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ABSTRACT

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Fairwell, Kay, Ed.; And OthersCutdoor Biology Instructional Strategies TrialEdition. Set I.California Univ., Berkeley. Lawrence Hall ofScience.National Science Foundation, Washington, D.C.Jan 75NSF-SED-72-05823219p.Outdoor Biology Instructional Strategies, LawrenceHall of Science, University of California, Berkeley,California 94720 ($8.50)

MF01/PC09 Plus Postage.*Activity Units; Animal Behavior; Biology; *BiologyInstruction; Construction (Prccess); Earth Science;Ecology; Educational Games; Educational Objectives;Elementary Secondary Education; *EnvironmentalEducation; *Experiential Learning; Field Instruction;*Group Activities; Illustrations; InstructionalMaterials; Learning Modules; *Outdoor Education;Plant Identification; Simulation; Water Resources;Youth Clubs; Youth Programs*OBIS Program; Outdoor Biology InstructionalStrategies

The Outdoor Biology Instructional Strategies (OEIS)Trial Edition Set I contains 24 varied activities which make use ofcrafts, simulations, and basic investigative techniques to provideintroductory learning experiences in outdoor biology for childrenaged 10 to 15. The individual water-resistant Eolio for each activityincludes biological definitions and concepts, materials list,preparation, action, discussion, follow up, and suggested subsequentactivities. Amcng the activities are studies of animal movement inwater, leaves, natural recycling in soil and in water, seeddiscersal, ponds, natural camouflage, and predator devices. Makingsun prints, mapping a study site, plant hunts, and introductorycensus activities are also included. Set I includes 3 introductoryfolios. "Whn.' is OBIS?" explens the project's governing concepts and-goals. The T. Ider's Survival Kit" notes good activity sites, sampleactivity sc_. Ae.xes, and safety information. An "OBIS Tool Box"contains Equipment and Technique Cards giving instructions forbuildirg and using various inexpensive equipment such as planktonnets and weed grapples. Instructions for each device are complete onone card. Finally, there are 2 booklets, a Pond Guide and a LawnGuide, designed for quick and easy identification, via pictures,written descriptions, and size scales, of the mcst commonlyencountered organisms in those locations. (SB)

***********************************************************************Re;roductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

LC\

rt\tiLit OUTDOOR

BIOLOGYINSTRUCTIONALSTRATEGIESTRIAL EDITION

U S DEPARTMENT OF HEALTH.EDUCATION S. WELFARENATIONAL INSTITUTE OF

EDUCATION

Cr THIS DOCUMENT HAS BEEN REPRO-OUCEO EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN-

% ATING IT POINTS OF VIEW OR OPINIONSSTATEO 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEOUCATION POSITION OR POLICY

C2C

SET I

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

WHAT IS OBIS?

Outdoor Biology Instructional Strategiesoffers both independent and sequentialactivities to promote the understanding ofecological relationships by youngsters fromten to fifteen years of age. The major goal ofOBIS is to design instructional strategies forlearning experiences in outdoor biology thatcan be applied in diverse environments.

OBIS activities are primarily orientedtoward community-sponsored youthorganizations and nature centers. Theactivities introduce basic concepts of ecologyin interest-catching ways. Youngstersinvestigate the interrelationships andinteractions of plants, animals, and thephysical environment, including man's role inthe natural scheme. Such firsthandexperience forms the basis for theunderstanding of basic biologicalrelationships. This understanding isnecessary to develop the publicconsciousness required to supportappropriate management of man'senvironment.

WHY OBIS?

The relationship between man and hisenvironment has reached a crisis. Man for toolong considered himself independent ofnature, free to take what he wanted andchange what did not suit his purposes. Forcenturies the environment withstood man'sabuse; the planet was large and man'spopulation, controlled by natural catastrophy,disease, famine, and conflict, was small.However, man prospered; his capacity tolearn from experience and make changes inhis environment insured continual"progress." Medicine and technologyproduced a greater chance of survival, andever-increasing comfort and convenience. Asman's population increased, the planetseemed to shrink, but often man remainedindifferent to his long-term effects on plants,animals, soil, air, and water. We have reachedthe point where we can no longer ignore theecosystem which supports us. We now realizethat it is possible to exhaust the availablesupply of many natural resources.

We cannot continue to alter the face of theplanet with wholesale disregard for theenvironment. Only by changing our way of lifecan we live compatibly with the other lifeforms in the environment. The generalpopulace must have considerableenvironmental knowledge if basic attitudesand customs are to be changed to embracenew concepts of our rationship with nature.

IT'S A BIOLOGICAL WORLD!

Man is a part of the life-sustaining systemthat includes the sun, plants and animals, soil,oceans, lakes and streams, and theatmosphere. Plants and animals interact witheach other and with the soil and theatmosphere. The sun's energy sustains theseinteractions through photosynthesis, theprocess by which plants capture the sun'senergy and manufacture food to support boththe plants' and animals' life processes.

Animals, however, cannot make food; theymust obtain their food by eating plants orother animals. The transfer of food fromplants to plant eaters to animal eaters is calleda food chain. The transfer and use of foodmade by plants does not end with animaleaters (predators). When organisms die, theirbodies may be eaten by scavengers as diverseas worms and vultures.

Food Chains

Plant and animal tissues not eaten byscavengers are consumed by fungi, molds,bacteria, and many kinds of small animals. Inthe process of obtaining food, theseorganisms decompose the dead organicmatter and eventually reduce it to minerals,water, and carbon dioxide. These materials,returned to the earth, water, and atmosphere,can then be used again by plants to producefood. This process is called natural recycling.

Population, Community, Ecosystem

Each group of organisms of the same kindthat lives and reproduces in a particular areais a population. Populations of plants, of planteaters, of scavengers, and of molds andbacteria live together and depend on eachother for food and protection. Such acombination of interdependent populations iscalled a community.

Communities differ depending on theirlocations. A pond community lives in a pondand consists of different kinds of plants andanimals adapted for living in a pond. Oceans,tidepools, lakes, streams, prairies, deserts,and forests all represent communities thatdiffer according to the physical surroundings(environment) in which they live, and thepopulations of plants and animals that makeup the community. The lawn that surroundsyour house is a community as is the city parkor vacant lot. You do not have to travel longdistances into the "wilds" to find naturalcommunities.

The organisms that make up communitiesare dependent not only on each other, butalso on the environment in which they live.While all organisims need water, oxygen, andfood, plants need sunlight, carbon dioxide,and minerals to manufacture food.Temperature, humidity, and day lengths arealso important. The interaction of theorganisms of a community with theenvironment of light, soil, air, and water inwhich they live creates an interdependent unitof living and non-living elements called anecosystem. The ecosystem is not somethingyou can go out and touch or handle. You cansee, touch and handle only the parts, such asthe plants, animals, water, soil, etc. Theecosystem is the sum of these parts and theirinteraction.

Adapting to a Habitat

Within the ecosystem there are otherorganizing concepts and interactions whichare universal wherever there is life.Adaptations are special features or behaviorswhich improve an organism's chances ofsurviving and reproducing. Some animalsdisplay color adaptations which allow them toblend into their surroundings; hen ducks arethe same mottled brown color as the deadrushes in which they nest. Other adaptationspermit plants and animals to secure food,reproduce, move through their environment,and defend themselves. The sum of all of theadaptations displayed by an organismdetermines the habitat in which the organismlives. A habitat is the place where an organismnormally lives and where you would ordinarilygo to find it. An animal that is adapted toextract oxygen from water, has fins formaneuvering, and can tolerate relatively warmwater, might be expected to live in a shallowpond habitat. A plant that can withstand hightemperatures and low moisture might befound in a desert habitat.

If a habitat undergoes a radical change as aresult of natural catastrophy (flood, fire,landslide, drought) or the intervention of man(land clearing, swamp draining, construction),the new life conditions may no longer supportthe varieties of life that were previouslypresent. New plants and animals adapted tothe new conditions will colonize the changedhabitat. These first colonizers may not beadapted to compete with some of theorganisms which follow later, and may fail andbe replaced by still other organisms.

5

0

Life Cycles

Every species must reproduce in order toperpetuate its kind. The process by which anorganism comes into being, grows andmatures, and produces eggs, seeds, or theirequivalent, which in turn become youngorganisms to repeat the pattern, is called thelife cycle. Some life cycles are simple; somecomplex. Some life cycles are short, as in thecase of a mosquito which may go through itslife cycle in a matter of a few days, whileothers are long, as in the case of some treesthat may take years to mature sufficiently toreproduce.

Man

One organism that lives in manyecosystems and influences countlesscommunities is man..Man alone is able tosurvive in a wide range of environments. Thisrange is due primarily to the advancedabilities of his,brain, an adaptation which hasallowed him to dominate all other life forms.Man's brain, and a second importantadaptation, the opposing thumb, make itpossible for man to manipulate anyenvironment in order to provide himself asuitable habitat, and also to defend and feedhimself using other tools created frommaterials in his environment. With thesespecial abilities must come greaterresponsibility for the consequences of hisactions. Take a simple example: a man goesinto the woods to go camping. He catches afish for dinner. If he were a bear or a raccoon,he would simply eat the fish. But man doesn'tgenerally eat fish raw; he cooks it. So hegathers some wood and starts a fire.Carelessness can lead to the catastrophe of aforest fire. Even with care, the cover and foodsource for many organisms is oftensquandered cooking the fish. Gases andmoisture are released into the atmosphere,but the minerals are displaced from thenatural place and concentrated in an ash pile.The ashes are caustic, harboring no life untilrain and wind dilute them and once again theyare mineral nutrients for plants to use.

It is clear that the time has come forworldwide adoption of sensible managementpractices which Can come only after anunderstanding of the processes of ecology.OBIS provides one avenue for young peopleto reach this understanding.

.STAFF

Director: Watson M. LaetschCo-Director: Herbert D. Thier

Assistant Director: Robert C. Knott

Contributing Authors:

Dave Buller. Linda DeLucchi, John FalkLonnie Kennedy. Chester Lawson. Larry Malone

Man McCormack, Jennifer White

Editor: Kay Fairwell

Artists: Lawrence Westdal, Anthony Ca lica

Outdoor BiologyInstructional Strategies

Lawrence Hall of ScienceUniversity of California,

Berkeley. California

Subverted by 3 grant from the National Sc,ence Foundation .

COoyrtght January 1975 by the Regents of the Untvers.ry of Ca Morena

pe...opmert 'ese mater,als was st:Ooorte0 yn Dart) by the Nah °nal SotenceFot.hdahon -1^y ob.n,ons 1,txl.ngS Cohcl.stons or recomtmenoabons expressedneem/o-ot reCesS.3 q re! t the ,e.3 of the National Science Foundalton orthe ccoy,ght ho'Cer

Predator Devices:

beaksclawsteethtongues

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Some Plats and animals,are adapted

to Attrant ;Atentinn- Plants musfattrtt

Action Card

PREDATOR PREY OulOoof Biology

Imlmelbnd SI Illigif1

Make a predator device for breaking nuts and eating

the meats:

Action Card

PREDATOR PREY °WM; BiologyInshuclionol Slcologief

Make a predator device for getting at animals that

live underground.

Action Card

PREDATOR PREY Ooldow Blologr

InOvelionol 5Ooltqo

Make a predator device that could catch or pick up

an egg.

Action Card

PREDATOR PREY nflu

Moot BiologyStroltgies

Make a predator device that a meat eater would use.

FOLLOW UP

Have everyone look for predators in thestudy site and decide what kind of preythey are adapted to eat.

14

WHAT TO DO NEXT

Invent an AnimalAnimal Movement in WaterWho Goes There?

Outdoor BiologyInstructional StrategiesLawrence Hall of ScienceUniversity of California

Berkeley California

Supported by a Grant from the National Science FoundationCopyright January 1975 by the Regents of the University of California.

WHAT TO DO NEXT

Adaptation-Predator-PreyAttention!Seed DispersalInvent an AnimalInvent a Plant

!8IS

Outdoor BiologyInstructional StrategiesLawrence Hall of Science

University of CaliforniaBerkeley California

Stlpported by a Grant from the National Science FoundationCopyright ° January 1975 by the Regents of the University of California.

Lawnsmany phoppinBecauscarnoufusuallytool forlawn answeepnleaf hognats aSampleanimalsrarely cbeetles,

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FOLLOW THROUGH

A. In order to observe animals that arenot usually caught in sweepnets, set upsome small pitfall traps. If you have theopportunity of meeting with yourgroup again in a day or a week, presentthis second challenge: "How manyadditional animals can we find that wedidn't find with our nets?"

Follow Through Action:1. Introduce the challenge.2. Prepare a map of the study area onyour data board. Investigators canmark on, this map exactly where theyput their traps. This will enable them torelocate the traps.3. Show the group how to make andplace pitfall traps.a. Place your thumb in the center of a

square of aluminum foil and wrapthe foil around your thumb to makean extra-long thimble. Punch asmall pencil hole in the bottom ofthe foil thimble to allow water todrain. (Small jars or tin cans can besubstituted for the foil traps.)

b. Tell the participants to dig holes inthe lawn the same size as the trapsand to press the traps into theholes. Flare or flatten the foilsticking out of the hole so littleanimals can easily walk into thetraps from the surroundinggrassland.

c. Drop a piece of bait into the thetrap.

4. Distribute trowels, vials, and baitand have students set up pitfall traps.5. Have each student record the exactlocation of his or her pitfall trap on themap.

.22

6. Leave the traps in the lawn for atleast eight hours before makingobservations.7. When you return, have eachstudent record on the map the kindsand numbers of animals in his or hertrap.8. Review the "What Do You Think?"questions.B. Conduct a night sweepnettingactivity. Compare the results of a nightsweep to the results of a day sweep.C. Observe the animals attracted to alight that is :eft burning at night in yourstudy site.D. Sweepnet a lawn immediately aftermowing or watering. Makecomparisons.

WHAT TO DO NEXTInvent an AnimalSticklersBean BugsWhat Lives Here?



Supported by a Grant from the National Science FoundationCopyright January 1975 y the Regents of the University of California.

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Action Card Side Action Card SideATTENTION! Outdoor Biology

Instruct...el Strategies ATTENTION!

Name

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Name

Your favorite color is I Your favorite color is

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Pick one of these patterns:checkeredstripes

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Choose a habitat: Choose a habitat:

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Action Card SideATTENTION!

Name

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Outdoor Biologyinstructional Straleges

Pick one of these patterns:checkeredstripesrectanglesspots

diamondstriangles

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Instructional Strategies

Name

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Action Card Side 2

ATTENTION!Outdoor Etiology

insouctionoi Stralegiti,

Find a real plant or animal that attracted your atten-

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sight

Do the features that caught your attention warn or

attract?

Action Card Side 2

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26

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FOLLOW UP,

Not all animals have the same quality ofvision. Some, with limited color vision,view the world in varying shades of asingle tone. Provide the group withcolored cellophane masks. The maskscan be made by taping coloredcellophane (red is an effective color) tothe forehead, covering the eyes.Have everyone search for the designsagain, and compare the results of thetwo searches.

Note: Colored cellophane or gel maybe purchased from the Lawrence Hallof Science. See the order form in theOBIS Toolbox folio.

WHAT TO DO NEXT

Invent an AnimalSeed Dispersal


Berkeley California

Supported by a Grant from the National Science FoundationCopyright 0 January 1975 by the Regents of the University of California.

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WHAT DO YOU THINK?

When everyone has completed anestimate, record the resultson the databoard. Reveal your "accurate"estimate at this point. Estimates can beexpected to vary over a wide range.Discuss the range and ask them whatmight be responsible for the range.Some of these are:samples not randomincomplete counts of bean bugs in thesample area; they can be hard to seetoo few samplesarithmetic errorsnon-uniform distribution of the beanbugs.Ask one of the students to average allthe estimates made bythe investigators and compare thatestimate with the estimate youdetermined in advance. Is it close?Closer than any of the individualestimates? Why?

