Junior Naturalist Kit

Title

Ontario Nature

Junior Naturalist Manual

Ontario Nature

Junior Naturalist Manual

November 2005

The publication of this manual has been made possible through the generous support of: Tippett Foundation

ProductionDesign and Layout Vanessa DenovPrinting DT&P Inc.Copy Editor Nancy KovacsCover Photograph Paul Philp. Inset photos by

Scott Rothstein.

Published byOntario Nature355 Lesmill RoadToronto, ON M3B 2W8Tel: (416) 444-8419Toll free: 1 800 440-2366Fax: (416) 444-9866Email: [email protected]: www.ontarionature.org

November 2005

Ontario Nature protects and restores nature throughresearch, education and conservation action. OntarioNature champions woodlands, wetlands and wildlife, andpreserves essential habitat through its own system ofnature reserves. It is a charitable organization representing25,000 members and over 135 member groups across theprovince, connecting individuals and communities withnature.

Ontario Nature Junior Naturalist Manual 1

Table of ContentsINTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Ontario Nature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Ontario’s Nature Network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Getting started: “all you really need” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Planning the program: programming with children in mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Field Trips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Sample Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

ADMINISTRATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

ACTIVITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Activity 1: Coniferous Trees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Activity 2: Deciduous Trees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Activity 3: Seeds of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26Activity 4: Amphibians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Activity 5: Why Wetlands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39Activity 6: Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44Activity 7: Snow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48Activity 8: Avian Symphony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55Activity 9: Feeder Birds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61Activity 10: Insect-A-Hike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69Activity 11: Adopt-A-Something . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76Activity 12: Wildlife Habitat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78

APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82Appendix I: General activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82Appendix II: Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86Appendix III: Websites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88

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IntroductionAll you really need for a successful junior naturalist program is a leader, a place to meet, youth and enthusiasm.The aim is to foster young people’s interest in natural history, and to make them more aware of the natural worldaround them. The emphasis is always on fun, and while each group has its own aims, there is a common threadof increasing children’s knowledge of nature to promote an interest in nature conservation.

This junior naturalist manual addresses the many requests put forth by members of the Nature Network for information about organizing and operating a junior naturalist group. The introduction and background infor-mation have been largely provided from the Operations Manual for Ontario’s Nature Network that has been distributed to all groups, as well as from Paul Philp. The activities for the session ideas came from Paul Philp, educational consultant and member of the Bert Miller Nature Club, as well as nature groups, educators and others involved with environmental education. We are confident that this manual will provide your group withhelpful suggestions for either getting a junior naturalist group going, or for providing twelve easy-to-follow sessions for your existing junior naturalist group.

Ontario Nature

Founded in 1931, Ontario Nature’s mission is to protect and conserve the natural heritage of Ontario. OntarioNature protects and restores nature through research, education and conservation action. Ontario Nature champions woodlands, wetlands and wildlife, and preserves essential habitat through its own system of naturereserves. It is a charitable organization representing 25,000 members and over 135 member groups across theprovince, connecting individuals and communities to nature.

Ontario’s Nature Network

Ontario Nature is built on a strong foundation of commitment and concern for nature and natural places that isshared by a province-wide network of groups and individuals. Together with more than 135 community conserva-tion groups, we are Ontario’s Nature Network, the provincial voice for nature. Ontario Nature and its membergroups provide leadership in parks and protected areas, land-use planning policies and conservation science.

The Nature Network connects Ontario Nature with people working to make their communities better places to live.Through the Network, Ontario Nature provides information, guidance, publications and a wealth of experience toa range of community programs that address conservation science, biological diversity, endangered species,nature reserves and land stewardship, environmental education and community action. Ontario Nature is not onlycommitted to protecting unique Ontario habitats, but also to helping its member groups achieve conservationgoals in their local communities. Our strength lies in being a unified organization working locally to achieve federation-wide objectives. Our preferred approach is to find local solutions for local issues by assisting the public, private, non-government and community-based sectors to form partnerships that work to protect the envi-ronment. The collective and collaborative efforts are central to our success, and we believe in maintaining con-structive, supportive relationships.

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Getting Started: “All you really need”Leadership

One leader per 5 to 15 junior naturalists is recommended as a minimum ratio. This will vary with the expertise ofthe leader. Leaders, speakers, and volunteers may be found through:

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Schools (university departments, high school students, college, post-secondary students, students atteacher’s college),

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Clubs (nature, astronomy, photography, conservation), or

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The professional world (Ministry of the Environment, Ministry of Natural Resources, ConservationAuthorities, Parks and Recreation, horticultural or geological associations).

Leadership commitment is a very important detail. Some nature groups pay an honorarium to their leaders, others operate entirely with volunteers. Try to keep the same leaders for the entire year’s worth of programs.Children benefit from having the same leader for successive programs. However, it is also important that yourleaders not burn out. To ensure not only the success but also the continued involvement of leaders, the followingis important:

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Have sessions that require easily obtainable resources and equipment, and require little preparation time.

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Recruit helpers.

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Encourage flexibility with sessions. Sometimes the weather is just right, the bees are buzzing, the birds arecalling, and so are the frogs. Not everything needs to be structured to be worthwhile. Sometimes a spon-taneous hike when the conditions are right is the best approach.

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Allow for individualization of leadership styles. Some leaders may have extensive knowledge of a particular topic and may want to develop it further.

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Points to ponder

The following are some ideas for your board to consider when setting up your junior naturalistgroup or when reviewing your existing group:

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Leaders of various Nature Network groups may want to arrange an annual meeting to shareideas about their junior naturalist groups.

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Family days are another way of organizing a junior naturalist program. Although the activities would be targeted to junior naturalists, they may be a good avenue to help recruit members to the parent club.

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Groups may want to consider sharing equipment or looking into sponsorship to obtain supplies and equipment.

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You should develop your own file of ‘back-pocket’ activities to fill in gaps, such as whenpeople arrive and are waiting for others – Ontario Nature’s Family Nature Notes are helpful.

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Your group could increase your presence with a logo, crest, T-shirt, or newsletter.

Meeting room

A meeting room is necessary. It is advantageous to use aspot where natural history materials are readily available. Itis also handy to have access to audio-visual equipment.Open space for games, and tables and chairs for crafts,experiments, etc., is also desirable. Examples of good meet-ing rooms by established junior naturalist groups includechurch basements, botanical gardens, provincial or federalparks, community centres, private homes, conservationareas, nature centres, libraries, museums or universitybuildings (such as arboretums and biology labs).

Membership

Membership can span a range of ages, but it is advisable totarget children aged seven to 11 and to expand when youknow you can cope with more. Many junior naturalistgroups operate with participants from ages six to 13. It isadvisable to split your group into younger (six to nine) andolder (10-13) groups, depending on maturity and siblingattachment. Programming that is age-specific is the key.There are different ways you can break up the group,depending on the activities you wish to pursue with thechildren. You can pair older children with younger ones ifyou have a very broad age range, for example. Or you canbreak them into two groups, with corresponding activitiesfor each age. It is worthwhile to include some activitieswhere the ages can mix and socialize. Whatever way you doit, it is best to start small, expanding age and number as thedemand increases. The more individual attention a mem-ber gets, the better the group will flourish. Remember, too,that different age levels require different activities and havedifferent energy levels and attention spans. The number ofparticipants should match the comfort level of the leaders.Anywhere from five to 80 participants has been reported asbeing successful.

Organization

Organization includes dates for meetings, advertising foryour group and publications. It is best to draw up a tenta-tive plan and set dates for all meetings in the summerbefore the official September start of your program.Meetings should be regular, but try not to schedule themduring holidays. A recent survey of Nature Network groupsindicates many meet monthly from September to May.Flyers or brochures can be printed and distributed at a vari-ety of places such as nature centres, townhouse complex-

es, doctors’ and dentists’ offices, libraries, local newspapers,schools, etc. Be sure to set up a registration time and place,and include that in your flyer, as well as contact informationfor questions. Meeting once or twice a month is probablyenough to get you started. The length of meetings dependson the age range, but 1 1/2 to 2 hours is suitable for mostages. Field trips can be added once you figure out what theattendance will be, and whether parents can be recruited tohelp carpool. Alternatively, field trips can be the focus for allmeetings.

Costs

Costs throughout the year include mailing, craft materials,photocopying, film rental, the purchase of books and educational material, prizes, meeting room rental, etc.Depending on the facilities available, you may be able to find a room that includes the use of many of these mate-rials, such as a nature centre or a room in a museum. Someof the costs could be absorbed through fundraising. A smallmembership fee for the junior naturalist program is usuallylevied. Some Nature Network groups include a member-ship in the adult naturalist group as part of the annual fee.Costs seem to vary from nothing to as high as $50 depend-ing on the extent of the junior naturalist program and thesponsorships available. The average cost per participant isabout $20 (reduced for families).


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Materialsl

Assign a designated person to gather materials for the entire year.

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Always be on the lookout for shortvideos, wood samples, cones,brochures, posters, and pictures thatcould be included in the program.

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Most activities in the manual requirefew materials, but adding things likemicroscopes, children’s binoculars, etc.,would always be an asset, so considerfinding sponsors.

Objectives

Every junior naturalist Club has objectives. The following listwas compiled from those submitted by the various clubs inthe Nature Network.

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To appreciate the natural environment that surrounds us.

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To combine physical activity with a focus on the natural environment.

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To involve children in hands-on learning about the natural world as a way to encourage positiveenvironmental stewardship.

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To provide education in natural history by extensivefield experience.

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To provide exposure to every aspect of natural history.

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To participate in field research.

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To develop an ability to communicate interests by speaking, writing, and drawing.

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To develop an interest in nature.

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To increase general knowledge of nature-relatedfacts and issues.

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To show an appreciation, care, and concern for nature, by practicing and demonstrating anunderstanding of suitable conservation methods.

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To provide nature experiences for youth that allowthem to develop an appreciation for the naturalworld around us.

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To facilitate the enjoyment of our connections tonature and to help youths feel the empowerment to protect it.

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To teach children to know more and care more for the natural world.

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To provide enjoyment to young people through programmed activities.

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To enhance the awareness of participants in the natural world around them.

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To foster the interest of young people in natural history.

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To make young people more aware of the worldaround them.

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To promote caring about our natural world.


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Topics

Topics include all aspects of natural history and should be fun, not “like school.” Activities such as tanning a hide or a lesson on archaeology, or community experiences such as building birdhouses or planting trees, are useful experiences.


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ActivitiesArchaeological digArts and craftsClassificationDanceEnvironment dayEstimating numbersExperimentFinding your wayHabitat improvementHikeKeeping logsMusicNative loreRestorationSnowshoeingStorytellingSurvival skillsWinter OlympicsYuletide craftsBirdsBeaksBird bandingBird hikeBird nests and eggsBirdhouses/feederChristmas bird countFeeder birdsLoonsOwlsPeculiar birdsPredatory birdsTree climbing birdsWaterfowlWinter birdsWoodpeckersFishFish hatcheriesFishing

PlantsAquatic biologyArboretumsFungiGrassLeavesMushroomsNatural dyes/remediesPlant relationshipsPlants and peoplePlants on the movePlants undergroundPollinationSeed dispersalSpring flowersSuccessionTreesUseful plantsWild foodsWild plants in the cityWildflowersWinter biologyWinter seedsWinter twigsHabitatsArcticBackyardCavesForestGrasslandHabitatsLife under the snowPond lifeSea/seashoreShorelinesTerrariumsWatery habitatsWetlandsUnder logs

HerptilesFrogsLizardsSalamandersSnakesTurtlesMammalsBatsBearsBeaversDeerHairRodentsSkunks and their kindWhalesWild catsWolvesInvertebratesBeatles and bugsBeesBug huntDragonfliesFlies of all kindsInsectivoresLepidopteraMillipedes/centipedesMonarchs and milkweedSix-legged creaturesSlugs and snailsSpidersWhen is a bug not a bugConservationEndangered spacesEndangered speciesLead (shot and sinkers)Man and natureOur environmentPollutionWildlife in jeopardy

ThematicAdaptationsAliensAnimal architectureAnimal communicationAnimal movementAnimals with shellsBonesCarnivoresCoping with the coldEarsFeetFood chainsForces of NatureHibernationHow animals workLocomotionMigrationNocturnal lifePatterns and coloursScatsSensesSkeletonsTailsTracks and signsWild huntersOtherAstronomyCrystalsEarth cyclesRocks/Minerals/crystalsStarsWaterWater qualityWeatherDinosaursMolluscsParasitesWorms

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Planning the Indoor or Outdoor Program:Programming with children in mindThe following is an overview of helpful practices when exposing children to the wonders of the natural world. It is the exploratory and enlightening process which the junior naturalist goes through to discover new things thatis important, not the knowledge that is imparted.

