ohio’s wild treasures outreach guide - columbus zoo and ... · b3. explain why organisms can...

Ohio’s Wild Treasures

Outreach Guide

Sponsored By

Ohio has many types of habitats to explore! A habitat is the place wherean animal or plant normally lives. All good habitats have four parts: food,water, shelter, and space.

Each habitat has its own special set of conditions that support the wildcreatures and plants that are adapted to live there, such as tall trees in aforest or water in a wetland. Ohio is home to more than 1,000 species ofwildlife.

Some species are adapted to living in only one type of habitat. Forexample, you might see plenty of beavers living in wetland habitats suchas rivers and ponds, but they would not be able to survive in the deepthick forest habitats.

There are other species that can survive within several habitat types.Opossums live in forests, around wetlands, and in suburbs and cities.

Our very own backyards and parks are great places to observe wildlife.Because we live in a diverse and mobile society, our definition of“backyard” can be many different things. Some of us live in suburbs,others in cities, and still others in rural farm areas.

Let’s take a closer look at Ohio’s habitats and some of the animals that callthem home.

Ohio’s Wild Treasures Outreach Guide

Background Information

PrairiePrairies first began to develop over25 million years ago. When theRocky Mountains were formed theyinterrupted the flow of moisturefrom the west by forming a rain“shadow” far to the east. Closest tothe mountains where the conditionswere the driest is where the shortgrass prairies formed. Further east,as the rain “shadow” graduallydiminished and rainfall levelsincreased is where the tall grassprairies appeared.

Prairies are beautiful and complexnatural ecosystems. They are madeup of native perennial grasses andother flowering plants. About 1/3 ofa prairie plant grows above ground,the leaves, stems and flowers. Theother 2/3’s of the plant—roots andunderground stems—are beneaththe ground.

The prairie is home to many uniqueanimals. Some of the animals thatcall the prairie their home are thered fox, horned lark, meadow vole,thirteen-lined ground squirrel, red-tailed hawk, monarch butterfly andthe coyote.

When the first settlers moved intoOhio, they encountered over 300 prairies that ranged in size fromseveral acres to several squaremiles. Most of these prairies werelocated in the western part of thestate.

Today, prairies are considered to beone of Ohio’s rarest ecosystems.Most of the prairies disappeared toagriculture and development. A fewprairie remnants can still be foundgrowing along roadsides, railroadright-of-ways, abandoned pioneercemeteries and other undisturbedareas.


ForestOhio was once covered by matureforest. Today, forested areas coverapproximately 30 percent of Ohio’slandscape. The once large forests ofOhio’s past have long been clearedto make way for agriculture,expansion and human population.

Forests grow in layers from theground all the way up to the tallesttreetops. The lowest layer of theforest is called the forest floor; this iswhere ferns, wildflowers andseedling trees grow. The next layeris called the shrub layer where manydifferent types of shrubs can befound. The understory layer is wheresome of the smaller trees reach theirpeak. The very top layer is calledthe canopy layer and this is whereyou will find the tallest trees in theforest.

Animals live in every layer of theforest, some animals use all thelayers, while others live in just one.Squirrels live mainly in the treetopsalong with birds like the greathorned owl. Wild turkeys andchipmunks live on the forest flooralong with earthworms, slugs, antsand many other insects. Raccoonsand opossums travel all through

the forest all the way from theground to the treetops.

Forests are wonderful places toexplore and view wildlife. Ohio’sforests offer many opportunities forrecreation, including hiking, naturephotography, camping, and birdwatching. When you walk along atrail through the forest make sure touse all of your senses. Observe thediversity of wildlife around you,kneel down and touch the rich moistsoil of the forest floor. Smell thefreshness of the air and plants. Sitdown for a few moments and listento the forest sounds, close your eyesand enjoy this special place!



WetlandThere are many kinds of wetlands inOhio. Bogs, fens, marshes, swamps,wet woodlands, wet prairies andvernal pools are all types ofwetlands. They all have one thing incommon…water.

An area does not always have to bewet to be considered a wetland.Some wetlands are covered bywater only during the rainy springseason. Others are regularly floodedby tides, while still others may becovered by water most or all of thetime.

Before European settlers came toOhio, wetlands covered nearly one-fifth of the state. As populationexpanded, over 90 percent of thestate’s wetlands were drained orfilled to allow for agriculture anddevelopment.

Wetlands are very importanthabitats. They provide food, shelterand space for many animals. Someof the animals that call the wetlandstheir home are ducks, herons, frogs,turtles, deer, beaver and even bear.

