,allowingyourcattletograzewithoutsignificantlyimpactingtheenvironment.
• Move3spaces• Lose1squareofhabitat
RAncheR
Erosioncausedbyalackofstreamsidevegetationhasfilledtherifflesandpools—thehabitatofnativefish—withsoil.
choice A:Moveyourcattletoanewareatoallowthestreamsidevegetationtorecover.• Move2spaces• Lose0squaresofhabitat
choice B: Continueranchingasusual.• Move4spaces• Lose2squaresofhabitat
RAncheR
Duringarecentsurvey,biologistsdiscoverthatyourcattlehavegrazedonmorethanhalfofallthestreamsidevegetation.Nativewildlifedependsuponthisvegetationforhabitat.
choice A:Usefencestorestrictyourcattlefromgrazingalongthestreamuntilthe vegetationrecovers.
• Move2spaces• Lose1squareofhabitat
choice B: Continueranchingasusual,ignoringthebiologists’discovery.• Move4spaces• Lose2squaresofhabitat
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RecReAtionAlist
WhileexploringtheriveronyourATV,youdiscoverthatthevehicleisleakingoil.Motoroilcanbeharmfultonativewildlife.
choice A:Ignoretheleakandcontinueexploring.• Move3spaces• Lose2squaresofhabitat
choice B: Cutyourdayshortandreturnhometorepairyourvehicle.• Move1space• Gain3squaresofhabitator1animal
RecReAtionAlist
Youdiscoverapristineareaofriverthatappearstobeonlyrarelyvisitedbypeople.
choice A:Enjoythisnewareabyridingyourvehiclethroughtheriverbedandalongthebanks.• Move4spaces• Lose2squaresofhabitat
choice B: Returntoanareathathasalreadybeendisturbedbyoff-roadvehiclessothatyoudo notspreaddisturbancetothenewlydiscovered,untouchedarea.
• Move2spaces• Lose0squaresofhabitat
RecReAtionAlist
Itisagoodday!Youspendthedayhikingandcauseonlyaverysmallamountofenvironmentaldisturbance.
• Move3spaces• Lose1squareofhabitat
RecReAtionAlist
Afterafishingtrip,youhaveasmallbucketoflivebaitfishleftover.Ifthesefishareintroducedintothestream,theycouldreproduceandcauseproblemsfornativefishpopulations.
choice A:Releasethefishintothestream,ignoringtheriskofthemestablishingasan invasivespecies.
• Move4spaces• Lose2squaresofhabitat
choice B: Carrythebucketoffishhome.• Move1space• Lose0squaresofhabitat
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RecReAtionAlist
Duringabiologicalsurvey,scientistsdiscoverthatpeopledrivingoff-roadvehiclesthroughthestreambedarecausingextremelyhighlevelsoferosion.Thisiscausingrifflesandpools—areasonwhichfishdependforhabitat—tofillwithsediment.
choice A:Continueridingyouroff-roadvehiclethroughthestreambed,ignoringthebiologists’ discovery.
• Move4spaces• Lose2squaresofhabitat
choice B: Avoidthestreambedandonlyrideyouroff-roadvehicleinlessimpact-sensitiveareas.• Move1space• Lose1squareofhabitat
RecReAtionAlist
Whilehiking,youcomeacrossanareaclosedtothepublicforvegetationrecovery.Hikingaroundtheareawouldforceyoutohikeamuchgreaterdistancethanoriginallyplanned.
choice A:Continuehikingthroughtherestrictedarea.• Move4spaces• Lose2squaresofhabitat
choice B: Hikearoundtherestrictedarea.• Move2spaces• Lose0squaresofhabitat
RecReAtionAlist
YouspendthedayridingyourATV.Youavoidridinginthestreambedandsticktoestablishedtrails.
• Move3spaces• Lose1squareofhabitat
RecReAtionAlist
Whilehiking,youdiscoveranareathatrecentlyhasbeentrashedbycampers.Youtakethetimetopackupthegarbageandbringitoutofthehabitatwithyou.