To stimulate interest, encourage participation, and ensure that the junior naturalists learn something that couldaffect their environmental behaviour, the following strategies can be very helpful.

Be organized. If everything is ready, it is easy to engage the juniors immediately. When participants are engagedthey are more co-operative. Prepare by thinking about all the details (timing, activities, equipment, route, etc.).Prepare for all weather situations.

Set a fast pace. Use props, various activities, etc., to vary things and keep the tempo going. If an activity isn’t goingwell, or things seem to be at a standstill, move on to something else.

Have a variety of activities that stress involvement and de-emphasize competition.

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Creative (music, art, drama, singing, skits, crafts, interpretive movement, puppetry, storytelling)

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Physical (interactive games, freeze-tag, fox and geese)

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Child-centred activities give them an active role in their discoveries (measuring, using a compass, experimenting, using concrete materials)

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Community service (habitat improvement, trailmaintenance, poster making)

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Discovery (using a microscope, specimen observation)

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Routine breakers (walk backwards, flap yourwings, stand like a heron, stalking)

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Casual observations (largest leaf, something red,something round)

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Arrival and departure activities (colouring, identifying)

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Demonstrations (melting of ice, flying a maplekey)

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Discussions

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Games and puzzles (see Family Nature Notes or other published materials)

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Sharing activities (observations, collections, stories)

Be flexible. This program is only a guide. Take advantage of the moment. You or the junior naturalists might see or want to do something that may be more interesting than what was planned.

Be enthusiastic. Enthusiasm is contagious, but don’t let it turn into a lack of control. Demonstrate your enthusi-asm by getting involved yourself. Get your hands dirty, taste a seed, smell a trillium or hold an insect.

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Elements of a good youth meetingl

Brainstorm and decide on the topicswell in advance.

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Prepare materials for meetings.

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Organize any notices that are part of the meeting (announcements,upcoming trip info, etc.).

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Organize group activities among leaders.

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Arrive well ahead of time to set up displays and other last minute preparations.

Set the routines. Routines are better observed when keptto a minimum. If a routine is necessary, it should beadhered to. Nothing leads to difficulties more quickly thana series of broken routines that weren’t dealt with. Alwaysbe the leader. On a field trip, probably the best rule asleader is to be in the lead. That means being at the head ofthe line. No-one then can get ahead of you and into an unsafe situation, or beyond your control where youneed to call them back. The easiest way of doing this it to establish one rule - “No one passes me!” If someonedoes, just stop. They will soon figure it out without you rais-ing your voice. Once established, the group is always whereyou want them. In addition, it is a good idea to have some-one at the end of the line to ensure no one gets lost, as wellas to keep the group together. Also ensure that partici-pants listen to you: “You speak, I listen. I speak, you lis-ten.” Keep talking rather than waiting for stillness becauseit focuses their attention better. Always have participantsface you and maintain eye contact while you are address-ing them.

Show an interest in the children. Listen to their observa-tions and always make a positive comment. Accept someinput that could be used for a future activity. Use theirobservations to nourish their curiosity.

Consider the well-being of the child. Think about theirenergy level (need to burn some off, or need a rest). Arethey hungry, warm enough, cool enough, or in need of a washroom break?

Recap: Go over success and lack of success in your mind,and with other leaders. Ask for junior naturalist input as towhat they liked.

Be creative: Bring props to sessions or field trips (skulls,nests, porcupine quills, bird skin, fur, or feet).

Don’t be afraid to say, “I don’t know, but why don’t welook it up.”


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Field TripsField trips are fun, important, memorable, and worth the work put into them! Experiential education can be thebest part of the program.

Initially, keep field trips short and focused until you are comfortable with your leadership role.

Outdoor etiquette

Note: The etiquette to be followed by the group could be an activity in itself. Take a brief hike and on return havegroups develop criteria that would be useful for everyone to follow at all times. Having juniors suggest positivebehaviours gives them ownership of routines, making them more likely to be followed. Some examples couldinclude:

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Be gentle with live creatures

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Lead by example

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Learn and respect wildlife alarm signals

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Reserve feeding of wildlife to backyard birds

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Don’t stress wildlife by chasing, flushing, or making noises

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Leave natural features as you found them (overturned logs, leaves for cover etc.)

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Tread lightly, staying on trails

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Take only pictures and leave only footprints

Equipment

Minimum use unless necessary. It may just become a distraction by moving the emphasis away from the intend-ed observation. When lenses/binoculars are being used, always keep a string around your neck. Clipboards can be made from cardboard and clothespins or two elastic bands, though written recordings in the field are notpopular with children. Try drawings or ask them to write their questions instead.

What to take with you

The following should always be accessible:

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Children’s medical information (allergies, OHIP number, emergency phone number)

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Children’s medication if needed

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First aid kit

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Emergency blanket

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Whistle

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Rain gear

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Extra hat and mitts in winter

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Sunscreen

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Insect repellent (use with caution)

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Water and snacks

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The number and/or the means to contact the nearest emergency service

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You may also want to carry some of the following as younever know when you might need it!

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Garbage bags

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Groundsheet

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Binoculars

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Magnifying lens

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Pocket knife

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Compass

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Flashlight (for looking into holes)

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Pencil and paper

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Field guides

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Trivia cards

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Camera

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Props

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Special game requirements

Cautions in nature

The outdoors is not a controlled environment, nor shouldit be. For many junior naturalists this club may be theironly experience with nature. They need to know a fewthings to ensure their safety. Trees and bushes may havethorns on them. They may also have a poison ivy vinegrowing up their trunk. These aren’t things to be afraid ofbut to be aware of. Know your poisonous plants and harm-ful creatures and treat them with respect. Warn of dangerswithout panicking.

It is important that leaders visit the natural areas beforethe junior naturalist session to look for potential safetyissues. The leader may also take note of things that maybe of interest to the junior naturalist group.


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Sample Meeting AgendaWelcome

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Everyone

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Introduce new members, guests and presenters

Records/Administration

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Check attendance

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Update membership cards and lists

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Pass out newsletters (parent club, junior club), receipts, lost and found

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Collect dues

Discuss Last Meeting

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What we did

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What we learned

General Business

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Solicit ideas from the participants

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Solicit volunteer to do a write-up for the newsletter (parent club or junior club)

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Have reminders as to who we are and what our goals are

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Discuss nature etiquette for an outing

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Share a nature fact, trivia, or object

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Have a journal time if used

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Have an ice-breaker activity, like 10 questions

Activity

Next Meeting

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Topic

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Suggestions about clothing, water, snacks, special equipment

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Time, date, and location

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Solicit drivers if it is an outing

Goodbye Nature Nuts

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Give reminders about the next meeting (e.g., bring in an object to share)

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Pass out forms with related information if there are changes to the normal routine

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AdministrationLeaders of the program need to ensure they have sign-up forms which include:

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Contact information

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Emergency contact information

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Health issues, including allergies

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Photographic release information

Ensure that the program leader has a copy of these forms in his/her backpack while leading activities. If someoneis hurt in the field, the forms that are in the center meeting room or in your car won’t help you.

Insurance

Many Ontario Nature member groups have insurance through LMS Prolink. Valuable information about runningprograms is available in the Risk Management Manual. If you would like a copy of this manual, please contactOntario Nature at 1 800 440-2366, or (416) 444-8419.

The Risk Management Manual states that “directors and officers must ensure that the operators of day campsor other children’s activities are qualified (certified) counselors, teachers or day care providers and that they are trained in CPR”. All people who look after children must undergo a police check with the proper legal author-ities. The parents/guardians of any minor participating in a group event/activity should submit a medical treatmentauthorization and consent form. LMS Prolink recommends that parents stay with their children and participate inthe activities.

The forms that LMS Prolink has stated in the Risk Management Manual that they would like reviewed and completed are on the following pages.


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Last Updated March 2002

The emergency procedures below are to be followed by Ontario Nature staff or volunteer leaders should anemergency arise. Common sense, discretion, and initiativeare also to be used by staff or leaders to deal with serioussituations as quickly and efficiently as possible and toensure the staff or leaders’ actions are appropriate to thesituation.

Emergency Procedures

The following constitutes a major emergency and must be reported to the Ontario Nature office immediately:

1) Death

2) Fracture of skull, spine, or pelvis

3) Major fire at accommodation

4) Any injury or illness that is life threatening

5) Loss of limb

6) Multiple injuries in vehicle accident

7) Multiple poisonings or gassings

8) A participant or leader lost for more than 12 hours

9) A group that is 24 hours late at a scheduled pick-up/drop-off

10) Evacuation for any reason

11) Sexual, physical, or emotional assault

12) Suicidal threat

13) Other as deemed an emergency by the leader

The following constitutes a minor emergency and must be reported to the Ontario Nature office as soon as possible:

1) Any incident that requires admission to the hospital that is not life threatening; or

2) Any incident that is not on the list of major incidents.

In the case of any emergency, the leader is expected to:

1) Control the situation while ensuring their own safety and making sure the situation is safe for all other group members and anyone else in the area. Injuries to oneself and other individuals are to be avoided as far as possible.

2) Locate a telephone. When you arrive at a site, ensure you are familiar with the location of the nearest telephones.

3) Deal with the situation as required, including application of first aid to the leader’s level of training, and by contacting the OPP, ambulance, hospital, etc. Hand over responsibility for the emergency to emergency services when they arrive. Continue to maintain the safety and comfort of the rest of the group.

4) Call the designated Emergency Contact Person at your group. If the Emergency Contact Person is not there, leave a message with the following information:

i) nature of the problem

ii) your location

iii) a detailed account of the emergency

iv) how the situation has been handled to this point

v) which participant(s) and/or leader(s) havebeen involved

vi) number of people to be evacuated

vii) phone number where you can be reachedfor the next 30 minutes, or a time when you will phone back

5) Write a factual report of the event. Ask every member of the group to do the same. This shouldbe a report of the facts of the event only, not a subjective description. As far as possible, the reports should be completed independently. The reports should be forwarded to the Executive as soon as possible. The leader should ensure their report contains:

i) a chronological description of the incident

ii) name of casualty

iii) what happened

iv) what injuries were received/incidents occurred

v) where and when the event happened

vi) what action was taken/has been taken

vii) where the casualty is

viii) a contact number for the group leader

ix) the emergency contact number of the


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casualty, etc.

x) communications with all other parties (including time and telephone numbers)

6) Complete any relevant paperwork (e.g., WSIB, insurance, etc.).

7) Make a decision as to whether or not the expedi-tion will continue with Emergency Contact Person considering the safety and well-being of the rest ofthe group.

The Emergency Contact Person who is coordinating theemergency is expected to:

1) Follow the telephone contact instructions left by leader(s) (e.g., phone back immediately or wait fortheir next call);

2) Gather all information and facts from trip leader, and record on Incident Information Form;

3) Alert the President in the case of a majoremergency;

a) The President will then appoint a spokesperson, who is responsible for:

i) gathering patient information and facts and preparing a statement;

ii) calling the casualty’s next of kin;

iii) talking to news media;

iv) coordinating incoming information and passing it to Directors, next of kin, and media.

4) If you are the secondary or tertiary emergency contact, leave a message with the other contact people telling them you are managing the emer-gency. If you are the secondary or tertiary emer-gency contact and reach the primary emergency contact, follow the instructions of the primary contact person;

5) Keep a communications log of the events and the communications that occur throughout the emer-gency, including the time of communications, telephone numbers, and parties spoken to;

6) Other responsibilities may include:

a) Picking up and transporting group members;

b) Helping prepare emergency plan;

c) Helping re-route expedition;

d) Visiting the group and the incident site;

e) Considering the safety and well-being of the rest of the group;

f) Deciding whether the trip will continue;

g) Considering the need for legal advice; or

h) Other duties as required or appropriate for the situation.

NOTE: No one, including the spokesperson, will releaseany information that identifies responsibility for an acci-dent without first obtaining legal counsel. Never speak withthe media about emergency situations. Do not provide themedia with information regarding the nature of the illnessor injury, especially prior to diagnosis by a licensed physi-cian. Do not release the names of casualties to the media,especially do not do this until the next of kin is notified.

Following the incident, the leader will:

1) Refer all media inquiries to the President;

2) Remember that the rest of the group requires attention as well as the casualty(ies);

3) Record all incidents in their written report;

4) Not apologize, as apologies can be taken as admissions of liability; and

5) Follow-up with the casualty, casualty’s family after the event to confirm your group’s interest in and concern about, the person and their health.

