Jacksonville Arboretum - Boy Scout Merit Badge Program - Instructors Manual

8/13/2019 Jacksonville Arboretum - Boy Scout Merit Badge Program - Instructors Manual

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Boy Scout Merit Badge Program

Jacksonville Arboretum

Instructors Manual


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Boy Scout Merit Badge Program –

Jacksonville Arboretum

Instructors Manual

This manual was developed by Miles Meyer as a ticket item for BSA Wood Badge Class S487-

122.

The Jacksonville Arboretum & Gardens has a variety of resources which make it a wonderful

place to work on Boy Scout merit badge requirements. This instructor’s manual will focus on

activities needed to fulfill most of the requirements of the following merit badges:

Bird Study Environmental Science Fish & Wildlife Management Forestry Insect Study Mammal Study Nature Plant Science Reptile & Amphibian Study

The Arboretum is a 120-acre urban natural area bounded by Merrill Road/Ft. Caroline Road to

the north, Monument Road to the South, residential development to the east and commercial

and utility development to the west.

The land where the Arboretum is located was part of the Humphrey’s strip mining area from

1941 to 1961. During that time parts of the land were mined for minerals, including titanium.

This activity severely impacted the soils and vegetation in parts of the Arboretum however,

many of those areas are recovering today. In the early 1970s the land was placed in

conservation as a condition of an EPA grant for building the Arlington East treatment facility.

The land was managed by the City of Jacksonville as a passive recreation and open space buffer.Since there was little active management of the area it was abused and became the site for

illegal dumping and other activities.

In 2004, a group of local citizens began the process of improving the site by talking with the city

about ways to improve the area and open it to the public. The community group was able to

secure a lease for the land and recruited a band of volunteers to restore the land for public use

and opened the park in November 2008. These volunteers have been responsible for all the


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improvements you see on the land today; the trails, boardwalks, bridges, benches, picnic tables,

railing, signage, fire pit and many other projects. Many of these projects were completed as

Eagle Projects by local Scouts.

The Arboretum has a multi-goal mission: (Plant Science 12)

Conservation: To provide stewardship of the Arboretum lands by protecting, sustaining,and enhancing biological diversity by means of large tracts of open-space. The

Arboretum also provides leadership locally and beyond in conservation matters, such as

the eradication of invasive species, water conservation, and the responsible use of

chemicals.

Teaching: To provide an outdoor laboratory for use by college faculty and students inBotany, Zoology, Biology, Environmental Studies, and other departments. In both

teaching and research the Arboretum is a unique and valuable academic resource and

support facility.

Research: To support and conduct research in a broad range of subjects includingecology, field biology, conservation, and natural history. Arboretum research has and

continues to emphasize useful long-term studies.

Collection: To maintain, develop, and interpret well-documented plant collections forteaching, research, and public education and enjoyment.

Public Education: To provide programs and publications about conservation,horticulture, gardening, botany, and natural history which work to enhance public

understanding of the natural world and foster an appreciation of the Arboretum’s

mission.

Recreation: To provide a place where people from the community may enjoy passiverecreation and where they may come to learn, reflect, and renew themselves through

contact with the natural world. By all the elements of the Arboretum’s mission, the

Arboretum enhances the quality of life both for northeast Florida and the residents of

the community.


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Many requirements of the following merit badges overlap and can be worked on at the same

time. This guide will help counselors to optimize their time and provide the best opportunity to

complete as many requirements as possible.

Bird Study Environmental Science Fish & Wildlife Management Forestry Insect Study Mammal Study Nature Plant Science Reptile & Amphibian Study

Species Identification

Field Guides

Scouts should have access to field guides and be able to use them effectively. There are a

variety of field guides on the market and there is no best field guide. Each has its own benefits

over the other. Most field guides include some sort of key to finding the species you are looking

for. Flowering plant may be organized by the color of the flower while bird guides may be

organized by habitat. Tree guides may be organized by the shape of the leaf. Before using the

field guides make sure everyone is able to use them effectively. Some things to look for:

Field guides should be appropriate to the area. Do not use a Western field guide if youare located east of the Mississippi River.

Pay attention to ranges. All field guides should show where a species is located andpossibly the time of year that a species will be found in an area. Scouts should be able to

determine if a species is present in their area or is located in another part of the

country.


