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Hiding Places
Hiding Places
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A pond has lots of different areas, with different animals and plants in each.
Hiding places
On the edges of a pond the water is
shallow enough for plants to put down roots.
Some plants emerge above the water surface
and some are completely underwater. . Emergent plants provide space for
a~l111als t.hat cling. li~e sn.ails and dragonfly
11) mphs J eady to spilt then' skin & fly off as
adults.
Muddy world
Plants and animals that drift and There is even life at the bottom of a
float are plankton. Algae, a group of (rlOS-C- pond. Insects and wonllS clean up dead and
planktonic plants, supply the pond with - decaying plants. Clams burrow in the
.-.we of its oxygen. When algae convert the sediment and feed on microscopic plankton
that floats by.
sun's energy to food, they create oxygen in a
process called photosynthesis.
Other plankton, like J ' 11 h"j
crustaceans and one-celled animals, feed The deeper the water, the less light
larger organisms. can penetrate. Organisms that live here get
by with less oxygen since not much
photosynthesis can occur.
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The plants of the shoreline are the ones you walk through as you
circle the pond. They are plants that like wet roots but can tolerate
times when the soil may dry out a little. They can also withstand
flooding when the pond spreads past its usual shoreline. Plants of
this zone include horsetail, sphagnum moss, various ferns, grasses,
rushes, jewelweed, sedges and sometimes carnivorous plants.
When the water becomes 0.6 m deep, the emergent zone ends and
the plants appear to be only leaves and flowers floating on the
surface. But below the surface is a tuber or root system growing in
the mud with long stalks joining the roots to the floating leaves and
flowers. Plants in this group include water lilies, fanwort, American
lotus and watershields.
These plants are often found among the lilies but can grow in even
deeper water. Most of the time they are completely underwater or
submerged. But if a part breaks off, it continues to grow and floats
for several weeks or months until it sinks and roots in another area of
the pond. Some, like the wild celery or vallisneria americana, grow
leaves 2 m long that reach the surface to produce flowers and seeds.
Along with wild celery, this group includes floating pondweed and
sago pondweed.
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1. INTRODUCTION TO PONDS
u By the window in the Nature of Austin exhibit
What is a pond?
A pond is a quiet body of water shallow enough to permit aquatic plants to
grow completely across it. Water temperature is fairly uniform from top
to bottom and tends to change with air temperature. There is little to no
wave action and the bottom is usually covered with mud. Oxygen content
can vary greatly within a 24 hour period. Typically, plants grow all along
the shore. A pond is a self-contained world or a microcosm. It contains
or produces everything it needs for survival of the plants and animals that
live in or near it. Ponds can be natural or manmade. Ponds can be balanced
or unbalanced (it could be completely covered by algae and therefore
unbalanced) .
U Animals
mammals -- raccoon, ~eaver; opposum, skunk. mice. rats, deer, fox
bird~ -- herons, egrets, sw.aII ows, martins, cormarants, bittern
reptiles -- snakes, turtles, lizards
insects -- nymph stage in water
fish -- shiners, mosquitofish. sunfish
amphibians bullfrog. leopard frog, cricket frogs, tadpoles of many kinds
of . frogs
plants
emergent -- cattails. sedges. rushes, grasses
floating leaf -- water lilies, water ferns. duckweeds
submerged - pondweed, hornwort. waterweed
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. .\
What Is a IImnologist?
A scientist who studies fresh water habitats including ponds.
Limnology is concerned with all interrelated factors that influence
inland .. water environment such ~s: chemistry, biology. weather. climate
and geography. Limnologists become acquainted with many kinds of plants
and animals and learn how they live together in an aguatic community.
Name and describe the creatures that live In the aquarium in the
Nature of Austin exhibit.
crayfish -- looks like a small lobster
snails
red-eared slider turtle
fish
Do you think that these creatures live In the pond outside?
A well-balanced aquarium can be like a microcosm.
Is one part of the aquarium darker than another part?
Which creatures like to be on the top? '
Which creatures like to be on the bottom?
How do the. different creatures move?
What do you think these creatures eat?
Crayflah
Snails
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2. WILDLIFE IN A POND
Railing of upper pond under the breezeway between the Visitor's Pavillion
and Multi.-Purpose Room
What Is a microcosm?