14 Ontario Nature JuniorNaturalist Manual

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Trip/Outing WaiverAcknowledgement of Outing members responsibility,

Express assumption of risk and release of liability

Trip Name: ____________________________________________________(“the Outing”)

Trip Date(s): ____________________________________________________

To: INSERT YOUR GROUP NAME and Ontario Nature-Federation of Ontario Naturalists

I understand that during my participation in the above Outing, I may be exposed to a variety of hazards and risks, foreseen orunforeseen, involved in the activities of the Outing. The risks include, but are not limited to, the dangers of serious personalinjury or property damage, or my death (“injuries and damages”) from exposure to the hazards of travel in the areas the Outingwill visit. I know that injuries and damages can occur by natural causes or activities of other persons, animals, trip members, tripleaders and assistants or third parties, and such injuries and damages can occur as a result of negligence or because of otherreasons. I understand that risks of such injury and damages are involved in adventure travel outings and I appreciate that I mayhave to exercise extra care for my own person as well as for others around me in the face of such hazards. I further understandthat on group outings there may not be a rescuer or medical facilities or expertise necessary to deal with the injuries and dam-ages to which I may be exposed.

In consideration of my acceptance as a member on this Outing , I hereby waive, release and discharge INSERT YOUR GROUPNAME and Ontario Nature-Federation of Ontario Naturalists and their officers, directors, employees, contractors, agents, volun-teers and leaders from all claims for any such injuries and damages, even though such injuries and damages may result fromnegligence

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I understand that this assumption of risk and release is binding upon my heirs, executors, administrators, successors andassigns, and includes any minors accompanying me on the Outing;

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I confirm that I have read the Outing rules and conditions and will pay applicable costs and fees for the Outing;

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I confirm that I have read this document in its entirety and I appreciate, understand, and freely and voluntarily assume allrisks of such injuries and damages on my own behalf and on behalf of any minors accompanying me on the Outing andnotwithstanding such risk, I agree to participate in the Outing.

Name (please print): _____________________________________________

Signed: _____________________________________ Date:_____________

If you are a minor (under 18 years of age), your parent or legal guardian must also sign this Release on your behalf.

Name of Minor (please print): _____________________________________ Age: _____________

Signature of Parent or Guardian: _____________________________________ Date: _____________


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Background

Before European settlement began more than 200 years ago, greater than 90 percent of the southern Ontariolandscape was covered by forest. Since that time, logging, agriculture, and in more recent decades, urban devel-opment and urban sprawl have reduced forest cover to an average of approximately 20 percent in most countiesand municipalities. In some parts of southern Ontario, less than 5 percent of upland forests remain.

The name “conifer” comes from Latin and means “to bear cones.” Cones are a common feature of most conifers,with junipers and cedars bearing more of a berry-like fruit. Conifers are usually evergreen trees (except larches,which drop their needles in the fall) or shrubs with needle-like or scale-like leaves.

Coniferous trees are well adapted to a Canadian climate which often has harsher growing conditions whichinclude:

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Drier climate

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Nutrient-poor soil

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Shallow soil

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Short growing seasons

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Colder climates


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Adaptations that help these trees survive these conditionsinclude:

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Needles: The needles have less sap in them so areless likely to freeze. They are a dark colour soabsorb sunlight more readily and thus heat up morereadily. The needles aren’t shed each year so theyare always ready to make food for continued treegrowth (most trees’ needles can be active for 2-15years). They have fewer stomata (microscopic poreson the underside of leaves that help to transfer car-bon dioxide, light and water from the atmosphere toa tree) and a waxy coating to reduce evaporation.

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Cones: The scales protect the winged seeds insideand only open when it is dry so that the seeds can disperse.

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Sap: These trees have a sticky resin which quicklyseals a wound, protecting it from insects and dis-ease.

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Bark: On some the bark is smooth, providing fewerplaces for insects to be harboured.

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Roots: Many have a shallow root system thatspreads out, so less soil depth is required forgrowth.

Session Goal

To use a tree key for identification. All identification is basedon making a series of decisions. Coniferous trees are espe-cially good for this as the needles are available all year, andtheir keys are relatively simple to use (see those enclosed).Other activities include comparing coniferous and decidu-ous trees, and using visual clues to reconstruct a Christmastree trunk.

Equipmentl

One used Christmas tree per small group,

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Ontario Trees & Some Woodland Plants or otherpocket guide (optional),

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Clippings from pine, spruce, and cedar (some varietyof each) for each group, and

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Copies of tree keys (included at the end of this activity).

Indoor Hike Variation

The activity can be done inside with cuttings from a varietyof coniferous trees. Other activities will need to be includedto equal the time of an outdoor hike.

Introduction to Activities

The session could be introduced by stating that coniferoustrees are one of two main families of trees, the other beingdeciduous trees (those which lose their leaves each fall).The group could then compare coniferous and deciduoustrees (similarities and differences).

Make a tree puzzle from a discarded Christmas tree.

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Collect one Christmas tree per small group (sprucetrees work especially well for this activity).

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Cut off all branches from the trunk leaving just asmall stub. Each ring of branches represents growthfor that year.

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Cut the trunk mid-way between each ring of branch-es. What you end up with is about 5 to 10 pieces ofthe evergreen tree. You need enough pieces forevery participant to have one.


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Each participant is part of a group and has a part ofone particular tree. As a group they try to put thetree back together again (see diagram below).

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One goal is to get the pieces in the correct order

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The other more difficult one is to make sure thepieces are not upside down. With younger groupsthe latter doesn’t matter. With older groups theycould count the rings (the section towards the baseshould have one more ring), or look at the trunk(the trunk sections should be equal lengths betweeneach row of branches). For older groups, as well,one could mix up the pieces of 2 or 3 trees, makingthe activity more challenging.

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Discuss clues that helped them to put the tree backtogether.

Note: It is advisable to put a code on each piece to checkif they have been successful.

Describe the coniferous tree by looking carefully at theirpieces of the puzzle. Describe the bark, the branch pattern,the rings, the wood, the decrease in diameter of the trunk,the decrease in branch size as you go up the trunk, etc.

Have twigs from three different coniferous trees for eachgroup (pine, cedar, spruce). As a group they should discussdifferences between the needles of each tree. After 4 or 5minutes the groups can share their findings. Simplify theirfindings by asking them to hold up the one with scales,hold up the one with clustered needles (explain cluster),and hold up the one with single needles.

Using the simplest tree key (included at the end of thisactivity) teach the group how to use an identification key.Identification keys are used for identifying most things innature, from trees to birds to mushrooms.

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The goal is to correctly identify the name of a treeusing a key. It is not important that they rememberthe name of any tree. Improving their observationskills is more important. In a key there are always ondecisions that need to be made based on observa-tions made about the species. In the simplest keythe group needs to decide if the coniferous tree hasscales, clustered needles, or single needles.

Outdoor/Hike

At this point the group could disperse on a hike. Pick anarea that has at least four kinds of coniferous trees, such asa tree farm, nursery, botanical garden, conservation area, orwoodlot.

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Everyone in the group should begin using the sim-plest key. Depending on the age level, interest, orability of each group, they could graduate to themore complicated key. On the hike, vary the type oftree you stop at and repeat the steps within the keya few times for each species.

Note: Although a field guide is not needed, it could beincluded to verify their findings, or to decide between vari-ous trees that are close in appearance. It also would beuseful to point out clues to identifying the same tree byoverall shape, bark, fruit, etc.

Wrap-up at Meeting Space

To culminate the day and gauge the amount the group haslearned, play 10 questions (included in Appendix I) to guessthe tree branch someone is holding behind their back (cho-sen from one of the branches used earlier).

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Use the Tree Trivia (included at the end of this activity) with an activity from Appendix I.

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Count the rings on the various parts of the tree puzzle.

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Draw pictures of the various kinds of needlesobserved during the outing.

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Do a count of the various kinds of trees within awoodlot to identify the most common for thatwoodlot.

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Draw the profile of two different species of trees likespruce and cedar.

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Plant coniferous trees in an area where they willflourish.

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Practice using a field guide to name coniferous trees.

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Do a cone study using Curious about Cones (fromOntario Nature’s Family Nature Notes).


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Need

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Background

Trees are the largest and one of the longest-living organisms on earth. To grow tall, the tree has become a mira-cle of engineering and a complex chemical factory. It is able to take water and salts out of the earth and lift themup to the leaves, sometimes over 400 feet above. By means of photosynthesis the leaves combine the water andsalts with carbon dioxide from the air to produce the nutrients which feed the tree. Trees have many uses forhumans, including seeds, fruit and wood. Trees also remove carbon dioxide, the main greenhouse gas, from theair. (www.turningtools.co.uk/trees/trees2.html)

Deciduous trees are trees whose leaves die off at a certain time of each year. Not all deciduous trees lose theirleaves at the same time. For example, many ash leaves are shed even before October sets in, while beech leavescan still be on a tree in January.

Deciduous trees are also called broad-leaf trees because their leaves are usually wide and long. The large leafsurface allows for maximum photosynthesis during the short growing season that we have in Ontario. Unlike

coniferous trees, deciduous trees generally survive the cold Ontario winters by shedding their leaves and becom-ing dormant (inactive) until spring. A tree’s roots, branches and twigs can endure freezing temperatures, but mostleaves are not able to. On most deciduous trees the leaves, made up of cells filled with water sap, will freeze inwinter. Any plant tissue unable to cope with the winter conditions must be sealed off and shed to ensure the tree’ssurvival. As sunlight decreases in autumn, the veins that carry sap into and out of a leaf gradually close. A layer ofcells, called the separation layer, forms at the base of the leaf stem. When this layer is complete, the leaf is saparat-ed from the tissue that connected it to the branch, and it falls.

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Seeds of most broadleaved trees are protected inside ahard nut or fleshy fruit. The seeds are dispersed when thefruits or nuts are eaten by animals. Since the seeds insidethe fruit are not digestible, the animal eventually passesthem out through its droppings, often far away from theparent tree. This allows the seedling to grow in an area thatis not overshadowed by its parent. Many other deciduoustrees use wind to help the seeds disperse. Examples includemaple, ash, willow, and poplar.

Session Goal

To gain insight into the importance of trees, and to improveobservation skills by identifying similarities and differencesin leaves of various deciduous trees.

Equipmentl

Ontario Trees & Some Woodland Plants field guide(available from Ontario Nature)

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Introducing Trees resource (available from OntarioNature)

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Location with six to ten different kinds of deciduoustrees (nursery, tree farm, or natural area)

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Appendix I from this manual

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Copies of Uses of Trees (included at the end of thisactivity) from this manual

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Part(s) of a deciduous tree (leaves, branches, fruit,etc.)

Indoor Hike Variation

Place leaves from 8 to 10 different kinds of trees around theroom. Have 3 or 4 leaves from each kind of tree. Go aroundthe room pretending you are on a hike. Make it interestingby occasionally interjecting statements like “Don’t step onthe ant hill!”, “Watch out for the snake!”, or “Look at thegoldenrod.” Follow the procedure outlined in the OutdoorHike. Insert other activities on occasion, such as “I spy”, tobreak things up.


The topic could be introduced by playing 10 questionsusing the parts of trees collected. See Appendix I for instruc-tions.

Using a real tree or part of a real tree, ask the group to

describe what a tree is and how they know. They should beencouraged to look at all parts of the tree, and touch whatthey can reach. Answers could include the fact that it hasbark, leaves, a trunk, roots, growth rings, buds, etc.

Have a discussion about the importance of a tree. Thegroup could do a tree uses activity using the “Uses of Trees”pages and an activity from Appendix I.

The next phase of the activity involves the group learningabout the interaction between trees and wildlife. Eachgroup member pretends to be a different animal and stateshow that animal makes use of trees, such as for food, shel-ter, etc. Introducing Trees, part of the Hands on NatureSeries available from Ontario Nature, has a cavity-nestinggame on page 38 that would be a good activity related todeciduous trees.

Outdoor/Hike

Indicate that all trees are not the same and that the groupwill be looking at leaves and just one part of a tree, to seesome of the similarities and differences. Here are a series ofsteps that could be taken while moving from tree to tree,using leaves as identifiers. The goal is to observe similaritiesand differences of leaves, with identification not beingstressed. If you have a knowledgeable leader and or fieldguides, however, identification can also be done.

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Have the group describe the different features of aleaf, such as feel and smell.

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Pick one leaf per group and take it along.

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Stop at another tree (similar or different) and havethe group compare the leaves to determine if it isthe same species.

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If it is a different kind of tree, have the groupdescribe how they know and pick one leaf pergroup. If it is the same kind of tree as one seenbefore, they should state how they know by describ-ing the identifying features.

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Continue on to different trees, repeating this proce-dure until you have come across eight to ten differ-ent kinds of trees.

As participants become more proficient, guide the discus-sion by trying to get one answer for many of the followingidentification criteria: colour, size, shape, edges, vein pat-tern, texture, and arrangement on the branch. For oldergroups specific terminology could now be introduced. See


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pages two and three of Ontario Trees and Shrubs, availablefrom Ontario Nature. Even younger children can identifywith the terminology found in most texts. Simple and com-pound leaves, toothed and entire edges, lobes, etc., are notdifficult concepts for young minds and do help with leafdescription. For younger groups use fewer identification criteria.