Some of the other reasons thatwetlands are an important part ofour environment:• Filters pollution out of the

water• Absorbs excess water caused

by runoff• Mixes nutrients and oxygen

into the water• Provides a resting place for

migratory birds

Create Your Own HabitatDid you know that your backyardcan be a wonderful habitat?

Here are some ways that you canmake your backyard more attractiveto wildlife.

Provide a water sourceBirdbaths; small ponds, and dishesof water will attract wildlife.Locating the water near shrubs,trees or other cover will encourageanimals to use those areas.

Choose native plant species Native plants are plants that occurnaturally in an area. Native speciesusually provide the best sources offood and cover to wildlife.

Reduce the amount of lawn onyour property Turf grasses provide little value towildlife. Replace lawn with gardens,trees, shrubs, or meadows.

Reduce or eliminate the use ofpesticides and herbicides They can harm animals. Wheneverpossible, use organic products.

Plant fruit trees and shrubs They are used by many wildlifespecies, especially birds preparingfor migration.

Plant vines and shrubs in thicketsor hedges for cover Wildlife, especially birds preferusing areas of cover for nesting,perching, and protection frompredators.

Create shelter for animals Animals need safe places to hidefrom predators and to be protectedfrom harsh weather. Animals likechipmunks, reptiles, amphibians,and birds can find shelter in logpiles, stacks of firewood, stonewalls, dry leaves, twigs andbranches.

Creating a Backyard Habitat is theperfect way for you, your family, andyour school to help conserve wildlifewhile being able to enjoy observingit every day in your own backyard.


The Ohio’s Wild Treasures outreach program is designed to assist teachers in fulfillingthe following Ohio Science Content Standards:

Life Sciences Standard

Kindergarten IndicatorB5. Investigate observable features of plants and animals that help them live in different kinds of places.

Grade 1 Indicator A1. Explore that organisms, including people, have basic needs which include air, water, food, living space and shelter.

A4. Investigate that animals eat plants and/or other animals for food and may also use plants or other animals for shelter or nesting

B2. Explain that food comes from sources other than grocery stores.

B3. Explore that humans and other animals have body parts that help to seek, find, and take in food when they are hungry.

Grade 2 IndicatorsA1. Explain that animals, including people, need air, water, food, living space, and shelter; Plants need air, water, and nutrients, living space and light to survive.

B2. Identify that there are many different environments that support different kinds of organisms.

B3. Explain why organisms can survive only in environments that meet their needs.

Grade 3 IndicatorB2. Relate animal structures to their specific survival functions.

C6. Describe how changes in an organism’s habitat are sometimes beneficial and sometimes harmful.

Ohio Academic standards


Grade 4 IndicatorA5. Describe how organisms interact with one another in various ways.

Grade 5 IndicatorsB2. Explain that almost all kinds of animals’ food can be traced back to plants.

C4. Summarize that organisms can survive only in ecosystems in which their needs can be met.

Grade 6 IndicatorNo Indicators.


Ohio Wildlife Nature Journal: Science

This activity was designed to assistteachers in fulfilling the following OhioScience Academic Content Standards:

Earth and Space Sciences StandardBenchmark CObserve, describe, and measurechanges in the weather, both long termand short term.

Kindergarten Indicator5. Observe and describe seasonalchanges in weather.

Life Sciences StandardBenchmark BExplain how organisms function andinteract with their physical environment.

Kindergarten Indicators5. Investigate observable features ofplants and animals that help them live indifferent places.

Grade One Indicators5. Recognize that seasonal changes caninfluence the health, survival or activitiesof organisms.

Grade Two Indicators8. Compare the activities of Ohio’scommon animals during the differentseasons by describing changes in theirbehaviors and body covering.

9. Compare Ohio plants during thedifferent seasons by describing changesin their appearance.

Scientific Inquiry StandardBenchmark CGather and communicate informationfrom careful observation and simpleinvestigation through a variety ofmethods.

Kindergarten Indicators5. Draw pictures that correctly portrayfeatures of an item being described.

Grade One Indicators9. Describe things as accurately aspossible and compare with theobservations of others.

BACKGROUNDYou don’t have to travel very far to find wildlife – justlook in your own backyard! Many creatures can befound around a school or near the homes of yourstudents. The important part is recognizing that everyspecies is special.

GOALStudents will explore the wildlife around them whilepracticing important observation skills.

MATERIALSMy Natural Journal Worksheets PencilOhio Wildlife Resource Books

PROCEDURE1. Introduce the idea of journaling to the students.Explain that their nature journal is a place for them torecord their observations of the plants and animalsthey see in the world around them.

2. Do the first journal entry as a class activity. Beginby taking the students to an outdoor location at yourschool. Find a plant or animal species to use as anexample and model a descriptive journal entry for thestudents.