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Pictures may not be exactly what you see in the field. Color patterns and leaf shape maybe slightly different than what you see in your field guide. Some species may look similar

to others, for example some insects mimic others for protection (Monarch Butterfly and

Viceroy Butterfly)

Recognize the habitat. Most species are found in specific habitats. Scouts should be ableto recognize the various habitats and determine if a species would be found in that area.

For example, frogs tend to be found near water or wetlands while toads can be found in

drier locations. Knowing that may help the Scout find the right area of a field guide to

search.

Field Notebooks

During site visits the Scouts will be required to keep a field notebook recording a variety of

physical and biological information. Physical characteristics are also known as abiotic characteristics. Biological characteristics are known as biotic characteristics.

Physical (abiotic) characteristicso Date and time of observationo Location and habitat – wetland, upland, ground, shrub, treeo Weather conditions – sunny, cloudy, rainy, temperature, etc.

Biological (biotic) characteristicso Behavior – singing, flying, eating, resting, hidingo Food typeo Is this species a resident/migrant, native/exotico Color patterns – is it camouflaged, bright and easy to see, warning colors, etc.o Leaf shapeo Flower color

Since we are working in a nature preserve we will not be collecting the species for the

requirements. The Scouts should take pictures or draw everything they need for their

collections and keeping this in their field notebooks.


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Binocular Use

Scouts should know the main parts of the binoculars and how to use them. (Bird Study 3) Basic

binoculars are sufficient for most of the activities the Scouts will be doing.

What do the numbers on the binoculars mean? The binoculars will have a set of number (7x35

or 8x40). The first number is the magnification strength or power. This indicates how many

times closer an object will appear. The second number is the diameter of the objective lens or

its aperture. This indicates the light gathering ability of the binoculars. Binoculars with large

aperture are better to use during low light conditions, such as dawn or twilight.

1. Focusing – a. Start by adjusting the distance between the two barrels of the binocular so they

are the right width for your eyes. Too narrow or too wide will cause you to see

black edges in your field of view. The number on the interpupillary scale

indicates the width of the binoculars. You can record this number in your field

notebook for the next time you use the binoculars.

b. Next, find something in the distance to focus on. Suggest looking at somethinglike a tree branch or a car in the parking lot. Keep both eyes open and turn thecentral focus wheel until it is in focus.

c. Once you have them focused you can fine tune the focus using the diopteradjustment ring. First have them close their right eye and adjust the ring for the

left eye until it is focused. Then do the same thing with the right eye while

keeping the left eye closed.

d. Now open both eyes to make sure the focus is clear, making small adjustmentsuntil it is as clear as you can get it.


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2. Care of binoculars – a. Always use the strap around your neck so they will not be dropped. Dropping

your binoculars could break the lenses or, if not broken, can cause them be out

of alignment.

b. Handle the binoculars properly and gently to avoid bumping them againstobjects. Rough handling can also result in misalignment of the lenses.

c. Keep the binoculars dry. Do not use them in rain or while you are drinking oreating. Liquids or food can damage or cause fogging of the lenses.

d. Proper cleaning of the lenses is important, however, over cleaning can be asdamaging as not cleaning them. Excessive cleaning can remove the lens coating

or may scratch the lenses. Use only soft cloth while cleaning.

e. Store binoculars with lens covers in place to avoid dust and damage to thelenses.

f. Do not store binoculars in hot areas, such as the trunk of a car, or in directsunlight. Heat and light can degrade the plastics and coatings used to protect thebinoculars.

Environmental Terminology

Learning about the equipment isn’t the only thing the Scouts will need to know before they

begin their exploration of the natural world around them. They also need a good understanding

of the language used by scientists who study nature. They may have heard some of these terms

before while others may be completely new to them. The Environmental Science merit badge

has a list of terms that the Scouts should be familiar with. (Environmental Science 2)

A species is a group of organisms that are the same and can reproduce. For example, grey fox is

a species as is the fox squirrel. But since they are different species they will not reproduce

together. When we study a species we often look at its population, or the number of

individuals of that species in a given area. We will also observe how that species interacts with

the other species within its community. The community is the collection of species in a given

area. The area that these species live is called its habitat. For example we will be observing a

variety of habitats at the Arboretum which include, freshwater pond, wetland, floodplain, xeric

forest, river/creek, and several others. The interaction of the species in a community with their

habitat and physical surroundings is known as the ecosystem. (Environmental Science 3aiii)

