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Habitat Hunt
Additional Activities
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Introduction to Habitat Hunt
Activities K-5 .
1. Track Memory
2. Scat boxes
Pre-K -2
2. Duplication
3. Magic Windows·
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Activi ties for Trailwalk
Grades K-5
1. Webbing
2. Bird Calling
3. Nature Knowledge
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Extra Activities
2. Identification Game
3. Scavenger Hunt
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Track Memory
MATERIALS
Field guide
Paper or cardstock
Scissors
Pencil
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Scat Boxes
Ask students what kind of animals they think might be in the forest. You
may want to use the chalkQoard to·record their guesses. At the end of the walk
you may review the list to see how many of those animals' signs you have seen.
This list may also be expanded to include plants and trees.
Activities
3. Insect Hunt
u Scat Boxes
U Ask students what kind of animals they think might be in the forest. You
may want to use the ch.al.k1?oard to record their guesses. At the end of the walk
you may review the list to see how many of those' animals signs you have seen.
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Activities.
3. Insect Hunt
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FORESTAWARENEssAcr~ms
Debbie Bess
u lAEE Conference
Purpose: Forest awareness activities are used to bring about a sense of wonder in the forest These
activities can be: used to be:Jp students ~me comfQrtable being in the outdoor classroom. The 3CU\1ties
can also be used to suppl~ent concepts covered in the classroom. Students will use their obsetV3lion
skills, prediction :skiDs, and problem soIling skiDs. .. "
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Maten:ds: Paper, pencil bandanna, paint color cards, string, hard sut&ce to write on (optional)
Acth1tfes:
K. . ~ • Forest conununiry survey hike- List the Jiving things believed to be in this forest. When finisht:d
hike through the forest and find c:Yidence that each living thing emu. For example, Spiders lh-e: in
the forest E.,idence that a spider lives here would be.a web or seeing the spider.
• ABC Hike- While walking through the forest the students find objects that begin with A. then B,
and so on. ,.
• Sound mapping- Students sit in one place and document 1he sounds they hear in map form.
• Color Scavenger Hunt- Students use paint chip cards. They match natural objects they find as
closely as. possible to the paint cards. Be sure ther
leave the objects where they were found.
4 - t.." r ~aturalist ]oumaHng- This is a method. ofsketching things in nature. It helps the artist begin
to observe nature more closely.
u 4 -I..p ·For~t Poetry- Write poetry about thc: forest using any fOrIn ofpoetly such as cinquain. free vers.e
allit..ontions, or triplets.
~.....: K • Ban\huma SC:l\"enger Hunt- Hide five objects under :1 bandanna. The students.get 20 seconds to
memorize the ~bjc:cts. After the 20 secon~ recover the objects and have students tty to find
objecTS identical to the onc:s under the: bandanna.
'1 - lop • ~fillion Dollar LeafHWlt- Students find a leafancl write a careful description oCit nus should be
done: l\oithout others seeing their lea! Then, all the leaves are put in a pile in the center oCthe group.
Each student reads their description and lets the rest of the group try to figure out which leaf
, bdongs to the r~der.
.3 - "" • Intersection Floor Study· Stretch a ten Coot long piece ofsuing on the gIOWld. ObselVe: and list ~
natural objects that come within six inches of either side ofthe string. identify the plana ifposSIble.
make inferences about what son of relationships exist between each of these things.
l..{ ... (., • Interview A Tree- Have smdents make up a written account oC an i:nte:rview betwetn Ihemse!\'es
and a tree. Topics for discussion could include the tree's age. historical events of the area.. wt3Iher.
inhabitants of the ~ the tree's hopes and dreams and concems.
RESOl'RCES:
• Project Jflild Wilily ,,,ide
·Sharing :VaIlITC M'ill, CJUJdren by J,,:s~ph C~en
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Scavenger Hunt
MATERIALS
..,:on"
Pencil
Paper
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the tree didn't grow much that
year. This could be due to lack
of rain or an early winter. If the
ring is thick, the tree probably ( ,I
received' a lot of water; there
were good growing conditions
that year. Look for dark rings.