3. Ask students to begin looking for plants andanimals they would like to write about in their ownnature journal. They can include items in theirnotebooks, even if they are unable to identify thespecies. Explain to the students they need to recordas much detail as possible about the plant or animalthey are observing so they may be able to use theirdescriptions to identify the species at a later time.

4. Once students have begun making entries in theirnature journals, make sure they have access toresource materials that will help them fill in moredetails about the species they are seeing in theirneighborhood.


5. Encourage the students to continue to add items to their nature journal throughoutthe school year. Maintain a supply of My Nature Journal worksheets in the classroomso students can easily access them when they want to add to their journal.

6. Ask students to share their favorite entries on a regular basis with the rest of theclass. The teacher can also keep a nature journal and share their sightings with thestudents at this time. Discuss changes in the weather and how those changes affectwildlife.

7. Develop a class list of local species that have been sighted by your students. Dividethis list into categories such as plants, mammals, reptiles, etc. to begin exploringanimal and plant classification.

8. Keep journals throughout the year in order to record seasonal changes in the plantsand animals of your region. Look for patterns. For example, are there certain animalsthat disappear in the winter? Did they migrate or could they be hibernating during thecold weather months?

REVIEWJournaling is a great way to collect data. At the end of the school year, be sure toreview the information contained in the nature journals and discuss the diversity ofwildlife found in your area. Encourage the students to explore the changes of Ohiowildlife throughout the seasons.

EXTENSION ACTIVITIESNarrative Writing - Students pick a favorite entry to expand upon and create a detailednarrative account of their experiences with a particular species.

“Who Am I?” Imaginative Writing - Students pick a species they have observed andwrite a personal account from the perspective of their selected plant or animal. Theycan present this piece of writing to a group of classmates to see if they are able toidentify the species.

WHAT I FOUND

WHERE I FOUND IT

WHEN I CAME BACK

NAME OF ITEM:

COLOR:

WHAT I NOTICED:

DATE:

WHAT WAS THE WEATHER LIKETODAY?

SUNNY HOT

RAINY CLOUDY

SNOWY COLD

DATE:

HOW IT CHANGED:


Ohio Wildlife Nature Map: Science

This activity was designed to assistteachers in fulfilling the followingOhio Science Content Standards:

Life Science Standard

Grade One IndicatorsA1. Explore that organisms,including people, have basic needswhich include air, water, food, livingspace and shelter.

A4. Investigate that animals eatplants and/or other animals for foodand may also use plants or otheranimals for shelter and nesting.

Grade Two IndicatorsA1. Explain that animals, includingpeople, need air, water, food, livingspace and shelter; plants need air,water, nutrients (e.g., minerals), livingspace and light to survive.

B2. Identify that there are manydistinct environments that supportdifferent kinds of organisms.

B3. Explain why organisms cansurvive only in environments thatmeet their needs.

B7. Compare the habitats of manydifferent kinds of Ohio plants andanimals and some of the waysanimals depend on plants and eachother.

Grade Five IndicatorC4. Summarize that organisms cansurvive only in ecosystems in whichtheir needs can be met. The worldhas different ecosystems and distinctecosystems support the lives ofdifferent types of organisms.

BACKGROUNDKnowledge about geography helps us to understandthe relationships between the physical environmentand human activity. Learning about geography on apersonal level can help students make connections inthe future as they learn about their state, country, andworld. In this lesson, students will learn important basicgeography concepts by studying the animal habitatsfound in their own backyard or neighborhood. Just likehumans, animals need food, water, and shelter, andgeographic features determine the kinds of places theylive.

MATERIALSVariety of Maps and GlobesBooks on Ohio WildlifePosterboardMarkersScissorsGlueA variety of items for 3-D effect—newspaper, coloredpaper, yarn, seeds, beans, corn, modeling clay, papertowel rolls, beads, craft items, etc.

PROCEDURE1. Encourage students to explore maps and globes.

2. Ask students how different landforms and places arerepresented (for example: symbols mark specific sites,blue represents water, raised areas represent hills andmountains).

3. Explain to the students that they are going to maketheir own maps of an animal habitat. Have a classdiscussion about the items that should be included onthe maps.

4. Ask students to list wildlife they have seen in their backyard, neighborhood, orschool nature area. They can refer to their Nature Journal if the class has beenparticipating in this activity throughout the year. Tell the student’s to select one animalfor their project.

5. Students will use posterboard to create a 3-dimensional map of their chosenanimal’s habitat.

6. The map should show real or potential places for their animal to find shelter, food,and water, as well as the area’s physical and human features (if applicable).