3.p

FOLLOW THROUGH

Redo the activity to census some ofthe living organisms in your study site.Remember to calculate the of ea of yourstudy area carefully.

Are there worms on the lawn?Estimate the population of a species ofworm.

Here is an arithmetic problem: Howbig would a single leaf be that wasequal to the total leaf area of the grassin the lawn? Compare this with the sizeof the leaf equal to the total broadleafarea on the lawn.

Look at the soil in the lawn. Examinea cubic decimeter section. Count onetype of soil organism, and estimate thepopulation size of the organism in a 50square meter/1 decimeter deep plot.

Estimate the number of grass plantsgrowing on a lawn.

Estimate the number of trees in anorchard or woodlot (without countingthem all).

WHAT TO DO NEXT

SticklersHow Many Organisms Live Here?



Supported by a Grant from the Naticnal Science FoundationCopyright ° January 1975 by the Regents of the University of California.

SPEED CHECK

This post-race activity allowscontestants to investigate the rate offlow in different parts of the stream.1. Divide the participants intotwo-member teams: one will be aflow-meter operator and the other atimer.2. Provide each team with a flow meterand a stopwatch or other timingdevice.3. Have each team mark off an area ofinvestigation (three or four meters ofstream).4. Give instructions for use of the flowmeter: the operator stands near thesection of stream or current to bemeasured. At the timer's signal, thecork is dropped into the water. Whenthe string tightens, the operator yells"Stop!" and the timer records the timein seconds per meter. During each trial,the tied end of the stick should be heldas close as possible to the point wherethe cork was first dropped.6. Ask the participants to locate andrecord the fastest and slowest currentsin their sections of the stream.7. Have them identify the physicalconditions associated with the swiftestand slowest current areas.8. When the teams have finished,gather the group together andcompare results.

37

WHAT TO DO NEXT

Aquatic Hi-Lo HuntTerrestrial Hi-Lo Hunt

411hir4%°- ette*k


BE.1/4eley California

Supported by a Grant from the National Science FoundationCopyright °January 1975 by the Regents of the University of California.

Each plant and animal lives in its homeor habitat.

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Action Card

HABITAT SUN PRINTS Ou Wow Urology

Intioutbowi S1ia 11114$

Make a sun print of a tree habitat, Try to include at

least 3 things plants, animals, and non-living

objects.

Action Card

HABITAT SUN PRINTS Outdoor Urology

intildchoui Siqlrgq$

Make a sun print of a water habitat, Try to include at

least 3 things plants, animals, and non-living

objects.

Action Card

HABITAT SUN PRINTS Nikko lioluq,InsliudOwl Slhottliet

Make a sun print of an underrock habitat. Try to

include at least 3 things plants, animals, and

non-living objects.

40

Action Card

HABITAT SUN PRINTS WM' D4luirSItoleyn

Make a sun print representing a shrub habitat, Try to

include at least 3 things plants. animals, and

non-living objects.

4!

Technique Card

HABITAT SUN PRINTS

How to use paper:

1. Gather items for your sun print.

2. In your shadow (with your back to the sun),

arrange items on the paper. Cover with clear

plastic.

3. Step aside and let sun shine on the paper for40-60 seconds.

4. Develop paper for 60 seconds in .

441/

Outdoor Biology

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40-60 seconds.

4. Develop paper for 60 seconds in ...

Outdoor Biology

Strilyipti

(For Ozalid II 11(For Blueprintpaper) paper)

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Technique Card

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plastic,

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ouldou; Biology

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4.3

Make a sun print of a water habitat.Try to include at least 3 thingsplants, animals, and non-livingobjects.

3. Make a collage of the sun prints.Each student can then describe ahabitat in terms of his or her sunprint. The combination, or collage,of sun prints represents a series ofhabitats for this study area.

WHAT DO YOU THINK?

Were there parts of the habitat notrepresented by your sun print? Ifso, what are they?Does your collage include all of thehabitats in your study area? If not,why are some of the habitats notrepresented?Think of ways to representorganisms in the study area thatcannot be sun-printed.

FOLLOW "THROUGH

Individuals can produce other sunprints using only non-living objects.They then can try to predict the types oforganisms (plants and animals) thatwould live in the habitat.Make a sun print of a habitat for animaginary organism an Okpok.Okpoks require warm, moist, darkplaces to live and they eat plants.

WHAT TO DO NEXTHabitats of the PondInvent an Animal



Supported by a Grant from the National Science FoundationCopyright ° January 1975 by the Regents of the University of California.

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WHAT DO YOU. THINK?

O Are there any plants or animalsfound in only one area?O Are there any plants or animals thatlive in more than one area?O After it becomes apparent that thereare different organisms in differentareas, tell the students that each arearepresents a particular habitat. Explainthat the habitat for any organism (plantor animal) is the place where anorganism normally lives and whereyou would ordinarily go to find it.O Were there organisms you saw butwere not able to collect? Add these toyour map.

49

FOLLOW THROUGH

O If microscopes or bioscopes areavailable, collect water and bottommud and examine them.O Teams can chart the number oforganisms in each of the five habitatsto see which supports the most life.O Have each student or teaminvestigate a different habitat, usingthe appropriate piece of equipment tofind a plant and an animal notrepresented on the map.

WHAT TO DO NEXT

How Many Organisms Live Here?Animal Movement in WaterHabitat Sun PrintsAnimals in a Grassland

44,Outdoor Biology

Instructional StrategiesLawrence Hall of ScienceUniversity of California

Berkeley California

Supported by a Grant from the National Science FoundationCopyright C January 1975 by the Regents of the University of California.

p

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PREPARATION, .

°,Make,a-la.rge version of the CensusCharVliatl is inserted in this folderIV.ake small copies for each team'Cs Chi,-,S1mpleenus ar' ,f,,,' - ..,

. , 'a Pm in :.

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4

'These organisms listed are exami5lesof what you might find For your chartlist the organisms that you find at yoursite

Provide a red markin4pen for listing onthe large chart the animal censusresults. and a green pen for the plantcensus results Provide pencils for theteams to keep records on their teamcharts

Cut pieces of discarded nylon 4

pantyhose or stockings to be used asfine-mesh strainers You may wish to

cGinaKe the bottom scrapers yourself. or 1

make the construction part of thegroup activity

CENSUS CHART

HOW MANY ORGANISMSLIVE HERE.?

Atli-List

-----the number of

organisms foundby each team

Team Team

2Team

3Team

4

'I)-J<2

<

cnIz41-Ja.

COoynght t January 1975 by the Regents of the Univ 0 ...Ir.: lea

IP :

: .0' ." .

Team Team Team2 3 4

.

3. After you are certain the teamsunderstand the instructions, let themwork on their own. Each team shouldmake at least one census. If enoughtime is available, ask each team tomake two censuses. All organismsshould be returned to the pond afterthey have been counted. Let the teamswork until fifteen minutes remain in thesession.

WHAT DO YOU THINK?

When all of the censuses have beenrecorded, ask which team found thegreatest number of organisms, andwhich found the greatest number ofdifferent kinds of organisms. Write theterm populations in large letters at thetop of the chart. Explain that apopulation is a group of organisms ofthe same kind that lives andreproduces in a particular area.Now compare the different censusesand ask why each team didn't find thesame numbers and kinds of organisms.If they took two censuses, ask them ifthey can explain any discrepanciesbetween their first and second census.Some possible explanations are:inconsistent counting techniquesinadequate equipmentuneven distribution of organisms overa habitatdifferences in area sampled

FOLLOW THROUGH

Using all the censuses taken, howmight the group make an estimation ofthe number of organisms living on theentire pond bottom?For reinforcement, ask the group todetermine the population of highlyvisible surface organisms, e.g., shoreplants, water striders, frogs, or ducks.

WHAT TO DO NEXT

Bean BugsHabitats of the PondWater Holes to Mini-PondsSticklers



Supported by a Grant from the National Science FoundationCopyright *January 1975 by the Regents of the University of California.

N A

-41"111P4 IalZ'

,

/11

FOLLOW UP

Not all animals have the same quality ofvision. Some, with limited color vision,view the world in varying shades of asingle tone. Provide coloredcellophane masks. The masks can bemade by taping colored cellophane(red is an effective color) to the

ehead, covering the eyes with thecellophane. Have the group "hide andsearch" for some of the model animalsagain. Compare the results of the twodifferent searches.

Note: Colored cellophane or gel maybe purchased from the Lawrence Hallof Science. See the order form in theOBIS Toolbox folio.

5

WHAT TO DO NEXT

Attention!Animals in a GrasslandInvent a PlantSticklers

koiNsftos.1Outdoor Biology

Instructional StrategiesLawrence Hall of ScienceUniversity of California

Berkeley California

Su000rted by a Grant from the National Science FoundationCopyright c January 1975 by the Regents of the University of California

Action Card

INVENT A PLANT

NO'

OuldOor Ololaw

Inilluthan41 Sitilopt

Invent a plant which is lawnmowerproof.

Action Card

INVENT A PLANT Ouldoot Deology

01114cilatol

Invent a plant that can live on the surface of a pond.

Action Card

INVENT A PLANT 0 I II ID

luilwi i til I viie

Invent a plant so it can withstand high winds.

Action Card

INVENT A PLANT

Invent a plant that grazing animals would not eat.

Technique Card

INVENT A PLANT

X4OiJI0001 Biology

1(4411.40ml Sitilegot

How to use plastic film:

A. Form the wire into a basic petal or leaf shape and

contour it as you desire.

B. Dip the shaped wire into the plastic film.

C. Stand wire in styrofoam or clay to dry.

D. Group petals together into flower or plant form.

E. Wrap stems with floral tape.

F. Add plastic leaves to stern as you wrap it,

Technique Card

INVENT A PLANT Outdoor 0,oogy

Inthavoi Slikqo



contour it as you desire,


C. Stand wire in.styrofoam or clay to dry.

D, Group petals together into flower or plant form,


F, Add plastic leaves to stem as you wrap it,

Technique Card

INVENT A PLANT

NC116V

Outtlw WooInt/ Atonal 51i4lopit




B. Dip the shaped wire into the plastic film,

C. Stand wire in styrofoam or clay to dry,


E, Wrap stems with floral tape.

F, Add plastic leaves to stem as you wrap it.

Technique Card

INVENT A PLANT


A, Form the wire into a basic petal or leaf shape and



C, Stand wire in styrofoam or clay to dry.

D. Group petals together into flower or plant form,


F. Add plastic leaves to stem as you wrap it.

6,j

Action Card

INVENT A PLANT Ouldocu Biology

Initructionit 51/111glei

Invent a plant that can hold on to rocks in swift rivers

and streams.

Action Card

INVENT A PLANT

Invent a plant to catch insects.

1*i.IfOutdoor Biology

Instruchooll Slutrggs

Action Card

INVENT A PLANT

Invent a plant adapted to store water,

6S

r

Outdoor Biology

Inilrucluml Sir ;tripes

Action Card

INVENT A PLANT Outdoor Brology

Instructional Slutegiel

Invent a plant that can compete with other plants for

sunlight,

Technique Card

INVENT A PLANT Colovaiolop

Immigknalutys








F. Add plastic leaves to stem as you wrap it,

Technique Card

INVENT A PLANT Outawklogy

imhocoSiimpt.




B. Dip the shaped ,/ire into the plastic film.


D. Group petals together into flower or plant form,



Technique Card

INVENT A PLANT OghlowEdill

INNom115140)11


A, Form the wire into a basic petal or leaf shape and






F, Add plastic leaves to stem as you wrap it,

u

Technique Card

INVENT A PLANT Ouldoo IPology

Inouomfl$14411




B. Dip the shaped wire into the plastic film,


D. Group petals togethe!. :Ito flower or plant form,

E. Wrap stems with flora: ,ape.


68

FOLLOW 'THROUGH

Find real plants that have the sameadaptations that the models have.

70

WHAT TO DO NEXT

Habitat Sun PrintsSeed DispersalPlants Around a Building


Berkeley California

Supported by a Grant from the National Science FoundationCopyright c January 1975 by the Regents of the University of California.

. What is'the most common color oneach map section and Which features

,

do thtse four colors represent?2. What is the most common color onthe overall map and which featuredoes it represent?3. Which section contains: thegreatest number of different colorsand which section the least? Whatmight explain the differences in thesetwo sections?4. In which section do you, supposeman's influence is most evident? Inwhich section is it least evident?5. In what ways do you think man mayhave affected the biological featuresof the activity site?6 What do you think this site lookedlike.fiftyyears.ago?7. What do you think this site will looklike fifty years from now?

HAT TO 'pc) NEXT

What Lives Here?Habitat Sun PrintsPlant Distribution PatternsSticklers

Outdoor BiologyInstructional StrategiesLawrence Hall of ScienceUniversity of. California

Berkeley California

Supported by a Grant from the National Scrence FoundationCopyright a January 1975 by the Regents of the University of California.

MEASURE THE MOISRELEASED FROM DIFOF LEAVES BY OBSECOLOR CHANGE OFCHLORIDE PAPER.

MATERIALS

Cobalt chleiride paper*OR Cobalt chloride cry-table saltwater' and bowlfilter paper or some othpaper (paper towels)scotch tapeplastic bagsClgthes pinstwist -tiesplastic food wrappaper clipshand lensesoptional) fclosely at lewies*Cobalt chloride paperbe obtained from juniorschool science departsupply houses, or the L.Science. See the orderOBIS Toolbox folio.

Action Card

MOISTURE MAKERS Outdoor Biology

Insholional Swim's

Compare transpiration of a dead leaf with a live leaf

attached to the same tree.

Action Card

MOISTURE MAKERS

xaOutdoor Biology

Instiuctional Slialegies

Compare transpiration of a thick juicy leaf

(succulent) with a thin, flat leaf.

Action Card

MOISTURE MAKERS

1/4,i

Outdoor Biology

Insuvftipnal Sitaiegio

Compare transpiration of a hairy-surfaced leaf with

a smooth-surfaced leaf.

Action Card

MOISTURE MAKERS Ouidool Biology

Stioiegies

Compare transpiration of a leaf in the shade with a

leaf of the same size and shape in the sun,

7p

Technique Card

MOISTURE MAKERS

How to use cobalt chloride paper:

To observe color change, place a piece of clear tape

on both sides of one section of the paper. The taped

area will remain blue and the uncovered area will

turn pink when exposed to moisture.

Place dry cobalt chloride paper on living leaves that

are attached to trees or bushes. Use paper clips to

hold the paper in place. Enclose the paper and leaf

in a plastic bag or plastic food wrap. Measure and

compare the tin it takes different leaves to turn the

blue paper to pink.

Technique Card

MOISTURE MAKERS S0,1h ;,'








hold thr paper in place. Enclose the paper and leaf

in a plastic bag or plastic food wrap, Measure and

compare the time it takes different leaves to turn the

blue paper to pink.

Technique Card

MOISTURE MAKERS


To observe c)lor change, place a piece of clear tape







in a plastic bag or plastic food wrap. Measure and


blue pperto pink

Technique Card

MOISTURE MAKERS





turn pink when exposed to moisture,




in a plastic bag or plastic food wrap. Veasu re and


blue paperto pink. ()

Action Card

MOISTURE MAKERS

1.t,s

Oulant 13cogi

Inowchon,ISttateges

Compare transpiration of a small leaf and a large

ieaf on the same plant.

Action Card

MOISTURE MAKERS

ed'tag"Calm 6:1m

Inducton.ii Slutrpot

Compare transpiration of the upper side of one leaf

with the lower side of another leaf. The two leaves

should be the same kind and approximately the

same size, (Place the cobalt chloride paper on top of

one leaf and hold in place with a paper clip. Repeat

the procedure on th bottom side of another leaf.)

Action Card

MOISTURE MAKERS Oulthi nt Uqruro

,Mliuf !Woo il,ale.e.

Compare transpiration of a stem with a leaf of the

saene plant.