If you find a ring that is darker
than the others, the tree proba-
bly survived a forest' fire.
Count back to the year you
were born. Can you find it? See
if you can fi nd a tree with 100
• Rings are thin
rings. Isn't it amazing how - - - during dry years.
long it takes a tree to grow
only a few inches around?
Look for the years your lJlother
and father were born, tab.
Rings are thick when
There are many stories that ..-------- there is plenty of rain.
this stump can tell. How many
can you find?
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IS is a good game for getting children interested
in rocks, plants. and animals. Before a$sembJing
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the children to play, secretly gather from the
immediate area about 10 common natural ob-
jects, such as rocks, seeds, conifer cones, plant parts, and
some signs of animal activity. Lay the objects out on a
handkerchief and cover them with another handkerchief.
Call the children close around you and tell them, "Under
tha c10ih are 10 MlUralobjects that you71 be able to
u find netlrby. I will lift the handkeI'Chie/ for 25 seconds so
you am take a good look and try to remember every-
thing you see.II
Duplication
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Ma~i-c Windows
BackgrQund InfornlatiQD
Magic Windows is an activity developed at the Heard MUseul11 designed to
introduce young children to the diversity of life. Anyone standing on a
\\~ell-nlanicured lawn in the late spring or early summer would find it;hard to picture
any other plant in the lawn except grass. However, in all but the most intensively
cared for ]a\\'DS, nature has its way and diversity sneaks in. It is this diverse plant life
that ?\1agic Windows addresses.
\\Then anyone, from the rough edged nov.ice to a seasoned Ecologist, stands in
an area where a plant survey is to be done the size of the task can appear
overwhelming. The trick is the break the area into small units and this is the Magic
in the Magic Windo\\'s.
Procedure
Each child.receives one Magic Wmdow and a quart size zip]ock bag 'of paper
sand\\'ich bag. At the site ,ask the ~hildren what kinds of plants are covering the
ground. The usual answer is grass and only grass. Use the Magic Window to try to
fmd other kinds of plants in the lawn that are not grass. .
To use the Window, toss it onto the lawn with your eyes closed. Collect a leaf
or flower for every plant inside the Window that is not grass. Put the things you
collect into the ziplock bag.
Back in the classroom place your collections on the clear acetate and cover it
with clear contact paper. Punch a hole in the top of your hanging and thread a
string through it. Hang it in a bright window to show off the colors and shapes in
the sunlight.
Materials
1 wire coat hanger per student 1 6" x 8" clear contact paper per child
1 12" length of orange surveyors tape per 1 12" piece of string per child
child 1 hole punch per class
1 6" x 8" clear acetate per child
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~ GAME
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': Conti~e conneaul'" , . with strini~s their
H R E .IS that makes very clear the es- ttlationshlp'ho-ttre rest of the group emerge. Bri,ng in
sential mterrelationships among all the mem- DeW elements and considerations, such as other ammals.
bers o.r nature's community. Webbing vividly portrays 1Oil, water and so on, until the entire circle of children is
how all t rocks, plants, and animals function together in Ittung together in a symbol of the web of life. You have
a,balanced web of life. created your own ecosystem.
~e children form a circle: The leader stands inside To demonstrate how each individual is important to
the cucle near the edge, with a ball of string: "Who can the whole community, take away by some plausible
12Ilme a plant that grows in this area? ... Brodillea. '.. means one member of the web. For example. a fire or a
Go~ Here, Miss Brodiaea, you hold the end of the logger kills a tree. When the tree falls, it tugs on the
stnng. /s there an anin1Q/ living around here that might strings it holds; anyone who feels a tyg in his string is in
ellt the bro,dillea? .. Rabbits! . .. Ah. a sumptuous meal SOme way affected by the death of the tree. Now every-
Mr. Rabbit. yo~ take hold of the string here; you are one who felt a tug from the tree gives a tug. The process
connected to MIss Brodiaea by your dependence on her COntinues until every individual is shown to be affected
fl?wers for your lunch. Now. who needs Mr. Rabbit for by the destruction of the tree.
his lunch?"