A final activity for deciduous trees can be performed bypicking one leaf from every kind of tree collected during thewalk for each group. Each group could sort their leaves intodifferent classes. The groups could then share their criteria.One group might make two piles, one with smooth edges,and one with toothed edges. Another might make threepiles based on shape. Take a couple of minutes to discussthe various classifications of leaves they collected. Remindthem it is normally not a good practice to pick leaves fromtrees and that these leaves will be returned to nature.

Other Activitiesl

Do leaf rubbings and write the name of the leaf ifknown. The rubbings are done by putting the leafunder blank paper and using a crayon or colouredpencil rub back and forth over the paper. It is a goodidea to hold pencil crayons at an angle, and to pressreasonably hard so the edges and veins show up.

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Try an activity from Trees Please, a Family NatureNote available from Ontario Nature.


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Use of TreesSee Appendix I for activity ideas using these answer cards under these general headings:

Fruit Nuts SeedsAdds oxygen to the airwhich all animals need

Shade helps cool the airRemoves carbon dioxide,

helping reduce global warming

Roots hold soil in place,reducing erosion

Reduces wind erosion

Moderates the soil tempera-ture

Provides homes in cavities Insects hide in the barkInsects lay eggs on the

leaves

Ants tunnel in the woodMany insects live in or

under rotting woodShelters animals from the

weatherGives animals places to hide

or rest

Evaporates water from theground

Reduces energy needed toheat or cool our homes

Helps other plants by sheltering them

Provides us with recreationsuch as camping and

climbing trees

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Food for animals

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Food for humans

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Improves air quality

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Helps the soil

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Protection for animals

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Helps the water cycle

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Helps our homes

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Provides us with recreation

Tree Trivia1) Hospital patients with a window view of trees recover faster than patients without such a view.

TrueFalse

2) A windbreak of trees can reduce home heating costs by.

a) Nothingb) Very littlec) Enough to make windbreaks worthwhile

3) Trees can remove _______________ dust particles in the air.

a) none of theb) some of thec) all the

4) How many full-sized trees does it take to absorb carbon dioxide from a normal car?

a) Trees can’t absorb carbon dioxide.b) 1 treec) 5 treesd) 500 trees

5) How much water can a tree can absorb from the ground in one day?

a) Noneb) A glass of waterc) A pitcher of waterd) 400 pitchers of water

6) How much oxygen is produced by a large tree? Is it enough for ____________?

a) No peopleb) 1 personc) 4 peopled) Everybody in the world

7) How many trees are saved each month because of a medium-sized city’s recycling program? Examples of medium-sizedcities include Peterborough, Orillia, Burlington, Sarnia and Kingston.

a) About 12b) 99c) 5,000

Answers: 1-true; 2-c; 3-b; 4-d; 5-d; 6-c; 7-c


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Background

Seeds are the start of most plant life. Each plant has seeds that are adapted to its needs. Seeds are designed togrow under different conditions, and many are also designed to be deposited a distance away from the parentplant.

Plants are rooted in one spot, but seeds are great travelers and have a better survival rate if dispersed. Some seeds,in the form of berries, are spread by birds. The seeds pass through their digestive tracts and are deposited some-where else. Raccoons and many other animals pick fruit and carry it away. They eat the flesh and leave the seedbehind in their stool. Squirrels and other small animals pick and store nut-like seeds. Those that are forgotten oftensprout into trees. Some seeds have a sticky material or burrs on them, so that they stick to passing animals to getcarried away to new places. Some seeds such as maples are equipped to fly with the wind. And some seeds canfloat and get carried to new places by moving water. Plants are rooted in one spot, but seeds are great travelersand have a better survival rate if dispersed widely by allowing the seeds many opportunities to find the right grow-ing gonditions.

Session Goal

To look for seeds in nature (using a sock walk), see how effective seed dispersal is (by flying maple keys), andobserve seed germination (by planting seeds in a terrarium).

Note: this is a good fall exercise when plants are producing seeds.


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Equipmentl

One 2-litre plastic soda container per participant

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Soil: approximately 500 ml of soil (potting soil if youwant to prevent weeds)

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Stones: approximately 125 ml of small stones

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Seeds: have a few kinds of seeds available (corn,radish, peas, string beans, pumpkin, along withsome wild seeds from weeds, trees, or flowers etc.)

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Water (125 ml per participant)

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Maple keys: have four or five keys per participant

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Old socks: one sock per participant

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Water

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Scissors

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Paper clips: one per participant

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Cardstock paper to construct paper maple keys: 1/2sheet per participant

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Magnifying glass

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Old newspaper: one sheet per participant

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Permanent marker

Indoor Variation

This session is based mainly on indoor activities, althoughthe walk to obtain seeds may help to burn off some ener-gy. In place of an outdoor walk, have naturalists look forseeds that are hidden throughout the indoor area. To keepseeds organized and make them easier to find, they couldbe put into envelopes and then hidden.


Seeds are the start of life for most plants, and a source offood for many animals. Have the group name someseeds, such as corn, peas, apple seeds, cherry pits, hitch-hikers, maple keys, acorns, walnuts, etc. It would be agood idea to have examples of seeds as props. Having avariety of seeds for them to try to identify would make agood 10 questions activity (included in Appendix I).

Discuss the importance of seeds spreading out from theparent plant so that they have a better chance of growingwithout competition. Then discuss the various methods ofseed travel, and the amazing survival adaptations that seedshave made.

Outdoor/Hike

Collect seeds from nature to plant in the terrarium. A sockwalk is a good way of doing this. Put an old sock (or pieceof cotton material) over one or both shoes and go for awalk through a meadow-like area. Take off the sock andlook for seeds (a magnifying glass might help).Alternatively, the group could gather seeds from the tops ofplants or from trees.

Terrarium Building in Meeting Space

Terrariums are wonderful, magical environments. Becauseterrariums recycle their moisture, they need very little atten-tion. A closed terrarium can often go a month or morebetween watering. Any clear watertight container can bemade into a terrarium. The advantage of using terrariumswith children is that the seed germination rate is quickerand higher and they are easy to maintain, so the successrate is very high.


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During construction, constant comparisons can be made tothe real world environments. The stones represent bedrock.The water in the stones represents groundwater. When thewater works its way into the air and condenses, compar-isons to the water cycle can be made. Obviously soil andthe air parallel the real world but in smaller quantities. Thelast ingredients needed are warmth and sunlight for suc-cessful plant growth.

Terrariums are easy to make, fun, and easy to maintain.

Using a 2-litre plastic soda bottle:

1) Have the group put their initials on the bottom oftheir containers to allow easy identification at theend of the session.

2) Cut off the lid at the shoulder as shown in the pic-ture on the previous page.

3) Cover the base with about 3 cm of stones fordrainage.

4) Add about 6 or 7 cm of soil.

5) Newspaper could be put between the stones andthe soil to keep them separated while allowingdrainage. If you don’t want weeds use potting soil. Ifyou want an interesting environment use garden soilthat could be full of weed seeds.

6) Plant four or five seeds of your choice.

7) Features such as rocks, moss, dried twigs, anddecomposing matter can also be added.

8) Add about 125 ml of water. Do it slowly or beforeseeds are planted so the seeds aren’t washed away.

9) Put the top back on the bottle with the cap still on.It should fit over the shoulder or just inside theshoulder of the pop bottle. Caution the group to becareful taking it home so as not to get things allshaken up.

Note: If there isn’t enough water when they get home, a bitmore can be added. If it is too wet the top can be removedfor a short period of time to dry out. Once the correctamount of water is present it should not be touched. Thereshould be just enough water that the soil is damp and asmall amount of condensation has built up at the top ofthe bottle. Now all that is needed is sunlight.


Highlight the effectiveness of seed travel by having thegroup fly maple keys. Collect enough maple keys so thateach child can have a few. Have them pretend they aretrees and see how far they can get the key from the tree.After about 5 minutes of trying, discuss the various success-es and what they did to be successful in achieving furtherdistances.

Note: The easiest way of getting a key to fly a great dis-tance is to flick it, not throw it, and direct it straight up intothe air to take advantage of the prevailing wind or theheight of fall if there is no wind. If the wind catches it andif it is thrown high enough it could travel 10 to 20 metres.

Have each group member construct a maple key (includedat the end of this activity) and compare its flight to a realmaple key by releasing both at the same time, from thesame height. Keep a tally of which one stays in the air thelongest. Discuss what helped make their constructed key flybetter.

Other Activitiesl

Make up a set of cards for each group with a veg-etable seed glued on and a matching card witheither the name or picture of the seed. They canplay concentration or any other activity in AppendixI.

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Play Nature Alphabet with the names of variouskinds of seeds. See Appendix I for instructions, or

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Plant bulbs, wildflower seeds, etc., in a small garden.


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Maple KeyEquipment:

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Scissors

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Bristol board (Cut into strips 6 cm by 12 cm)

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Rulers

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Pencils

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Paper clips

1) Participants draw lines on their maple key as shown in the diagrams below.

2) The long line is now cut (to form the blades) and two folds are made as shown below.

3) Attach the paper clip as a weight, and fold the wings over in opposite directions.

The pattern included is only a guide. Different sizes can be made. Other variations can be found online by searching for “paperhelicopter” on the internet. Participants can now experiment with its flying ability. They can try different wing sizes, number ofpaperclips, wing shape, fewer folds, etc., to get it to fly better. When perfected it could be compared with the flight of a realmaple key. To get it to fly, participants need to flick it straight up into the air for best results. The higher it goes the better.


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Step 1 Step 2

Step 3 Step 4

Step 5 Step 6


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Background

Some amphibian characteristics (salamanders, newts, frogs, toads) include:

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Most amphibians have four limbs and move by jumping, climbing, or running. They are at ease movingabout on land and in the water.

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They generally breathe through their lungs and skin.

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Most amphibians are relatively small animals.

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They use their long, flexible tongues to capture their prey, which they then swallow whole.

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The moist, supple skin of most amphibians provides protection and absorbs water and oxygen. The upperlayer of skin is regularly shed in a process called molting. Certain cells under the skin can alter their colourso that they are camouflaged from enemies.

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Amphibian eyes are virtually useless in underground amphibians, but are well developed in other species.

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Their sense of smell is generally good.

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Their hearing ability varies according to the species. Some have pores on their bodies that are sensitive tovibrations in the water.

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Most begin their lives as larvae (an immature form that is very different from the adult stage). The larvae,sometimes called pollywogs or tadpoles, live in water. They have gills to help them breathe underwaterand a tail to aid in swimming. The change from larva to adult takes anywhere from three months to threeyears, depending on the species.

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They are cold-blooded and rely on their surround-ings to help control their body temperature. This iswhy they are often found basking in the sun.

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They are vertebrates.

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Amphibians have a tail for all or some of their life.

Session Goal

There are two main goals in this session. One is to improveobservational skills by learning some of the basic sounds oflocal frogs and toads. All too often we rely heavily on sight,and underutilize sound as an identifier of species of wildlife.The other main goal is to gain an appreciation for the spe-cial characteristics of this animal family and for the difficul-ties it is facing with respect to environmental issues.

Equipmentl

Amphibian call CD from the “Adopt-a-Pond” initiativeof the Toronto Zoo

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Portable player

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Amphibian poster available from the Toronto Zoo,

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Local wetland to visit,

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Materials for Toad Abode (included at the end of thisactivity)

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Construction paper lily pads to play musical lily pads

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Paper

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Self-made tape of four to five common amphibiansounds specific to your area or to the time of year(leopard frog, bull frog, American toad, chorus frog,spring peeper, gray treefrog) with sounds repeatedin a different order for practice in identification


Introduce by playing two sounds from the Adopt-a-Pondtape, the Fowler’s toad and American toad, the only toadsin Ontario. Have the group guess what they are. Now indi-cate that they are learning about amphibians. Have themtry to imitate the toad sounds. Now have them take turnsmaking a sound they think a frog makes. This exercise willbe repeated at the end to determine what the group haslearned.

Discuss amphibian characteristics as found in the back-ground above.

Use the amphibian call tape and a frog poster to discoverthe calls and general appearance of the frogs and toads ofOntario. Have them describe the sounds, imitate thesounds, and compare the sounds. It might be advisable touse the sound descriptions listed on the back of theamphibian poster. Use the poster to identify some basic dif-ferences between some of the amphibians likely to befound in your region.

Use your self-made tape to practice identifying the soundsfor local amphibians.

Discuss the life cycle of a frog. Note: from egg to tadpolevaries with the amphibian. Toads and leopard frogs arewithin the same year, green frogs go through a two-yearcycle, and bull frogs can take up to three years to gothrough their complete change. A description of the lifecycle is found on the back of the amphibian poster.