Action Card

MOISTURE MAKERS

Compare transpiration of a pine needle with a broad

leaf. ,

fi 2

Technique Card

MOISTURE MAKERS Outdoor floiov

Inill5C1.0n01 Slott pi






PL ice dry cobalt chloride paper on living leaves that



in a plastic bag or plastic food wrap. Veasure and


blue paper to pink.

Technique Card

MOISTURE MAKERS


To observe color change. place a piece of clear tape



turn pink when.exposed to moisture.




in a olastic bag or plastic food wrap. Veasure and

compare the time it takes dif'o.rent leaves to turn the

blue paper to pink.

Technique Card

MOISTURE MAKERS



on both sides of one section of the paper, The taped


turn pink when exposed to r





compare the time it takes different leaves to turn'the

6;..) blue paoer to pink.

Technique Card

MOISTURE MAKERS ti0i,131111,1,111,


To observe color cftinge, place a piece of clear tape







in a plastic bag or plastic food wrap. Me'r;;)ure and

compare the time it takes different leaves tJ turn the

blue paper to pink. c?

0

efC:Explain'teie method for udobalt chloride paper as a

.e.,:moisture-measuring "device.'(Ipstriictionsiappear:on the

de-of each Action Card.), 2: Distribute Action Cards.

O COmpare transpiration'of'' leaf and a large leaf on the%a

0 Compare transpiration ofwit.a;leaf of the same plant.'

transpiratio,n'ofriedle:iith a broad leaf:-'":"--Corripd-re transpiration of a

Ott -a liye leaf attach,gato tai

5CogyVY\etr'anspieAtion oflqIktfasdccutiritrwith a t'

:ftranspjfationof

ifY-surfaced,leaf-With arsilrfaeed

0- rnparetrani it ion of. h ;s aide with a le, 'ffie:s

e irktig,su .

1114 CQm a eAfa ation,of,ide f e tea ith he ki,We

lqa th r\-1 "f.71;

...eV kind and 3)a

" ,

P ,per c i pe-

prd the batnot e f. 'Cr

,.elpti.hi singe '6 _ svvq` or

nICarde.

i. ":41

'" ,OW THROUGH

A. Effects of excessive watering ontranspiration.1. Choose two plants of the same typeand approximately the same size.2. Label plants A and B.3. Water plant A the day before andjust before measuring the rate oftranspiration. Do not water plant B.4. Measure the rate of transpirationand compare the results.

B. Compare the transpiration of onetype of plant at different times of theday.

C. Transpiration of a potted plant:1. Obtain several potted plants inmetal, plastic, or styrofoam containersthat have no drainage holes in thebottom.2. Water the plants only once.3. Cover the soil surface with foil,plastic food wrap, or paraffin to preventevaporation of water from the soil.Weigh the entire set-up.4. As a control, set up an identical pot.Add soil and water, but replace theplant with a wooden stick. Cover thesoil surface as before, and weigh theentire set-up.5. Continue to weigh the plants andcontrol set-up every other day. Thedifference in v:teght loss between thecontrol and experimental pots is thewater lost through transpiration.

WHAT TO DO NEXT

Terrestrial Hi-Lo HuntInvent a PlantSeed Dispersal

Outdoor BiologyInstructional StrategiesLay.ence Hall of ScienceUniversity of California

Berkeley California

Supported by a Grant from the National Science FoundationCopyright January 1975 ny the Regents of the University of California.

DATA CHART

NATURAL RECYCLING

IN SOIL

container

Nylon Stocking

Mesh Bag with

large holes

Plastic Bag

;!)

weight

before after

Outdoor Biology

Initiuctionol 5Irategiet

appearance of contents

differ-ence

before after

Issimmisartsumw,

Copyrighl January 1975 by tne Regents of !he University of California

11111111111

FOLLOW UP

Place equal amounts of the sametype of dead vegetation into severalmesh bags. :Neigh each and record theweight. Place one bag about 8 or '10 cm.above the soil (hanging from a stake),place one on top of the soil, and buryone about 8 pm. below the soil surface.A fourth bag can be buried deeper.Mark each site with a stake.

After 2-8 weeks recover the bags.Weigh them, and visualiy compare thecontents.

WHAT TO DO NEXT

Natural Recycling in WaterWater Holes to Mini-Ponds


Berkeley California


(a_

Livingconstaresourfrom wraw rriaan caBoth plto carr

Aftiar thproducup anOn t'longer iused a

.

compoproceS'.,called"

In an 'a,chgs

begin t'dead inbactericomplereducinorganis-can beanimals

Recycliisame a.Man-mmade,uordinari

ts,t..,

J

11P 11111 ' .4 111111-t.

MICROCOPY RE:)1.111/0N 1fS1 CHARTs+, 0,F 4

container

Nylon stocking

with dead

vegetation

DATA CHART

NATURAL RECYCLING

IN WATER

weight

before after

Mesh bag with

dead vegetation

appearance of bag & contents

differ-ence

Outdoor Biology

Insltuclionil Strategic

before after

1.0.01310.1.1111111

Plastic bag with

dead vegetation

Copylighl ' .1douilty V.,75 by ;tit: fil;rjoroy of the Urilvor!,1? of Call'OrnID

A. Put some of each type of vegetable material available into

each bag.B. Observe each vegetable type and record its appearance on

your data card.C. Close and tie each bag firmly with the string, leaving extra

string to tie the bag to a stake.D. Dip all the bags in water, remove them ana allow to drip for

one minute. Weigh the bags and record the weights on the

data card.E. Tie all three bags to a stake. Use the stake to firmly position

the bags under water at some convenient place in an

aquatic habitat (pond, stream, salt water marsh, etc.).

NA

TU

RA

L RE

CY

CLIN

G IN

WA

TE

R

FOLLOW UP

.Using the same technique, comparenatural recycling in running water withnatural recycling in still water.

99

WHAT TO DO NEXT

What Lives Here?Water Holes to Mini-PondsNatural Recycling in Soil



Supported by a Grant from the National Science FoundationCopyright °January 1975 by the Regents of the University of California.

iv,t fil,

t, ,m.. ,p ,e,- -.,77-7fripl.,[.1.fl "

,

1.1.i;r.g:rf -ii..ft,11qh1l. ,/. if;i 1..;t1p 4 1,/ .11 1. ,,', ,.. . 14 Jc4 IP. PO ii,- llYidt.i.",Y,t'',i; tic el II, - , 1, , ;) ,1,,:f.

. , glp. Itirirrefryii/0it, ili a4 i 04,! 1 iip.r.dhily,

111

If 1(4 .11/111 ti i lilt /id j 4, , i+k l' 01' 14 1 " 1 I 1y r. 1,1 ,, .1$110

'Pt 0 I." ''

FOLLOW THROUGH

Do any of the suggested "WHATTO DO NEXT"activities, comparing"control" and "out-of-control" areas.

Make some charts on your databoard and keep records of specificchanges such as height of plants,number of weeds that appear, ornumber of lawn grasses whichdisappear.

WHAT TO DO NEXT

Water Holes to Mini-PondsBean BugsAnimals in a GrasslandSeed DispersalTerrestrial Hi-Lo Hunt

Outdoor BiologyIrstitiptional Strategies

4!'.11Awrence HallSof Science,_:Uf:iiVersity.of California

Befkeley California

1 0.3

:Supported-by .a.Grant from the National Science Foundation:Copyright .4' Januery19/5 by the Regents of the University of California.

FOLLOW THROUGH

1. Interested participants can furtheridentify their collected plants by usingstandard biological keys and plantguides.2. Compare the diversity of plantsfound at different times of the year orafter a rainy or dry period.3. Search for additional plants on thesite. What was missed?4. Conduct a plant hunt in twodifferent environments such as a lawnand a meadow; compare results.

107

WHAT TO DO NEXT

Bean BugsAnimals in a GrasslandPlant Distribution PatternsPlants Aiound a Building


Berkeley California

Supported by a Grant from the National Science FoundationCopyright' January 1975 by the Regents of the University of California

4/

NO,

I.

.isj A".;f4 NI ;V c.. . .

411'4. IP

W.,..; r -, .0.,,,. N 1

.1,%1

a 1

.i,t

t 1 &

'Ir.(i' .......1t fot

144;ettl..v

.

.1; I.,'% - .

_%. ti. a m`

..s., ;

tOr. 15:rI.: kY .4,''...ir

4111.:4 1 1 i..: .;:i

Action Card

PLANTS AROUND

A BUILDING

Outdoor 810109!

utlionoi Stialegits

Find and mark on your map those places where

plants seem to grow much larger than the same kind

of plants in other places around the building.

What do you think is causing this, in each case?

Action Card

PLANTS AROUND

A BUILDING

()Moor Biology

Iniltuctional StraltgItS

Find and mark on your map those places where

plants seem to grow much smaller than the same

kind of plants in other places around the building.


Action Card

PLANTS AROUND

A BUILDING

Outdow Biology

InCruchonal Shilecpet

Find and mark on your map those places where the

number of plants in a small area is high.


110

Action Card

PLANTS POUND

A BUILDIN6

Outdoor Biology

iniiNClional Sri iteglei

Find and mark on your map those places where the

number of plants in a small area is very low. What do

you think is causing this, in each case?

Action Card

PLANTS AROUND

A BUILDING

Moog kogyInilroctionil Stiller;

Find and mark on your map those plas where no

plants grow. What do you think is causing this, in

each case?

Action Card

PLANTS AROUND

A BUILDING

Out cloy Biology

Initruutional Sirptegiu

Find 6nd mark on your map the least common plant

growing around the building. Are there any special

conditions which permit it to grow in that place or

places?

Action Card

112

Outdoor Biology

Insbucoonol Slrtlrgrrl

Action Card

Outdoor elology

Initructionat soulegin

FOLLOW UP

1. Reinforce the concept ofenvironmental variable. Select avariable (temperature, moisture, light,etc.) and tour the site observing howplants respond to that variable.Challenge the participants to relate theresults to the evidence you haveacquired on plant growth around thebuilding. (A more quantitativemeasurement of environmentalvariables is obtained in the TerrestrialHi-Lo Hunt activity.)2. Orient a building map according tothe compass, and have participantshunt for evidence of differences inplant growth on the north, south, east,and west sides of the building. Can theyoungsters relate these differences toenvironmental factors caused by thebuilding's exposure? What about theeffect of gardening or the lack of it?3. Carry out the activity at a differentseason of the year, and compare theresults in relation to eachenvironmental factor.

115

WHAT TO DO NEXT

Terrestrial Hi-Lo HuntPlant HuntInvent a Plant


Berkeley California

Supported by a Grant from the National Science FoundationCopyright 'January 1975 by the Flegants of the University of Cahtorma

. -

t ,%-etiel

:410er

-111- (1- Most pla. grow int

survive,material.,Energy,requiredmaterial_

A seed dplant mbecauseof insurethe newmore of

One of t'enablesmechaniother grmay bed ispersaplant adspecial fimprove.reprodu

o

SEED-GO

SEED DISPERSALLook carefully at the plants in your surroundings.Decide how each plant disperses seeds and glue ortape a sample of its seed in the proper box. Someseeds may be dispersed in more than one way. The firstperson with five seeds in a row, in any direction, wins(same as Bingo).

1t..Outdoor Biology

Instructional Strategies

u,cn 4) 0)

u) v(f) = 12 .5co

4) y da) a)

6(13

L. m co.0 cm B.

wind

water

mechanical

animals

man

. .

REMEMBER:In order to win, you may haVe to convince others thatyou are correct.Copyright t January 1975 by Me Reba .11. 3 ,ersoy of Cahtoma

Action Card

SEED DISPERSAL Ou1door Biology

initrugoonal Sumps

Modify your seed to fly at least three feet,

Action Card

Outdoor Biology

Instruction' SpIltiliti

Action Card

Outdoor Biology

Instructional Silitegli

119

Action Card

A

Outdoor Biology

Strattgoo

1?!

Technique Card

MOISTURE MAKERS Outdoor floiov

Inill5C1.0n01 Slott pi






PL ice dry cobalt chloride paper on living leaves that



in a plastic bag or plastic food wrap. Veasure and


blue paper to pink.

Technique Card

MOISTURE MAKERS


To observe color change. place a piece of clear tape



turn pink when.exposed to moisture.




in a olastic bag or plastic food wrap. Veasure and

compare the time it takes dif'o.rent leaves to turn the

blue paper to pink.

Technique Card

MOISTURE MAKERS



on both sides of one section of the paper, The taped


turn pink when exposed to r





compare the time it takes different leaves to turn'the

6;..) blue paoer to pink.

Technique Card

MOISTURE MAKERS ti0i,131111,1,111,


To observe color cftinge, place a piece of clear tape







in a plastic bag or plastic food wrap. Me'r;;)ure and

compare the time it takes different leaves tJ turn the

blue paper to pink. c?

0

FOLLOW UP

Distribute duplicated SEED-GO cardsand some glue or tape. SEED-GO isplayed like Bingo. When someonesays he has won, encourage questionsfrom the others so the winner canexplain his reasoning.

121

WHAT TO DO NEXT

AdaptationPredator-PreyInvent an AnimalInvent a Plant




Mar-. cu

fC

Fr.)

cn E -c o

01--So30-0:5

-4f

.-1-,.,e

,.....

14 g. ,\

,

iiile ler ;'''..1':

A:-..

.z...

40"

FOLLOW THROUGH

Return to the study site and investigatethe habitat and distribution of a realorganism. This can be a free-wheelinginvestigation where each participantstudies a plant or animal of his ownchoice. Or, if you can identify anorganism that would provide a goodhabitat and distribution investigation,proceed exactly as in the stickler hunt.For instance, if there are ladybugsliving on your lawn, catch ore and say,"Here is another organism living in ourstudy site. Let us see what we can findout about where it lives and how it isdistributed." Proceed as before, butDON'T COLLECT organisms this time,because their removal might upsetdelicate ecological, balances. Perhapsa plant would be an appropriate choiceof organism for your study site.

Walk to a new study site andinvestigate the habitat and distributiondisplayed by some other organisms.

Play a game where some studentssearch out an organism, determine itshabitat and distribution, and describethat habitat and distribution to thegroup. Have the other studentsdetermine what the organisms arefrom the descriptions of habitats anddistributions.

12

WHAT TO DO NEXT

Terrestrial Hi-Lo HuntHabitat Sun PrintsHabitats of the Pond


Berkeley California

Supported by a Grant from the National Science FoundationCopyright t January 1975 by the Regents of the University of California.

".''',4%.

0 6

Action Card

TERRESTRIAL HILOOuldcer Biology

loolsvcioul Ilralogko

Temperature. Use a thermometer to find the warmest and

coolest spots in this site,

Temp. 'C

1.

2.

3.

4.

5.

6.

Location

After you have finished taking temperature measurements,

mark the warmest and coolest spots with your HiLo markers.

Action Card

TERRESTRIAL HI-LO Outdoor Biology

Instructional Stroterpos

Wind. Use your wind station to f ir.d the windiest and calmest

spots in this site.

Wind Speed (rev/min)

1.

2.

3,

4.

5.

6.

Location

After you have finished taking wind measurements, mark the

windiest and calmest spots with your Hi-Lo markers.

Action Card

TERRESTRIAL HI-LO Outdoor Otology

InitructIonal Stralsglll

Slope. Use a slope-measuring device to find the steepest and

flattest spots in this site.

Slope (cm/meter)

1.

2.

3,

4,

5.

6.

Location

After you have finished taking slope measurements, mark the

steepest and flattest spots with your HiLo markers.-

131

Action Card

TERRESTRIAL HILO Outdoor Biology

Intructional Straloglos

Light. Use a light-measuring station to find the brightest and

darkest spots in this site. (Remember: the darker the proof

paper the brighter the spot.) Write the location of each

exposure above each piece of proof paper.

After you have finished taking light measurements, mark the

brightest and darkest spots with your Hi-Lo markers.