• Move4spaces• Gain2squaresofhabitator1animal
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Yougrowtiredofnevercatchinganyfishonfishingtrips.Insteadofusingapole,youconsiderusingalargenet,calledaseine,tocatchlargequantitiesoffishwithlittleeffort.ThismethodoffishingisillegalinArizona.
choice A:Useaseinetocatchfish,ignoringfishingregulations.• Move4spaces• Lose2squaresofhabitat
choice B: Bepatientandfishasyouhavebeen.• Move2spaces• Lose0squaresofhabitat
RecReAtionAlist
Aftercamping,yourcampsitecontainslargeamountsoftrash.Packingallofyourwastetocarryitoutoftheareawilltakeupmostofyourday.
choice A:Takethetimetopackoutyourwaste.• Move2spaces• Lose0squaresofhabitat
choice B: Leaveyourtrashbehind,allowingyoutogethomequicklyandenjoytherestof yourday.
• Move4spaces• Lose3squaresofhabitat
RecReAtionAlist
Itisagoodday!Youspendthedayhikingandproduceonlyaverysmallamountofenvironmentaldisturbance.
• Move3spaces• Lose1squareofhabitat
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Duringarecentsurvey,biologistsdiscoverthatoff-roadvehicleusehasdestroyedmuchofthevegetationalongthestreambanks.Asdamagedplantsrecover,therootmassesthatholdsoiltogetherbegintofallapart.
choice A:Rideinadifferentareatogiveyourusualarea’svegetationtimetorecover.• Move2spaces• Lose1squareofhabitat
choice B: Continueridingyouroff-roadvehicleinyourusuallocation.• Move4spaces• Lose2squaresofhabitat
RecReAtionAlist
Inthesummer,manyspeciesofbirdsbreedinriparianareas.Thenoisefromyouroff-roadvehiclecoulddisturbthesebirds,causingthemtoabandontheirnestsandthearea.
choice A:Donotuseyouroff-roadvehiclealongthestreamduringthebirds’breedingseason.• Move2spaces• Lose0squaresofhabitat
choice B: Continueusingyouroff-roadvehicledespitethepresenceofbreedingbirds.• Move4spaces• Lose2squaresofhabitat
RecReAtionAlist
Itisagoodday!Youspendthedayhikingandproduceonlyaverysmallamountofenvironmentaldisturbance.
• Move3spaces• Lose1squareofhabitat
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FARMeRDespiteyoureffortstorunanenvironmentallyfriendlyfarm,hydrologistshavediscoveredthatpumpingisdrainingthewatertabletodangerouslylowlevels.Thewatertablefeedsthestream,providingwaterforwildlifeanddownstreamusers.
choice A:Continuefarmingasusual,untilenvironmentalregulationsforceyoutopump lesswater.
• Move4spaces• Lose2squaresofhabitat
choice B: Reducetheamountofwateryoupumpbyreducingthesizeofyourcroporby switchingtoamoredrought-tolerantcrop.
• Move1space• Lose0squaresofhabitat
FARMeR
Biologistsdiscoverthatlargetractsofunusedfarmlandareprovidinghabitatforagreatnumberofbrown-headedcowbirds.Theseinvasivebirdsparasitizethenestsofnativebirds.
choice A:Ignoretheproblemandyourunusedtractsofland.• Move4spaces• Lose2squaresofhabitat
choice B: Takethetimetorestoreyourunusedtractsoflandbyplantingnativevegetation.• Move2spaces• Lose0squaresofhabitat
FARMeR
Youdiscoverthatpesticidefromyourfarmarerunningdirectlyintothestream.
choice A:Ignoretheproblemandcontinuefarmingasusual• Move3spaces• Lose2squaresofhabitat
choice B: Seekothermeansofpestcontrolthatdonotrequiretheuseoflargeamountsof pesticide.
• Move1space• Gain3squaresofhabitator1animal
FARMeR
Businessisgood!Yourcropsarehealthyandyouarecausingrelativelylittleenvironmentalharm.
• Move3spaces• Lose1squareofhabitat
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Farmingrequireslargeamountsofwatertobedrawnforirrigationfromthewatertable.Fishbiologistshavedeterminedthatduetotheamountofwateryouareusing,thereistoolittlewaterflowfornativefishtobreed.
choice A:Continuefarmingasusual.• Move4spaces• Lose2squaresofhabitat
choice B: Slowyou’refarmingoperationsuntiltheendofthefish’sbreedingseason.• Move2spaces• Lose0squaresofhabitat
FARMeR
Duringafishsurvey,biologistsdiscoverhighlevelsofpesticideinthestream.Highlevelsofpesticidearetoxictofish.
choice A:Stopfarminguntilthesourceofthepesticidesisdiscoveredandrepaired.• Move4spaces• Lose2squaresofhabitat
choice B: Continuefarmingdespitethebiologists’discovery.• Move1space• Lose1squareofhabitat
FARMeR
Operationsarerunningsmoothly!Youhaveharvestedaprofitablecropandscientificmonitoringshowslittlesignofenvironmentalharm.