. A small,· representative world. The pond is a microcosm because it
is a small, self-contained world made up of representatives of many
different kinds of plants and animals. (Self-containing means that n
all of' the needs of the' organisms that live in and around the pond are
met in this ·wo~d·).
u 3. AQUATIC PLANTS
1. Emergent plants are plants that are closest to the shore. The are
rooted to the bottom and have stems and leaves aboue the surface.
What kinds of plants do you see by the edges of the creek and
pond?
cattails - spread by wind-borne seeds and underground roots
sedges - grasslike plants with 3 rows (triangular) on a stem
rushes - flattened, often hollow leaves
grasses - parallel-veined leaves with 2 rows on a stem
Generally: ·sedges have edges and rushes are round·
What kinds of animals do you think would. find food and shelter
among thes~ plants?
frogs, herons, egrets, ·small mammals, protozoans, worms,
u insects, snails, small fishes
2. Floating leaf plants are plants with broad, flat leaves such as water
lilies, water ferns and duckweeds.
Creatures such as snails, bugs and mayflies lay their eggs on the
underside of the leaves.
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3. Submerged plants are plants with leaves that are long and sinuous or
bushy and very branched. Flowers of these plants are pollinated above n
the surface. Seeds develop and young plants develop only under the
water. They may be rooted to the bottom or floating.
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FILAMENTOUS ALGAE
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TYPES OF ALGAE
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WATER MllFOIL
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4. PONDS CAN BE MANMADE OR NATURALLY OCCURRING
This clay lined pond was completed in the· spring of 1988 on the site of an
old gravel pit. Water is pumped from the Edward's Aquifer to the top of
the waterfall in the upper pond. It spills out of this pond, flows down the
creek and into the lower pond. Water is recycled. It is pumped from the
bottom of the lower pond to the top of the waterfall.
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5. COLLECTING AND OBSERVING POND LIFE
Students should learn how to safely and effectively use equipment while
collecting a variety of pond life (plants and animals).
1. Sit students down a"d explain safety rules and use of equipment.
2. Show picture of creatures that live in a pond.
3. Explain that we will have to be very careful with what we collect. We
are like giants to these animals. _
4. We are going to observe these creatures and then put them back in the ..
pond.
5. Hand out equipment and allow 10-15 minutes .for collecting. (older
groups should identify their finds in the pond guides).
6. All students should use all equipment (manipulation of equipment).
Rotate equipment so each student gets a tum with all equipment.
7. When interest in collecting begins to subside or time is up, gather
students together and observe the joint collection.
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Micro-projector station
The bioscope magnifies things so that they appear much larger than life
Show a feather under bioscope for example
Wh ile looking through the bioscope:
Return the water and all creatures to the pond as a group. Students should
take part in this. .
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7. AQUAT~C HA8iTATS
What creatures do you think could live on top of the water? )'Ir.
water striders, beetles, water bugs, some larvae (these creatures ~~
can walk on top of the water because of surface tension)
free-floating plants
What do these creatures eat?
plants, one another and insects that are dead and float to the surface
What creatures live on the bottom?
sponges,snails, earthworms, insects, crayfish, nymphs
What creatures Jive In the open water?
large, free-swimming fishes and microscopic plants and animals
that drift suspended in the water ~
phytoplankton", mostly algae which are" the basic food in a pond 0" •
What kinds of creatures do you think could live out In the open
water, away from the shore? .
-fishes- sunfish, .largemouth bass
-small microscopic plants and animals that drift suspended in the
water
-phytoplankton, mainly algae which is the basic food In ponds
and lakes
-zooplankton-small suspended animals such as: ratifers, tiny
crustaceans, some insect larvae
-turtles-red-eared sliders, Texas sliders, other
-birds-wood ducks (sometimes on the ANC pond), mallards, many
kinds that migrate thru the Austin area
Olant Wat.rbu;,
U 3. Bottom.- habitat containing much organic debris
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8. DiFFERENCES ~N PlANTS
Buffalo gourds grow in waste areas and are called pioneer plants, it is a
pest plant that may be able to be used as a feed crop in unirrigated areas
in the future because it is hardy and can survive in poor soils with- ·very
little water. '
palmata
GOURD (CUCURBITA) Running or climbing vines with branched
tendrils, entire or lobed hairy leaves; flowers solitary, males with 3
united anthers, females with 3 to 53-lobed stigmas; 4 N.A. species.