The global sum of all ecosystems forms the biosphere. The function the species serves in its

habitat is called its niche. Some species will be producers, meaning they create their own food

from the sun by photosynthesis. (Plant Science 2) Other species could be consumers, meaning

they eat other species. While others, such as fungi and some insects, may be decomposers,

meaning they get their nutrients from breaking down decaying materials. Knowing if a species

is a producer, consumer or decomposer will help you figure out where it is in its food chain. The

food chain describes, in a graphical manner, who eats whom. (Nature 3) Some of the species


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we will encounter at the Arboretum are threatened species, meaning they are vulnerable to

extinction. This includes species such as the gopher tortoise which is protected by the State of

Florida. Species which are vulnerable to extinction, or may be lost forever, are known as

endangered species. A few of the more widely known endangered species in Florida include the

manatee, Florida panther, and the sea turtles (Nature 2).

In addition to the ecological terms listed above, the Scouts should have a basic understanding

of terms used to discuss pollution (the introduction of contaminants into the natural

environment which can cause adverse change). Pollution prevention is an attempt to reduce

the impact of contaminants on the environment. There are a couple easy to identify pollution

prevention practices that can be seen from the Arboretum parking lot. The wastewater

treatment facility may be easy to identify on a hot day due to the smell, however the purpose

of the facility is to treat polluted water before it is released into the environment. Another

feature that can be pointed out is the dry retention pond which collects the water from the

parking lot and retains the pollutants while allowing the water to percolate into the soil. Thedoggie waste bags are another pollution prevention technique. People walking their dogs

should pick up the droppings, not just because others could step in it, but also because it

contains nutrients and diseases that could harm the waterways in the Arboretum. All three of

these pollution prevention practices are there to protect the watershed or drainage area from

pollution. The watershed is the area drained by a river, such as Jones Creek which runs through

the Arboretum, or the St. Johns River. (Forestry 3b) Air born pollution is contained within the

airshed. This is the area of the atmosphere which behaves in a coherent way. As an example,

you can discuss why the smell of the wastewater treatment plant can be noticed along the

parking lot but not when you get further away along the trails. Point source and nonpoint

source pollution is also very important. Point source pollution is pollution that has and easilyidentified source, such as a ditch or pipe. An example of where we could see point source

pollution is along the Jones Creek Trail where a pipe runs from the development on top of the

hill into the head of a tributary to Jones Creek. The source for nonpoint source pollution is

harder to identify. It could be the result of general runoff from the surrounding land where

there are no obvious sources. Ozone is one of the many types of air pollution. It is composed of

3 oxygen molecules. In the upper atmosphere ozone acts to protect us from ultraviolet (UV)

rays which cause your skin to tan or may cause cancer in high doses. In the lower atmosphere

ozone forms from automobile exhaust and other sources being exposed to sunlight. Exposure

to ground level ozone can have serious respiratory effects on people and can cause damage to

plants. One way to reduce the production of ozone is to drive hybrid vehicles. Hybrid vehicles

are those which use a combination of fuel sources, such as electricity and gas, to reduce the

amount of emissions produced. Today there are fully electric vehicles. However, the production

of electricity for these vehicles can also produce ozone and other air pollutants. The use of fuel

cells, powered by chemical reactions resulting in the production of oxygen and hydrogen, in

vehicles isn’t economical today but could be a future possibility that reduces emissions from

vehicles to zero. Brownfields are abandoned or under used urban areas. We see brownfields


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Birds

Take a hike along the trails of the Arboretum to see what birds can be found. It is best to do the

hike during the cooler morning hours, not only for your comfort but also because there will be

more active birds at that time. Each area of the Arboretum tends to attract different species of

birds so make sure you visit several different areas to find the most species. Remind the

students to record their findings in their field notebooks. (Bird Study 7a)

The lake will attract wading birds (herons and egrets), ducks, anhinga and osprey. Osprey and wading birds can also be found near the salt marsh on the Rosemary Ridge

Trail.

The Ridge Trail tends to attract song birds, cardinals and warblers. Swallowtail kites can be found flying over the large oak trees near the parking lot. Cat birds can be found near the bridges near the pond. Mocking birds may be found along the edges of the trees and in the parking lot.