FOLLOW THROUGH

1. For an interesting comparison,conduct the activity again at adifferent time of day, on another day,or during a different season.2. Measure the changes which occurfrom early morning through lateevening.3. Select a site with differentcharacteristics (ask the group todescribe the differences) and comparethe environmental variables of the twosites. If you have just studied a lawn,you might want to try a dense woodyarea, bare soil, pavement, or ameadow.

WHAT TO DO NEXT

Aquatic Hi-Lo HuntESPEnvironmental SensoryPerceptionPlants Around a Building



Supported by a Grant from the National Science FoundationCopyright 0 January 1975 by the Regents of the University of California.

Survival

Population increase

Population decrease

PARATION

ecting the.site:Look for a site preferablopen and definitely notany plant exuding sap odropping lots of leaves'.Consider the problem ofand replenishing the holObtain permission for diholes.ter hole chartsMake a large chart for eahole

bers

nisms

Lib

Water Hole ((no fertiliz

Suggest the hands - and kneesapproach for close observation.Pond Guides may be helpful foridentifying new organisms.

5. End each meeting by asking theteams to compare the developmentof the two water holes. Use theinformation on the water holecharts to make this comparison.

6. After the group has observed thepresence of a population oforganisms in a water hole,introduce the term colonization andits definition. Reinforceunderstanding of the term by usingit in the context of the water holes,i.e., were there any new colonizersthis week?

WHAT DO YOU THINK?

(Questions for discussion when youvisit the water holes)What changes can you see in eachwater hole?Could there be any relationshipbetween the biological changes andchanges in physical conditions? (Forexample, could the appearance oforganisms have anything to do with achange in light penetration in a waterhole?)What new animals have arrived?What new plants have arrived?What organisms have remained in thewater hole over a period of time? Why?What organisms have increased innumbers? How?

133

What organisms have decreased innumbers after a period of time? How?What are the major differencesbetween the two water holes? What aresome explanations for thesedifferences?

FOLLOW THROUGH

Construct other water holescontrolling different variables such as:amount of light, water, or addingdetergents, nutrients, sugar, salt, etc.Observe and compare the changes inthese water holes.If you have a dissolved oxygen test kitavailable, you may want to monitor thechanges in the dissolved-oxygencontent of the water holes.

WHAT TO DO NEXT

Natural Recycling in WaterOut of Control


Berkeley California

Supported by a Grant from the National Science FoundationCopyright O January 1975 by the Regents of the University of California.

FOLLOW THROUGH

End the discussion by explaining thatplants and animals are calledorganisms by scientists. Writeorganism and its definition so thateveryone can see it. Ask the group howmany different kinds of organisms theycan name.

X40

WHAT TO DO NEXT

Habitats of the PondAnimals in a GrasslandSticklersHabitat Sun Prints



Supported by a Grant from the National Science FoundationCopyright tz' January 1975 by the Repents of the University of California.

, ...... ."voi-. 1.....t 1\ o of

FOLLOW UP

Place bait in two distinct vegetationareas (meadow or forest, shrub orgrassy openings). Which area seems tohave more mammal activity aro.und thebait stations? What coWE) Le some ofthe reasons for a greatir number ofmammals in one area fhar, another?

1 4 6

WHAT TO DO NEXT

Habitat Sun PrintsNatura.; Recycling in SoilSticklers

01,Outdoor Biology

Instructional StrategiesLawrence Hall of Science


Supported by a Grant from the National Science FoundationCopyright January 1975 by the Regents of the University of California

USING THE OBIS FOLIOS

Each OBIS folio can provide an enjoyableand interesting outdoor activity. You caneither select individual activity folios forinclusion in your existing environmentalprogram or a group of folios to provide acomprehensive experience in outdoorbiology. Flexibility and adaptability inselection and use of activities are majoraspects of the design of the OBIS materials.

OBIS activities are intended primarily forboys and girls between the ages of ten andfifteen, but have been used successfully withboth older and younger individuals. Withsome assistance, older participants can oftentake on a leadership role in guiding smallgroups using the folios.

In the "Currently Available OBIS Folios"section, you will find a list of the availablefolios. Also indicated is the habitat or habitatsin which each activity has proved useful.

CURRENTLY AVAILABLEOBIS FOLIOS

Adaptation - Predator-Prey (AH habitats)Animal Movement in Water (All aquatic

habitats)Animals in a Grassland (Lawns, meadows,

and fields)Attention! (All habitats)Bean Bugs (All terrestrial habitats)Great Streamboat Race (Streams)Habitat Sun Prints (All habitats)Habitats of the Pond (Ponds and lakes)How Many Organisms Live Here? (Ponds and

lakes)Invent a Plant (All habitats)in ant an Animal (All habitats)Mapping a Study Site (All habitats)Moisture Makers (All terrestrial habitats)Natural Recycling in Soil (All terrestrial

habitats)'Natural Recycling in Water (All aquatic

habitats)Out of Control (Lawn)Plant Hunt (All terrestrial habitats)Plants Around a Building (Building sites)Seed Dispersal (All habitats)Sticklers (All terrestrial habitats)Terrestrial Hi-Lo Hunt (All terrestrial habitats)Water Holes to Mini-Ponds (All habitats)What Lives Here? (All aquatic habitats)Who Goes There? (All terrestrial habitats)

OBIS MODULES

The OBIS folios may be combined toproduce concept packages, skill units,environment-oriented clusters, and manyother schemes according to the needs of thechildren or the judgment of the leader. Anyouch grouping is often referred to as amodule.

Combining several OBIS activities or foliosinto a module is best accomplished by the'leader who knows the children, their ages,and their typical interest levels, as well as theavailable study sites, weather, time blocks,group size, and materials budget. Seashoreactivities obviously are not appropriate for amountain camp site. Thus some selection ismandated by the physical site that is available.The leader is expected to match the level ofthe activities with the capability of thechildren. Many activities can be adapted todifferent age levels.

The OBIS development staff cannot foreseeand provide for all possible variations inconditions. Therefore the individual leader isthe most qualified individual to select andsequence the activities for his particular set ofcircumstances.

Some possible modules and the activitiescomprising the modules:

ADAPTATION

Adaptation - Predator-PreyInvent a PlantInvent an AnimalSeed DispersalAnimal Movement in WaterAttention!

14S_

SAMPLING

Animals in a GrasslandHabitat Sun PrintsHow Many Organisms Live Here?Habitats of-the PondPlant HuntBean BugsSticklers

POND

Mapping a Study SiteWhat Lives Here?Habitats of the PondHow Many Organisms Live Here?Animal Movement in WaterNatural Recycling in WaterWater Holes to Mini-Ponds

SAFETY

The safety of your group is a primeconsideration. In order to assure safety. OBISdesigns equipment and procedures to be assafe as possible. In addition. OBISrecommends that leaders organize a -BuddySafety System" when participants explore anyaquatic or other potentially hazardous site.

The buddy safety system is designed so thatno participant will ever be far from assistanceshould it be needed. Group members choosea "buddy" they would like to work with. For anodd-numbered group. organize one team ofthree buddies. When the youngsters arepaired off. tell them that each individual isresponsible at all times for the whereaboutsand safety of his buddy. A participant shouldnever leave his buddy unless his own safety isthreatened. In the event of an accident to onebuddy. the other should render assistanceand call for help.

Avoid sites with obvious hazards such assteep banks and slide areas. Try to find a sitewith gently sloping banks for easy wateraccess and unobstructed vision for easysupervision.

14

CONSERVATION - TAKE 'EMBACK ALIVE

Your youngsters should understand that noorganisms should be permanently removedfrom their habitats. OBIS investigators collectorganisms temporarily for observation andidentification, but all should be returned tothe exact place they were found (leaf samplesare an occasional exception). The overallimpact of your group on a study site should beminimal. Setting some rules of procedurewould emphasize respect for the study siteenvironment.

SITE SELECTION

Make sure your selected site is largeenough for everyone to investigate withoutinterference. but small enough to allow easysupervision of the group. Site boundariesshould be clearly marked and the participantskept within the boundaries. An area fiftymeters square is ample for most activities,while some activities can take place in evensmaller sites.

Secure permission to use a site in advanceif such permission is required. Familiarizeyourself with any rules of procedure that applyto the use of the site. Some sites, particularlypublic nature areas. are protected by strictrules, particularly rules regarding interferencewith living organisms. Make sure theyoungsters understand and follow the rules.

15)

STAFF

Director: Watson M. LaetschCo-Director: 'Herbert D. Thier



Dave Buller. Linda DeLucchi John FalkLonnie Kennedy. Chester Lawson, Larry Malone

Alan McCormack. Jennifer White


Artists: Lawrence Westdal, Anthony Calica


Lawrence Hall of ScienceUniversity of California


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4*-41111161

EQUIPMENT AND TECHNIQUECARDS

Inserted in this folio you will find anassortment of equipment and techniquecards. These cards give you instructions forbuilding and using various pieces ofequipment required for certain activities. Afew of these cards may be used in more thanone activity. You may make additional copiesof any of the cards. The following is a list ofthe activities that require these equipment ortechnique cards.

Animal Movement in WaterBasic Aquatic Equipment

Animals in a GrasslandSweepnet

Habitats of the PondBottom Scrapers I and IIBasic Aquatic EquipmentPlankton NetWeed Grapple

How Many Organisms Live Here?Bottom Scrapers I and IIBasic Aquatic Equipment

Terrestrial Hi-Lo HuntMeasuring LightMeasuring SlopeMeasuring Wind Direction and Speed

Water Holes to Mini-PondsBasic Aquatic EquipmentMeasuring Light

What Lives Here?Basic Aquatic Equipment

BASIC EQUIPMENT, AIDS,GUIDES

Data Board

Many OBIS activities call for the use of adata board. This board serves as a portableblackboard, record board, map, andall-purpose data organizer. Because yourparticipants,probably will not have a desk orlocker for storage of records from oneinvestigation to the next, a data board allowsyou to maintain a continuing record. The databoard relieves youngsters of the burden ofpencils and notebooks; important terms canbe easily viewed by all group members, andfield observations are conveniently displayedin one place for group consideration.

Making a Data Board'

1. You will need a piece of thick cardboard,masonite, or fiberboard for a data board. Agood size is 80 cm. x 60 cm.

2. Attach paper sheets (butcher or other) tothe board.

3. Crayons or felt-tip markers are good forrecording data because they leave broadmarks and come in a variety of colors,allowing for easy color coding.

As an alternative, you can use a large sketchpad or small blackboard.

Comparison of Data

Some OBIS activities require comparisonsof data collected on different occasions, butat the same study site. It is often convenient torecord the data on plastic overlays on adata-board map of the site. A good source ofoverlay plastic is inexpensive plasticdropcloth material sold at paint stores anddiscount variety stores (wax paper also workswell). Data can be recorded on one overlayduring one investigation, and on others atsubsequent investigations. For comparison ofdata, simply stack up the overlays.

Lawn and Pond Organism Guides

These guides are designed for quick, easyidentification of some of the most commonlyencountered lawn and pond organisms. Onlythose organisms readily observed by theunaided eye or by means of a simplemagnifying lens have been included.

To use the guides, simply flip through thepages until you come to a drawing thatcorresponds to the organism yc wish toidentify. Use the size scales or scale-sizedrawings and the text to verify the organism'sidentity. Since the drawings are black andwhite and do not move, be sure to explain toyour group that the organisms located will notexactly match the guide's drawings. Theinvestigator should look for the drawing thatmost closely resembles his organism.

Action Cards

Many folios contain activity cards whichmust be duplicated in order to providesufficient copies for the youngsters. Thesecards, and in some cases the equipmentcards, may be duplicated on any copyingmachine and the master sheet saved for futureactivities. We suggest you do the copyingbefore the activity period and, in the case ofsummer camps or wilderness situations.before leaving the office machine behind.

Each sheet of action cards contains fourcards: cut the copies apart and give one cardto each participant. In some cases. we provideblank cards which allow you to createadditional experiences that are suited to yourparticular environment.

Equipment CardBASICAQUATIC EQUIPMENT

Bug Boxes. A bug box is a small, clear plasticbox with a magnifying lens for a lid. To use.place an object or organism in the box andreplace the lid to magnify the contents. Aclosed bug box heats up rapidly (especiallywhen it is exposed to direct sunlight). sorelease organisms promptly after observingthem.Hand or Dip Nets. Hand nets can either bemade or bought (aquarium nets work fine).You may want to extend the reach of anaquarium net by attaching some dowling orsimilar extension to the handle. A gradual,gentle scoop of the net is usually moresuccessful and less damaging to organismsthan a sudden. violent scooping motion. Toprevent eye accidents, ask that the nets neverbe raised higher than shoulder level.Magnifying Lenses. Magnifying lenses (5;( to10x, plastic or glass) must be purchased orbrought by members of the group To use. holdthe lens close to one eye and move either yourhead or the object back and forth until you cansee the object clearly.Meter Sticks. A meter stick is useful formeasuring water level variation in the waterholes. Carry a meter stick each time you visitthe water holes or fix a short ruler or othergauge in the water holes for direct readings.Spoons and Clear Plastic Cups. These nreuseful for transporting tiny oroanisms andobserving them at close range. Simply dip uptiny organisms with a spoon and place thema cup partially filled with clear water.

Note: Certain hard-to-get materialsare available from the Lawren:...) Hallof Science. See the order form in theOBIS Too/box folio.


Team Site Boundary Markers. Eachinvestigating team will need two markers toindicate the boundaries of its study site. Youcan make these from 3" by 5- index cards.Staple, glue or tape the cards to sticksapproximately 18- long to make a small flag.Make the boundary markers beforehand sotrees and small shrubs need not serve asmarker supports.Thermometers. An ordinary thermometer canbe used to monitor airand water temperatures.For safety and durability, choose an alcohol(red indicator) the:;rmori;i:,ter with a plastic oraluminum backing.White-Bottomed Z.:ontairiers. Thesecontainers. whicn serve as observation pans.must be purchased or brought from home(white dishpans work well). The white bottommakes it easier to spot organisms living theplants, and in the mud and debris of The pondbottom. You cart also use these containers totemporaiy hold an organism for observation.Merely dump dredged-up plants or mud anddebris from the pond into the pan and examinethe pieces one-by-one for eggs. anir'als. andother pond life.

rJanuaN 1975 ov the Regents of the 1:-vf,rsity of Califorma

Equipment CardBOTTOM SCRAPER I

A bottom scraper is used to bring up a sampleof bottom mud and debris for closeexamination. It can be used in shallow or deepwater, provided a tow line of sufficient length isused to keep the scraper traveling along thebottom. This device allows you to closelyobserve organisms which you would otherwisecompletely overlook. To build your ownbottom scraper you will need:1 Empty can (any size will do)1 Piece of #18 or #20 wire 5 cm. longer thanthe diameter of the can1 8 oz. fishing weight, or other convenientweight1 Nail and hammer to mak.e holes on thebottom of the can1 Tow line1. Punch holes in the can: several in thebottom. and two holes on the side of the cannear the top, one directly across from theother. '0

/o

000°\

2. Now fasten the fishing weight (8 oz.) to thecenter of the wire with a few twists. If you twistthe wire so that a big eye hole remains, you willhave a convenient place to attach a tow line.

3. Now assemble the two parts by passing thetwo ends of the wire through the two holes youpunched at the top, center the weight in themiddle of the opening of the can, and twist theends of the wire securely. Tie on the tow lineand you are ready to sample the bottom of apond.

155

Outdoor BiologyInstructional Sleatigios

4. To use the scraper, toss it underhand intothe water and slowly pull it in. Filter thecontents through a net or sieve to separateorganisms.

BOTTOM SCRAPER II

A bottom scraper that works well with firm orplant-covered bottoms can be made by boltingor nailing a fruit juice can (no. 10) to a woodendowel or broomstick. The mouth of the canshould point toward the user's end of the pole.Use the scraper as you would a rake to samplethe bottom. To make this scraper you will need:

1 #10 empty can1 Pole (a meter long)1 Hammer

Screws or bolts (or nails)1. Punch several holes in the bottom of thecan.