7. Students can assemble the map from materials found at home. Possibilities includeblue yarn for streams, paper towel rolls for trees, shredded newspaper for bushes orgrasslands, beans or corn to represent farm fields, boxes for homes or buildings, clayfor hilly areas, etc. Encourage students to use their imaginations and to use recycledmaterials as much as possible!

8. The map should have a title, a key and/or labels, and a compass rose to showdirections.

EXAMPLEA child might see a deer in a field near his house. The child would make a 3-D map ofthe deer’s habitat, using shredded newspaper for brush and paper towel tubes fortrees at the edge of the field. He would label this “shelter.” He would use a piece ofblue yarn to represent a nearby stream and label it “water.” He would glue seeds orcorn kernels in rows to represent the field and label it “food.” Older children shouldbe encouraged to create a map key, compass rose, and include greater detail on theirmaps.

REVIEWChildren will share their maps with the class, pointing out important physical andhuman features. Further discussion might include asking students if their animal couldsurvive in one of the other student’s habitats. How does the presence of humansaffect this animal’s habitat—both positively and negatively?

Ohio Wildlife Nature Map: Science

Ohio Wildlife Sorting it out: Math

This activity was designed to assistteachers in fulfilling the followingOhio Math Academic ContentStandards:

Data Analysis & ProbabilityStandardBenchmark BSort and classify objects byattributes, and organize data intocategories in a simple table orchart.

Data Analysis & ProbabilityStandard Benchmark CRepresent data using objects,picture graphs and bar graphs.

Kindergarten Indicators1. Gather and sort data in responseto questions posed by the teacherand students.

3. Select the category or categoriesthat have the most or fewestobjects in a floor or table graph.

Grade One Indicators4. Read and interpret charts, picturegraphs and bar graphs as sources ofinformation to identify main ideas,draw conclusions, and makepredictions.

7. Answer questions about thenumber of objects represented in apicture graph, bar graph or tablegraph: (e.g., category with most,how many more in a categorycompared to another, how manyaltogether in two categories).

Grade Two Indicators2. Read, interpret and makecomparisons and predictions fromdata represented in charts, lineplots, picture graphs and bargraphs.

BACKGROUNDOhio has many types of plants and animals to explore!Scientists make this job easier by grouping species intocategories. For example, a scientist may place a groupof animals into categories based on where they live.

Categories help scientists to communicate informationto each other. They use tools such as bar graphs toillustrate their findings.

GOALStudents will be introduced to Ohio wildlife whilepracticing important math skills.

MATERIALSMath Activity Pictures (one copy of pictures for eachgroup) ScissorsTapeLarge Piece of Butcher Block PaperMarker

PROCEDURE1. Divide students into groups.

2. Provide each student group with a copy of the MathActivity Pictures. Make sure you use the appropriatepictures for your grade level.

3. Ask the students to cut the pictures out. They shouldtry to follow the dotted lines to make all of the picturesapproximately the same size.

4. Instruct the students to observe the pictures andplace them into groups. Explain to the students all ofthe items in the pictures are from Ohio.

5. Once the students have sorted their pictures, askeach of the student groups to explain how theyorganized them.


6. Make a list of possible categories on the board.

7. Ask the students to group their pictures into the following categories:Kindergarten: Living Objects / Non-Living ObjectsGrade One: Animals with Fur / Animals with Scales / Animals with FeathersGrade Two: Forest Plants and Animals / Wetland Plants and Animals / Prairie

Plants and Animals

8. Create a large chart on a piece of butcher block paper. List the category names atthe top of each column. See example of Kindergarten Chart below.

9. Select a student to bring up one of the pictures and place it in the appropriatecolumn. Have them tape their picture to the bottom of the chart.

10. Ask another student to bring up a picture that is not already on the chart. Havethem attach their picture to the chart in the appropriate column. If it is placed in thesame column as a previous picture, have them tape it directly above the first item.

Living Objects Non-Living Objects


Picture 1


Picture 2

Picture 1


11. Once all of the pictures are taped to the chart, the class will be able to use it as abar graph. They should be sorted as follows:

KindergartenLiving: flower, bear, deer, bird, tree, owlNon-living: book, pot, rock, sign

Grade OneFur: bat, deer, ground squirrel, bobcat, river otterScales: skink, snake, turtleFeathers: cardinal, duck, hawk, owl

Grade TwoForest: great horned owl, bobcat, woodpeckerWetland: turtle, river otter, duck, frogPrairie: ground squirrel, garter snake, coyote, hawk, butterfly

12. Ask the students questions about the number of pictures in each category.

Questions may include:a. Which category has the most objects?b. Which category has the least objects?c. How many objects are in each category?d. How many more objects are found in one category than another? How did

you figure it out?e. Are there other questions we could answer with this graph?