Fetid- or Buffalo-gourd, c. foetidissi~, has rampant prostrate branches
to 20' long, malodorous heart-shaped l' leaves, 4"-long flowers, 3"
striped fruits; grows in dry or sandy soil, Neb. and Mo. to Ind., 5 to
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Tex., w to Calif. Coyote-melon, C~ palmata, has 5-1obed palmate leaves,
the 4" lobes often lobed; flowers 2" long; 3" striped fruits; ranges from
w Ariz. to Calif.
u 9. FOOD WEBS
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higher than I is wide. S!iJnS ~~-e
legs. resembles smaU shrimp.
11 A/detfly IaM£ Family S-sJirJae. 1·1aIJ.W...~~
smaU heUgrammite but t\1S 1 toog.( ~c:X:
tail at bick end (no rooks). No Qin luis t;tE.,-
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long. lOoks Ina, small hellgrammite tu ~~ z
lighter reddish-tan ~Ior. or with yal!O"ft'ist. ~
No gill tufts um~rreath.
13 DamseJOy: Suborderlyrpptera 1/'Z -1-, a-;!
eyes. 6lhin hOOked legs. 3 broad CQ-~'1a:;: :
positioned nice a tripod. Smooth (no gills) ~:: ~
of lower naif of body. (See arrow.)
14 'NatetS11ipe Fly Larvd: Family AIl1ericiiae (.~"e..
1/4- -'-, pale l~ green, tapered boa/, man,!
- caterpillar-like fegs. mnital head. fezr.;ry-X~
albackend.
15 Crane Fly: SulxJrder NematOCtta 1R/ -'Z. ;;~
green, or light brown. pltrnp caterpi~-Inz
segmemed body. 4finger-like lobes a t:a!X e." -
1& Beetle IJHYa: Order Coleopteta. 1/4-1-, ::~!':"
colored, 61egs on upper tatf of boOy, !seie;:~
mennae.
17 Dragon Fly: Suborder Anisoptera. 1(ZA ~.
eyet 6hooked legs. Wide ovaJ to rou/ ~.;
18 Clam: Class Bivalvia.
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Bar lines indicate relative size
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© Austin Nature Center
301 Nature Center Dr.
Austin, Texas 78746
1998 Edition
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What Is a IImnologist? .
A scientist who studies fresh water habitats including ponds.
Limnology is concerned with all interrelated factors that influence
inland .. water environment such ~s: chemistry, biology weather, climate
I
Name and describe the creatures that live In the aquarium in the
Nature of Austin exhibit.
crayfish -- looks like a small lobster
snails
red-eared slider turtle
fish
Do you think that these creatures live in the pond outside?
A well-balanced aquarium can be like a microcosm.
Is one part of the aquarium darker than another part?
Which creatures like to be on the top? '
Which creatures like to be on the bottom?
How do the. different creatures move?
What do you think these creatures eat?
Craytlah
Snails
Pond Studytrrailwalk Logistics
1. Meet your group at the Visitor's Pavillion. (If ANC staff is available,
they will do this).
2. Ask Teacher for name of school and expected program. Be sure you have
the right group.
3. I-welcome the Teachers, 2-give them the post packet and specifically ask them
to complete evaluation and mail it back, 3-collect monies, 4-instruct Teachers as to
how to divide the group, 5-lead group to Dino Pit.
4. Welcome students, tell them the name of the program and tha\ "we will be
scientists this morning, studying life on the trails and ponds.
5. Teachers should already have students divided into groups with adults for each
group. If this has not been done, divide group in half. One half goes to pond study
and one half goes to trailwalk. (Largest group should be 60 children! 30 for ponds,
30 for trails, divide these groups in half for 15 children to each docent.
. Trailwalk group. If there are 2 docents, spUt group of30 into 2 groups of
15 and proceed as follows:
Trailwalk group #1 Begin trailwalk at bird enclosures
Finish trailwaIk and visit the bird enclosures
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TBAIL WALK LOGISTICS
Meet the students on their buses and welcome them. The tone for the moming can ~
be set at this time, stressing quiet observation skills. If there are two leaders, one
should welcome the teachers and discuss the logistics of the program with them.