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101
B RD watchers ("bird- shrubs or trees that will partially hide you and give
ers tt) have tradition- birds some thing to land on. Begin calling the series,
ally been thought of after three or four rounds to listen for incoming
as eccentric types
who trudge about the woods The birds will respond quickly if. they are going to
and climb trees with unruly at all. Some birds, like rufous-lided towhees, will
collections of notebookS,biD- to the nearest lookout post to find out what is going
oculars and cameras. But if Others, like the wrentit, win slowly, warily come
you ever get a chance to . When the birds have come near, a single series or
observe birds closely, you'D couple of notes may be all you'll need to keep them
discover that they're beauti- . I think the reason this call works is that the
ful to see and listen to, and " sound resembles many birds' scolding call.
utterly fascinating in their habits. You may find yourself naturalists believe it sounds like a mother bird's
not only understanding the birders' obsession but cateb. call to her young; others,. that it merely provokes
ing it yourselfl ' birds' curiosity.)
In the. bird. world you'll find exquisite beauty and Smaller birds dislike the presence of predators and
a1rnos~ ummagmable homeliness; perfect grace and total frequently mob a hawk or owl in hopes of driving it
clu~sme~s; fea~some power and gentle humility; silent While hiking high in the Sierras, a group of Boy
soanng 10 ranfied heights, and earthy cackling and and I experienced a dramatic case of bird-mob-
squabbling. We were in the middle of a low.growing alder thick-
There !s a bird call that you ca.n easily 4o.with no When a pine marten scampered into view just eight
more equIpment than your own mouth. It attracts many away. (Pine martens are related to the weasels and
of. the smaller species: sparrows, warblers, jays, vireos, about the size of a small domestic cat. They are agile
c!llcka~ees, n~thatches, hummingbirds, flycatchers, bush- rs and snatch birds as part of their diet.) .
tits,.onoles, kinglets, wrens, and others. In the following We gave our "distress call," and in no more than a
sectIon on predator calls, you will learn to attract some tninute ten eager birds had gathered to rescue us. They
of the larger birds. landed very close to the marten, scolding him ferven tly I
The call consists of a series of rhythmically-repeated and indignantly until he decided to move on. ~..
"?sssh" sounds. Different rhythms work with different Children enjoy using this call. Many times I've been '
bl,rds. Here are a couple of simple rhythms you can start . Witli groups of children who lay _
WIth: silently on the forest floor.
j>ssh . . . . . . pssh . . . . . . pssh . . . . . . , completely absorbed in watch·
pssh . . . . . pssh . . . . . pssh-pssh ..•.. pssh . . . . . pssh . ing the birds that flew in overhead
Each of these series should last about three seconds. Coming in answer to the children's signals.
Experiment to find the rhythms that work best for the
birds in your area.
For the best results when you use this call wait until
you hear- birds nearby, then kneel or stand ~otionless
Nature Knowledge
MATERIALS AThis,game can be played by
Vall ages. Let the younger chil-
Paper .~ ..
dren simply name the item, and
Pencil expect older players to be a bit
more specific. Your little sister may
only be able to tell the difference
between a pebble and a shell, while
you may be able' to tell the differ-
ence between a piece of quartz and
a chunk of fool's gold (iron pyrite).
After all the guessing is over, use
IT)
•.m field guides to make sure the
answers are correct.
Choose one person to organize
the game. This person collects
between 5 and 20 different objects
from around the campground.
Some ideas are plants, flowers,
berries, leaves, pebbles, twigs, or
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shells.
Number each object, and then
give each player a turn identifying
the objects. Give everyone a
,notepad so that they can write
down the number and what they
Number each of the items. Players write do~n their answers. think the object is. After everyone
has made their guesses, compare
the answers.
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To find a deer or elk bed, look for a flattened area of grass.. usu-
ally under a tree. The area may contain piles Of scat that looks
like large rabbit droppings. If you spot one of the flattened grass
areas, look around for hair left in the area, or shrubs and grasses
that the animal has been chewing. 'I I
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Beavers leave very clear signs of their presence in the forest.