REVIEWDiscuss the benefits of sorting data into graphs. Explain to the students that graphshelp us to answer questions and communicate information to other people.

EXTENSION ACTIVITYGo on a nature hike and take digital pictures of objects you observe. When you returnto the classroom print the pictures, and create a bar graph to record your discoveries!

Adaptation: special traits a plant or animal has to help it survive in itsnatural habitat.

Amphibians: cold-blooded animals that have moist skin and spend part oftheir life cycle living in the water.

Birds: warm-blooded animals that have feathers and lay eggs.

Camouflage: an animal’s ability to protect itself by blending in with itsenvironment.

Diurnal: an animal that is active during the day.

Forest: a large area of land covered with trees and underbrush.

Habitat: a place where an animal lives.

Hibernation: to become inactive during cold temperatures.

Mammals: warm-blooded animals that have hair and feed their youngmilk.

Migration: to move from one place to another.

Nocturnal: an animal that is active at night.

Prairie: a habitat where most of the plants belong to the grass family.

Reptiles: cold-blooded animals that have scales.

Wetland: land that has a wet and spongy soil such as a swamp, pond, orbog.

Ohio Wildlife Vocabulary - Beginner

Vocabulary

Ohio Wildlife Vocabulary - Beginner

Vocabulary StrategyBACKGROUNDLearning a new vocabulary word is a complexprocess. It is important for students to learn a word’sdefinition; however, they must also understand howthat word relates to other words in order to use itproperly in the future.

GOALStudents will gain a rich understanding of thevocabulary words they will encounter while studyingOhio wildlife.

MATERIALSAccess to dictionaries and technology resources, listof vocabulary words, vocabulary worksheet (one perstudent), Pencil

PROCEDURE1. Select a word to study from the vocabulary list

included in this teacher guide.

2. Give each student a copy of the Vocabulary Worksheet.

3. Ask the students to write the vocabulary word you are learning in the triangle.

4. Instruct the students to utilize the resources in the room to find the definition of this word. Tell them to write the definition in the rectangle at the top of the page.

5. Ask them to draw a personal association for the vocabulary word in the circle.

6. In the square ask them to write an antonym for the word. Encourage them to think of something connected to their own lives.

This activity was designed toassist teachers in fulfilling thefollowing Ohio EnglishLanguage Arts AcademicContent Standards:

Acquisition of VocabularyStandard Benchmark EUse resources to determinethe meanings andpronunciations of unknownwords.

Kindergarten Indicators4. Determine the meaning ofunknown words, withassistance, using a beginner’sdictionary.

Grade One Indicators2. Identify words that havesimilar meanings (synonyms)and words that have oppositemeanings (antonyms).

9. Determine the meaning ofunknown words using abeginner’s dictionary.

Grade Two Indicators2. Identify words that havesimilar meanings (synonyms)and words that have oppositemeanings (antonyms).

10. Determine the meaningand pronunciations ofunknown words using abeginner’s dictionary,glossaries, and technology.

Building a Kestrel Nest Box

17”

Side Side Floor Back Front Top

3” Diameter Extra

17” 15” 7.75” 15” 12.5” 1.75”

9.25”

Building a nest box is fairly easy. You can make the whole thingfrom an 8 foot long, 1 by 10 inch pine or cedar board. First,cut your board into six pieces as shown below (you will have asmall piece extra). Drill two 1/4 inch holes near the top ofeach side and four 1/4 inch holes in the bottom forventilation. Then cut a 3 inch diameter entry hole in the frontten inches up from the bottom. You can trace a food can to

draw your circle.

When you put the box together, it works best to pre-drill pilotholes, then glue and screw the pieces together.First attach the front, flush to the sides, thencenter the back and attach it. Next, insertthe floor piece (it should fit inside). Lastly,use small hinges to attach the roof tothe back. This makes it easy toopen the box for cleaning after

the nesting season is over. Finally, put one smallscrew eye on the side of the roof and anothera few inches below on the side so you canwire the roof closed. This will keeppredators out. Put an inch or two of barkchips in the bottom. Don’t use cedarsawdust, as it can injure the young kestrel’seyes.

Be sure to contact our interesting and informativewebsite www.kestrelsacrossamerica.org for instructions onwhere and how to mount your nest box, and how to properly monitornest box success.

12.5”

9.25”

Top

Back

Side

9.25” 9.25”

9.25”

15”3” Diameter

17”

27”

15”

Front

ohio’s wild treasures outreach guide - columbus zoo and ... · b3. explain why organisms can...

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