Spend a few minutes discussing the ANC and the agenda for the morning, and
give some instructions on behavior in the outdoors.
Divide the group into teams--Half of the group will begin at the pond study site and
the other half will begin with the trailwalk.
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Before beginning the trail walk, talk about the specifics of the trail: walk and speak
encouragingly about the best behavior for enjoying the woods. Then begin the trail
walk, waiting a few minutes b~tween groups. The first group can begin on the
trails immediately and look at the bird enclosures at the end of the hike. The
second group can spend about five minutes to look at the bird enclosures , then
follow the other group on the trails-maintaining distance between the two groups.
After completing the trailwalk, groups come back together at the dino pit. 'Have
the students sit on the steps around the pit. The leaders should give a brief closing
to the Trail Walk, then introduce the pond activities.
The duration of the trailwalk will vary with each group. Try to allow at least
forty-five minutes on the trails, but always end on time to accommodate the othe!=
docents, next group' and bus schedule.
Discuss the concept of a natural community. Explain to the students that they will
be looking for objects that are not usually found in the woods, and for natural '.
objects that are out of place.
Impress upon the students that this is a silent walk--a time for open eyes and
closed mouths. They should use their fingers to count how many "unnnatural"
objects they see.
At the end of the trail, have students name the unnatural objects that they noticed.
If time permits, repeat the trail to discover any objects that were missed.
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TRAILGUIDE TIPS
*Have the students find "~ircles" in nature right where you are standing (holes in
u the ground, fruit, flowers, insect galls, the sun, seeds, tree trunks, etc.)
*Have each student take a handful of soil and feel and see what it is made of.
Discuss soil, in general.
*Look for decomposers--lichens on the branches, fungi on the trees.
*Find a leaf gall or a tree gall (or have one in your pocket) and tal}t about small
animal homes. ~
*Look for leaves that are exactly alike. (There aren't any!)
*Turn over any log or rock and see who lives there.
*Have them cover their eyes and mouths and count all the sounds they hear, or
make "deer ears" by cupping their hands around their ears.
REMEMBER--WEAR A WATCH!
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NATURE. CHII,DREN. AND you. by Paul Goff
Whether we're thinking of the ocean waters, mountains, or other land forms, this
earth is our heritage--this is where the human race had its beginning. And when
man first appeared on this earth, nothing had been disturbed by man--things were I')
natural. Forests, fields, prairies, marshes, swamps, bogs, sand dunes, plus
millions of plants and animals preceded man's coming into being on this earth.
Children, possessing greater instinctive qualities, therefore, have a greater
sensitivity, understanding, and appreciation in regard to undisturbed natural
areas. They still possess a feeling of closeness toward their heritage. Their
instinctive feelings result in their looking at. a woods and accepting everything in it
for what it is. By working with children in the out-of-doors, we can regain or
relearn valuable concepts which will enable us to derive more enjoyment from that
part of our heritage which has not been destroyed. ~
A f\JnP C8DDot manufacture-its own food but has the ability to attach itself to 0,
wood or to rocks by means of acids which it produces. An alga contains
cholrophyll and can ~ufacture its own food but has no special meaus of
attaching itself. Somewhere along the line certain types of the two different plants
became combined into one form called a lichen. The fungus portion provided the
"home" while the alga part made the food for itself and the "home".
natiye plants-plants that occur naturally in a particular habitat, usually they are best suited to the
u climate and conditions of the area
~an animal's role in its environment_
nggtpmal-active at night.
ompiyon--animal that eats both flesh and plants for food.
photosynthesjs--the process by which green plants use chlorophyll (a green pigment) to harness the
sun's energy in producing sugars from carbon dioxide and water, giving off' oxygen as a waste
product
pioneer stage-the primary stage of succession in a community.
p1ankton--microscopic plants and animals that drift suspended in the water and form the base of
the pond's food pyramid
wmd--quiet body of water shallow enough to allow plants to grow completely across it. There is little
or no wave action, bottom usually covered with mud, water temperature is fairly uniform and can
vary with air temperature. It contains or produces everything it needs for survivial of the plants
and animals that live in or near it.
predator--animal that hunts or traps other animal~ for food.
