teacher workbook - nueces delta preserve
TRANSCRIPT
Teacher WorkbookNueces Delta Preserve
Created By: Lari Jo Wallace-Johnston - August 2009 (Updated 2014)
Visit our website - www.NuecesDeltaPreserve.org
Table of Contents
• NuecesRiverDelta• Vocabulary• GeneralizedTEKSObjectives• VisitingtheDelta• Beforeyoucome• FieldStudies101 1.waterqualitytesting 2.watercycleandweather 3.soil,sieve,andcoresampling 4.formsofenergy 5.affectsofpollution 6.geo-cachingfor2ndgradeandup 7.fieldinvestigations 8.chemicalandphysicalweathering 9.ecologicalpopulationdensity&riparianzones 10.speciesidentificationandcataloguing 11.speciesadaptations 12.nativevs.exoticspecies 13.animaltracks 14.guidedtrailtours• EcoregionsofTexas• InsectVSSpider• RecognitionOfCommonOrdersOfInsects• ListofFlora&FaunafoundattheNDP
CAREFULL PLANNING AND PREPARATION CAN ASSURE THE ENVIRONMENTAL FIELDTRIP IS A SUCCESSFUL ONE!
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Nueces River Delta
TheNuecesRiverDeltaisanestuary.Itoffersavarietyofhabitatstomanydifferentspecies.Estuariescanincludecoastalmarshes,naturalreefs,openbays,tidalflats,seagrassmeadows,gulfbeachesandbarrierislands.Eachprovidesauniqueecologicalareafororganismsthathaveadaptedtoconditionsfoundinthesesystems.
AttheNuecesRiverDelta,waterfromfourrivers,theEastandWestNueces,Frio,andAtascosa,aswellassprings,streams,andgroundwatercontributetotheinflowoffreshwatertoNuecesBay.TheNuecesBaywatershedincludesanareaofdrainsencompassing16,800squaremilesandcarriesanannualrunoffofsome620,000acre-feet.
Theopenoceanhasanaveragesalinityof35ppt.TheGulfofMexicohasanaveragesalinityof32ppt.Duetoevaporation,baysystemscanhaveawiderangeofsalinities(0-100ppt).Highsalinitiesoccurbecausesaltdoesnotevaporatewithwater.Lowsalinitiesoccurwhenfreshwaterflowsintothesystem.Thiscanoccurviariver,creek,streamorrainfall.
Theinfluxoffreshwaterfromtheriversspursproductivityinthebay,bringingfreshwaterandnutrientstothesystem.Here,asinotherestuaries,thedifferenceinthedensitiesbetweenfreshandsaltwatercausetheheaviersaltwatertoflowupstreamandthelighterfreshwatertoflowdownstreamproducingalayeredeffect.Someofthesaltwatermixeswiththefreshwateratapointcalledtheinterface.
Therivercarriesnotonlywater,butalsosedimentsandnutrientstothedelta.Asthesoiltravelsdownstream,itistumbledanderodedfromlargeparticlesintosmallerones.Asthewaterapproachesthemouthoftheriver,thesedimentsaredepositedtocreatenewlandmasses.Thisnewlandisundercontinualchangeduetoseasonalfloodingthatcauseserosionandre-deposition.Thisphysicalweatheringproducesnutrient-richhabitatsfordifferentspeciesoforganismstofindaniche.
Estuaries,suchastheNuecesRiverDelta,areuniqueecosystemsbecausetheyprovidevarietyinphysicalandchemicalconditions.Duetothevaryingdegreesofsalinity,estuariesprovideseveraldiversehabitatsforavarietyoforganismsthathaveadaptedtotheseuniquefactorsintheecosystem.