0

o

2. Flatten one side of the mouth of the can tomake a broader scooping surface.

3. Bolt the stick to the upper half of the outsideof the can at an angle to the long axis of the can(as illustrated). Your bottom scraper is nowready to scrape the pond bottom for samples.

Copyright January 1975 by the Regents of the University of Califorrna

Equipment CardMeasuring LightMATERIALS FOR LIGHT MEASURINGSTATION1 package of proof paper (Studio Proof F,

Kodak)1 small jar of photographic hypo (fixing

solution): mix 1 tablespoon of crystal foreach cup of water.

1 small jar of plain water1 pair of forceps or tweezers for transferring

the pieces from the fixer into the water andonto the cardboard.

1 piece of cardboard (approximately 40 cm.square)

some pins or tapes1 watch or kitchen timer

Note: Certain hard-to-get materials, such asthe proof paper, are available from theLawrence Hall of Science. See the order formin the OBIS Toolbox folio.

How to use OBIS Proof Paper Light Meter:Print-out paper (Studio Proof F, Kodak) can beused to measure light intensity. A five minuteexposure time will turn a piece of white proofpaper dark brown when exposed to directsunlight, light brown when exposed to filteredlight (shade or overcast), and white to light tanwhen exposed to deep shade or artificial light.You can halt the color change by dipping thepapers into photographic hypo (fixingsolution) for a few seconds and then washingthem in plain water for a few seconds. Thefixed pieces can be dried by pinning them on apiece of cardboard.A standard sheet of proof paper will suffice for16 field exposures; simply cut the sheet into 16pieces. Cut the sheets indoors. and keep themin light-proof packages until you are ready touse them. To use proof paper, simply remove apiece, write the location of exposure on theback of the piece. expose it for five minutes, fixand wash it, and pin it up to dry. Proof paper isinsensitive enough to allow for small timedelays and exposure errors.To use proof paper underwater, you will haveto use a transparent, waterproof housing like aglass jar with a waxed lid, or several plasticbags placed one within the other and sealedwith rubber bands. Attach the proof paper to asmall piece of cardboard and weight the jar orbags so that the proof paper faces the surfacewhen its submerged.Copyright January 1975 by the Regents of the University of California

Outdoor BiologyInstructional Stralewes

For Water Holes to Mini-Ponds

For Terrestrial Hi-Lo Hunt

Write the location of the exposure above eachpiece of paper after pinning it on the dryingboard.

1I t

Equipment CardMeasuring Slope Outdoor Biology

Instructional Strategtos

MATERIALS FOR SLOPE-MEASURINGDEVICE

1 meter stick1 125 cm. piece of strong cord1 25 cm. sharpened stick1 level tube (test tube and cork)*

household ammoniawatertape

Your level should look like this:

popsiclestick

4. Assemble

cP=7

1317=1.

tape test

all pieces

tube cork

and use

cord

like this:Slope can be determined by fixing an anchorpoint at the upper part of the slope, drawingthe one meter cord taut, sliding it up or downuntil the cord is level, and reading slopedirectly in cm/meter. Assemble the apparatuslike this:1. Sharpen the 25 cm. stick and fasten thecord to it with a knot which can slide up anddown the stick.

2. Attach the free end of the cord to the meterstick so that the distance between the twosticks is one meter. and the cord can slide onthe meter stick. You can mark off centimeterson any stick if you do not have a meter stick.

3. Make your level. Fill the test tube almost fullof water and add a drop of ammonia. Cork thetube so that a small bubble remains. Trim offtop of cork. If your test tube has a flared lip atthe top, tape a popsicle stick to the side of thetube before taping the level tube to the centerof the cord.

cork

bubbletape

popsicle stick

*A little bubble called a line level is available athardware stores or may be purchased fromthe Lawrence Hall of Science. See the orderform in the OBIS Toolbox folio.

1 meter

anchor stick

'`R1111-1

Slope = x cm/meter

Copyright

1 5 7

slides up anddown stick

.ary 1975 by the Regents of the University of California

Equipment CardPLANKTON NET

A plankton net is a device for concentratingminute aquatic organisms for closeobservation. These organisms are easilyoverlooked in water samples and pass throughstandard dip nets. The plankton net isessentially a cloth funnel which allows water topass through but retains small organisms. Thesmall organisms collected in the funnel arewashed down into the clear vial at the bottomof the funnel. To make a plankton net you willneed:1 Metal embroidery hoop (about 15 cm. indiameter)1 Piece of old bed sheet1 7 dram (approximate size) vial (old pill vialsare fine)2 Pieces of #20 wire, each 10 cm. longer thanthe diameter of your hoop1 Tow line (about 6 meters long)1 Rubber band

1. Sew the cloth cone.The net is a cone of old bed sheet material aswide at the top as your embroidery hoop, andas narrow at the bottom as your vial. A coupleof measurements and a trial or two should besufficient to give a suitable pattern from whichany number of nets can be made. Two seamsare needed: one at the vial end to keep thematerial from unraveling, and one up the sideto make a cone.

seams

embroidery hoop

cloth cone

a 0vial

1 5

Outdoor BiologyInstruction.' Stralogios

2. Prepare the wire yokeUsing a pair of pliers, if necessary, twist the twowires together as shown. Be sure to leave aneye at the center to attach your tow line.

3. Assemble your net.Fix the net in the embroidery hoop. Any waythat will work is good, but this way is the best:

Cross-section of Plankton Net

embroidery hoop

cloth cone

vial

Attach the wire yoke to the hoop-netcombination by pushing the wire through thecloth and twisting each wire around the hoop.

Drop the viai in from the open end and secure itwith a rubber band. Attach a tow line to the eyeof the yoke, and your net is ready.4. To use a plankton net, toss it underhandinto the water and either pull it inhand-over-hand, or pull it out by moving awayfrom the pond. Make five or more passes toconcentrate the surface life before examiningthe plastic holding vial.

Copyright Janunni t975 by the Regents of the University of Californta

5quipment CardSWEEPNET

Animals in a Grassland

MATERIALS:1 wire coat hanger1 stick (approximately 1 meter long) for yournet handle1 piece of cheese cloth or netting for the netbag (1 square meter)1 needle and thread for sewing (or a sewingmachine)1 piece of tape or wire to attach net to handle1. Preparing the hoop.Take a wire coat hanger. straighten the hook.and pull the hanger into a square:

2. Preparing the bag.Your net should be approximately one meter incircumference at the top, tapering down to apoint. A sewing machine speeds upconstruction, but older kids can hand sew thenets if sufficient time is provided. Sew like this:

Fold one edgedown and sew

Fold square inhalf and sew excess

Cut off

3. Assembling the net.Open the wire square and thread on the net:

Attach wire hoop to stick:

Outdoor BiologyInstruclronI Slrtegies

4. Using a sweepnet.While a sweepnet can be used to pursue andcapture an animal that has caught your eye,this is not the most efficient method of use: Asweepnet is best used as a random samplingtool. You walk at moderate speed across thegrassy area, sweeping the net back and forth,in pendulum fashion, in front of you. The netshould just brush across the top of the grass.The idea is to sweep any animals that arebuzzing around in front of you into the nets, soyou must turn the net in your hand to captureanimals on both right and left swings of the net.After you have made fifteen to thirty swings ofthe net, make a quick swing around your headto concentrate the animals at the bottom of thenet, and grab the end of the net in your hand tokeep the catch from escaping.How to transfer animals from net toobservation bag:A. Concentrate animals in the bottom of thenet.

B. Pinch the net closed, keeping the animalsin the bottom of the net.

C. Turn net inside out while holding animals.

D. Place net in plastic bag. release and shakeanimals into the bag.

E. Grab top of bag.

F. Twist the top a couple of times and tuck thetop under your belt or into an open clDocketwhile you continue to sweep.

C.opyrtght January 1975 by the Regents of the Unwersay of Cahlorma

15!)

Equipment CardWEED GRAPPLE

Submerged plants and other debris not easilyreached from shore can be collected by using aweed grapple fashioned from a short piece ofpipe, coat hangers, and a long line. When usingthe weed grapple, be careful to use a low,underhand toss to avoid hitting another person.Always remember to hold on to the free end ofthe tow line when you toss the weed grapple, sothat it will not `-e lost. To make a weed grapple,you will need:1 6 to 8 cm. length of pipe,l to 2 cm. in diameter2 Coat hangers1 Tow line1 Pair of pliers for bending the coat hangers intoshape

1. Separate or bend the two coat hangers intotwo long pieces of equal length.

2. Bend the wires in half and insert both of theminto the pipe so that the bent ends stick out a littlefrom one end of the pipe. The tow line will beattached to these loops.

3. Bend the unlooped ends of the coat hangerlengths to form a four-pronged hook at the otherend.

160


4. Bend the end of each hook back, so there willbe no sharp ends exposed.

5. Attach the tow line to the bent hanger loops,and your weed grapple is finished.

Copyright January 1975 by the Regents of the University of California

Equipment CardMEASURING WINDDIRECTION AND SPEED

MATERIALS FOR ONE WIND STATION:

2 nails (16 penny)1 or 2 cardboard bases (three thicknesses of

cardboard glued together, at least10 cm. by 10 cm.)

2 pieces of plastic soda straw (6 cm. long)1 piece of heavy duty aluminum foil

(15 cm. by 2 cm.)1 roll scotch tape1 magnetic compass1 pair of scissors1 marking pen1 tube of glue1 watch with second hand4 3" x 5" index cards1 stapler1 square of cardboard (6 cm_ by 6 cm.)

CONSTRUCTION OF WIND SPEEDMEASURER

1. Make 4 cones as follows:Take a 3" x 5" card and fold it like this:

Tape it here with scotch tape:

Cut on a curve like this:

-44Outdoor Biology

InsItuctional Strategies

2. Construct your cone holder as follows:Cut 6 cm. cardboard square and draw twodiagonal lines.

Where the two diagonals intersect, poke ahole with your nail and en arge it until yourstraw segment fits snugly in the hole.\/Cut four slots in the cone holder like this(cut in 1-2 centimeters):

3. Assemble the apparatus:Slide a cone into each slot. Be sure they allface the same direction (clockwise orcounterclockwise).

Put a reference mark on the cone holdernear one of the cones to help you countrevolutions.

Make your base by gluing threeOpen the cone, and make three more. thicknesses of cardboard together.

161

Run a nail through the straw and stab it intothe cardboard base.

You may want to put a small washer here ifyou have one.

CONSTRUCTION OF WIND VANE(for measuring wind direction)1. Cut a piece of heavy-duty aluminum foil 15

cm. by 2 cm. Bend this around the second 6cm. piece of straw.

2. Fold the pieces of aluminum foil tightlytogether and tape them near the straw.

Slap a little p ece of tape here to keep thialuminum foil from sliding up and down thestraw.

3. Put a nail (small enough to allow the strawto rotate) through the straw and push it intoa cardboard base (same as the wind speedmeasurer or a different base). Spread thetwo pieces of aluminum foil slightly, andyou are ready.

top view side view


USING YOUR WIND STATION

With these two pieces of equipment you canmeasure direction and speed of wind.

Wind direction is measured with your windvane. Place it in the wind and note thedirection the aluminum foil swings. Winds arenamed for the direction they come frorii. Awind blowing from the north is a north wind.You will want to use a compass if you haveone to help you determine directions. This is asouth-east wind:

Wind speed is determined using ananemometer(the gadget with the four papercones). The faster the wind blows, the fasterthe device turns. Wind speeds should bereported in revolutions per minute. (You willneed a watch with a sweep second hand.) Setthe wind speed meter in the location that youwant to measure wind speed, get the watchready, and holler "Go!"). One person watchesthe second hand while the other counts howmany times the colored cone goes by. After aminute (or fraction of a minute), the clockwatcher hollers "Stop!" and the other reportshow many times the colored cone went by.Wind speed in a calm area might be 6 or 7revolutions per minute (rpm) while fast windmight be in excess of 100 rpm's.

Copyright January 1975 by the Regents of the UnlyersIty of California

I V,

1 6 3

STAFF

Director: Watson M. LaetschCo-Director: Herbert D. Thier



Dave Buller. Linda DeLucchi, John FalkLonnie Kennedy. Chester Lawson. Larry Malone

Alan McCormack, Jennifer White


Artists: Lawrence Westdal, Anthony Ca lica

1.10ixek4d,


Lawrence Hall of ScienceUniversity of California


SupOOffe0 Dy a Ofant from the National Science FoundationCopyright January 1975 Dy tne Regents of the UnmerS,ty of Califofma

De.tooprne, :r'e ,afef,als was supPo,Ted on oart)ty NatrOnal SC.a.f.Ca

Foundaf.C, A opon.ons ?mamas COnCluS.Oos Of MCOmme,,Oa'.onstpreSsed-,ocessaffq f011ect the yews of the NAthOnal SCence FocoN1 Ilion co

te cop.eiget rioider

Ir.'t)I

t POND GUIDEtemp_

POND GUIDE

A guide for identifying organismsfound in and around the pond.

Trial Edition August 1978

Outdoor Biology Instructional StrategiesLawrence Hail of Science

University of CaliforniaBerkeley. California 94720

1 CS

Author Dave Buller

Illustrator Lonnie Kennedy

Editors Kay FairwellNancy KreinbergSuzanne Stewart

Art Director Lisa Haderlie

Copyright © 1978 by the Regents of the University of California

This material is based upon research supported by the NationalScience Foundation under Grant No. SED72-05823. Any opinions,

findings, and tOnclusions or recommendations expressed in thispublication are those of the author and do not necessarily reflectthe views of the National Science Foundation.

I"

3

PREFACE

OBIS is an NSF-supported project that is currentlydeveloping outdoor biology instructional activities forfamiliar, man-managed communities such as lawns, ponds,streams, farms, and gardens. These activities are beingdesigne6 for young people 10 to 15 years of age.

This guide was written as part of the OBIS activitiesfor the pond. It is designed for quick, easy identifica-tion of some of the most commonly encountered pond organ-isms. Only those organisms readily observed by-the unaidedeye, or by means of a simple magnifying lens, have beenincluded.

References are listed at the end of the guide. Boththe artist and the author express their gratitude to theauthors of the consulted works. Those desiring moreinformation about pond organisms would do well to referto these publications.

Note: This guide was produced as an aid to the studyand appreciation of pond life. We ask the users of thisguide to leave the ponds and other freshwater systems theystudy as they found them so that others who follow may findthe same pleasure in the sites.

4

WHERE TO USE ':HIS GUIDE

This is a guide to common aquatic organisms in ponds.

If you do not have a pond nearby, try a forgotten bucket Of

water, a puddle, a quiet stream, or an edge of a lake or res-

ervoir. While you may not be able to find the exact plant or

animal described in the guide, you may find the general type.

When plants and animals can't be easily observed, a net

or plastic bag on a pole will help you locate and catch them.

Try to observe organisms in their natural settings; if you

have to take the organism out to look at it, be sure to re-

place it when you've finished your examination. Placing an-

imals in a plastic bag filled with water is a good way to ob-

serve them. A hand lens is also useful in your work.

HOW TO USE THIS GUIDE

The animal section has been organized by major groups or

phyla. In some cases (Arthropods, for instance), groups have

been broken down further.

The plant section has been organized by growing zones (i.e.,

shore, emergent, floating leaved and submerged plants).

The small size of the guide lends itself to page flipping

until the desired illustration is located. The brief text

can then Le checked to verify the identification.

Size scales have been included with some animals as an aid

to identification. The size scales represent the minimum

and maximum body lengths of all the members of a particular

order (leeches) or family (damselflies) of animals. Antennae

and tail parts have not been included in these scales. For

most of the smaller animals a scale size drawing has been

included along with the illustrations.

/45) 168

5

ACTIVITIES TO DO WITH THIS GUIDE

You can identify many plants and animals in the pond withhis guide, and you can do much more...

Find and identify a plant or an animal in the pond.

Can you find an animal or plant similar to the one youjust identified?

Can you find the same animal or plant in another color?