The Bird Study merit badge requires the identification of at least 20 species of wild birds and

recognizing 5 species by their song or call alone. (Bird Study 5 & 6)

The Fish & Wildlife Management merit badge requires the identification of 25 species of

wildlife, some of which can be birds. (Fish & Wildlife Management 6a)

The Nature merit badge requires the identification of 8 species of birds. (Nature 4ai)

Why do we study birds? (Bird Study 1)

Birds are easy to study and provide a fun way to experience nature.o There are many citizen science projects ongoing, including the Christmas Bird

Count.

Their behavior is interesting and they perform important functions in their ecosystem.o Some control insect pests (Insect Study 5b)o Some help to distribute seeds (Nature 2)

They offer an overall indication of the health of the environment and can alertenvironmentalists to potential problems.

o Canary in the coal mine – Poor air conditions affected the canary before theminers would notice it. The death of the canary allowed the men to evacuatebefore disaster hit.

o Silent Spring – Rachel Carson – This book started the modern environmentalmovement. A study of a die-off of song birds linked pesticide use to bird deaths.

(Environmental Science 1)

o Lake Apopka in Florida – A rapid die-off of wading birds alerted scientists topollutants in the lake.


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Have the Scouts try to locate the following birds in their field guide and discuss what the range maps

mean. (Bird Study 4)

Seabird (gull, tern, gannet) Plover Falcon or hawk Warbler or vireo Heron or egret Sparrow Nonnative bird (English sparrow, starling)

Why do birds sing? Courtship, territorial message, communicating (Bird Study 6)

Construct a bird house and place it where it will attract birds. What species of birds do you think

will use the bird house? (Nature 4aii, Bird Study 8a)

Scouts can find plans for bird houses online or the instructor can supply plans. Makesure the plans are for birds that would be found in this area.

o Scouts should take care when using tools such as hammers, nails, drills, andsaws.

o Scouts can work in groups on this project and produce a couple bird houses forthe Arboretum to place where they would be most useful.

As a service project we will assist the Arboretum in removing invasive plants or planting an area

to provide food and habitat to a variety of birds and other wildlife. (Bird Study 8c, Fish &

Wildlife 5c, Mammal Study 5, Plant Science 4)

Have the Scouts diagram a bird in their field notebooks and label 15 parts. Also have them

diagram an extended bird wing and label 6 types of feathers. (Bird Study 2)


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Insects

Insects are different from other animals due to the following characteristics (Insect Study 1 & 2)

They have three main body parts – head, thorax,and abdomen

They generally have small body size They have three pairs of legs (6 total legs) They may have two pairs of wings on their thorax Many undergo metamorphosis or transitions

between different stages of development

They have a pair of antennae They have an external skeleton, known as an

exoskeleton (They are invertebrates)

Many of the Scouts may think spiders, centipedes, pill bugs and other crawly things are insects.

But there are several easily observed differences which make it apparent that these are not

insects. Spiders have two body parts and 8 legs. Centipedes have elongated bodies with a pair

of legs on each segment. The various species of centipede have a different number of legs,

ranging from 20 to 300. Pill bugs are armored and can roll up in a ball. The pill bugs have 7 pairs

of legs (14 total legs). (Insect Study 1 & 2)


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It is estimated that there are as many as 30 million species of insects alive today. It is also

estimated that for every one person there are 200 million insects. No wonder there are so

many mosquitos encountered on the hikes. There are over 40 Orders of insects, of which you

are probably familiar with the following Orders since they are most common where you live:

(Insect Study 3)

Odonata – dragonflies Blattodea – cockroaches Isoptera – termites Coleoptera – beetles Diptera – flies Lepidoptera – moths & butterflies Hymenoptera – bees, wasps, ants Orthoptera – grasshoppers & crickets

While you are hiking around the Arboretum the Scouts should be recording the followinginformation in their field notebooks: (Insect Study 4, 5a, Nature 4di)

1. Observe 20 species of insects in their habitat. Include insects from at least 4 Orders.2. Diagram or take pictures of each species.3. Identify the insects with common name as well as scientific name, if possible.4. Identify if the insect is beneficial or harmful to humans.5. Determine if it is a social insect.