Outdoor/Hike

Visit a wetland to view frogs in their natural environment. Abird spotting scope can help in this regard. It is also a goodtime to identify frogs from a distance by listening to theircalls. Depending on the situation, it would be a good ideato have a dip net to catch a couple of frogs or tadpoles forviewing and discussion. Pretending they are on safari, thegroup could quietly stalk around the wetland counting thenumber of frogs they can see and hear (either singing orjumping into the water). The idea of a count for scientificstudy could be discussed, since counts are used to checkfor amphibian declines. If the group does catch any frogs, itshould be noted here that amphibian skin is very sensitive.They should not be handled if there is a chemical on theperson’s skin (soap, repellent, after shave etc.), and prefer-ably not handled very much at all.

Indoor Activities and Wrap-up

Build a Toad Abode (included at the end of this activity).

Play Lily Pad Musical Chairs:

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Set out lily pads made from green constructionpaper on the floor in a circle.

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Have the children hop around the circle of lily pads.

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When the music stops have the children hop to theirfavourite lily pad.

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Every child should have a lily pad at the start.


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Note: to make it more interesting they should sit likea frog, always ready to hop.

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When the music starts again they should hop off ofthe pad and continue around the circle. Remove oneof the lily pads.

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When the music stops the children race to theirfavourite lily pad. One child will not have a lily padand will sit to the side of the room. Repeat until onlyone lily pad remains.

Discuss problems amphibians face (included at the end ofthis activity).

Discuss possible solutions that might help prevent thedecline of amphibians. Examples are listed below.

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Adopt a local pond; protect and preserve existinghabitat.

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Restore degraded wetlands to improve amphibianhabitat.

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Create a pond. In some places, this may be the onlyplace that will ensure the survival of amphibians inyour community.

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Raise funds to donate to an organization involved inwetland conservation.

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Learn more about wetlands and share this knowl-edge with others.

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Take part in an Amphibian Monitoring Program.

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Speak out about your concerns on wetland destruc-tion to the local media, to government, or to otherswho can help you to create change.

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Share your ideas and experiences with others.

More detailed information, including background infor-mation and contacts, is available atwww.torontozoo.com/adoptapond/curriculum/a1-you-can.html

Before they go home, have them make a frog sound. See iftheir sounds are more realistic, or if they produce morethan one sound. This is a good check to determine whatthey learned during the session.

Other Activities

Participate in the frog watch program of the MetropolitanToronto Zoo’s “Adopt-A-Frog” program. This would includedoing amphibian counts, reading articles from “AmphibianWatch”, along with a variety of other activities included withthe program.

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An origami frog could be made (see page 39). It isadvisable to try this out beforehand. As well, theycould test out how well their frog actually jumps.

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Instructions for making a dip net can be found onthe internet.

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Compare frogs and toads (It’s Not Easy Being Greenfrom the Ontario Nature Family Nature Notes).


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Amphibians are perhaps one of the most successful groupsof wildlife on the earth. They evolved before the reign ofthe dinosaur, and continued to thrive through climaticchanges which resulted in the demise of other species.During the 1989 First International HerpetologicalCongress, the future success of amphibians began to bequestioned. Researchers from all over the world reporteddeclines in amphibian populations. In some cases, extinc-tion of species had already occurred. Despite speculationand numerous theories, the reasons for the decline are stilla mystery.

Throughout the world, the disappearance of many amphib-ians has been recorded. The cricket frog has disappearedfrom Pelee Island in Lake Erie, and from adjacent mainlandareas in the United States. Canada has witnessed thedecline of the leopard frog and bullfrog. In Quebec, a studydetermined the chorus frog has disappeared or becomerare in areas where it was once abundant. Pollution in oncepristine waterways threatens many amphibian species, suchas the mudpuppy.

The unique biology of amphibians has been cited as onepossible explanation for the current declines. Amphibiansare intrinsically connected to water at one or more stages oftheir life cycle. The aquatic connection begins when a tad-pole emerges from the egg, breathing oxygen through gillsand consuming plant material. Most amphibians changeinto terrestrial adults. The carnivorous adult consumesinsects, and breathes through lungs and the moist outerlayer of skin. Every spring, amphibians emerge from hiber-nation to breed in wetlands. The biphasic lifestyle ofamphibians makes them especially vulnerable to changesin the air, water, or land. The presence of amphibians in anecosystem is generally considered to be an indicator ofenvironmental health. The sensitive skin and complex lifecycle of amphibians makes them susceptible to changes inenvironmental quality.

The greatest threat to the survival of amphibians is thedestruction or fragmentation of wetland habitats. In Ontarioalone, over 75% of pre-settlement wetlands have beenaltered or drained. In the South American rainforests, wet-

lands are being destroyed before amphibian species can beidentified.

Increased levels of ultraviolet radiation, caused by adecrease in the earth’s protective ozone layer, may sup-press the immune system and development of amphibiansliving at higher elevations. Many amphibians are exposedto sunlight during the day as they bask to maintain bodytemperature. Exposure also occurs during the spring whenamphibians breed in sun-warmed waters.

Pesticides and other forms of pollution can affect amphib-ians on both land and water. Amphibians do not drink.They absorb water and much of the oxygen they needthrough the skin. The stress caused by long periods of sub-lethal exposure to low levels of environmental contami-nants (that may be well within allowable toxicity guidelines)may make amphibians more vulnerable to viral and bacte-rial infections.

Humans, either directly or indirectly, have contributed tothe decline of amphibians. Harvesting for fish bait and food,as well as student dissections, has increased the stress onmany struggling populations. Exotic introductions havespread lethal viruses to amphibians and increased preda-tion pressures. For example, the introduction of the canetoad into Australia caused a decline in the native White’stree frog population.

The worldwide decline of amphibians is too widespread tobe considered simply due to natural population fluctua-tions. The present decline may indicate a dangerous levelof environmental degradation.

The disappearance of amphibians is a very real problem.Although the exact cause of the decline is not known, wedo not have to be passive observers. The destruction ofamphibian habitats, specifically wetlands, is a problemwhich can be solved by students of all ages. Wetlands canbe restored, protected from future destruction, or createdwhere none exist. Habitat creation to link existing wetlandscan improve reproductive success in amphibians, and allowpopulations to move throughout their range. The future of

Difficulties Amphibians are FacingThe following information was selected from the Toronto Zoo website which has extremely useful resources on this topic.(www.torontozoo.com).

amphibians is dependent on how we manage our back-yards and beyond.


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Toad AbodeBackground

Toads feed on a variety of invertebrates, such as insects. They're particularly fond of slugs, Japanese beetles, grasshoppers, cen-tipedes, ants, Junebugs, sowbugs, earwigs, cutworms, and gypsy moths. This diet helps reduce garden pests. In a single grow-ing season, a busy toad can consume more than 10,000 of these uninvited guests (three times their own weight). Toads like tohide in cool, dark places during the day to hide from the sun and predators, and come out to hunt at night when slugs and cut-worms are active. Not surprisingly, they avoid pesticide-ridden, manicured lawns.

Equipmentl

Flower pots (about 15 cm in diameter)

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Terra cotta pots are easier to paint, and are heavy enough to stay in place. For a toad doorway either break a chip out of it, dig an entrance, or tip it at an angle.

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Plastic pots are often more accessible, and are easy to cut a doorway into. When placing them in a garden they may require a couple of small rocks on top.

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Acrylic paints

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Brushes

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Pencils

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Jigsaw

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Weatherproof coating (shellac, or acrylic)


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Constructing an Abode

1) Use a clean, dry flower pot.

2) Use a fine-bladed jigsaw to cut out a roundish hole that is about 6 to 8 cm wide and about 4 cm high. The pots should beprepared ahead of time.

3) Turn the pot upside down and have the naturalists paint a design on it. Acrylic paints will hold up better than most paints. Topreserve it, an acrylic weatherproof coating can be put on when completed.

Placement and Care of a Toad Abode

It is not enough to build a cute little home, set it out, watch it for two days, and then forget about it. One must do a bit morethan that to be successful, feel a sense of accomplishment, and help the environment. Some helpful hints include:

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placing it in a moist, shady area in your garden

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moving it around and changing the door direction if there are no inhabitants

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putting dead dry leaves and mulch on the bottom to provide moisture and food for toads as insects often are attractedto mulch

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toads drink by sitting in water and soaking it through their skin, so place a pie tin or clay saucer filled with water in a spotnear the house (but out of view of predators)

Listen for their beautiful trilly song in the quiet evenings.


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Origami Jumping FrogFollow the steps shown with the pictures below. At first it may look confusing but oncethe paper is in your hands and you work your way through it will seem much easier.Once you have a completed frog, keep it as it will help you through the process the nexttime. It is very important to practice this before the session.


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Step 1 Step 2

Step 3 Step 4

Step 5 Step 6


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Step 7 Step 8

Step 9 Step 10

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Background

Wetlands are areas of land that are covered with shallow water or have water at or near the surface for all or partof the year. In Ontario there are four types of wetlands, marshes, swamps, bogs, and fens. There is an excellentdescription of the four types of wetlands on pages 20 to 22 of Why Wetlands, available from Ontario Nature. Itcompares the location, water, soil, pH, vegetation, birds, mammals, reptiles, amphibians, fish, and invertebrates ofeach type of wetland.

A pond is a well-defined basin, filled with stagnant water and fringed with vegetation. It is fed mainly by rain andsnowmelt and loses water through seepage, direct evaporation and plant transpiration. During the summer, partsof a pond may dry out, exposing mudflats. The shallow depth of a pond allows water lilies and other bottom-root-ed plants to reach the surface, while milfoils, pondweeds, and other submergent plants flourish beneath.

A marsh is subject to periodic flooding, particularly if located near a river or lake, or in the case of saltwater marsh-es, near tidal waters. Consequently, its water level can change drastically. Its boundaries are not as well defined asthose of a pond, and a marsh may dry out completely by late summer. A marsh is overgrown with coarse grass-es, sedges, and rushes.

A swamp is essentially a wooded marsh, a waterlogged area supporting trees, tall shrubs, herbs, and mosses. Stillor gently flowing water covers much of the surface during wetter seasons.

A peat bog is a poorly drained area covered by mats of moss. The moss slowly decomposes in layers to finally

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form a material called peat. There are two types of peatbogs: bogs and fens. In bogs, the process of decompositionand peat formation is further advanced than in fens, mak-ing the soil and water more acidic. The most common mossfound on the surface of a bog is sphagnum moss. Otherbog plants are sedges and low-growing shrubs of the heathfamily and sometimes trees such as spruce.

Information available atwww.enoreo.on.ca/community/resources/wetlands.htm

Session Goal

Knowledge can affect our actions, and our actions affect theenvironment. The goal of this session is to increase theknowledge of wetlands, their importance, and what hashappened to some of them in recent history, as well as tolearn about some of the plants and animals that exist inthem. This knowledge will hopefully lead to conservationinitiatives undertaken by the group.

Equipmentl

One set of pictures of wetland plants and animals foreach group. They can be cut up from photocopies offrom pages 108 to 113 of “Why Wetlands”, availablefrom Ontario Nature.

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Materials to make a poster (paper, pencils, colouredpencils, etc.).

Indoor Variation

This is an indoor session, with a couple of suggestions for ahike.

Wetlands are very important. Their use can be presentedusing the information contained on the page “WetlandUses” that is attached on page 44. Present informationabout the four main types of wetlands found in Ontario.See the background above.

After describing wetlands and the important role they serve,give a short overview of why wetlands have been disap-pearing and approximately how much wetland area hasbeen lost, using information from this section (“WhereHave all the Wetlands Gone”, included at the end of thisactivity). For some regions, local information is available onthe enclosed chart.

Using the prepared pictures (described in equipment) the

following group activities can be done:

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Discuss the terms vertebrate (animals with an inter-nal skeleton), and invertebrate (animals without aninternal skeleton). Have the group divide their ani-mals into the two groups. Discuss the results andhopefully come to the conclusion that vertebratesinclude all birds, mammals, amphibians, reptiles,and fish. All other animals are invertebrates.

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Briefly discuss the terms carnivore (meat eaters gen-erally requiring live foods), herbivore (generally eatsonly vegetation), and omnivore (eats a variety ofmeat and vegetation). They then divide their animalsinto groups.

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Discuss food chains. An herbivore is eaten by a car-nivore who in turn is eaten by a larger carnivore.Have each group choose three pictures from theircollection to illustrate one or more food chains.Share results between groups.

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By cutting the names off of the pictures in theenvelopes, they could practice matching the pictureto its name. Make sure you leave one copy with theanswers on it to use as an answer sheet.

Discuss possible actions people could take to help conservewetlands. Then have the group create small posters aboutthe actions that were discussed. The posters could indicatean action to be taken using a simple slogan, or a piece ofinformation related to the importance of wetlands, andinclude some picture or design. They could use the picturesin the envelopes as guides. The posters could be displayedin a local mall or other public place.