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Vocabulary for Delta Trip
ACCRETION–soilandsedimentbeingre-depositedaftererosion
ADAPTATION–anythingthathelpsanorganismtosurviveinitsenvironment(atool)
BRACKISH WATER–anareawherefreshandsaltwatermixtogether
COASTAL MARSHES–areasthatfrequentlyholdwater
DEPOSITION–thedumpingofaloadofsoilandsedimentbyariver
ECOLOGY–thestudyofplantsandanimalsinrelationtotheirenvironment
ECOREGION–anareawithspecificplantsandanimalsuniquetothearea(oursisCoastalPrairiesandMarshes)
ECOTONE–aplacewhere2ormoreecoregionsoverlap
ENVIRONMENT–theareawhereanorganismlives(ahome)
EROSION–thechemicalandphysicalweatheringawayofsoilandsediment
ESTUARY–acoastalwaterbodywherefreshwaterfromriversandrunoffmixeswithsaltwaterfromtheocean
EXOTIC SPECIES-speciesthatarenotnativetotheNuecesDelta
FRESH WATER–waterwithlessthan0.5partsperthousanddissolvedsalts
GROUND WATER-waterfoundinthespacesbetweensoilparticlesandcracksinrocksunderground
HABITAT-areawhereanorganismlivesthatprovidesforallofitsneeds-space,water,shelter&food(aneighborhood)
HYDROMETER–instrumentusedtomeasuresalinity
INVASIVE SPECIES–anopportunisticnativespeciesthatoutcompetesothersinthearea
LOMA–Dunesmadeofloamdepositedbyaccretionontheoppositesideoftheprevailingwind
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NATIVE SPECIES–Aspeciesnaturallyoccurringinagivenarea
NICHE–theecologicalroleofanorganisminacommunity(aprofession)
PRARIES–grasslands
RIPARIAN–relatingtoorlivingonthebankofanaturalcourseofwater
SAVANNAH–areadominatedbygrasseswithscatteredareasoftrees
SURFACE WATER–waterabovethesurfaceoftheland,includinglakes,rivers,streams,ponds,andrunoff
TIDAL FLATS-abroadandflatlandcausedbytherisingtideandexposedatitsebb
TAMAULIPAN–thebioticprovinceforthisarea
TREE–hasasingletrunkandisatleast50’tallatmaturity
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Generalized TEKS Objectives to be aligned:
Elementary• fieldinvestigations• scientificinquiry• tools,models,methods• systemsandcycles• typesofchange(observe,measure,analyze,record,predict)• livingorganismsvs.non-livingobjects• speciesadaptations• naturalworld,properties,uses• past&present,futureevents–howthey’reconnected• formsofenergy
MiddleSchool• understandingofnature&science• field&laboratoryinvestigations• systemsandcycles• environmentalchanges• speciesadaptation• structures&propertiesofmatter• motion,forces,andenergy
HighSchool• understandingofnature&science• field&laboratoryinvestigations• organizationoflivingsystems• interdependenceoforganisms&theenvironment• structures&propertiesofmatter• motion,forces,andenergy
*Not all TEKS have to be used – any that tie in to environmental science or can be inter-disciplinary
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Visiting the Nueces Delta Preserve
Considerations for Planning your Trip
1. Whatisyourobjectiveandwhatisthepurposeofthetrip?Howwillyoualignwhatyouhavetaughtintheclassroomtothefieldtripandmatchtheneedsofthelesson?
2. MeetwiththeCBBEPEducatorandprepareanagenda.Togetherwewillworktoprovidelessonsforcomplimentaryinstructionatthedelta.Beforeyourclasstravelstothedelta,theteacherandanEnvironmentalEducatorwillmeettogethertoplanthetrip,withideasabouttopicstobecoveredinmind.Notonlywillyoubeleadingactivities,butCBBEPeducator(s)willhaveactivitiesforthestudentsaswell.Asstudentsrotatethroughtheday,wewillworktogethertoprovideactivitiesthatcorrelatebacktoTEKS.Ifneeded,CBBEPhasprovidedalistofideastohelpyoubrainstormforcreatingyourlesson.
3. CBBEPhaslimitedsuppliestoassistteacherswiththeactivitieslisted.Ifyouwouldliketodoadditionalactivities,youmustbringyourownsupplies.