Can you find the same animals active throughout the day?

Are there animals that are active only early in themorning or only in the evening?

How do the plants change during the day? (Pick out oneplant and make hourly observations of it.) Is the floweropen or closed? Which way do the leaves face? Is theplant wilted? Are there insects on it?

Wait three months. Can you find the same plants andanimals you found before? Are there any new plants oranimals?

Can you find a larva? What does it turn into? (Hint:leave the larva where you found it and make periodicobservations until it hatches. Did you guess right?)

Can you find animals that: have immature forms that donot look like the ad'Ult forms? Can you find ones whereboth adult and immature forms are similar? Do the im-mature forms eat the same things that the adult formseat?

Find a plant. Identify it in the guide. Is it foundall over the area or in one certain spot? What aresome of the conditions under which the plant seems togrow best?

6

Which plants and animals are the most numerous?

Which animals and plants can always be found in ponds?

What is one of the biggest changes that happens to your

pond during a day? a week? a year?

These are just a few of the many observations and studies

you can carry out in ponds. Try these activities, try some

of your own, and have fun discovering the busy world of the

pond.

170

isiiiiigammagus

Invertebratesare animals without backbones. They com-prise 95% of the animal kingdom as far asnumbers of species are concerned. In-cludes coelenterates (i.e., jelly fish),worms and leeches, mollusks (i.e., clams),arthropods (crustaceans, arachnids, in-sects), echinoderms (i.e., starfish),and other miscellaneous animals.

COE LE NTE RATAmeans hollow gut and refers to the factthat the main cavity of the body is the-"gestive cavity. Includes hydras, jelly

sea anemones, and corals. Most coe-lenterates are marine.

hydrashave a stalk-like body with tentacles en-circling the mouth. They look like ahalf-inch of string with the unattachedend frayed out into several strands.

EARTHWORM GROUPincludes worms with segments. Segmented(divided into parts) worms appear to beringed. The earthworms, leeches, and tub -if ex worms belong in this group.

'Leeches

are flattened, ringed worms that haveboth a tail and mouth sucker. They feedon the blood of vertebrates and otherinvertebrates. Some species may reachover a foot in length.

Tubifex Worms I min.

are slender, reddish worms that live inthe soft bottom mud. They constructdirt tubes out of which only the hindpart of their bodies is extended.

171

7

8 I 4.1.

FLATWORMS f J .,,

includes flattened, unsegmented (un-ringed) worms such as the familiar Plan-aria. Many flatworms appear cross-eyed.

MOLLUSKSpossess soft bodies and usually a shell.The mollusks contain mussles, clams,snails, slugs, squids, and the octopus.

clams and mussels

are distinguished by their bi-valved(clam-like) shells hinged at the back.

snails

usually have a single-coiled shell.

ARTHROPODSare animals with jointed legs and seg-

mented bodies. Includes crustaceans,arachnids, and insects.

Crustaceans

are primarily aquatic. They have anouter shell, or exoskele:on, and nearly allcrustaceans breathe by means of gills.

crayfish

have five pairs of legs. The first pairis armed with claws. They look and be-have like miniature lobsters.

scuds

have arched backs and narrow bodies andare shaped like fleas.

water fleas

are tiny crustaceans covered by a trans-parent shell. Their internal structureshows up very clearly under magnifica-tion. Their gut appears as a dark tube(j- shaped in Daphnia) running through thebody length.

copepods

appear as little white specks dartingthrough the water. They move in a jerkymanner. Magnification shows them to bepear-shaped.

seed shrimp

are small crustaeans with bi-valvedshells. They move by sticking theirslender legs and antennae from betweenthe shells and kicking them rapidlybackward.

Arachnids

are members of the arthropod group witheight legs. Inc1,7des ticks, scorpions,spiders, and water mites.

/5 31 73

9

10 spidershave bodies divided into two segments: a

head and an abdomen. The fisher spider

is one of the few spiders that spends its

life in or near water.

water mites Omare usually no more than 0.2 inch long.

Their bodies appear to be of one segment.

They commonly appear as brightly colored

spots swimming or walking about in the

water.

Insectsare the most successful group of animals

both in terms of numbers of species and

total numbers. Adults have three body

regions: head, thorax, and abdomen. The

middle region (thorax) bears three pairs

of jointed legs and the majority are

equipped with one or two pairs of wings.

Trueflieshave only one pair of wings and include

the mosquitoes, midges, craneflies, and

houseflies.

J.".mosquitoeshave one pair of transparent wings and

most are equipped with a long piercing

and sucking tube for obtaining their

food. A hand lens reveals that mosquito

wings .re fringed with tiny, colorful

scales said hairs. Only females suck

blood.:.".

mosquito larvae L rrain

are commonly called wrigglers because of

their wriggling motion as they swim.

Mosquito larvae appear hairier than midge

or cranefly larvae. Wrigglers hang down-

ward from the surface film and braathe by

means of gills and an air tube.

174

mosquito pupaemin .

look like large commas and move aboutusing their flaplike tail parts. Theyusually last only a few days before theadult mosquito emerges.

midgeflies

resemble mosquitoes but are usually smal-ler and more delicate. A hand lens showstheir wings are bare and not covered withscales like the wings of mosquitoes.

midgfly larvae

are slender and wormlike and many con-struct soft dirt cases around theirbodies. Many midgeflies hiAve larvaewhich are blood-red in color and arecommonly called blood worms.

midgefly pupae I 1 I

are also slender with a slightly enlargedhead region. Midgefly pupae don't appearas hunched up as mosquito pupae.

craneflies mu

look like giant mosquitoes. They arelong and slender and their extremely longlegs mark them as the "daddy-long legs"among flies.

cranefly larvaemin.

are larger than either mosquito or midge-.

fly larvae. They are brownish to whitishand often appear quite transparen Truecranefly larvae have s breathing desk atthe end of their tail.

[53. 175

11

12 cranefly pupae I -in.

are pale colored, sluggish, and do not eat.

Most crineflies go to shore to pupate in

soft, damp soil.

Water Bugshave jointed mouth parts for piercing and

sucking. Most have two pairs of wings.

The young water bug nymphs look like smal-

ler models of the adults with shorter

wings.

1.backswimmersare unique among aquatic bugs in the re-

spect that they always swim on their

backs. Their backs are shaped like the

bottom of a boat and they use their long,

hind legs to propel themselves through

the water. Their bite is painful.

water boatmen I

.resemble backswimmers in shape but differ

in that th'v swim on their stomachs and

do not keeled underside. They

propel Ives through the water with

their long .,riddle and hind legs.

water scorpionshave a breathing tube that is formed when

they press their two, long, grooved tail

filaments together. The water scorpionillustrated looks like an aquatic walk-

ing stick. The other type of water scor-

pion has a stout, oval-shaped body. Both

types use their first pair of legs for

seizing prey.

?1...

water striders j attn.

are named after their ability to rapidly

skim or skate on their spiderlike legs

over the surface of the water. They pre-

fer quiet or gently flowing water. They

range in size from the tiny broad-shoul-

dered water striders with bodies about

1/8 inch long, to the large water stri-

ders with 3/4 inch long bodies.

/5c9

giant water bugsmay reach 3 inches in length, making themthe largest true bugs. They have wide,flat, oval bodies and can inflict a verypainful bite. Their strong front legsare similar in form and action to thefront legs of the water scorpions.

Beetlesmake up one of the largest insect groans.They generally have four wings, but thethick, heavy, front pair serve as wingcovers for the hind wings and as a pro-tective back armor. Only a few specieslive in tne water. Their larvae havethree pairs of legs.

pred....ceous diving beetles Imake up the major group of water beetles.They are usually observed with the tip oftheir abdomen at the water's surface andtheir head below the surface. They havean oval, flat_ened shape and their shinycompact bodies are generally coloredblack to brownish-black. Diving beetleshave slender, thread-like antennae.Their larvae are commonly called watertigers.

_jwhirligig beetlesare easily recognized from their whirling,circling motion rn the surface. Thesmooth form of their oval, flattened bod-ies is broken only by their front legswhich project from the sides of the bodyjust behind the head. Their eyes aredivided into two parts which allow themto see both above and below the %-ate. atthe same time. They are blue-black orbronze in color.

scavenger beetles [ aln_

resemble diving beetles but can be easilydistinguished by their short, club-shapedantennae. They also differ from divingbeetles in that they rest in a heads-upposition when they are at the surface ra-ther than head down.

/6 7

13

14 Miscellaneous Insectscomprise those insects that do not fit

in the three preceding categories.

butterflies and mothshave four wings that are covered withtiny, overlapping scales. The powder-like scales easily rub off when thewings are touched or handled.

butterflies

are generally slender-bodied, brightly

colored insects. They have antennaethat are swollen at the tips into lumps

or knobs.

mothsare usually heavy bodied and dull col-

ored. The easiest way to distuguisha moth from a butterfly is to look at

its antennae. Moth antvulnae are vari-ously shaped, but not clubbed.

butterfly al,c1 moth larvae

are commonly called caterpillars. They

are wormlike but possess three pairs of

legs near the head region and five pairsof leglike structures from the middle tothe end of their bodies. Caterpillarshave tremendous appetites and moult sever-al times before changing into pupae.

butterfly and moth pupaeare usually compact, immobile structuresthat take no food. The pupa is a restingstage during which the insect reorganizesinternally to form the adult.

15dragonflies

1 .in.I .

resemble short crayons with four largewings which are finely laced with veins.Dragonflies hold their wings in a hori-zontal position when resting.

dragonfly nymphsim..

are usually dull-colored, slow-movingorganisms that use a scooplike lip tocapture their food. The dragonflynymphs are generally large and chunkyin comparison to the d,msetfly.

damselflies H1 min .

resemble matchsticks with four membra-nous wings. They are slimmer and moredelicate-looking than dragonflies. Dam-selflies hold their wings close togetherand pointing backwards when resting.

damselfly nymphs Iare slimmer and more delicaLn lookingthan the dragonfly nyir,rehs. Thesenymphs have three leaf-shaped gills atthe tips of their abdomen.

mayflies1 min.

are delicat..-looking insects that pos.3two or three long, threadlike strandsprojecting from the tip of their abdomenand four nearly transparent wings. Whenresting, the wings are held close togetherand Pointing vertically. .mayfly nymphs 1

are similar to damselfly nymphs but theyappear stouter and their tail flaps areusually longer and featherlike. Mayflynymphs also have smaller heads and lack ascooplike lip for capturing food.

179

16cadd isf lies I min.

are mothlike insects with four, soft,hairy wings and long slender antennae.

caddisfly larvaem"

live in little cases or tubes which they

construct from pieces of wood, leaves,

sand, and silk. Most caddisfly larvaebuild portable cases which they drag about

whenever they travel. During travel only

the front end of the body and the legs

stick out from the case.

spr ingta iLs

are tiny, wingless insects commonly found

on the water's surface near shore. They

are named after their unique forked tails

that they keep folded beneath their body.

When disturbed, :he tail piece suddenlysprings downward !..o lift the springtail

up into the air.

Vertebratesare animals with backbones. They com-

prise 5% of the animal kingdom. Includes

fishes, amphibians, reptiles, birds, and

mammals.

FISH

spend their lives entirely in water. Fish

breathe by means of gills. They have fins

and their streamlined bodies. are usually 77777::-q

covered with scales.

AMPHIBIANS

begin life in -,&ter with gills and later

develop lungs. Their skin is thin, scale-less, smooth or warty, usually moist, and

not waterproof. Frogs, toads, and salaman-

ders belong in this group.

frogsare i:mooth-skinned with long, prverfulhind legs. Tree frogs have toes wi en-larged tips.

toadspossess a warty skin, large neck glands,and are rarely found moving about duringthe day. Toads have shorter back legsthan frogs.

tadpoles

cre the well-known larval stage of frogsand toads. They are completely aquaticand do not possess external gills likesalamander larvale,

aft4

:.;alarns.nders

also include newts. They have a lizard-like 'body but lack claws. They have at?oist, scale-Ies-i skin.

salamander larvae?re compler:ely quatic atd possess ex-ternal gill:; .

REPTILES

17

breathe %y means of lz.ings. Their s'-'r, isdry, scaly, waterproof, and thick. '::7:sen,

lizards, and rnrtles are familiar reptiles.

18 1 izar ds

have movable eyelids and usuallylimbs with clawed toes,

snakeshave no limbs and non-moving eyelids.

turtleshax-t a body shell into which they can draw

their heads and limbs.

MAMMAL:have milk glands for nursing their youngand at some time in their lives possesshair or fur. Most mammals are mor active

at night (nocturnal) than during the day

(diurnal).

raccoons

are casily identified by his black mask and

black-ringed tail. Look for his handlike

tra.:ks alc.ng muddy shores and stream banks.

deer

are large, browsing mammals. Males start

to grow antlers in the spring and shed

them each year in late winter.

1 (1

mice

are small, gnawing mammals. Usually oneobtains just a glimpse 'of these small ani-mals as they dart away. The house mousecame to America from Europe as a stowawayon early ships.

19

muskrats

are ratlike but chunkier with a thick,naked tail. They are good swimmers.

shrews

are the smallest, living mammals. Thepygmy shrew may weigh less than a tenthof an ounce when full grown. Mouse sizeor smaller, shrews are distinguished by apointed snout, pinpoint eyes, andtiny ears.,

bats

are familiar as the only true flying mam-mals. They 03ssess -rest maneuvering abil-ity and ale :At& e flying above lakes,ponds, rivet-1, and ltreams at dusk.

"tracks"

dogs and cats may commonly e foundthe edges of ponds and lakes.,

j1-,

20 PlantsSHORE

willowsprefer wet or moist soils and often grownear bodies of fresh water. They vary in

size from small shrubs to large trees.Willows are easily identified by the'rnarrow, pointed leaves.

horsetailsare fernlike plants that often grow nearthe edge of ponds and streams and in othermoist areas. The successive whorls ofside stems around the main stem gives theplant a shaggy, taillike appearance.Horsetails feel rough and abrasive becauseof their high silicon content.

sedgesare grasslike or rushlike plants. They

often appear as spikes with grasslikeleaves. Their stems are three-sided andappear triangular in cross section. They'generally grow from 1 to 3 feet tall.

EMERGENTcattailsare among the most '"amiliar marsh andwaterside plants. rhey grow 4 to 8 feettall and new plants arise from their creep-ing root-stocks and seed. Th: seed clus-ters form the most characteLilic featureof cattails, the dark brow, .f_stail head.

spike rushesare characterized by naked 1,..lems which are

topped by a single flower or seed cluster.They usually grow in tight bunches andaverage from 2 to 5 feet in height.

bulrushesinclude the familiar T.qes. They may grow

in water up to 9 feet deep; the Tule orgreat bulrush grows to a height of 15 to20 feet. They usually appear as greatspikes with a flower or seed cluster neartheir tips.

rushes

are similar to bulrushes but lack theirsize. Rushes average about 1 foot inheight and usually have hollow stems.There are two forms; one iss essentially anaked stem with a sheath at the base, theother bears flattened leaves along itsstem. Like the bc.lrushes, the flowers andseed clusters are found near the top ofthe stem.

bur-reeds

are named after their closely packed seedclusters which resemble large burs. Theyare close relatives of cattails and areoften found growing with them. Bur-reedshave long, slender flattened leaves likecattails and vary in height from 1 to 6feet.

water plantain,

grows close to pQnd edges and in othershallow, wet places. The pointed; ovalleaves all arisE from the base of theplant. The flower spray'is supported ona long slender stem. The tiny flowershave three petals. Water plantain nor-mally reaches 1 to 3 feet in height.

arrowheads

are named after th,ir arrow-shaped leaves.Their three- petaleu flowers are arrangedin whorls of three on a long, slender stem.Arrowheads bear edible tubers or thickenedroots which have given rise to such namesas duck potato and delta potato. Arrow-heads grow to 2 feet high.

water cress

is a sprawl!..ng herb that grows in moist toaquatic places. It was introduced fromEurope and is often used in salads. Root-ing occurs at the stem nodes or joints andin this manner water cress may spread toform dense stands in cold, spring-fedPonds and streams. It has compound leaves(two or more leafless to a leaf) and white:lowers which are borne on the stem tips.