Look Around! Protect our Wetland!Don’t litter! Carry it Out!Help Restore Our Wetlands!Be Environmentally Friendly!Pesticides Aren’t for Wetlands!Let’s Adopt This Important Area.Learn Before You Fill.

Other Activities

a) Using Why Wetlands? from Ontario Nature

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Do a great web of life activity which clearly showsthe importance of every living thing on every otherliving thing (page 52).


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Do a wetland hike using suggestions found on page81 and 82 (which includes a blindfold and barefootwalk with all senses in action).

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View a video from the listing on pages 88 to 95.

b) Using Nature Notes from Ontario Nature that arerelated to wetlands:

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Get hike suggestions

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Learn more about finding pond insects

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Do an activity to show how wetlands filter soil

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Learn about insect-eating plants

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Do an activity to show how wetlands hold water

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Learn more about the types of wetlands

c) Other activities

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Look at pond water through a microscope

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Do an activity from Appendix I, such as the NatureAlphabet.


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Reduce flooding by collect-ing and storing water

Help prevent droughts byreleasing water to rivers and

underground streamsFilter out soil from the water

Filter impurities from thewater

Wetlands can filter wastewater from cities

Wetland plants removeexcess nutrients from the

water (mainly nitrogen andphosphorous)

Produce up to 50% of thenitrogen that is returned to

the atmosphere

Wetland plants reduce carbon dioxide in the air,

which contributes to globalwarming

Provide shelter and protection for wildlife

They are a migratorystopover and staging areafor many migrating birds

They help createbiodivisersity and the home

of many endangered animaland plant species

Shoreline vegetation bufferswave action and holds the

soil together, which reduceserosion

They create many jobs suchas conservation officer,

trapper and nature guide

They are excellent places tofind relaxation

They provide an excellentarea for outdoor education

They provide many foodssuch as blueberries, cranberries, and rice

Use of WetlandsSee Appendix I for activity ideas using these answer cards under these general headings:

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Control water levels

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Improve water quality

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Wildlife habitat

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Recreational opportunities

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Where have all the Wetlands gone?The following chart shows the percentage of land within various counties that was once wetland. It is interesting to note that wet-land decrease has slowed down since 1967.

Most wetland loss in southern Ontario can be attributed to dredging, draining and filling, primarily for agricultural purposes, aswell as to the spread of urbanization. Draining or filling in wetlands permanently destroys entire communities of plants andwildlife. Other threats are related to air and water pollution, caused by insecticides, weed killers, and industrial wastes.

County Pre 1800 1967 1982 % Total Loss

Brant 7.9 4.2 4.2 47.0

Elgin 23.9 10.3 4.7 80.3

Essex 68.9 3.4 2.9 95.8

Haldimand-Norfolk 30.9 8.6 8.3 73.2

Halton 15.9 5.9 5.7 63.8

Hamilton-Wentworth 23.9 5.7 5.6 76.4

Huron 22.7 6.0 5.5 76.6

Kent 63.9 5.0 3.7 94.2

Lambton 52.9 11.3 10.0 81.1

Middlesex 13.9 3.1 2.7 80.8

Niagara 36.2 6.3 8.0 78.0

Oxford 10.6 12.8 4.8 54.8

Perth 27.0 4.2 4.1 84.6

Waterloo 7.0 5.1 4.9 29.7

Background

Research shows that you remember about 10% of what you hear, and up to 70% of what you see and do. Analternative to a guided hike is to have the group actively engaged in a search through a scavenger hunt. The fol-lowing is an animal scavenger hunt that will fit almost any season and any location. It is better to go through avariety of environments for the best results (wooded, edge, and wetland would yield good results).

Session Goal

To provide the group with an opportunity to improve their observational skills.

Equipmentl

One copy of “Scavenger Hunt” per group (included at the end of this activity)

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One copy of “Home Sweet Home” per group (included at the end of this activity)

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Appendix I from this manual


Have a discussion on the types of animals that may be present in various local natural areas, particularly the areasbeing visited that day. Such areas could include woodlands, grasslands and wetlands.


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It is difficult to observe animals directly, as most are secre-tive. Looking for signs of animal life provides one with farmore information. Discuss what the signs might be for eachof the four broad classifications below.

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Evidence of homes, such as nests, webs, tunnels, ora roosting site such as whitewash on branches.

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Signs of eating, such as stems without berries, ahole in a leaf, even the scat.

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Travel clues, such as broken branches, a pathway, ortracks.

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Even the animal itself, which includes a live speci-men, a part (e.g. feather) or its sound.

Outdoor/Hike

Go on a scavenger hunt to see how many animals, or ani-mal signs, the group can find. The leader can keep track onthe enclosed record page. It is a good idea for the leader todo the hike ahead of time and maybe put out some mark-ers at spots where the group should be especially obser-vant. Props can also be planted (feathers, bones, andnests).

Note: The leader tracks the findings with a tally and thetypes of signs discovered.

a) Tally (count) the number of signs.

b) Log each one that is different.

If you saw three birds’ nests, one squirrel’s nest, and aworm hole, there would be five tally marks under count,and the words “nest” and “tunnel” under types of sign.

At the very beginning of the hike, discuss how goodobservers will:

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Listen

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Look in all directions

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Look at all levels from the ground to the top of thetrees to the air above

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Look under things like leaves and logs

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Look in small places like the bark of trees


Sharing findings at the end will highlight what each groupfound. The findings could compare the various counts ofsigns, or the type of sign could be compared and a total listmade of the various types of animal signs present.

Note: This scavenger hunt allows everything in nature isinterconnected and plays an important role. It isn’t a col-lection of objects but is a collection of observations.Remind participants to protect the environment by return-ing any logs or leaves that they searched under, and whenoff away from the path to be careful where they step.

Choose an activity from Appendix I to use with “HomeSweet Home” (included at the end of this activity) whichlooks at various kinds of animal homes. There are blankcards where other types of homes can be added.

Other Activitiesl

Each group could tally the species of animals thatthey think the signs are from, such as mammal, bird,amphibian, etc.

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The scavenger hunt can be done in two differentseasons and compared.

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Digital pictures can be taken or sketches can bemade of observations to be copied and given to par-ticipants at the next meeting.

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A graph could be made of the group results on thescavenger hunt. The graph could show the count foreach sign observed and the results discussed as tothe most and least prevalent animal sign.


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Scavenger Hunt Worksheet

Sign Observed Count (Tally) Type of Sign

Home

Food

Travel

Actual Animal

Other


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Home Sweet Home

Burrow Rock Crevice Lodge Cocoon

Water Cave Tunnel Colony

Nest Den Scrape Web

Tree Hollow Log Hollow Stump Cavity

Thicket Indentation Hive Herd

House Form Hill

Background

Snow is a part of the water cycle. It is an interesting substance and can be the cause of both enjoyment and con-sternation. To enjoy nature during the winter one must use snow to its full advantage. It is a source of entertain-ment, can be an interesting study in itself, and can also provide clues to wildlife movements.

Session Goal

To introduce the group to the properties of snow, how it can help with wildlife study, and even provide enjoy-ment.

Equipmentl

Paper

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Scissors

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Thermometer

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Snow Trivia (included at the end of this activity)

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Small container


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Indoor Variation

Have a variety of pictures of common animal tracks placedaround the meeting space to simulate observing animaltracks on a hike. Photocopies of tracks found in an animaltrack book would work well. Have duplicates of each of thetracks in order for participants to determine if they haveseen that track in another place. A similar procedure to theoutdoor hike could be done. Instead of playing the fox andgeese game, the group can play Nature Alphabet (found inAppendix I) using words related to snow or winter (e.g.snowman, melt, white, hockey, etc.).


Use the enclosed trivia for openers.

Have a container full of loosely packed snow. Have thegroup speculate what will happen to the snow if left insidefor the entire session. NOTE: The container of snow shouldbe small enough so that all the snow melts to show howlittle water is actually in snow.

Make paper snowflakes (included at the end of this activi-ty). This is a complicated snowflake in order to end up withsix points (which most snowflakes initially have), so it is agood idea to check their progress after each step.Challenging them to make two identical ones will enforcethe fact that no two snowflakes are alike.

Outdoor/Hike

Take a hike to observe animal tracks. Unless identifyingtracks is a main focus, casual observations can be made ontracks observed in the field. Observations could include anyof the following identification criteria:

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Number of toes

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Size of print

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Claw marks

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Presence of a heel

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Clarity of the impression

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Difference in size of fore and hind prints

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Location of the hind print with respect to the foreprint

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The pattern of a series of prints

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The direction the animal is going

To correctly identify tracks, a field guide is required.However, below are a few basic clues for identifying somecommon animal tracks. It would help to get a book fromthe library to make further comparisons and research sometracks likely to be found in your area.

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White-tailed deer prints are heart-shaped, and oftenshow the split hoof.

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Dog, wolf, coyote, and fox all show four toes andclaws, and are oval-shaped.

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Domestic cat, lynx, and bobcat show no claws andare quite round.

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Black bear tracks show five toes, claw marks, andlook like a shortened human foot.

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Raccoon tracks look like a human handprint.

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Mink and skunk show five toes and claws.

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Eastern cottontail rabbit shows its larger hind feet infront of the fore feet, and the four tracks make a tri-angular shape.

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Eastern grey squirrel shows its larger hind feet infront of its forefeet and shows claws, but the frontfeet are side by side.

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Deer mouse has a similar pattern to a squirrel butmuch smaller.

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Birds have a thin Y-shaped look to them.

Play a game of “fox and geese” outside in the snow. It is likea game of tag, but the players have to stay on lines as theytry to avoid a cunning fox.

Pack down a path in the snow with your feet. The pathshould be in a large circle (between 30 and 50 feet across).Then add 8 to 10 spokes running from the center of the cir-cle to the edges. The player who is the fox stands in thecenter of the circle, while the others scatter. At the signal thefox takes off after the geese. Everyone must stay on thelines at all times. If two geese run into each other, they canturn around or try to pass each other, but they can’t step offof the lines. When the fox catches a goose, or if a goosesteps off of the lines, the goose becomes the new fox. If thefox is having difficulty catching someone and starts to tire,have them choose a new fox. Another method of play thatinvolves more people is to have the tagged goose join thefox in hunting. The last goose not to become a fox gets tostart the next round. Another variation would be to alter thetrack by adding another inner circle.


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Check the container of snow to see what has happenedsince the beginning of the session. Notice anything that haschanged by making a few comparisons to the water that isin the container (less volume, doesn’t flow, different colour,feels different, etc.).

Other Activitiesl

Group snowman building activity. Given a specifictime frame each group will build a snowman whichis unique. It could be tall, wide, an animal, or some-thing else that is original.

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For older groups a temperature study could bedone. They should predict where temperatures maybe different and then check their predictions.Temperatures could vary in any of the followingplaces:

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under the snow

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above the snow

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on the surface

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in a bush

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in a snow cave


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Snow Trivia1) What strategies do animals use for surviving the winter?

a) Migrate to warmer climatesb) Hibernatec) Have physical adaptations (extra fur, fat, padded feet)d) All of the above

2) Which animal has the densest, warmest fur on earth?

a) Beaverb) Sea otterc) Polar beard) Doge) Deer

Note: One square inch of sea otter fur contains as many hairs as on the heads of ten humans.

3) How much weight might an adult grizzly bear gain before hibernating for the winter?

a) 2 kilogramsb) 4 kilogramsc) 50 kilogramsd)1,000 kilogramse) 200 kilograms

4) Which animal remains active all winter, and doesn’t hibernate for a long period of time?

a) Eastern chipmunkb) Groundhogc) Squirreld) Black beare) Polar bear

5) Choose the animal species that does NOT regularly appear in a white-furred form.

a) Eastern gray squirrelb) Arctic foxc) Least weaseld) Gray wolfe) Black bear

6) Which of the following species will travel to a new area for the winter?

a) Hummingbirdb) Caribouc) Red-tailed hawkd) Snow goosee) All of the above


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7) Match the predator (1-7) with the prey (a-g) that it commonly eats.

1) Arctic fox a) Fish2) Lynx b) Squid3) Northern river otter c) Clams4) Mink d) Seal5) Polar bear e) Snowshoe hare6) Walrus f) Lemming7) Northern elephant seal g) Muskrat

8) A snowflake forms inside a cloud when a droplet of water freezes around:

a) A tiny particle of dustb) Saltc) Bacteriad) Smoge) All of the above

9) The shape that an ice crystal takes depends on:

a) Temperatureb) Moisture content in the cloudc) Temperature and moisture content in the cloudd) None of the above

10) Is it true that larger crystals grow in warm air?

TrueFalse

11) Is it true that most ice crystals form as six-sided plates?

12) Would it be difficult to find two snowflakes that are exactly alike?