• Move3spaces• Lose1squareofhabitat
FARMeR
Thefederalgovernmentcompensatesyouforrestoringyourunusedtractsoffarmlandfornativewildlife.
• Move4spaces• Gain2squaresofhabitator1animal
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FARMeR
Yourfarmuseslargequantitiesofherbicidetokillunwantedplantsinthefields.Despiteeffortstoreducerunoff,thesechemicalsinevitablywindupinthestream.
choice A:Investigatealternativemeansofcontrollingweeds.• Move2spaces• Lose0squaresofhabitat
choice B: Continueusingherbicidestomanageyourfields.• Move4spaces• Lose3squaresofhabitat
FARMeR
Inordertocreateadditionalfarmland,youmustfirstcleartreesandothervegetationfromthelandtomakeawideopenarea.Theremovalofthisvegetationleadstoincreasederosionandcausespoolsandriffles—whichfishdependonforhabitat—tofillwithsediment.
choice A:Expandyourfarmbyremovingvegetationfromlandnearyourexistingfields.• Move4spaces• Lose2squaresofhabitat
choice B: Donotexpandyourfarmandcontinuefarmingonyourexistingfields.• Move2spaces• Lose0squaresofhabitat
FARMeRBusinessisgood!Yourcropsarehealthyandyouarecausingrelativelylittleenvironmentalharm.
• Move3spaces• Lose1squareofhabitat
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Duringperiodsoflowflow,thestreamcannothandlehighlevelsofpesticidesandherbicides.
choice A:Investigatealternativemeansofcontrollingweeds.• Move2spaces• Lose0squaresofhabitat
choice B: Continueusingyourusualamountofpesticidesandherbicides.• Move4spaces• Lose2squaresofhabitat
FARMeR
Duringthedrysummermonths,thereislesswaterpresentinthewatertabletoreplenishthestream.
choice A:Reducethequantityofwateryoupumpfromthewatertableuntilthesummer monsoonscome.
• Move2spaces• Lose1squareofhabitat
choice B: Continuefarmingasusual,ignoringtheseasonallackofwater.• Move4spaces• Lose2squaresofhabitat
FARMeRBusinessisgood!Yourcropsarehealthyandyouarecausingrelativelylittleenvironmentalharm.
• Move3spaces• Lose1squareofhabitat
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RiveR pAthwAysModule 4: Managing Riparian Areas for Multiple uses
1. Whattypesofactivitiesdestroyedhabitat?
Whattypesofactivitiesdidn’tharmhabitat?
Whattypesofactivitieshelpedtorestoreit?
2. Howdidyourchoicesaffectyourabilitytocompletethegame?
3. Howdidthechoicesthatotherplayersmadeaffectyourabilitytocompletethegame?
Howdidyourchoicesaffecttheotherplayers?
4. Inthisgame,youhaveseenseveraltypesofproblemsthatcanresultfromhumanactivities.
Whatactivitiesdoyouthinkscientistsshouldbemonitoringinordertopreserveriparianhabitats forall?
habitat Game – post Game discussion Guide
clAssRooM MAteRiAls RiveR pAthwAys Module 4 n 26
RiveR pAthwAysModule 4: Managing Riparian Areas for Multiple uses
teacher instructions
Arizona standards
• Strand3:Concept1-PO1,2,and3
the purpose of this assignment is to:
• Reviewtheconceptofpubliclandsmanagementformultipleuse• Reinforcethemessagethatscientificmonitoringisessentialtoresponsiblelandmanagement• Encouragestudentstothinkaboutthechallengespresentedbymultipledemandsonriparian
environments.
ThisassignmentextendstheconceptspresentedintheRiverPathwaysHabitatGame.Studentswillbeaskedtoconsidervariouswaysthatpeopleutilizeriparianareasandbrainstormabouttheimpact(s)oftheseusesANDhowdifferentusescanconflictwithoneanother.Then,studentswillidentifycomponentsofariparianhabitatthattheywouldrecommendmonitoringanddeterminewhydatathattheywouldcollectwouldbevaluableforlandmanagement.