21

22 mare's tailbelongs to the Milfoil family. It has

hollow stems that may be partially or com-

pletely submerged. The narrow, shortleaves are arranged on the stem in whorls

of six to twelve leaves each. The stem varies

from 10 to 18 inches in height and a line

of stems often arise from a single, rope-

like rootstock.

FLOATING

duckweedis known as the smallest flowering plant.

Duckweed has a tiny leaflike body which

may or may not bear rootlets. The leaf-

like plants float at the surface and often

grow so densely they appear as a green

carpet covering the surface of small ponds

and ditches. Duckweed reproduces by break-

ing apart in addition to bearing seeds.

water fernsare tiny floating ferns with scalelike,lobed leaves, and hanging roots. They

often form dense reddish-green mats that

can cover the entire surface of small

ponds and ditches and shade out water

plants beneath the surface. They repro-

duce by breaking apart; the broken frag-

ments then grow into new plants.

water shamrocks

are amphibious ferns that are often found

in shallow water of seasonally fluctuating

depth. They are named after their clover-like leaflets. These leaflets are usuallyfound floating on the water surface andare attached by long, slender stalks to a

creeping stem rooted in the mud.

-.yellow pond lily

is one of the familiar water lilies, It

is characterized by large floating heart-shaped'leaves that are attached by long

stems to the base of the plant rooted in

the mud. The large, yellow flower istuliplike and bears six to twelve petals.

The stems vary from 4 to 15 inches long.

1 8 6

ilk

..:_ X. _-';,... ). is similar to the pond lily with its long-

temmed floating leaf blades. The leaf

11 /".C. blades are oval rather than heart-shaped,

however, and the reddish-purple flower isfar from tuliplike and appears only brief-

I"'ly. The stems range from 1 to 4 feet in

. length.

water shield

1.27.1aaitaa_vi)

water milfoils

have stout stems that vary from 1-1/2 to3 feet long and bear leaves in whorls ofthree to six. The milfoils may be par-tially or completely submerged. Thesubmerged leaves differ in size and shapefrom the leaves that are above the water.The milfoils' tiny flowers grow near thestem tips.

aquatic buttercupbears the characteristic yellow or whitebuttercup flower with five petals. Sub-merged leaves ar finely divided as op-posed to the three-lobed floating leaves.The submerged plant stems appear whitish.

SUBMERGED

bl adde rwo rts

23

have long slender stems that may ba sub-merged or floating. The stems bear leavesthat are so finely branched they look likea capillary system. To the finely branchedleaf segments are attached the bladder-like traps that give the plants theirname. The tiny bladders are effective intrapping minute water animals.

filamentous algaebelong to the green algae group which ismore abundant in ponds and lakes than allthe alga groups combined. Filamentousalgae appear as very thin green strands-`;at often form dense submerged mats.

d 7/6 7

24elodea

or Anacharis grows entirely submerged as

a loosely rooted or free-floating plant.

The branched stems are crowded with green,translucent, narrow leaves arranged in

whorls of three or more. Elodea spreads

with amazing speed and may literally fill

up a pond or slow stream and crowd out

other plants.

hornwort

is also known as coon tail because of thedense whorls of leaves arranged about thestems. The narrow, forked leaves bearsmall teeth or horns along their margin.Hornwort has no true roots and its tinyflowers are ftrtilLzed underwater.

pondweeds

make up the largest group of truly aquatic

seed plants. All of them grow rooted tothe bottom and most grow completely sub-merged except for their flowers. The

group shows a wide variation in leaf shape

and size. Many pondweeds have long under-ground stems and tubers that give rise tonew plants. The pondweed illustrated isone of about forty species.

water nymphs

appear as slender, many-branched plants

that .-row completely submerged. They have

leaves that bear a characteristic serratedor toothed margin, The leaves broadenahniptly at their base. The flowers and

seeds are found inside the leaf bases.

25

BIBLIOGRAPHY

Amos, Wm. H. The Life of the Pond. New York, London,Toronto: McGraw-Hill Book Co., 1967.

Comstock, John Henry. An Introduction to Entomology. (Rev.Ed.) Ithaca: The Comstock Publishing Co., 1930.

Fassett, Norman C. Manual of Aquatic Plants. New York andLondon: McGraw-Hill Book Co., 1940.

Hausman, Leon A. Beginner's Guide to Fresh-water Life.New York: G. P. Putnam's Sons, 1950.

Mason, Herbert L. A Flora of the Marshes of California.Berkeley and Los Angeles: University of CaliforniaPress, 1957.

Morgan, Ann Haven. Field Book of Ponds and Streams: AnIntroduction to the Life of Fresh Water. New York andLondon: G. P. Putnam's Sons, 1930.

Needham, James G. and Needham, Paul R. A Guide to the Studyof Fresh-Water Biology. San Francisco: Holden-Day, Inc.,1920.

Niering, Wm. A. The Life of the Marsh. New York, London,Toronto: McGraw-Hill Book Co., 1966.

Prescott, G. W. How to Know the Aquatic Plants. Dubuque:Wm. C. Brown Company Publishers, 1969.

Reid, George K. Pond Life: A Guide to Common Plants andAnimals of North American Ponds and Lakes. New York:Golden Press, 1967.

Ross, Herbert H. A Textbook of Entomology (Third Edition).New York, London, Sydney: John Wiley & Sons, Inc., 1967.

Stebbins, Robert C. Amphibians and Reptiles of California.Berkeley: U.C. Press, 1972.

Usinger, Robert L. The Life of Rivers and Streams. NewYork, Toronto, London: McGraw-Hill Book Co., 1967.

6. ?

L-E-Vt4r)LAWN GUI

III

11111-11_

io

MICROCOPY RESOLUTION TEST CHART

N.V.11!411 IMP' 41,

LAWN GUIDE

A guide for identifying organismsfound in and around the lawn.

ftreitc44404416%

Trial Edition August 1978

Outdoor Biology instructional StrategiesLawrence Hall of ScienceUniversity of California

Berkeley, California 94720

131

/11

2

Author

Illustrator

Editor

Art Director

John Falk r : .

Lonnie Kennedy

Kay FairweliNancy KreinbergSuzanne Stewart

Lisa liaderlie

Copyright © 1978 by the Regents of the University of California

This material is based upon research supported by the NationalScience Foundation under Grant No. SED72-05823. Any opinions,findings, and conclusions or recommendations expressed in thispublication are those of the author and do not necessarily reflectthe views of the National Science Foundation.

199

/7w_

PREFACE

OBIS is an NSF-supported project that is currentlydeveloping outdoor biology instructional activities forfamiliar, man-managed communities such as lawns, ponds,streams, farms and gardens. These activities ate beingdesigned for young people 10 to 15 years of age.

This guide was written as part of the OBIS activitiesfor the lawn. It is designed for quick, easy identifica-tion of some of the most commonly encountered lawn organ-isms. Only those organisms readily observed by the unaidedeye, or by means of a simple magnifying 1Pns, have beenincluded.

References are listed at the end of the guide. Boththe artist and the author express their gratitude to theauthors of the consulted works. Those desiring moreinformation about lawn organisms would do well to referto these publications.

3

WHERE TO USE THIS GUIDE

This is a guide to common plants and animals that canbe found in and around lawns, pastures, vegetable or flower

gardens, and vacant lots. You may not be able to find the

exact plant or animal in this guide, but you may determine

the general type.

Plants ,.re easy to locate and closely examine because

they do not run away. When you try to catch and observe

any of the small animals in a lawn or garden, you may need

to use a small net or plastic bag. A hand lens will help

you in your observations. Do not collect the plants and

animals; try to observe them in their original locatioiis.

If you must pick up the organisms, return them to the spot

where you found them when you've finished looking at them.

HOW TO USE THIS GUIDE

The Lawn Guide is intended to be an easy reference for identi-fying organisms on the lawn. The organisms have been grouped

according to general type.

There are two plant sections: Grass and Non-Grass. All the

grasses have been shown with flowers, a situation rarely seen

in regular lawn grasses. Except for weedy grasses whichflower, it would be much too difficult to identify most of the

lawn grasses. The Non-Grass plants are easy to identify, and

many of the more common ones have been included in this guide.

For convenience, animals have been grouped in three sections.

Small Flying Animals include those flying insects you willmost often catch cp.', or near the lawn. Small Non-Flying Animalsinclude insects and other animals such as spiders, snails, andpill bugs. Big Animals include those most familair to you,

such as birds, reptiles, and mammals.

Each organism is identified by a picture and a short descrip-

tion. Key descriptive words are underlined. In some cases,

the picture of an animal is accompanied by a small drawing

showing its actual size. The food habits for each animal arelisted, and the length of each plant's life cycle is given.

Less common terms are listed in the Glossary.

The sma" size of the guide lends itse-F r.--) page-flipping

unril tr.e right picture is found. The .-Jr.l.ef descriptions,

particularly the underlined key words, can be checked toverify the identification and to find out about food habits

or life cycle.

/75/1,94

ACTIVITIES TO DO WITH THIS GUIDE

You can identify many plants and. animals in the lawn with

this guide, and you can do much more...

Can you find an animal or plant on the lawn near yourhouse that can also be found on the lawn of your school?

Can you find the same animal or plant in another color?

Can you find the same animals active throughout the day?

Are there animals that are active only early in the

morning or only in the evening?

How do the plants change during the day? (Pick out one

plant and make hourly observations of it.) Is the flower

open or closed? Which way do the leaves face? Is the

plant wilted? Are there insects on it?

Wait three months. Can you find the same plants andanimals you found before? Are there any new plants or

animals?

Can you find a larva? What does it turn into? (Hint:

leave the larva where you found it and make periodicobservations until it hatches. Did you guess right?)

Can you find animals that have immature forms that do

not look like the adult forms? Can you find ones where

both adult and immature forms are similar? Do the im-

mature forms eat the same things that the adult forms

eat?

Find a plant. Identify it in the guide. Is it found

all over the area or in one certain spot? What are

some of the conditions under which the plant seems to

grow best?

195

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5

6

Which plants and animals are the most numerous?

Which animals and plants can always be found in lawn.areas?

What is one of the biggest changes that happens to yourlawn during a day? a week? a year?

These are just a few of the many observations and studiesyou can carry out on lawn areas. Try these activities, trysome of your own, and have fun discovering the busy world ofthe lawn.

Non-Grass PlantsChickweedSlender, much-branched stems with a lineof white hairs along one side. Leavessmooth and pointed. Likes cool.

Annual.

Scarlet PimpernelLow growing. Stems branched. Most iden-

tifiable feature: under a clear skysalmon-colored small flowers are easilyseen. Annual.

DandelionAlmost stemless, with jagged leaves grow-ing in a circle around the base of theplant. Flower stalks rise from the base.

-,- Easy-to-see yellow flowers turning intofamiliar puff-ball seed head. Annual,biennial, or perennial.

SedgeVery narrow and stiff-leaved plant.Without its flower it looks very grass-like. UnmistakaLle flower stalk: littleclusters of green flowers growing at thebase of six spike-like leaves. Triangularstem, usually taller than lawn. Grows invery wet areas.

MossSmall, short, soft stemmed plants. Many

plants to a patch. No flowers. Found

in over-watered lawns. Annual.

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7

8

Oxalis/SourgrassLooks like clover, but not related.fers shade. Grows low with runners.Flowers yellow, small. Stems taste sour.

Perennial.

Knotweed/KnotgrassVery low growing; forms circular mat.Found in areas with lots of foot traffic.Slender, wiry, non-rooting stems. Leaves -

bluish-green and smooth. Very small

white flowers.

Mallow/Cheese WeedStems low and spreading. Leaves roundish

and broad. Fruit looks like littlerounds of cheese. Annual or often a bi-

ennial.

SpurgeVery low growing, stems form circularmats from single root. Stems and leaves )0

are green or often reddish. Positive,

identification--pinched leaves yield amilky sap (poisonous). Annual. "4..%

Nt

English DaisyLow growing with oval leaves. Flowers

stick up. Easy-to-see white or pinkish

daisy-like flowers. Perennial.

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/7Y

CloverCommon, non-grassy lawn plant. Three-lobed leaf. Low growing, roots atjoints. Flowers white, red, or pink.Perennial.

BurcloverRelated to clover. Clover-like leaf.Stems are low growing and spreading.Flowers are small and yellow. Seed pod

'9 or "bur" is spiraled and spiny. Annual.

Broadleaf PlantainLarge, smooth, roundish leaves, 3 to 6inches long. Flower stalks 3 to 6 incheslong are easily seen sticking up from theplant's center. Perennial.-

Narrow leaf Plantain/BuckhornLong, narrow leaves with parallel veins,3 to 12 inches in length. Long flowerstalks stick up above leaves. Perennial.

/ 7 9

1 .9 9

9

10

ThistleAlmost stemless, with leaves notched withlong spines that hurt if touched at edges.Leaves are spiny and have short hairs and"pimples." Flowers, when present, arepurplish. Perennial.

Curly DockAlmost stemless, with large, reddish-green leaves that are curly and wavyalong the edges, growing in a circlearound the base of the plant. Flowerstalks appear in the center of theplant and are green or reddish-brown incolor. Perennial.

Bristly Oxtongue

Tallish. Coarse, rough-looking plant.Leaves covered with rough hairs and sim-ples. Flowers are yellow and look some-what like small dandelion flowers.Biennial.

DichondraLow, creeping stems, root frequently at

nodes. Can form dense mats, or even"lawns." Leaves lily-pad shaped; 1/4 to1-1/2 inches in width. Flowers rarely

seen. Perennial.

Cutleaf GeraniumLow growing, many branches per plant.Leaves are divided into narrow fingers.Easily seen small purple flowers.

Annual.

.200

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11

Grass PlantsSince grasses are easy to identify whenthey are in flower, and only weedygrasses usually flower in a regularlymowed lawn, most of the grasses listedare weedy species. Flowers are usuallygreen, brown or beige.

CrabgrassFat leaves, yellowish-green in color,often hairy. Best way to tell is tolook at flower. Spreads by seed andrunners. Annual.

Bermuda GrassThick, coarse grass. Stems are smoothand wiry. Runners have many jointedparts with roots at each joint. Flowersomewhat similar to crabgrass. Perennial.

GoosegrassLow, thick mat-forming grass, growing.from central point. Appears as asilvery, pale green clump. Will flowereven under constant mowing. Distinctive.flower. Annual or short-lived perennial.

RyegrassLong, narrow leaf, hard to tell from

1 regular lawn grass unless flowering;---, somewhat glossier than most grasses.

Forms clumps. Annual or short-livedperennial.

12Kentucky BluegrassVery common and desirable lawn grass.Can be identified in cut stage by lookingwith a hand lens at veins on upper sideof leaf--look like railroad tracks run-ning down the middle. Will flower alonguncut edges of lawn; very tall, from oneto two feet high. Perennial.

Annual BluegrassShort, soft, light -green grass. Will

continue to form flowers and seeds even

under frequent mowing. Usually found

in cool, frequently watered areas. Look

for light-colored flowers growing onshort grass plants in lawn. Annual.

Foxtail/Wild BarleyOccurs as clumps, often in new or infre-

quently mowed lawns. The leaves are

smooth, dull green. The mature seed heads

look like a squirrel or fox tail, often

sticking in socks or shoes.

FungiMushroomsMany kinds of fungi appear on lawns.

Most are in the familiar toadstoolshape. Others are button-like. They

are usually white or light brown, but

can ange from bright red, blue, yellow

to black. Many are poisonous. Mush-

rooms do not manufacture their own food,

but live off decaying plant material.

13

Small Flying AnimalsDragonfliesBrightly-colored, fast-flying insects.Hard to catch. They have four largewings, which are held out when at restsand a large head. Food: small flying

insects.