Answers: 1-d; 2-b; 3-e; 4-c; 5-e; 6-e; 7-1-f, 2-e, 3-a, 4-g, 5-d, 6-c, 7-b ; 8-e; 9-c; 10-True; 11-Yes, but all snowflakes don’t retain thisshape. They may crash into other ice crystals and break, partially melt and refreeze, or they may be misshapen; 12-Yes.Considering the billions upon billions that have fallen in the history of the world, there remains only a small chance that, overall of time, two identical snowflakes may have fallen.


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Paper Snowflakes


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1) To square off photocopy or printer paper, fold and cut offexcess as shown.

2) Unfold to a square and then into a rectangle.

3) Fold into a square. Make sure the fold from step two is atthe bottom of the rectangle before folding.

4) Fold into a rectangle. Make sure the fold from step two isstill at the bottom of the square before folding.

5) When the last two folds are unfolded it should look likethis.


6) Make sure the fold from step two is at the bottom again.Bring the bottom left corner to touch the top of the third line.

7) Fold the right side up as shown. Make sure the edges lineup to form a “V”.

8) Fold in half. Make sure the flat side (highlighted) is foldedin to the middle.

9) Cut as shown. The bottom part is the snowflake.

10) Cut a variety of notches into all sides and corners andunfold.

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Background

Sounds are very useful to locate birds or their nests, to do population counts, to help identify similar species ofbirds, and to study birds that are active or that migrate at night. In most songbird species only males sing and songappears to function as a “keep out” signal to other males of the same species (and an invitation to females).Studying bird sounds helps to enhance all of the senses as it makes us more observant of nature. Many peoplecan readily identify a bird by sight, but have problems identifying the same bird by sound.

The following list provides some basic information about bird sounds.

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Each bird has a variety of calls.

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Some birds mimic (northern mockingbird, grey catbird, brown thrasher).

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Counter-singing often happens (one bird answers another with the same call).

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Some birds such as the brown thrasher only sing in breeding season.

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Singing is usually at its peak in the spring, and at dawn and dusk while roosting.

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Some birds, such as starlings, often have a new song each year.

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Many birds have a regional dialect or accent (white-crowned sparrow).

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Songs vary by the length of call, complexity, loudness, how frequently it is repeated, and the order and fre-quency of elements or notes.

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Some females sing while pair bonding, mate guarding, and helping to defend territory.

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Session Goal

The following activities are not designed to teach birdsounds or bird identification, but to make participants moreaware of the use of sound. Participants will also learn whybirds communicate, learn about some different methods ofcommunication, and practice using their ears as locators.

Equipmentl

Frog-watch tape (available from the Adopt-A-Pondinitiative of the Toronto Zoo www.torontozoo.com).

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Have a tape prepared by a local naturalist who hasaccess to bird sound recordings and a knowledge oflocal species commonly encountered. This tapeshould include some obvious bird calls (robin, cardi-nal, great horned owl), and some bird calls thataren’t obvious (screech owl, woodcock), a couple ofamphibian sounds that are similar to birds (springpeeper, American toad), and some amphibiansounds that are more recognizable (bullfrog, greenfrog). If they are making a tape for the indoor hikevariation, they should repeat many of the soundsthroughout the tape.

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Portable tape recorder.

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Pictures of a few local birds likely to be heard.

Indoor Variation

Have a pretend hike around the room. At a command, havethem stop and close their eyes. Take the portable taperecorder to a spot while their eyes are closed. Play onesound from the tape recorder. Participants point to wherethe sound came from (locational skills). They then try toidentify if they have heard that sound before (during thesession). They can describe and imitate the sound. Theycan also guess what made the sound. Every time you havethem stop for a sound, keep changing tape recorder loca-tions. The procedure is repeated until you have either com-pleted the tape, or the interest has waned. Note that with agood variety of sounds this can be enjoyable. For theindoor tape it would be a good idea to repeat varioussounds so that they can determine if they have heard thatsound before. It is optional whether the bird or amphibianis actually named, but generally children like to know thenames of things.


Have each participant imitate the sound of a bird. There isno correct or incorrect sound, as they are just making asound that they think happens in nature. Listen carefully tothe sounds produced as this will be done again at the endto give an indication of whether their knowledge haschanged.

Ask the group if they know why birds communicate, andwhat they may be saying. Some examples are listed below.

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To warn of danger (Hawk!)

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To defend their territory (You’re on my turf!)

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To attract a mate (Will you marry me?)

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To show affection (We have such a nice family.)

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To show happiness (La, La, La, La, La, La.)

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To express hunger (e.g., babies saying “I’m hungry!”)

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To warn babies to stay put (e.g., adults saying “Stayright here and don’t move.”)

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To let juveniles know adults have food for them(Supper is ready.)

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To co-ordinate group actions like flocking (Are we allhere?)

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To locate (I’m here, where are you?)

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To express aggression (Oh no you don’t!)

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To advertise health (I’m fit as a fiddle!)

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To express distress or alarm (Look out!)

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To identify (I am a male cardinal.)

Discuss other methods of communication, such as soundsand visual displays. Some examples are listed below. Thissection is effective with a tape of the various sounds.

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Each woodpecker species has a different drummingsound and will not respond to other species sounds.

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The snipe makes a distinct whistling sound using itstail feathers.

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The woodcock uses its wings to make a uniquesound.

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Pigeons (rock doves) can make a clapping soundwith their wings.

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Owls make a clacking sound by clicking their bills.

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The grouse makes an unusual drumming sound withits wings.


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Geese spread their wings out when defending terri-tory.

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Many birds fluff out their feathers to look biggerwhen in conflict.

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Many male birds display brighter colours whenattracting a mate.

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Many male birds bow to the female.

Using the prepared tape of animal sounds, have the groupdetermine if it is a bird sound or not and what their clueswere. The option at this point is to identify what species washeard on the tape. Ensure you receive an answer guidefrom the person making the tape!

Outdoor/Hike

Take the group on a hike to learn more about bird sounds.For this they will need to listen carefully every time theleader gives a certain sign or cue. Stop at the first birdsound you hear. On the cue all participants freeze, stopmaking noise, and point to where the bird is. They listencarefully to the sound and then they describe or imitate it,or both (leader choice). Where a number of birds aresinging, pick one of the closest ones to work with or onethat is unique. Ask them to try to remember the sound. Bebrief. Move on. Cue the group at another bird sound. Atthat sound follow the same procedure, but now you cancompare sounds to see if it is the same one or not (varybetween birds heard before, and ones not yet heard).When comparing, always look for similarities and differ-ences. The walk can continue until interest wanes, which isgenerally after four to five calls for young children.Identifying the species is optional depending on theleader's familiarity with bird sounds.


Imitate sounds and compare with the type of sounds madein Step 2 to determine what the group has learned duringthe exercise. Ask the group if they noticed any differencein the sounds they made, and why that might be.

Review the importance of communication, not just withbirds but with all animals.

Other Activitiesl

Bird trivia (see page 58)

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Learn some bird sounds from the tape

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Direction game: Have someone sit, blindfolded, inthe middle of a circle of players. The leader points tosomeone in the circle to make a bird sound. If theplayer in the middle can point to the person whomade the sound they can switch places. The goal isto stay out of the middle and remain unobtrusivejust like in nature.


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Bird TriviaThe following trivia quiz was developed from information found in Introducing Birds, available from Ontario Nature.

1) When migrating, Arctic terns fly:

a) A greater distance than flying around the worldb) More than 1000 kmc) From the far north to as far as Antarcticad) All of the above

2) The largest nest in North America was an eagle’s in Florida. It weighed:

a) As much as a bag of potatoesb) As much as a personc) As much as an automobiled) All of the above

3) The smallest nest is that of the ruby-throated hummingbird. It is about the size of:

a) A baseballb) A pin headc) A bottle cap

4) An ostrich egg is equal to how many chicken eggs?

a) Oneb) Fivec) Seven to tend) Twelve to eighteen

5) How many feathers does the American goldfinch grow in the winter to keep warm?

a) 10b) 100c) 1,000d) None

6) When diving for food, peregrine falcons have reached speeds of:

a) 50 km/hb) They don’t dive for foodc) Over 100 km/hd) Over 240 km/h

7) Some geese have been sighted flying at the same altitude as airplanes.

TrueFalse


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8) An albatross can have a wingspan that is as big as:

a) The length of a small carb) The length of a canoe paddlec) The height from the floor to the ceiling of a house

9) When migrating, a canvasback duck, the fastest migratory bird, can fly as fast as

a) A fast bicycleb) The speed limit for cars on many larger roadsc) A fast walker

10) Birds can live in which of the following environments?

a) In the air and waterb) On trees and on the groundc) Under the groundd) All of the above

11) How many feathers can a swan have?

a) 10b) 110c) 25,000d) 1,200

Answers: 1-d; 2-c; 3-c; 4-d; 5-c; 6-d; 7-True; 8-a; 9-b; 10-d; 11-c.


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Birds


Starting at top left: downy woodpecker, American goldfinch, rose-breasted grosbeak, dark-eyed junco, mallard, tree swallow, Baltimore oriole, purple finch, white-throated sparrow.

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Background

Studying birds at a feeder is a wonderful way of introducing nature to children. There is much more to be learnedabout birds at a feeder than identification. By observing birds people have learned about their behaviours and eat-ing habits over time. This is how we know what feed to use, and what type of feeder is more successful for cer-tain species.

Session Goal

This activity looks at the most common types of birds found at feeders, the variety of food available, the types offeeders useful at a feeding station, and some of the physical adaptations that are useful for various species.

Equipmentl

Various bird seeds

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Various bird feeders

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Parts to make feeders (see Step 6)

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Copies of activities in Introducing Birds, available from Ontario Nature

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Pictures of common feeder birds

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Discuss what birds eat. At first the answers will probablyhave to do with seeds, especially if there are feeders on dis-play. As they think about it, other answers will begin to sur-face, such as those from the list below.

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Seeds (many birds)

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Suet (woodpeckers, nuthatches, and many others)

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Nectar (mainly orioles and hummingbirds)

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Insects (warblers, chickadees, woodpeckers, andmany others)

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Sap from trees (yellow-bellied sapsuckers, humming-birds)

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Mice, snakes, voles, rabbits (raptors)

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Dead animals (turkey vultures)

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Berries (bluebirds, cedar waxwings)

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Worms (robins)

Indoor Variation

Have samples of some of the various types of seeds usedin bird feeders. A local supplier or avid bird feeder wouldprobably be happy to supply a little seed. Have them sepa-rate the seeds out of a handful of mixed seed to find thedifferent kinds. It would help if there was a sample of eachkind of seed that is listed on the seed preference chart(included at the end of this activity). Discuss similarities anddifferences of the various seeds.

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Red and white millet

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Striped and oiled sunflower

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Cracked corn

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Safflower

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Niger (thistle)

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Peanuts (whole and shelled) Note: make certain noone has allergies

Have samples of some of the various types of feeders. Alocal store will probably be more than willing to loan themfor a session. It would be good to have a variety such as:

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A silo feeder for niger or millet, sunflower seeds, ormixed seeds

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A suet feeder

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A peanut feeder (shelled)

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A platform feeder

Comparisons of feeders and the birds that use them can bemade. It is a good idea to have pictures of the various birdsthat frequent feeders (often they are on the boxes). Havethe group try to identify some useful features of each typeof feeder for the birds that use them.

Discuss what vegetables each person likes to eat. Then askthe group whether they would eat another kind of veg-etable if they had to. Birds are the same. They have prefer-ences to the type of seed and the type of feeder they use.The preference has to do with their size, beak strength andstructure, dexterity, and learned skills. Use the seed chartthat is enclosed to do any of the following:

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Match the seed name to the sample of seed.

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Make observations, such as that sunflower will attractmany birds or that oiled sunflower is preferred bymany species because it is easier to open, or thatboth small and large birds eat sunflowers, etc.

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Decide on a mix that they would use for theirfavourite three birds.

Introducing Birds, available from Ontario Nature, has amatching beaks and feet activity (pages 17-18) that is goodespecially if the feet and beak are compared to the bird’sdiet.

Make a simple bird feeder (included at the end of this activ-ity).

Wrap-Up at Meeting Space

Discuss (using pictures) some of the birds that are likely tobe attracted to their feeders. The enclosed page fromProject Feederwatch (see page 64) is a useful guide to helpdetermine the most common feeder birds. The first tenbirds on the list are the most likely. Some of the others aremore regional. As well, remind them to observe their feed-ers carefully for any signs of bird activity.

Other Activitiesl

Visit a bird-feeding station and watch the activity atthe feeder (types of birds, what they are eating, howthey break open a seed).

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Try to break open various kinds of seeds to showwhy different types of beaks are more useful withdifferent types of seeds. The group must be cau-


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tioned not to eat any seeds, and not to put their fin-gers in their mouths after they have handled theseeds.