Materials:
• Land-usemanagementworksheetBefore the lesson:
Distributecopiesoftheworksheettotheclass.
homework
hoMewoRK RiveR pAthwAys Module 4 n 27
RiveR pAthwAysModule 4: Managing Riparian Areas for Multiple uses
instructions: TellthestudentstoimaginethattheyarelandmanagersassignedtomonitorariparianareainArizona.Asmanagersofpublicland,theymustbecarefultoaccommodatemultipleuses.Inotherwords,therearemanydifferentactivitiesthatpeopleengageinriparianareas,anditisthelandmanager’sjobtomakesurethatonegroup’sactivitiesdonotpreventothergroupsfromusingthelandastheywish.
Considerthefollowingactivities,andbrainstormthekind(s)ofimpactthattheymighthaveonariparianarea.Identifythosefeaturesoftheriparianareathatyouwouldmonitorinordertocontrolthoseimpacts.Howwillthedatathatyoucollectbeusefulforguidingdecision-makingabouthowbesttomanagetheland?
Activities:
• Camping• Fishing• Hiking• Hunting• Mining• Off-roadvehicleuse• Ranching• Scientificresearch• Wildlifeviewing• Otheractivitiesthatyoucanthinkof!
Assignaduedateforthehomework.
Whenstudentsreturnwiththecompletedassignment,discusstheiranswersinclass.
hoMewoRK RiveR pAthwAys Module 4 n 28
homework
RiveR pAthwAysModule 4: Managing Riparian Areas for Multiple uses
instructions:Considerthefollowingactivitiesandbrainstormthekind(s)ofimpactthattheymighthaveonariparianarea.Identifythosefeaturesoftheriparianareathatyouwouldmonitorinordertocontrolthoseimpacts.
Howwillthedatathatyoucollectbeusefulforguidingdecision-makingregardinghowbesttomanagetheland?
Activities:
• Fishing• Hunting• Ranching• Mining• Wildlifeviewing• Hiking• Camping• Scientificresearch• Off-roadvehicleuse• Anyotheractivitiesyoucanthinkof!
pick three activities to consider: a. _______________________
b. _______________________
c. _______________________
homework worksheet
hoMewoRK RiveR pAthwAys Module 4 n 29
RiveR pAthwAysModule 4: Managing Riparian Areas for Multiple uses
Answer the following questions: 1. Whatimpact(s)wouldeachofthesethreeactivitieshaveontheriparianarea?
a.
b.
c.
2. Whatenvironmentalfeatures(indicators)wouldyoumonitorinordertocontroltheseimpacts andinsurethateveryonecanusethelandastheywish?
3. Howcanmonitoringtheseindicatorshelplandmanagerstomakeinformedandappropriate decisionsregardingmultipleuses?
homework worksheet
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Module 5: Riparian Birds
CoNTeNTS
Teacher Instructions 2
Classroom Materials
• ScienceTakesWing• PowerPointPresentation*
• ScienceTakesWing:RiparianBirds• ScienceTakesWingAnswerSheet 3• ScienceTakesWingQuiz 5
• BinoBlitz• TeacherInstructions 6• BinoBlitzCards 7• BinoBlitzWorksheet 9• BinoBlitzAnswerKey 11• MysteryBirdActivity 13• MysteryBirdWorksheet 14
*PowerPointandvideopresentationsareavailableasaDVDfromAudubonArizona,oronlineat http://az.audubon.org/Education_RiverPathways-Curriculum.html.
Module 5: Riparian Birds
CoNTeNTS RIveR paThwayS Module 5 n 1
RIveR paThwaySModule 5: Riparian Birds
Teacher Instructions
TeaCheR INSTRuCTIoNS RIveR paThwayS Module 5 n 2
Introduction
ThismoduleisdesignedtoinstillgoodobservationalanddescriptiveskillsinRiverPathwaysparticipants.Theseskillswillbenecessaryifstudentsplantopursuecareersinresourcemanagementandhabitatmonitoring.Themoduleconsistsoftwoactivities.
Thefirst,ScienceTakesWing,isbasedonaPowerPointpresentationthatintroducesstudentsto10ofArizona’smostcommonriparianbirdsandthesoundstheymake.Afterviewingthepresentation,thestudentswillbechallengedtoidentifyeachbirdbyitssongandcallalone.