Trees they have chewed down leave a unique stump. This stump
will end in a sharp point with piles of wood chips around the
ground. Beavers don't build dams with large trees. These trees
are stored in the water for their winter food. Beavers eat the bark
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beaver stump
'"
beaver lodge
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Insect Hunt
hile you are out hiking,
W watch for insect homes. If
you are looking carefully, you
may spot the small, round'
indentation in the ground that
marks a trap-door spider's home.
mud wasp Look for small amounts of
bubbles on grass stems. These
are homes for small insects
sometimes called "spitbugs" or
"spittlebugs." Can you guess
why? These insects suck the
juice from plants to make a
frothy ball to hide 'in that looks a
little like bubbly spit. paper wasp
Wasps and hornets make
nests that are easy to spot. These
can hang on bushes ,or along the
roof eaves of a building. If you
spot one of these hives, be sure
to observe from a distance
because wasps and hornets can
sting you severely.
Can you spot a spider's web?
Follow a honeybee home to the
hive? Locate an anthill on the
forest floor? There are many
living creatures, right under
your feet! '
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PCP - __, ¢ 44
If you spot a "scratching
tree," look around the tree for
pieces of f~.. or hair, as these
trees are also used as a back-
rubbing post. If you spot a tree
missing large amounts of bark
in an oblong shape, this could
be a mark made by a porcu-
pine. Porcupines eat tree bark.
If the nibbled patch is above
your head, it wasn't a huge
porcupine-just one that stood
on deep snow to nibble bark.
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SOH! INSEcTS A~E "'~i.E .Tt:).
CAUSE PLANTS TO tlHDl4I "(SALlS: (GN.L WASP) "
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. AN 'f~ Is., bGPooSirFD lNSiD~' THE PJ.IfNr .srilf~"
O~ i.~If.F I ~N" rgl:: .6'1.1..'1.' (}~O';".I "A'A',t.lNO ,Ir::: .
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LARYA CELL-IS SVSPEt1DEO'
IH Cftm:1t OF PAl( SALL .. :.
·BY RAOIAT/H6 rHItEAD$ • ."
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Back~Qu'Dd lnfounation
M.agic \Vindo\\'s is an activity developed .at the Heard MUseU111 designed to
introduce young chlldren to the diversity of lire. Anyone standing on a
\\Oell-n1anicured lawn in the late spring or early summer would find it hard to picture
any other plant in the la\\'n except grass. However, in all but the most intensively
cared for lawns, nature has its 'way and diversity sneaks in. It is this diverse plant life
that ~fagic \Vindows addresses.
\Vhen anyone, from the rough edged novice to a seasoned Ecologist, stands in
an area where a plant survey is to be done the size of the task can appear
overwhelming. The trick is the break the area into small units and this is the ?\1agic
in the ·Magic Windo\\'s.
Procedure
Each child receives one Magic Wmdow and a quart size zipl~ck bag paper of
sand\\'ich bag. At the site ask the children what kinds of plants are covering the
u ground. The usual ans\\:er is grass and only grass. Use the Magic \\'indow to try to
fllld other kinds of plants in the lawn that are not gras~.
To use the \\,'indow, toss it onl0 the lawn \\rith your eyes closed. Collect a leaf
or flower for every plant inside the Window that is not grass. Put the things you
collect into the ziplock bag.
Back in the classroom place your collections on the clear acetate and cover it
\\·ith clear contact paper, Punch a hole in the top of your hanging and thread a
string through it. Hang it in a bright window to show off the colors and shapes in
the sunlight.
Materials
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1 \\rire coat hanger per student 1 6" x 8" clear contact paper per child
1 12" length of orange surveyors tape per 1 12" piece of string per child
child 1 hole punch per class
1 6" x 8" clear acetate per child
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A Fistful of Sound
Askthe hikers to stop moving and listen carefully. Ask them to spend
30 seconds listening to the sounds around them. Tell them to make a
fist with their hand. Ask them to open a finger for each sound they
hear. After 30 seconds .ask the hikers to share the sounds they heard
with the group.