Many of us find insects to be a pest. Mosquitos and yellow flies bite, bees and wasps sting, and ants

(especially fire ants) can cause severe pain. Other insects may eat our plants. (Insect Study 5a, Forestry

2c) People have tried many methods to control insects including insecticides, bio-control (using other

organisms to control insects), and repellants. Most of the Scouts have used DEET, a chemical repellant,

to keep mosquitos away. But there are natural insect repellants that you can find during the hikes. Wax

myrtle and beauty berry leaves can be crushed and rubbed on your skin to keep mosquitos away. Make

sure you can identify those plants before using them. It would be disastrous if you picked poison ivy or

poison sumac to use instead. But there are many benefits of insects. (Insect Study 5b) Bees, butterflies

and some other insects are important as pollinators on many plants. (Nature 2) Lady bugs and praying

mantis are effective insect control species. Insects are also important to a variety of food chains. (Insect

Study 5a) Many birds, reptiles (lizards), amphibians (frogs and toads), and mammals (shrews) eat

insects. See what happens if you throw an insect in the pond near the deck. Several types of fish will

appear almost instantly to eat the tasty bug. (Insect Study 10) Social Insects (Insect Study 8, 9)

Observe an ant colony. Ant colonies can be found throughout the Arboretum. There are several

species of ants. Many species of ants can be found in the sandy soil while carpenter ants can be

found around dead decaying trees. Fire ants will have an elevated mound and should be

avoided. Notice that near the ant colony you may find the burrows for ant lion larvae. These are

easily identified as small craters and you may even see the ant lions throwing sand up the


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crater wall to knock the ants down. The ant colony consists of a queen, drones, soldiers and

workers.

The Arboretum has bee hives located near where the Upper Ravine Trail and the Aurelia Trail

join. Do not get to close to the hives but you can talk about them from a distance. Discuss the

duties of the queen, drone and worker bees.

Insect Development

Different insects go through different stages of development known as metamorphosis. Think

of human development. We start as infants, then become toddlers, and then progress through

childhood, pre-teen, teen, and adult stages. Insects do the same thing. A grasshopper, which

undergoes incomplete metamorphosis, progresses through several nymph stages by molting its

exoskeleton and then has a final molt as an adult. The nymph stages look similar to the adult.

Butterflies, on the other hand, go through complete metamorphosis, going from a caterpillar,

into the pupa stage, and then emerging as an adult butterfly. Each stage looks very different

from the subsequent stage. (Insect Study 6 & 7, Nature 4dii) See if the Scouts can find the

various stages of insect development while they are exploring the Arboretum.

Think of three career opportunities that involve insects. Discuss the training, education, and

experience required for this profession. (Insect Study 11)


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Mammals

Mammals can be distinguished from other animals by three main traits: (Mammal Study 1)

They have hair/fur They are endothermic (warm blooded) and maintain a stable body temperature Mammals have mammary glands and produce milk for their young

Mammals, like birds, reptiles, amphibians and fish are vertebrates, meaning they have a spinal

cord surrounded by vertebrae. The internal skeleton gives their bodies support. All of these

animals are in the Subphylum Vertebrata, under the Phylum Chordata, in the Kingdom

Animalia. Mammals are in the Class Mammalia. The Scouts should be able to classify three

species of mammal from phylum through species. (Mammal Study 2)

One of the most common mammals found in the Arboretum is the fox squirrel. Squirrels can be

found in several places in the Arboretum but might be easiest to find along the Jones Creek and

Ridge Trails. You should be able to find evidence of squirrels by looking for hickory nuts andpine cones which have been eaten. Another mammal that you may find tracks for are raccoons.

Take a look along the sand bars near the cypress stands on the Jones Creek Trail for the tracks.

The Rosemary Scrub Trail has sandy areas where you might find bobcat tracks. If all else fails,

see if you can find dog tracks on the trails where dogs are permitted. (Nature 4b)

The Scouts are required to write a simple life history of one nongame mammal that could be

found in the area. They should include how the habitat has been effected by humans, how it

reproduces, what it eats, and how it effects humans and other species in its habitat. (Mammal

Study 3c) If the Scouts want to, they can also write a life history for one of the game mammals

in the area. (Mammal Study 4c) If they don’t want to write the second life history, the Scoutscan trace two possible four step food chains for carnivorous mammals. (Mammal Study 4g,

Nature 3)

There are several carnivorous mammals which can be found on the Arboretum property. Ask

the Scouts to name a few. Examples could include raccoon, bobcat and fox. In order to

construct a four step food chain the Scouts should know the following terms:

Producer – A producer is an organism that produces its own food. An example would bea plant which derives its food from photosynthesis.