Thesecond,BinoBlitz,activityintroducesstudentstobinocularuse.AudubonArizonaallowseducatorstoborrowourbinocularboxesfreeofchargeforuptoaweekatatime.Theseboxescontainaclassroomsetofbinocularsandfieldguides.Theycanbepickedupatfiveconvenientlocationsthroughoutthestate.Formoreinformationregardingfreebinocularloans,visitourwebsiteathttp://az.audubon.org/Education.html
Teacher Instructions:
Science Takes wing:
• HandouttheScienceTakesWingAnswerSheet(2pages).• ShowtheScienceTakesWingpresentation.Itiscontainedonyourdiskinthefolderentitled
“ScienceTakesWingPresentation”thatincludesallofthefilesassociatedwiththepresentation.YoucanalsofindthismaterialontheAudubonwebsiteathttp://az.audubon.org/Education_RiverPathways.html.Toplaythepresentation,openthePowerPointfileentitledpptview.
• Havethestudentscompletetheirworksheetsastheywatch—andlistento—thepresentation.TotryanadditionalScienceTakesWingmodule,visitourwebsiteathttp://az.audubon.org/Education.html.
Bino Blitz:
• Distributebinocularstoindividualsorteamsofstudents.• Printthe10birdcardsandplacetheminlocationsaroundtheroomthatwillbevisiblefromyour
students’desks.• Instructthestudentshowtouseandfocustheirbinoculars.Directionsareavailableinthe“Bino
Blitz”folderonyourdiskinthe“ScienceTakesWing”folder.YoucanalsofindthismaterialontheAudubonwebsiteathttp://az.audubon.org/Education_RiverPathways.html.
• Challengethestudentstofindthebirdsandthenusetheirbinocularstoreadtheirnames.• Askthestudentstorecordthebirdnamesontheiranswersheets.Thefirststudenttofindall10
birdsandrecordtheirnamesyells“Blitz!”andisthewinnerofthegame.
RIveR paThwaySModule 5: Riparian Birds
ClaSSRooM MaTeRIalS RIveR paThwayS Module 5 n 3
Science Takes wing answer Sheet
Name__________________________
Date ___________________________
Period__________________________
abert’s towhee
Brown-crested flycatcher
Bell’s vireo
Bewick’s wren
Canyon wren
picture Bird Name
Song description (Some helpful words: cooing, chirping, whistling)
RIveR paThwaySModule 5: Riparian Birds
ClaSSRooM MaTeRIalS RIveR paThwayS Module 5 n 4
Science Takes wing answer Sheet
Name__________________________
Date ___________________________
Period__________________________
ladder-backed woodpecker
Lucy’s warbler
Song sparrow
Summer tanager
yellow warbler
picture Bird Name
Song description (Some helpful words: cooing, chirping, whistling)
RIveR paThwaySModule 5: Riparian Birds
Bird Sounds Quiz
ClaSSRooM MaTeRIalS RIveR paThwayS Module 5 n 5
Science Takes wing answer Quiz
Name__________________________
Date ___________________________
Period__________________________
leTTeR
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
RIveR paThwaySModule 5: Riparian Birds
Bino Blitz Instructors’ Sheet
ClaSSRooM MaTeRIalS RIveR paThwayS Module 5 n 6
directions
Beforeclass,cutoutthe10birdpicturesprovidedandeitherpastethemonaposterboardorhangthemaroundtheroom.
DistributebinocularsandtheBinoBlitzanswersheets.Remindstudentshowtofocusbinoculars.Makesurethateveryonecanseeclearlythroughtheirbinoculars,andassistasnecessary.Askthestudentstostudentsusetheirbinocularstoviewthebirdpictures/namesandtowritethecorrectbirdnameonthe“BinoBlitz”answersheet.Thisisarace—youmaywishtorewardthewinnerwithasmallprize.
Field Marks
Followingthe“BinoBlitz”activity,leadadiscussionabout“FieldMarks”.
Fieldmarksarevisualcharacteristicssuchassize,color,beakandtailshapeandspecialmarkingsonbirdssuchaseyebrowsorspotsthatenablepeopletoidentifythem.