4. Breakyourstudentsintogroupsandhaveanadultassignedtoeachone.Pleasewearnametagsorprovidegrouplistsuponarrival.Groupingthestudentsshouldbedonebeforebringingyourstudentssotheywillalreadyknowexactlywhatgrouptheyareinandwhotheyaresupposedtobewith.Thestudentsgetveryexcitedandgroupingprovidesnecessarystructureanddirectionfortheday.
5. Makesureallteachersarecomfortablewiththeactivitiestheywillbeteaching.Rememberitismoreaboutstudentdiscoveryinthefieldthanteacherlecture.Allowyourstudentstodiscovernewthingsduringyouractivities.
6. MakesurebusdriverunderstandstheyaretohaveasacklunchandstayattheDeltaasweusethebusesfortransportationontheproperty.
7. Evaluatetheexperience.Howdoyouplantoevaluatewhatthestudentshavelearned?Quantitativemeasuresarenotnecessarilygoingtoweighthevalueofthetrip,andteachersknowstudentsproduceamazingproductsinaqualitativemannertoshowwhattheytrulylearned.CBBEPwouldlovetoseewhatthestudentscomeupwithsopleasefeelfreetosharetheirwork!Also, please take the time to fill out the evaluation form of your fieldtrip to the Delta and return it to CBBEP.
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Recommendations for visiting NDP
1. Please address safety issues beforehand,astheNuecesDeltaPreserveisjustthat–anaturalpreserve.Therearesnakes,spiders,javelinas,stingingbugs,cactus,etc.Youshouldbringapreparedfolderwithemergencyphonenumbers,thesignedpermissionslips,andanyspecialmedicalneeds.
2. Attire:Visitorsshoulddressappropriatelyforthefield.Itiswisetowearlongpantsandbringalongsleeveshirt.Quickdrying,lightclothesareadvisablesinceitdoesbecomequitewarmwhileoutsideattheDelta.Closed-toelaceuptennisshoesorhikingbootsshouldbewornforwalkingthroughthepropertywhichmaybemuddyattimes.Besuretobringahat,andwater.Askparentstoapplybugsprayandsunscreenathomebeforeschoolonfieldtripday.
3. Supplies:EachstudentshouldbringaFieldJournal,Pencil,SackLunch,&atleast2Drinks
4. Facilities:Arestroom(Port-o-Potty)isavailableforuse,andapavilionprovidesshade.Picnictablesarelocatedunderthepavilionforstudenttowork&eattheirlunch.
Please pack lunches with as little trash as possible
Please make sure you only throw away empty drink containers
Please recycle if possible
Make sure the bus drivers know they must stay the whole time
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IN THE CLASSROOM
1. IntroduceDeltaTermsandVocabularytoyourstudents.2. IntroducesomeofthenativeFloraandFaunaofthearea.3. DiscussAdaptations,Niche,andHabitatsostudentshaveaworkingknowledge
ofthe3terms.4. CreateFieldJournalsforthetrip.5. Discussdisciplineandrespectwithstudentsandhaveplaninplaceifbehavior
becomesaproblem.6. RemindStudentstowearpantsandclosetoedshoes.7. DiscusspackinglunchesinawaytoREDUCE,REUSE,AndRECYCLE.It
iswindyandtheywillbeeatingoutside.Pleasepackthingsthatwon’tflyeverywhere.