Consumer – A consumer is an organism that has to eat other organisms to get its food.It cannot create its own food.

Herbivore – Herbivores are organisms which eat plants. Many insects, such asgrasshoppers, are herbivores. Grazing mammals, such as cows, are also herbivores.

Omnivore – Omnivores are animals which eat both plant and animals. Raccoons andopossums, as well as humans, are omnivores.

Carnivore – Carnivores are animals which eat other animals for food. Predators, such asbobcats, foxes, and Florida panthers are considered carnivores.


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An example food chain should start with a producer, then have an herbivore, followed by an

omnivore and ending with a carnivore. Ask the Scouts to provide examples of species that could

be found at each level. Below is an example of a food chain we could find at the Arboretum.


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Reptiles & Amphibians

There are a variety of reptiles and amphibians to be found at the Arboretum. One of the first

things the Scouts need to know is what the differences are between reptiles and amphibians.

(Reptile & Amphibian Study 3a)

1. All amphibians start out their lives in aquatic environments where they hatch fromgelatinous eggs. Reptiles lay their leathery shelled eggs on land. (Reptile & Amphibian

Study 5)

2. Amphibians start out as larvae which metamorphose from tadpoles into adults. Youngreptiles are similar to the adults.

3. Reptiles breathe through lungs, while amphibians may have gills or lungs and can alsobreathe through their skin.

4. Reptiles have scaly skin which allows them to live in drier areas. Amphibians generallyhave smooth skin without scales.

5.

Reptiles include four groups:a. Lizards and snakes (Reptile & Amphibian Study 3e)

i. Lizards have legs - Snakes move by undulating their body (Reptile &Amphibian Study 6)

ii. Lizards have ears – Snakes hear vibrations through their skulliii. Lizards can blink – Snakes do not have eyelidsiv. Snakes can expand their jaws to eat large preyv. Lizards have 2 lungs - Snakes have 1 lung

b. Turtlesc. Crocodiles and alligators (Reptile & Amphibian Study 3b)

i. Crocodiles are greenish in color – Alligators are black in colorii. Crocodiles have narrow snouts – Alligator snouts are broadiii. The upper teeth of an alligator are exposed when their mouth is closediv. Young crocodiles are light with dark stripes – young alligators are dark

with yellow stripes

d. Tuatara6. Amphibians include three groups:

a. Frogs and toads (Reptile & Amphibian Study 3c)i. Frogs must live near water – Toads can live in drier areasii. Frogs have smooth moist skin – Toads have rough, bumpy, dry skiniii. Frogs have narrow bodies – Toads have wider bodiesiv. Frogs have long powerful hind legs – Toads have shorter less powerful

hind legs

v. Frogs have many predators – Toads have fewer predators because theirskin lets out a bitter tasting secretion that smells and burns the nostrils

b. Salamandersc. Caecillians


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There are around 50 species of snakes found in Florida. Only 6 of those species are venomous

and potentially dangerous to humans. The venomous snakes are: (Reptile & Amphibian Study

7, Nature 4ci)

Southern Copperhead Cottonmouth (Water Moccasin)

Eastern Diamondback Rattlesnake Timber or Canebrake Rattlesnake

Pigmy Rattlesnake Eastern Coral Snake

The Arboretum provides a variety of habitats for reptiles and amphibians. While hiking you

should be able to spot them along every trail. The Reptile & Amphibian Study 9b requires the

Scouts to be able to identify eight species by sight. Reptile & Amphibian Study 1 asks the

Scouts to identify 10 species (6 species of reptile and 4 species of amphibians), showing their

markings, color patterns, and other identifying features for any 4 species, and discuss the

habitat for all ten. These species can also be used to fulfill part of the requirements of


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identifying three species of reptiles or amphibians for Nature 4cii and the requirements to

observe 25 species for Fish & Wildlife Management 6a. The Scouts should try to take pictures

of each species they find as well as record the species name, location, habitat, food, predators,

and general information in their field notebooks. (Reptile & Amphibian Study 2) Each week the

Scouts should record the behavior and any noticeable changes observed with one of the species

we observe. For example, they could choose to observe one of the gopher tortoises each week.