~--animals eaten by other animals.
producers--all green plants which are able to manufacture food from inorganic substances.
pupae--the hardened cocoon-like stage an insect goes through in complete met~orphosis. After the
larval stage.
IifDIl--shallow area of a stream where water flows rapidly across a broken rock or debris strewn
bottom.
scavenger-an animal that eats dead animals.
snag tree--a dead or dying tree that is left standing to provide homes for wildlife.
specjes--group of closely related organisms potentially able to breed with one another.
submerged plants-plants rooted in the pond bottom whose stems and leaves are below the surface.
succession-the natural and orderly process of change when one community replaces another.
surface tension--the tendency for water molecules to crowd most densely at the surface, enabling
very lightweight creatures and objects to rest and even move about on top of the water
symbigsis--the intimate coexistence of 2 dissimilar organisms in a mutually beneficial
relationship
terrestrial-living on land or on the ground
tbreatened--so depleted in num~r~ that becoming endangered is likely.
wanp-blogded-able to regulate internally a constant,body temperature independent- of
surroundings. Endothermic.
ANC POND LIFE
Common Plants & Anjmals
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PLANTS
Algae are very simple green
(chlorophyll-containing) plants, which carry
on photosyntheses. There many groups oa
algae, of which the Green is the most
numerous in ponds. Algae may be
free-seimming, one-celled, and microscoptc. or
it may take the form of pond scum, long "Dy
filaments, or dense mats. Algae are extrz..!lldx
important, a~ they form the broad base of the
food pyramid of the ponds, and they produce a
large percentage of the pond's oxygen.
u
ANIMALS
Protozoans are microscopic, one-celled
animals, abundant in most ponds. Along with
the simple plants, they form the basis of the
food pyramid. Most reproducd by simple
fission. Some move by means of minute hairs
or cilia, others by extrusion of protoplasm or
pseudopods. They eat decaying organic
matter, bacteria, or smaller protozoans. There
are also many multi-celled animals which are
microscopic or only slightly larger, barely
visible to the naked eye. Examples of these are
rotifers (wheel animals) and hydras (related to
jellyfish and coral).
INSECTS
Insects have a segmented docy (head, thorax,
and abdomen), an exoskeleton which must be
periodically shed, six uointed legs (attached to
the thorax), and usually 2 pair of wings. All
insects undergo some sort of metamorphosis
(egg/larvalpupa/adult or egg/nymph/adult),
and it is the larval or numphal stage that we
often find in our nets. They stay submerged,
living on oxygen dissolved in the water. Most
of the adult insect forms either come to the
surface periodically for air or swim directly on
the surface. And,. of course, there are usually
always insects above the ponds, on the plants rdragonflle~
or flying around them. Pictured -here are just re.emble short crayons with four lar~,
a few of the most commonly found pond winK. which ar. flnely laced with vel:
u insects. Dragonflies hold their winlls in a hor',
zontal po.ttion when restin~.
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...' dal1l88Ullea/t--------r-:'I~'-
po: .. ' , r ••••bl. aatchaUck. with four membra-
The nymphs of both types are carnivorous, nou. villi.. They ara sl1mmar and more
catching other larvae, worms, small dellcate-lookin. than dragonflies. D~
.alfl1•• hold thalrwln•• close together
crustaceans, or even tadpoles and fish with .ad polntlnl backward. when rest1n8.
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their scooplike lip. Damselfly nymphs are
slim, with 3 leaf-like gills at the tip of the dam8ellly nympba I I-y. r ....
u MAMMALS
Virginia Opossum
REPTILES
Red-eared Turtle
AMPHIBIANS
Green Treefrog
Nine-banded Armadillo Green Anole Texas Toad
Eastern Cottontail Texas Spiny Lizard Southern Leopard Frog
Rock Squirrel Ground Skink Gulf Coast Toad
Fox Squirrel Texas Alligator Lizard Bull Frog
Black Rat Texas Blind Snake Cricket Frog
House Mouse Racer
Raccoon Rat Snake
Striped Skunk Eastern Hognosed SnaKe
Grey Fox Diamond-backed Water Snake
White-tailed deer RO\lgh Green Snake
Mexican freetail bat Brown Snake
Western Ribbon Snake
Texas River Cooter turtle
Eastern Blackneck Garter Snake
u
NATURE GAMES
These are useful when the weather is bad.