TIPS - TEACHER TO TEACHER
• Usepawprintstickersinthefieldjournaleachtimetheyfindatrackfortrackidentification–TGAllen1stGrade
• UseHEBgreenbagsforeachchildtocarryforfieldjournals,water,collection,etc.–KostoryzKindergarten
• Bringscissorstocutleavesfromtheshrubs–Kostoryz2ndGrade• Taketimetotrainallteachers.Matchtheactivitytotheteacherskills.–TGAllen
1stGrade• Haveyourstudentsdrawwhattheyseeinthejournals–Kostoryz2ndGrade• Makesuretheplantoswitchgroupsissmoothandnottimeconsuming–
Sanders5thGrade• Haveyourgroupsalreadyassignedbeforeyougettothedeltamakesurethe
studentsknowrotationaswellastheteachers–Schanen5thGrade• Haveteachersrunthestationsanduseparentsasgroupleaderstohelprotate
thestudents–SanPedro1stGrade• Packyourwaterseparatelyfromlunchessostudentsdon’thavetodigfordrinks
–Flourbluff5thGrade
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Field Studies 101
Water Quality Testing •Studentsaretocollectandobserve •Thewaterisnotcleanedortreatedinanyway YouwilltakepH,Temperature,Salinity,Alkalinity,NitrateandNitritereadings.Itisbestthat studentsknowwhateachofthesemeasuresbeforetheycometothedelta. •Atthepavilionthewaterisgroundwater Originallytheareawasaworkinggravelpit.Groundwaterwasaccidentallyhitandthis beautifulwaterfeaturebecameapartofthearea.Weknowithassailfinmolly,perch,sunfish, bass,andalligatorgarinit. •AtRinconthewaterisabayou ThisareaistheoldchannelfortheNuecesRiver.Itisnowapartofthefloodplain.
Water Cycle and Weather •Discusswatercycle •PrepareCloudChartsinclassandusethemattheDeltatodescribecloudcover •Taketemperaturereadings •Checkthebarometerintheschoolhouse •DiscussweatherstationatRincon •Recorddataondatasheet
Soil, Sieve, and Core Sampling •Useshovelsandsieveareasofthedeltatodetermineparticlesizeofsoil •Usea7inchcoretosample“layers”inthesoil •Findoutifthesoilhasaclaybasetoit
Forms of Energy •Wind–PrepareapinwheelinclassandobserveattheDelta •Water–Discusswaterpowerandshowwaterwheelobservation •Solar–Useweatherstationtodiscusssolarpower
Affects of Pollution •Findpointsourcepollution •Findnonpointsourcepollution •Discusshowallthetrashendsupinthefloodplain(Rincon)
Geo-Caching for 2nd Grade and Up •UseGarmineTrexGPSforactivities •BasicGPSisagamecalledNailbiterGPSwhereteamsuseGPStomarkwaypointsandthen tradeGPSunitsandtrytofindwaypoints •Earthcacheisanewformofgeo-cachingwhereyouusetheGPStofindgeologicalfeatures. Waypointsaremarkedonourpropertyforweathering&erosion
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Field Investigations •Walktransectsandchecktrapsforsmallmammalsthenkeyoutspecimenanditshabitat •Usegridsforpercentcoverageofaspecies •Catalogandkeyspeciesusingdichotomouskeys
Chemical and Physical Weathering •LookforsignsoferosionatRincon •LookforsignsofaccretionatRincon •PerformtheMudpileMountainactivitytoproduce“erosion” •UseEarthcachingtofindSignsofWeatheringontheproperty
Ecological Population Density & Riparian Zones •Transectsfortree&shrubcoverage •Riparianzoneidentificationofflora&fauna •SmallMammaltransectcounts •Insectdensitybyorder
Species Identification and Cataloguing •Transects •TrailTours •DichotomousKeys •Flora&Fauna
Species Adaptations •Discussionofbones •MountedSpecimen •FieldObservations
Native vs. Exotic Species •Transects •TrailTours •Discussion
Animal TracksUsetheParksandWildlifehandoutfortrackidentificationLookfortracksonguidedtrailtoursandatRinconBayouDiscusswhyanimalsuseourtrailsDiscusswhytracksaremoreeasilyobservedatRinconBayouDiscusswhyalargeconcentrationoftracksarefoundatRinconBayouDiscussdifferencesinsizeandshapeforidentificationoftracks
Guided Trail ToursLookforandidentifytracksLookforandidentifyanimals(primarilybirds)LookforandidentifyplantsDiscussnaturalhistoryofthearea
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Gulf Coast Prairies and MarshesTheGulfCoastPrairiesandMarshesoccupyapproximately9,500,000acres.Thisecoregionisanearlylevel,slowlydrainedplainlessthan150feetinelevation,dissectedbystreamsandriversflowingintothebays.Theregionincludesthebarrierislandsliningthecoastwhichprotecttheshorelinefromerosion.Rainfallvariesfrom20to50inchesperyeardistributedfairlyuniformlythroughouttheyear.