(Reptile & Amphibian Study 8b)

Some of the better places to find reptiles and amphibians are the following:

Gopher tortoises and their burrows can be found around the large oak trees north ofthe lake. They can also be found along the west bank of the lake where the hill is.

Several of the burrows are marked with signs and roped off to avoid disturbance of the

tortoises. The burrows can be used to fulfill Nature 4ciii.

Painted water snakes can be found near the dock on the east side of the lake. They canbe attracted by feeding the fish which are their prey.

A variety of turtles can be found in the pond. Many of them will come to the dockexpecting to be fed. You may find softshell turtles, red-eared sliders (exotic), Florida

chicken turtles, as well as a few other species near the dock.

Box turtles can be found in the drier areas along the Live Oak Trail. Yellow rat snakes have been found near the Mormon Bridge. Several lizard species can be found throughout the Arboretum. These include green

anoles, Cuban brown anole (exotic), five-lined skink, broadheaded skink and ground

skink, as well as others.

Frogs may be found along the Jones Trail. While toads are more frequently seen alongthe Live Oak Trail.

There are several species of reptiles which are protected in Jacksonville as well as throughout

Florida. Some of the local protected species are gopher tortoise, eastern indigo snake,

loggerhead sea turtle, green sea turtle, and leatherback sea turtle. The sea turtles can be found

along the beach during breeding season. Gopher tortoises and eastern indigo snakes are

protected because their populations have declined due to collectors and loss of habitat. Sea

turtles were hunted for meat and eggs and now their biggest threat is beachfront development

and death caused by fishing nets and long line fishing. Gopher tortoises eat vegetation. Eastern

indigo snakes eat other snakes including rattle snakes. Leatherback sea turtles eat jellyfish while

the other sea turtle species eat mostly sea grasses and crustaceans. The Scouts should be able

to discuss the threats and the food habits for each of these species. (Reptile & Amphibian

Study 4, Nature 2)

The Scouts will be required to present the information they observed for three of the species.

(Reptile & Amphibian Study 9c)


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There are many superstitions and stories that have been and are still held concerning reptiles

and amphibians. (Reptile & Amphibian Study 10)

Kissing a frog will turn him into a prince. Touching a toad will give you warts. Petting a frog can cure warts. Toads can turn into witches at the new moon. The snake in the Garden of Eden.

Snakes are a sign of good luck in Victorian England and were often symbolized on

wedding rings.

The story of the tortoise and the hare.But we don’t have to look to superstitions to find examples of unusual behavior or strange facts

about reptiles and amphibians. Did you know: (Reptile & Amphibian Study 10)

The fastest reptile in the world is a turtle. The leatherback sea turtle can swim up to 35km/hr. The fastest land reptile is the spiny-tailed iguana which can run up to 33 km/hr.

Dead rattle snakes are deadly. A rattle snake can still strike up to an hour after its headhas been removed.

Chameleon color changes with its mood. Some frogs can survive being frozen solid for the winter. When spring comes they thaw

out and become fully functional in 10 hours.

A chameleon’s tongue can stretch 3x its body length. The most venomous animal in the world is not a snake, it is the gold poison arrow frog.

The amount of toxin in one frog is capable of killing 20 humans.

Crocodiles swallow rocks to help them grind their food and to act as ballast so they candive deeper.


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grafting. (Plant Science 4) The Scouts should grow a plant by one of these methods. They will

do this as part of their landscaping service project at the Arboretum.

Plants are the producers of the food chain. They produce their own food through

photosynthesis. During photosynthesis the plants take in carbon dioxide (CO2) and water (H2O)

in the presence of sunlight to produce sugars and oxygen (O2). The picture below provides moredetails on the process. Photosynthesis is important for almost every animal on the planet since

this is the base of their food chain. (Plant Science 2, Plant Science 3)

In addition to being the base of our food chains, plants are important for their ability to

produce oxygen which we breathe. Plants also absorb carbon dioxide from the atmosphere and

sequester it in the soil. Plants produce shade, cooling areas for our comfort and provide clean

water. The roots of plants act to hold soil in place and reduce soil erosion. Decaying plant


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material, such as leaves, provide nutrients to the soil. Gardeners buy bags of peat, which is

decayed plant material, to increase the fertility of their soil. We use many plant products for

food, wood and other products that are important to our economy. Plants are also important

for our social wellbeing and that of many other species, including a host of threatened and

endangered species. (Plant Science 2, Forestry 3a)