1. "Sensing Nature"
This activity is used to emphasize the rewards of using all of-the senses in an
outdoor setting. It can be played on the steps of the dino pit, inside the
buildings, or anywhere the children can sit down Indian style in one or two
lines. Tell the children that they will be handed objects from nature; reassure
them that nothing is alive and nothing will feel "yucky". Ask them to put their
hands behind their backs and to close their eyes. They must use only their
senses of touch, smell, and hearing. When they feel an object in tlteir hands,
they should thoroughly feel and smell it (without looking), and then open their
eyes to see what it is. It should then be passed on, behind their back, to the
next child in line.
This activity often works just as well without asking the children to close their
eyes, especially the younger children. Keep up the pace of the activity by
passing items from both ends of the line. When four to six items have been
examined by everyone, stop and discuss each one. Some items will be .
recognized instantly, but children seem to enjoy those familiar things even
more than the unfamiliar. You may vary this activity by asking for closed eyes
with some items (perhaps the more familiar ones just mentioned), and open
eyes on items which children may not recognize by sight.
It is important to remember tbat1dthough you may request no balking:there is--
= very likely to be noise. It is especially common for younger children to
verbalize when they first feel something or look at it. It is futile to continually
correct this noise--you will only end up causing more disruption. If the mood
is well established, the group should. find this activity challenging and fun.
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U ANIMAL TRACKS
Track Identification
Tracks with 2 toes: Tracks with 5 toes:
deer skunk
Tracks with 4 toes: raccoon
cottontail opposum
bobcat (cat)
coyote (dog), fox
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What animal do you think might like this flower when it's blooming?
Hummingbirds love the nectar,they are a major pollinator of this plant
Some animals eat the red seed.
It has a red flower on top, and the big, soft leaves get limp when the ground gets
very dry.
U 2. FEELING LEAVES
Which of these plants do you think keep their leaves throughout the winter,
and which do you think lose their leaves in the winter?
Ligustrum and silktassel keep their leaves, so they are called
"evergreen".
Hackberry loses its leaves, and it is called "deciduous".
Evergreen leaves are usually thicker and feel waxy or leathery. Other evergreen
plants are: live oak, mountain laurel, evergreen sumac, yaupon and cedar. Note
the bud at the base of the leaf stem where it attaches to the twig.
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Silktassel and hackberry are native plants, which means that they were growing
around here before people came.
Ligustrum is an imported, or exotic, plant from Asia that was brought here by
people to plant in their yards. The seeds are spread by birds and animals who
eat the seeds. We are removing these so that the "natives" have room to grow.
Lindhiemer Silk-tassel
Garrya Lindheimeri Torr.
Japanese Privet
Ligusfrum japonicum Thunb.
3. PLANT MATERIALS USED BY ANIMALS (BIRDS)
(Large, mature cedar) Ouniperus Ashei)
What do you think the bark of this tree might be used for?
Loose bark of mature cedars are used by the Golden-cheeked Warbler
for nesting material. These birds are endemic (they only live here),
and they are threatened (there aren't many left and they may become
endangered).
Do you think it hurts the tree to have the loose bark pulled off?
No, because the bark is thick, and the tender, growing parts are under
the bark.
A tree's bark is like your skin-it provides a protective covering, and keeps
moisture in.
NOTE: Crush a small bit of the cedar leaves and let children smell.
To demonstrate respect for the tree, crush leaves while still on the
branch or break off only a small bit to pass around.
GOLDEN-CHEEKED WARBLER
U 4. TRAIL CARE
At this spot the old trail was blocked off to allow revegetation (new plants
covering the ground) to stop erosion (soil washing away with wind and rain).
NOTE: The large, flat rock blocking the old trail frequently has
raccoon scat (excrement, or feces) containing seeds of persimmon and
of berries found in the preserve.
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NOTE: Look for insect galls on the live oak trees and on the ground.
See manual for more info on galls.
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5. PLANTS THAT LOVE LIMESTONE
Some plants can live in almost any type of soil (sand, clay, loam, etc.), such as the
hackberry. Others like specific types of soil and terrain.