DamselfliesLook like skinny dragonflies. Wings areheld close together and point backwardswhen at rest. They are usually verybrightly colored. Food: small flying

insects.

Frit FliesSmall black flies. Usually very numerous.

Hover near lawn surface. Food: larvae

feed on grass stems.

HousefliesSeveral species of medium-large flies,all of which, look something like thecommon housefly. The location of yourlawn will determine the exact species.Stout-bodied, very active; single pairof wings. Food: scavengers on allsorts of decaying vegetable and animalwaste matter.

Fungus GnatsSmall, dark, mosquito-like, long-legged

flies. With a hand lens you can seethat the first segment of their legs is

very long. Food: larvae feed on decay-

ing vegetable matter and mushrooms;aaults feed'on the ooze from decomposingplant material.

/8'3 203

14

MarchfliesSmall to medium-sized, clumsy, blackflies can be very abundant in earlyspring and summer. Food: larvae feedon decaying vegetable matter and on theroots of plants.

Mosqtrit,Skinny, long-legged small flies. Onlyone pair of wings, which are fringed withtiny scales and hairs (a hand lens isneeded to see these). Most have long,piercing, sucking mouth parts. Food:

females suck blood, males feed on nectarand plant juices.

CranefliesLarge mosquito -like fly, often orangish.Very clumsy and relatively common. Food:

adults may feed on plant nectar or dew;larvae are scavengers or may feed ongrass roots.

larva

BeesFamiliar honey bee with hairy, yellow and

black striped abdomen. Usually found

near or on clover, dandelion flowers, or

other showy non-grass plant flowers.Food: pollen and nectar from flowers,nectar converted into honey back at hive.

Yellow JacketsVery showy insects with bright black andyellow markings on its non-hairy abdomen.These wasps are peaty and wilt sting ifdisturbed. Food: scavengers, verynoticeable during picnics.

2oq

15

Small Wasps

Any of a number of species of small,black, narrow-waisted wasps. Common insmall numbers at all times of the year.Food: most are parasitic, laying theireggs into a host insect; the larvae feedon that host from the inside, eventuallykilling the host. '

Butterflies

Slender-bodied insects with large, often..4411brightly- colored wings. Wings are cov-

ered with tiny scales. Antennae areslender with a swollen knob 2t the end.Food: adults often don't feed--if theydo, usually on flower nectars; larviefeed constantly on plant material.

Pictured here:

Monarch - black and orangeCabbage - white and black

Typical larvae or caterpillar

Lawn Moth

Common slender moth. Long and narrow,wings usually folded against body whenat rest. Very distinctive "snout."Flutter about at dawn; will fly shortdistance when disturbed. Food: larvaefeed on stems or roots of grass.

Aphids

4.--------/

Small, round, soft-bodied insects. With

wings at certain times of year, withoutwings the rest of the year. Usually

green, can be black or brown. With ahand lens, can see tiny pegs sticking upfrom rear of abdomen. Food: adults and

young suck plant juices.

165 205

16

Small Non--Flying AnimalsLadybug/Ladybird BeetlesMedium-sized, round, reddish-orangebeetles with black spots (or reversecoloring). Often very common. Can beseen crawling to top of a blade of grass,flying a short distance, and repeatingthe action. Food: both adults andlarvae are predators; favorite food ieaphids.

larva

BeetlesMany types of beetles can be found onlawns; only the ladybird beetle is commonenough to be specifically identifiedhere. Beetles range in size from lessthan 1/0 inch long to 1 inch long. Pic-

tured here are two kinds likely to turnup. A .ground beetle and a little fleabeetle. Beetles are all hard-bodiedand rarely fly. Their wings are foldedunder their hardened backs. Food: some

are predators, others are herbivores,

still others are scavengers. Groundbeetles are mostly predators, fleabeetle adults feed on leaves, and thelarvae feed on the roots of plants,particularly dichondra. Larvae ofteneat different food than adults.

larva

Weevils/Snout BeetlesAs their name implies, these are beetle-

likx! in appearanc.., with the head more

or less elongated into a snout. Weevils,

like beetles, prefer to run rather thanfly. Food: almost all feed on plant

material.

EarwigsSlender, medium-sized insects with largepincers on the end of the abdomen. Ear-wigs are largely active at night and hideduring the day in cracks, crevices, andunder objects. Food: mainly scavengers,but also eat live plants.

GrasshoppersLong-legged, jumping insects. Usuallygreen or brown, they range in size from1/4 inch to over 3 inches. Very largehind legs to aid in hopping, they alsofly. Males sing by rubbing the inside

of the hind leg against the lower edgeof the front wing. Food: plant feeders

Leaf HoppersSmall bugs, very numerous at certaintimes of year. Oval-shaped body, seg-ments not well separated. Will movesideways, hop, or fly. Often interesting

coloration: black, brown and white, orall green, some with red markings. Food:

suck plant leaf juices.

SpringtailsTiny wingless insects that are very plen-tiful. They are named after their uniqueforked tails that they keep folded be-neath their body. When disturbed, thetail springs downward, catapulting the in-sect into the air. May be dark-colored,yellowish, or colorless. Not likely tobe caught with nets, but very likelyfound in traps. Very numerous in the

soil. Hand lens is really needed to

see them well. Food: scavengers, some

feed on microscopic plants.

5/ 207

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18

Ants

Small, black (sometimes red), narrow-waisted, ground-dwelling insects (rarely,winged ones can be found). Often foundin large numbers, in swarms or lines.Antennae are usually elbowed. Familiarinsect, lives in large colonies. Food:varied; some ants are predators, someherbivores, others scavengers.

Aphids

Small, round, soft-bodied insects. With

wings at certain times of year, withoutwings the rest. Usually green, can be 14,-,

black or brown. With a hand lens, one

can see tiny pegs sticking up from rear

of abdomen. Food: adults and young

suck plant juiced.

Spiders

Many kinds of spiders can be found on

lawns. All have eight legs, two bodysegments, and piercing mouth parts. Many

spin webs to catch their prey; others,like the wolf spider pictured here, don't

have webs but pounce on their victims.

Food: all are predators.

Mites

Tiny spider-like animals; all adults have

eight legs. Mites look like fast-moving

dots. Colors vary; red, orange, brown,

and black are most common. Food:

varies; some are predators, others herbi-vores or scavengers.

Millipedes

Medium-sized, elongated, wormlike animalswith many legs. Most millipedes have 30or more pairs of legs, usually two pairsper segemnt. Often millipedes can befound rolled up into a ball. Food: mustare scavengers.

CentipedesMedium-sized, elongated, flattened, worm-like animals with 15 or more pairs oflegs. Each body segment has a singlepair of legs. Very active and fast-run-ning, unlike millipedes. Usually orangein color. Some will bite or sting ifheld in the hand. Food: predators.

Isopods/Pill Bugs/Sow BugsMedium-sized, oval-shaped, armored ani-mals. Brown, black, or grey in colorwith yellow spots. Legs originate under-neath the armored back and often can't beseen from the top. When alarmed, pillbugs roll up into a tight ball, or "pill.They live in cracks, crevices, or evenout in the middle of the lawn. Mainlyactive at night. Food: mainly scav-engers, but will eat fresh plant materia]

SnailsSoft-bodied animals with a hard, coiledshell. Very small snails can be quiteplentiful in lawns, especially onesaround 1/16 inch. Food: fresh and de-caying plant material.

SlugsLook like snails without shells. Bothsnails and slugs travel on a slipperysubstance that they secrete; they thusleave a track where they have been.Food: fresh and decaying plant material,

EarthwormsSegmented worms with a large band aroundthe body about 1/3 of the distance fromthe head. Size varies from 1 inch toover 6 inches. Earthworms are very nu-merous in lawns, frequently come up afterthe lawn is watered or at night. Food:scavenger; eating material in soil.

is? 209

19

20

Big AnimalsAMPHIBIANSAlmost all begin life in water with gills;later they develop lungs and come on land.Their skin is usually moist, either smoothor warty. Toads, frogs, and salamandersbelong in this group. All of these ani-mals may be found on lawns, but they arenot regular visitors. Food: all arepredators as adults.

Frogs

Salamanders

REPTILESHave dry, scaly skin which they period-ically shed. Snakes and lizards arecommon reptiles. Snakes are commonlyfound on lawns -- lizards less often.

Food: all snakes and most lizards arepredators.

Snakes

Toads

Lizards

BIRDSHave wings and feathers; nearly all fly.Many birds are common and important vis-itors to lawns. Robins, blackbirds,sparrows, and pigeons are pictured here.Food: robins are predators, feedingmainly on earthworms; blackbirds feedprimarily on insects and spiders and onseeds; sparrows feed on insects andseeds; pigeons eat seeds almost exclu-sively.

MAMMALSHave fur or hair and nurse their youngon milk. Most mammals are more activeat night than during the day. Food:

House MouseEats seeds, or scavenges for whatevervegetable remains it can find.

Meadow MouseEats grass and some seeds.

/9

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21

22

GophersLive on roots of plants. (Gophers onlyleave dirt mounds at the entrance orexit to their tunnels; they seal theirtunnels so you cannot stick your fingersinto them.)

MolesEat animals like earthworms and grubs.(Moles make shallow tunnels and leaveholes you can stick your fingers into.)

SquirrelDo not feed directly on lawn, but willpick up or bury nuts on lawn.

DogsRarely eat on lawn, but do leave wasteproducts (which serve as food for manyother animals).

CatsOccasionally eat gophers, mice, or moles.

Man

Very common; doesn't eat on lawn but doescut and remove grass. Kills big andsmall animals with traps and pesticidesand plants with herbicides. Man alsogenerally stomps on everything with hisbig feet.

212

23

212(93

24

Predator

Herbivore

Scavenger

GLOSSARY

An animal that eats other animals.

An animal that eats plants.

An animal that eats dead or decayingplant or animal material.

Annual Plants that complete their life cyclefrom seed in one year.

Perennial Plants that live longer than two years.

Biennial Plants that don't flower until secondyear; complete life cycle in two years.

Runners Long stems that grow close to the ground,rooting and sending up new leaves andstems.

2 I 4

/qr

25

BIBLIOGRAPHY

Borror, Donald J. and DeLong, Dwight M. An Introduction

Co the Study of Insects. New York: Holt, Rinehart

and Winston, 1971.

Buck, Margaret Waring. In Yards and Gardens. New York

and Nashville: Abingdon Press, 1952.

Phillips Petroleum Co. Pasture and Range Plants.Bartlesville, 1963.

Ross, Herbert H. A Textbook of Entomology. 3rd ed.

New York, London, and Sydney: John Wiley and Sons,

Inc., 1967.

University of California Division of Agricultural Sciences.

Turfgrass Pests. Berkeley: Agricultural Publications,

1971.

2i

OBIS ABSTRACT

What is OBIS?

Start with a group of young people in the out-of-doors and a bio-

logical concept or process as the basic ing.dients. Add a large measure

of fun; stir in the discovery approach; and season with a simulation, a

game, a craft, or an interesting investigation. Mix thoroughly and you

have one of the 100 activities that have been developed by the Outdoor

Biology Instructional Strategies (OBIS) Project.

OBIS provides community-sponsored youth organizations and schools

with learning activities for use at common outdoor sites such as lawns,

local parks, city lots, neighborhood streams and ponds, and the seashore.

Although the activities are intended primarily for ten- to fiFteen-year-

old youngsters, both younger and older people (including family groups) .

have enjoyed OBIS activites. Their easy-to-follow format, simple prep-,

aration and equipment, and short duration (usually one hour) make OBIS

activities suitable for both the experienced outdoor-education leader

and the first timer with no previous experience in biology. The activities

may be used independently or sequenced to create a program to suit your

needs. Scouts, Park and Recreation districts, religious groups, service

groups, nature centers, summer camps, and schools are a few of the groups

that have used OBIS activites in their outdoor-education programs. OBIS

activities help youngsters and adults to better understand and appreciate

the ecological relationships in their local environment.

How Were OBIS Activities Developed and Trial Tested?

The OBIS materials were developed at the Lawrence Hall of Science,

University of California, Berkeley, and supported by a grant from the

National Science Foundation. The materials were developed over a six-

year period ending in 1978. Unlike many development projects, OBIS

considered the testing of activities with youngsters to be an integral

part of .the development process. The OBIS activity development procedure

is one of devising a strategy, trying it out numerous times with youngsters,

making modifications and then retrying the revised activity. This testing,

216

/9Y

2

revision, and retesting process was repeated on a local level and, in

many cases, on a national level for each OBIS activity. To help gather

national feedback on the trial edition activities, OBIS established a

network of OBIS Resource Centers across the country. Over the past five

years, OBIS has received thousands of feedback comments from OBIS users

throughout the United States. This feedback is being used to revise the

existing OBIS trial editions.

The OBIS Trial Editions are available through the Lawrence Hall of

Science, University of California, Berkeley, California 94720.

i

fieP

Jan. 1979 OBIS Equipment Order Form*

"About June. 1979. Delta Education, Box M. Nashua NH 03061 willdistribute these and other OBIS materials. Contact them for prices andordering information.

Shipping Address (Please print):

Name

Address:

City.

Please send me the following 'terns in the quantities indicated

Date-

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QUANTITY ITEM - DESCRIPTIONUNIT

SHIPPINGWT. (Kg.)

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UNITPRICE

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Blao-.. ' bulb for salad lamp each .05 $8.97

.:Icklight fluorescent tracing powder 20 gr. pkg. .10 .95

Hluepnnt paper (22 cm x 3)) cm sheet) 25 sh. pkg. .20 1.75

Bug box each .01 .35

Colbat chloride crystals 110 gr. pkg. 15 3.75

Co lbalt chlonde test paper 11 cm x 15 m roll) each .025 3.50

Colored cellophane 125 cm x 30 cm sheet) red. each .025 1.25

green. each .025 1.25

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Confectioners dye 110 grams in vial) each 020 1.00

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Line level each .025 1.40

Litter Cntter Wheels thermofax 1 set oftransparencies 4 wheels .050 .35

Magnifying lens 13 lenses 3x. 5x. SK, plastic frame) each .025 1.00

Meter tape each 025 .50

()aid paper (21.5 cm x 28 cm sheet) 25 sh. pkg. 15 1.00

Plastic measunng cup 1250 ml) each .020 .30

Plastic vials with lid 114 dram) pkg. of 10 .150 1.30

Spnng scale (2000 gram) each .070 3.00

Thermometer. calibrated in `C each .025 1.25

Tweezers each .10 .40

Water Breathers dropper each .010 .20

OBIS Lam, Guide each .05 .60

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OBIS Trial Edition. Set I each 1 20 8.50

OBIS Tnal Edition. Set II each 1.20 9.50OBIS Trial Edition. Set 111 each 1.20 10.50

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The OBIS Trail Module each 05 2.00

HCheck or money on.fer en,:losdMake check payable ti,Regents of the lIniversiti. of California

jPlease hill me (Minimum order $ 11) MI

tif.ND YOUR ORDER R ) Dis,.very Comer --- OBISLa urence Ilan of Sell.1110

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TOTAL DUE

liniversity CaliforniaBerkeley. California 04720

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che(.1; he7e ,;; -,ie air mail shipment()Tiff .R\k'ISI. ALI.0.\ FOUR ltLLKS FOR DELIVER'?(Air mail takes approximately tine week.

PLEASE RECHECK YOUR COMPUTATIONS AND BE SURE THAT THE SHIPPING FEE IS CORRECT.

Rec'd on ____ By Shipped on By

To Determine Your Shipping Fee:1. Total the weight of merchandise.

2. Use Table A to find your shipping zone.

3. If you desire surface shipment, find the ship-ping charge in Table B. Allow at least fourweeks for delivery.

/9i

4. If you prefer faster (1 week or less) airmailshipment, check the box on the front of thisform, and find the shipping fee in Table C.

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YOUR ; -..i : TA) ; --,i) I :(: 1 75 2 011

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