During the hike around the Arboretum the Scouts should be able to identify 10 native plants, 15

trees, shrubs, or vines, and 5 exotic plants. They should record the species’ common and

scientific names, location (habitat), identifying traits, soil conditions, uses, and provide a leaf

rubbing, and a drawing or photograph for each plant in their field notebook. (Forestry 1, Plant

Science 10, Nature 4g) Identification of many of the plants is aided by the name signs located

throughout the Arboretum. The Scouts should be able explain how to identify at least 10 kinds

of plants using their field guide. (Plant Science 9) Exotic plants that are easily found at the

Arboretum include: (Plant Science 5)

1.

Air potato which can be found uphill of the outfall pipe on the Jones Creek Trail2. Coral ardisia which can be found just above the outfall pipe on the Jones Creek Trail3. Camphor which is found near the back of the pond and along the Jones Creek Trail4. Boston fern which is located at the base of the boardwalk to the poplar trees5. Chinese tallow can be found near the back of the pond just past the boardwalk6. Chinaberry can be found near the back of the pond just past the boardwalk7. Paper mulberry which is found at the back of the pond near the Jones Creek Trail

Exotic species can become nuisance or invasive species if they grow uncontrolled and take over

habitat from the native species. The Arboretum has an ongoing control program for the exotic

species on their property. Control can be done by chemical (herbicides), biocontrol (using

insects to control the plants), or mechanical (equipment or hand pulling) methods. (Plant

Science 12c) Control on one property is good but is often not very effective due to plants

coming in from adjacent properties. Some of these plants are commonly used for landscaping.

Birds and other animals can eat the fruits and carry the seeds to new areas where they are

dropped and begin growing. People often carry seeds attached to their clothing. If you hike

along one trail and then visit another area you could also be carrying those seeds. The

environment also aids in transporting seeds. Water and wind can carry the seeds. For example,

the air potatoes along Jones Creek may drop their tubers into the water and have them

transported downstream into the St. Johns River where they could grow new plants when they

reach shore. (Plant Science 5)

The Scouts may find evidence of damage that animals, insects, or other plants, may cause to

the plants. Some of the species that can cause damage to plants include woodpeckers, yellow

belly sapsuckers, termites, carpenter ants, caterpillars, fungi, mistletoe, and air potato. If the

Scouts find example of damage they should record it in their field notebook, explain what

caused the damage, and how it effects the plants. They should also provide photographs or

drawings of the damage. (Forestry 2c)


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Field Techniques

Constructing Plots and Mapping Habitats

When scientists study different areas they have to find some way to compare them. One way to

compare different areas is to compare species diversity and how species change over time. This

can be done by using plots and

recording what is inside those plots. The

Environmental Science merit badge

requires a 4 square yard plot to be

placed in two different areas. The

Scouts should be able to count the

number of species found in each plot

and estimate how much space is

occupied by each species. They should

also record the types of animals(insects, lizards, etc.) they find inside

the plot. (Environmental Science 4a)

Another way to compare to compare

areas is to visit each area several times and observe all the living and nonliving parts of the

ecosystem. This method does not require a plot but just being patient and using your

observational skills. To accomplish this, the Scouts should choose two of the habitats at the

Arboretum. The can choose the pond and Jones Creek, or the bottomland forest and xeric scrub

oak area, or any other habitat they find interesting. They should visit each area at least three

times over a number of weeks and spend at least 20 minutes recording everything they notice.

After recording their data they should be able to report back on what they observed and how

each site was different. (Environmental Science 4b)

The Scouts can also compare areas by looking at the various layers within those areas. In this

case they should choose an area at least 100-foot by 100-foot in size so that all the layers will

be represented. They should make a list of the groups of plants including the canopy trees,

small trees, shrubs, herbaceous wildflowers and grasses, vines, ferns, mosses, fungi, and

lichens. As an additional activity, the Scouts

can use graph paper and map out the

vegetation they observe. They should be able

to identify an exotic plants and tell how they

impact the area. (Nature 5, Nature 8, Nature

9)

Jacksonville Arboretum - Boy Scout Merit Badge Program - Instructors Manual

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Transcript of Jacksonville Arboretum - Boy Scout Merit Badge Program - Instructors Manual