Legume family
NOTE: People should not go near an animal home, but should just look
at it from a distance. We might leave our scent and scare the
animal or a predator may follow the human scent and find the
animal.
NOTE: In recent years, this tree has also become a bee tree. Look for
the honey bees coming out of the hollow part of the tree by the ground.
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7. YUCCA
NOTE: Some animals eat the tender inner leaves of the yucca, look
closely to see if someone has eaten recently.
(There are some better specimens of yucca just before the creek on the left
of the trail.)
lily Family
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8. CREEK BED-WATER AND GEOLOGY
u If the creek bed is dry-
Where is the water?
Many creeks are intermittent-they have water only when it rains.
NOTE: If there has been a heavy rain recently, look for debris in shrubs or
trees. Talk about the dangers of flash flooding in creeks.
Look at the layers of rock and soil on the cliff face. The layers of limestone are all
Edwards formation, and were deposited millions of years ago during the
Cretaceous period 125 to 70 million years ago. They were laid down on the sea
bottom when this part of Texas was a shallow sea. It took millions of years to
deposit that much limestone.
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COMAL SPRINGS--NEW BRAUNFELS
Trifoliolate
The leaves can be big or small, but they always have three leaflets. Compound
leaves with three leaflets are called trifoliate. The leaflet at the end is always
separated from .the other two by a stem (see illustration).
The stems frequently have hairy rootlets on them and can be recognized even
without leaves. They can cause a rash! Compare with Hop Tree, Fragrant
Sumac, Virginia Creeper, and Box Elder.
As you walk along, ask the students to look for stems of vines that deserve the
name "greenbriar" or "catbriar" (Smilax bona-nox) Lily family.
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TOXICODENDRON PTELEA TRIEOLIATA
POISON IVY Hop TREE
10. HARVESTER ANTS
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Ants are social insects.
They bring leaves or other plant material into their nest to grow a fungus on
which they feed.
One of the rooms in their underground nest is for trash. Tiny little critters live in
their trash areas; they are to the ants as roaches are to us-they tolerate them
unless there are too many, and then they try to get rid of them!
Their first job when they become adults is to take care of the eggs, larvae,
and pupae in the nursery.
Their final job is fora~g for food and protecting the nest.
*Leave a small amount of bird seed or oats for the ants-you'll be by the mound
on the way back, so you'll have a chance to check what happens to the seed.
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11. LICHENS ON A ROCK
NOTE: Use this little rhyme to help you remember lichens. Children
like to know it also.
Some plants have the male and female parts on the same plant or tree.
Dioceious plants have the male and female parts on separate plants or trees.
Adult cedar trees have berries on the female tree. The male tree has reddish
brown pollen in the fall. Many people are allergic to the pollen which makes
their noses run, and they call it "cedar fever".
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Ashe Juniper, Post Cedar, Mountain Cedar
Juniperus Ashei Buchh.
13. YARROW (Achillea millefolium) Sunflower family
also called Milioi!
This small plant that looks like a fern, is a good plant to crush and smell. It has
white flowers in the spring.
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U 14. MIRROR PONDS
(This is the collecting station)
If it has rained recently and there is water in the shallow ponds, look for tadpoles
and water insects in spring and summer.
Note the willow (Salix nigra) trees-they love the water and grow
around wet spots everywhere. Willow family.
There is a pretty cliff with dark and light stains where the water has
dripped down. It was originally carved by water.
At the top of the cliff is a plant hanging down that looks like grass.
It is really a member of the lily family and is called bear grass
(Nolina texana) or Sacahuista.
NOTE: Ask children if they think the ponds are natural or man-made.
v How can they tell?
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15. SNAG TREE
Eventually the tree will fall down and become compost for the soil.
16. MEADOW
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A meadow is an open area that gets lots of sun. The plants that live in a meadow
have to be able to tolerate the heat and dryness.
Do plants eat?
No. They make their food from sunlight and carbon dioxide and water.
They are considered to be producers.
There are many animals that eat plants, some that eat animals only,
and some that eat both plants and animals. All animals are consumers
because they eat living matter.
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17. FOOD FOR WILDLIFE
A. In late summer, the Prickly Pear (Opuntia lindheimeri) has red fruit that is
eaten by forty-four kinds of animals, including deer, rabbits, skunks, rats, and
many birds. Cactus family.