Surficialandwindblownsandsanddunescharacterizethisregion’ssoils.SoilsontheGulfCoastPrairiesandMarshesaresandyloams,andclays.Sandyloamspredominate,withclaysoccurringinriverbottoms.
Vegetationisprimarilygrasslandwithsomemottes,saltmarshesandareasofthornscrub.TheclimaxvegetationoftheGulfCoastPrairiewasoncemostlytall&midgrasses,withsomesavanna.IntheCoastalBendtheimportantmidgrassesareSeacoastBluestem,GulfCordgrass,&severalbrisslegrassspecies.Onthesavannahyouwouldfindoaks,legumes,&PricklyPear,aswellasvarioustypesofforbes&grasses.
Tamaulipan Biotic ProvinceSouthTexasispartoftheTamaulipanbioticprovince.ItextendsNorthfromRioSotolaMarinainTamaulipas(whereitgotit’sname),includestheMonterreyregionofeasternNuevoLeonandallofSouthTexasfromthemouthoftheGuadalupeRivertotheBalconesEscarpment.Thisareawashistoricallydominatedbygrasslands,prairies,þscrub.Coastalareasinthisprovincewereoncedominatedbycoastalmarshes,uplandgrasslands,andfloodplainforest.
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INSECT VS SPIDERS
Insects
•Usuallyhave6legs
•3MainBodyParts Head Thorax Abdomen
•Foundinwaterandonland
•Haveantennae
•Eatavarietyofthingsfromplants toanimalstodecayedmaterial
•Mostdon’tspinsilk,andthosethat dousuallyspinitfromglandsin theirmouth
•Usuallyhave2compoundeyes andseveralsimpleeyes
•Usuallyhave2pairsofwings
Spiders
•Have8legs
•Have2mainbodyparts Cephalothorax–theheadand thoraxfused Abdomen
•Usuallyliveonland
•Havenoantennae
•Usuallyarecarnivorousand paralyzetheirpreywithpoison
•Mostspinsilkfromspinnerets ontheirabdomens
•Usuallyhave8simpleeyesand nocompoundeyes
•Havenowings
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RECOGNITION OF COMMON ORDERS OF INSECTS
Odonata - dragonflies and damselflies• longslendermembranouswingswithmany
cross-veins• hindwingssimilartoforewings• chewingmouthparts• long,slenderabdomen• larvaeareaquatic
Orthoptera - grasshoppers, kaydids, and crickets • forewingsleatheryandnarrow• chewingmouthparts• manyhavehindlegsmodifiedforjumping
Blattaria - cockroaches• forewingselongate,oftenthickened(leathery)• chewingmouthparts• runninglegs• cerci• longantennae
Phasmida - walkingsticks • chewingmouthparts• lookslikeastick
Mantodea - praying mantids• forewingselongate,oftenthickened(leathery)• chewingmouthparts• enlargeforelegsforgraspingprey• distinctiveneck
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Hemiptera - true bugs • forewingsthickenedatbase• hindwingsmembranous• piercing-suckingmouthparts
Neuroptera - lacewings, ant lions• foreandbackwingsmembranouswithmanyveins• chewingmouthparts• antennaelongandmanysegmented
Coleoptera - beetles • hardenedforewing(elytra)• hindwingsmembranous• chewingmouthparts• elytrameetinstraightlinedownback
Lepidoptera - butterflies and moths• foreandhindwingswithscales• antennaelongandmanysegmented• adults-siphoningmouthparts• larvae-chewingmouthparts
Diptera - flies and mosquitoes• forewingsmembranous• hindwingsabsent,replacedwith
balancingorganscalledhalteres• differenttypesofmouthparts
Hymenoptera - bees, wasps, and ants• foreandhindwingsmembranous• antennaeusuallythreadlike• chewingmouthpartswithmodificationforsucking