Haveeachstudentselectoneofthe10picturedbirdsanddescribeitintermsofthebirds’fieldmarks.The“MysteryBird”Worksheet.Nexthavestudentspartnerupandexchangepapers.Partnersmustidentifywhichbirdhasbeendescribed,basedonitsfieldmarks.Repeatthisactivityseveraltimesiftimeallows.Thenhavestudentspickonebirdtoresearchinafieldguideorotherresource.
how to Focus Binoculars
1. Placethestraparoundyourneck.
2. Closeyourlefteyeandlookonlythroughyourright.Turntherighteyepieceuntilyoucansee clearlythroughtherighteye.
3. Openbotheyesandadjustthebinoculars(liftingthemuporcrunchingthemdown)sothatthey fityourfaceandyoucanseethroughbotheyepieces.4. Usethecenterwheelfocustosharpenyourview.
RIveR paThwaySModule 5: Riparian Birds
Canyon wren
Bell’s vireo
Summer tanager
Bewick’s wren
Bino Blitz Cards
ClaSSRooM MaTeRIalS RIveR paThwayS Module 5 n 7
abert’s towhee Brown-crested flycatcher
1 2
3 4
5 6
RIveR paThwaySModule 5: Riparian Birds
Bino Blitz Cards
ClaSSRooM MaTeRIalS RIveR paThwayS Module 5 n 8
ladder-backed woodpecker yellow warbler
Lucy’s warblerSong sparrow
7 8
9 10
RIveR paThwaySModule 5: Riparian Birds
Birds of Rio Salado: Bino Blitz Game 1. Focusyourbinocularswithyourteacher’shelp.
2. Useyourbinocularstoview10birdshiddenaroundtheroomandreadtheirnames.
3. Writethebird’snameintheblankbelow.ShoutBLITZwhenyouhavenamedallthebirds.The firststudenttonamethemallisthewinner.
ClaSSRooM MaTeRIalS RIveR paThwayS Module 5 n 9
Bino Blitz worksheet
Name__________________________
Date ___________________________
Period__________________________
3
4
1
2
RIveR paThwaySModule 5: Riparian Birds
ClaSSRooM MaTeRIalS RIveR paThwayS Module 5 n 10
Bino Blitz worksheet
Name__________________________
Date ___________________________
Period__________________________
8
9
6
7
5
10
RIveR paThwaySModule 5: Riparian Birds
ClaSSRooM MaTeRIalS RIveR paThwayS Module 5 n 11
Bino Blitz Answer Key
3
4
1
2
abert’s towhee
Brown-crested flycatcher
Bell’s vireo
Bewick’s wren
Canyon wren
Summer tanager
6
5
RIveR paThwaySModule 5: Riparian Birds
ClaSSRooM MaTeRIalS RIveR paThwayS Module 5 n 12
Bino Blitz Answer Key
Song sparrow
Lucy’s warbler
ladder-backed woodpecker
yellow warbler
10
8
9
7
RIveR paThwaySModule 5: Riparian Birds
Mystery Bird Activity
RIveR paThwayS Module 5 n 13ClaSSRooM MaTeRIalS
Describe one of these birds on your worksheet by identifying its field marks.
Canyon wren Bell’s vireo ladder-backed woodpecker
Summer tanager Bewick’s wren yellow warbler
Brown-crested flycatcher Lucy’s warbler abert’s towhee
Song sparrow
RIveR paThwaySModule 5: Riparian Birds
directions
Pickoneofthebirdspicturedhereanddescribeittoyourpartnerwithoutstatingthebird’sname.Makeyourpartnerguess!Usethecluesbelow.Tradepaperswithyourpartnerandseeifyoucanidentifyeachothers’birds.Ifyouhavetime,repeattheactivitywithanotherpartner.
My mystery bird’s color is primarily: ________________________________________________
My bird’s beak is: ____________________________________________________________
My bird’s tail is: ____________________________________________________________
My bird’s eyes are: __________________________________________________________
My bird probably eats: ________________________________________________________
My bird probably lives (where?) __________________________________________________
After the Mystery Bird Activity, do some research!
Use a bird book called a “field guide” to answer the following questions:
My mystery bird was: _________________________________________________________
Scientific Name: ____________________________________________________________
Size: ___________________________________________________________________
Habitat: _________________________________________________________________
Other Comments: ___________________________________________________________
ClaSSRooM MaTeRIalS RIveR paThwayS Module 5 n 14
Mystery Bird Worksheet
Name__________________________
Date ___________________________
Period__________________________