Look for the white fuzzy home of the cochineal bug that lives on the
pads. If you look in the white fuzz carefully, you will see the small
bug. Native Americans smashed the bug to make a beautiful magenta
dye.
B. The Texas Persimmon (Diaspyros texana) is a small tree that has a sweet,
black fruit in late summer. Persimmon family.
The bark is smooth and gray. Feel the bark and compare to other trees.
Texas Persimmon
U -: 18. GRASSES
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19. SPANISH MOSS (Tillandsia usenoides)
BALL MOSS ( Tillandsia recurvata)
Pick up some ball mosses from the ground and pass them around-but be sure to
put them back. Ask children what they think the plant is before you tell them.
NOTE: This section of the woods is a good spot to listen for birds.
Ask children to close their eyes and mouths and listen to see how many
different sounds they can hear.
When you pass back by the Harvester Ants, see if they removed the food you left
for them.
SPANISH MOSS
BALL MOSS
20. CLIFF ABOVE THE CREEK-HOMES FOR ANIMALS
What animals do you think would find homes in the cliff? Do you see any
homes?
Rock squirrel
ring-tailed cat
raccoon
fox
rats
mice
lizards
snakes
spiders
insects
black vultures
cliff swallows
Ringtail
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21. PLANTS AROUND THE CREEK
Look at the roots of the live oak. The rock looks hard and dry.
Look for grape vines (Vitis sp.) hanging down from the trees. Grape family.
There is a walnut Guglans sp.) tree in the middle of the creek. Look for little
walnuts, but put them back for the animals and other students.
Walnut family.
The rough leaf dogwood (Comus drummondii)has opposite simple leaves and
white fruit in the fall. It has clusters of small white flowers in the spring.
Dogwood family.
The plants that live around a creek-even a dry one-are part of the riparian
community. So are the animals that need to live near a creek or river.
("Sp." following the genus name indicates that we are sure of the genus
identification, but not sure which species it is.)
NOTE: On your way back to the bird enclosure area, look for insect
galls on the ground. Ask children what they think they are. They are
small, round and usually brown ho~es for insects.
U ZILKER PRESERVE
At the gate to the Preserve
What is a preserve?
A place for plants and animals that is kept "natural".
If you could be the manager of a preserve, what rules would you make to keep
it safe for the plants and animals that live there?
Don't pick things.
Don't move things, and if you pick something up, put it back where you
found it.
Stay on the paths.
No dogs in the preserve-they scare the animals and make messes.
No bicycles.
No motorized vehicles.
Leave dead trees on the ground.
u When trees die, leave them standing for animals to make homes in
them.
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INSECTS AND SPIDERS <INVERTEBRATES) :~
There is no specific stop for these animals, so ask the students to be on the
lookout and to alert you to what they find. There are millions of different kinds,
so even if you don't know the name, you can talk about general characteristics-
exoskeletons, body parts, camouflage and life stages (egg, larval, pupae,
metamorphosis, adult).
FIRE ANTS
Watch out for the imported fire ants that form loose mounds. They swarm out
when the mound is disturbed and bite anyone nearby, so watch out for them!!!
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We are treating the mounds with a hormone which interrupts their development,
and thus wipes out the colony.
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r -II. WhoAmI?
Use this game to reinforce the names of the animals that are found at the Austin
Nature Center.
Equipment: Picture cards on strings
Time: 15-20 minutes
1. Gather the children into a group away from the other ongoing activities
and have them sit down so that they are all facing you.
2. Outline the game briefly, explaining that' the objective is for one
student to guess the name of the animal picture on his back by asking
questions of the rest of the group. With older students the qu\stions
have to be answered with "yes" or "no". Younger ones may ask
open-ended questions; you may have to help them think of questions.
Explain that all the anim~s in the pictures are ones that they might
see in the Austin Nature Center exhibits, on the trails, or in the ponds.
3. Demonstrate the game yourself. Encourage description of the animal,
rather than just guessing the name. Use vocabulary that you would like
them to use.
Do I have 4 legs? Do I have fur? Do I eat insects? Am I larger than a
beetle?
4. Choose a child from,the group and place a picture card on his back. Have
him ask questions of the group until he guesses the animal.