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Take a quick hike to look for nests (including cavi-ties).

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Imitate bird flight patterns (flapping, gliding, soaring,fluttering and hovering, flap and glide).

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Using pictures of birds cut out of feeding brochuresoften found at your local bird feed supply store, anactivity from the Appendix can be done with the pic-tures and the bird names.

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Activities in Introducing Birds, a resource availablefrom Ontario Nature, include:

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Bird Bingo: page 11 and related Appendices,

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Parts of Birds: page 11 and related Appendix, and

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Food chain activities: page 14.


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Project Feederwatchhttp://birds.cornell.edu/pfw/DataRetrieval/dataretr_index.html

The following information has been adapted (with all numbers rounded off) from the website above.


Common Name Percentage of feeders visited Mean group size

Black-capped chickadee 90 2

Blue jay 88 2

Dark-eyed junco 84 2

Mourning dove 82 2

Downy woodpecker 81 2

American goldfinch 73 1

Northern cardinal 67 2

European starling 66 2

House finch 59 5

Hairy woodpecker 57 1

White-breasted nuthatch 52 1

House sparrow 50 9

American tree sparrow 50 4

American robin 48 3

Common grackle 48 4

American crow 45 2

Red-winged blackbird 38 4

Purple finch 31 5

Song sparrow 25 2

Red-breasted nuthatch 25 2

Brown-headed cowbird 23 3

Sharp-shinned hawk 20 1

White-throated sparrow 17 2

Cooper’s hawk 14 1

Rock dove (pigeon) 13 5

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Soda FeederEquipment

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2liter pop bottle

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string

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20-cm dowel

1) Remove all the labels and stickers from a 2 litre popbottle.

2) Thoroughly wash and dry the bottle.

3) Drill a small hole in the bottle cap to thread a stringthrough. Tie a knot on the inside end to the cap so thefeeder will hang from it.

4) Using a drill, make holes that are on opposite sides ofthe bottle, just big enough for the dowel. Insert thedowel through the pair of holes. If the dowel is tooloose, wrap masking tape around the ends of the dowelnot only to hold it in place, but to make a softer perch.

5) Drill holes for the seed to come out. For a sunflowerseed feeder, make holes that are about 1 1/2 cm indiameter, about 4 cm above the perches. They are a bitsmall, but once you trim the plastic a bit they should beabout the right size.

6) Drill a couple of very small drain holes in the bottom.

To fill the feeder, it must be unscrewed. It is a good ideato dump out all unused seed if it is at all wet or has sattoo long, as it could lead to disease problems in birds.For easy filling, cut the top off another pop bottle to useas a funnel.


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Favourite Foods

Note: The above information was gathered through experimentation. The complete chart is in the form of a poster. Theinformation on the poster was provided by the National Wildlife Federation (www.nwf.org). The top three choices are provided for a few species of birds, with number one being their first choice.


Stripedsunflower

Oiled sunflower

Red milletWhite millet

ThistleShelledpeanuts

Crackedcorn

Safflower

Blue jay 2 1

Northerncardinal

2 1 3

Black-cappedchickadee

2 1 3

Commongrackle

1 2 3

Americangoldfinch

3 2 1

Housefinch

2 1 2

Purplefinch

2 1 3

Housesparrow

2 1

Mourningdove

2 3 1

White-throatedsparrow

3 2 1

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Background

Insects are the most diverse group of organisms in the world. Over 900 thousand different species of insects havebeen identified, out of an estimated two million species. Insects represent approximately 80 percent of the world’sspecies of animals.

Insect Characteristicsl

An insect is an invertibrate with six legs and is composed of three body parts

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head

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thorax (mostly muscle, where the legs and wings are attached)

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abdomen

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The mouth parts are specially designed for chewing, sucking, piercing, or absorbing liquids.

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Most have compound eyes (an arrangement of simple eyes), and often a pair of simple eyes as well.

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They have one pair of antennae to help with smell and touch.

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Most have two or four wings, and are able to fly.

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Insects have an exoskeleton which is a hard outer covering that serves as protection from water loss andpredators. During growth the exoskeleton can be shed from 4 to 30 times.

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Colours range from drab to brilliant, glittery, or iridescent.

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They are some of the smallest animals, seldom larg-er than five centimetres.

An interesting characteristic of insects is that they gothrough different stages, with different characteristics andvisual appearances, as they grow. Most species go throughfour stages, although there are a few species that do not gothrough the pupa stage. The stages are:

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Eggs (often found on vegetation)

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larvae or nymphs (young growth stages, e.g. caterpil-lar)

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pupa (the cocoon stage)

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adult insect, which we most often recognize

Insects are very seasonal, and may be abundant at one timeof year and completely absent at other times. A keen eye isneeded to locate insects on outings as they look different indifferent life stages, are small, and are often well camou-flaged or hidden. On outings we often see flies, bees, andbutterflies and think we have seen numerous species,although there are many more species to observe. So takean Insect-A-Hike, and see what new insects are discovered.

Session Goal

To search for insects, or signs of insects, and to share theimportant role insects play in ecosystems. Identification isnot recommended unless the leader is experienced.

Equipmentl

Magnifying glass

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Sweep net for each group

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Container for temporary viewing (e.g. pill bottle)

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“Introducing Insects” from Ontario Nature (recom-mended)

Indoor Variation

Conduct an indoor hike using pictures (available inIntroducing Insects, a reference guide from OntarioNature), and choose from a variety of activities fromIntroducing Insects, some of which are listed under OtherActivities. Make it interesting by occasionally interjectingstatements like “Don’t step on the ant hill!”, “Watch out forthe snake!”, or “Look at the goldenrod.” Follow the proce-dure outlined in the Outdoor Hike. Insert other activities onoccasion, such as “I spy”, to break things up.


Have the group discuss their favourite animals and see ifanyone names an insect. At this point the leader couldintroduce the topic by saying their favourite animal was abee. Bees are industrious, communicate with each other,and make honey, which most of us enjoy.

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The trivia questions at the end of this chapter canintroduce the group to the fascinating world ofinsects. One of the questions helps them to identifyan insect.

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The Insect Uses activity (included at the end of thisactivity) will show the group how valuable insectsare to the natural world. Choose an activity fromAppendix I to use with this page.

Note: When planning the hike, it is a good idea to includean area that has a couple of habitats, such as a meadowand a wetland. Discuss where insects may be locatedbefore setting out.

Outdoor/Hike

There are many special techniques that can be used to findinsects. Choosing one or more of the following may helpthe success of your search.

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Shaking: Put a white sheet under a bush or low treeand shake the branches.

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Baiting: Mix up fruit juice (stale works even better),or ripe fruit and sugar or molasses. Paint the mixtureonto a tree trunk or fallen log. Come back at night tosee what is there. This method is an option forgroups that meet at night.

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Decomposition: Look for dung beetles and flies inrotting smelly meat which can be put in an area aday or two before the hike to attract a few critters.

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Peeking: Look under rocks and logs. Replace alloverturned items carefully. You might find variousbeetles, ants, earwigs, and crickets, and non-insectanimals like wood lice, centipedes, millipedes, slugs,snails, earthworms, and maybe even a newt or sala-mander.

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Night light: Use a light after dark to see what insectsit attracts.

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Sweeping: Use a net to sweep through vegetation tosee what can be caught.


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Look for evidence of insects. Examples are listed below.

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Holes in leaves (beetles)

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Bites out of leaf margins (caterpillars)

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Curled up leaves (caterpillars or spiders)

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Stages (e.g., eggs on leaves)

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Nests (wasps, tent caterpillars)

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Galls (wasp and fly larvae)

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Cavities (ants)

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Trails or tunnels in leaves (leaf miners, fly or mothlarvae)

As you walk, make sure that the group is looking for insectsalong all parts of the plant:

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Stem: aphids, ladybugs (looking for aphids), prayingmantis (looking for another insect)

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Flower: bees, wasps, various flies, beetles

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Leaves (don’t forget to look underneath): caterpil-lars, leaf hoppers, beetles, leaf miners (inside)

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Foam on plants: spittle bug nymph

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Under bark: ants

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Roots

After finding a few insects, it is a good idea to review theircharacteristics. Information is provided in the backgroundsection.

Different species of insects are found in different habitats,so it is important to take the group to different ecosystems.Examples of the types of insects found in various ecosys-tems are listed below.

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Woodland: flies, wasps, bees, butterflies

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Open field: treehoppers, spittle bugs, beetles,grasshoppers, wasps, ants, bees, butterflies, flies

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Aquatic:

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In the air (dragonflies, damselflies, mosquitoes,mayflies)

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On the water (water striders, whirligig beetles)

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In the water (mosquito larvae, dragonfly larvae, damselfly larvae, beetle larvae, caddis flylarvae (in protective case), water bugs, beetles, black fly larvae

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Soil:

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In (tiger beetle larvae, ant nests, wasps, bees, doodle bugs)

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On (beetles, grasshoppers, ants, flies)

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Under stones and litter (ants, beetles, beetle larvae, sow bugs, springtails)

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On animals: lice, mosquitoes, horse flies, black flies,fleas.

It is important that the group understands what they shoulddo when they find an insect.

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Handle the insect withcare both while it is beingcaught and observed as insects are fragile.

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Acknowledge who found it by asking them to catchit and share their discovery.

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Observe using a magnifier.

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Participants can determine if it is an insect or not byidentifying features that are common to insects.Factors such as colour could also be discussed.

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Release the insect where it was found.

Wrap-Up at Meeting Space

At the end of the hike have the group discuss their find-ings, what they found interesting and what they learned.

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Count how many species of insects the group canfind in an area to determine the most commonspecies for that area. As most people have a limitedknowledge of insect names, pick five or six insectsthat everyone would recognize.

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The group could draw a couple of the differentspecies of insects found on the hike.

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Choose an activity from Introducing Insects (aresource available from Ontario Nature). A few ofthe activity highlights are listed below.

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Dragonfly parts activity: page 11

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Identifying imposters: page 11

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Food chain: page 14

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Feed the frog: page 14

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Echolocation simulation: page 14

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Eating adaptations: activity sheet 11


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Underwater adaptations: page 19/20

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Setting up an aquarium: page 20

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Camouflage worksheet: page 21

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Butterfly craft: page 26

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Making a monarch craft: page 29

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Aquatic insect identifier: activity sheet 8

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Mosquito life cycle board game: page 38

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Looking at and raising larvae from goldenrod galls: page 40

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Identification activity: page 43

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Discussion questions: page 51

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Planting an insect garden: page 52

Note: There are many pictures of insects throughout thebook that could be run off, put on cards with their nameswritten on other cards and used as a tool during the ses-sion.


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Insect TriviaThe following trivia quiz was developed using information found in Ontario Nature’s Introducing Insects resource book.

1) If humans could jump as well as fleas they could:

a) Jump 3 times their heightb) Jump over a housec) Jump five city blocks in one boundd) Not jump very high

2) Cicadas are the loudest of all insects. They make a sound by vibrating a pair of drum-like membranes on their abdomen. Thesound can be heard up to:

a) 2 m awayb) 200 m awayc) Almost 1/2 km awayd) 6 km away

3) Some insects don’t live very long. The adult stage of a mayfly often lives less than:

a) One yearb) One monthc) One dayd) One minute

4) A grasshopper moves its leg over the edge of its wing like playing a violin to make a noise to:

a) Stake out its territory and attract a mateb) Stake out its territoryc) Irritate peopled) Exercise

5) For a thimbleful of honey, a bee must collect nectar from:

a) 6 flowersb) 2,000 flowersc) 60,000 flowersd) One million flowers

6) Monarch butterflies are one of the few insects that migrate. They can travel as far as:

a) 2 km each fallb) 200 km each fallc) 1,000 km each falld) 2,900 each fall


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7) Backswimmers can stay underwater for up to 30 minutes because:

a) They have large lungsb) They don’t use much oxygenc) They can breath underwater through gillsd) They trap air bubbles in hairs on their body

8) There are over one million species of insects in the world. That is equal to:

a) The number of kinds of frogsb) The number of birdsc) Less than the number of fishd) Twice the number of all other animals put together

9) Characteristics of adult insects include (select all those that apply):

a) 6 legsb) Having sense organs for smell at the end of their antennaec) 4 earsd) 3 body partse) 2 feet on each legf) A hard outer covering called an exoskeletong) 2 pairs of wingsh) Hear through their nosesi) 2 kinds of eyesj) Being bigger than many animals

10) The following is true of an insect life cycle (select all those that apply):

a) Most juvenile insects look like the adultb) They all go through a larval stage before becoming an adultc) A larva can grow up to 2,700 times its original sized) All insects have a molt of their exoskeleton as they growe) 2 or 3 generations of butterflies can be produced in one seasonf) All insects hibernate in the fall

Answers: 1-c; 2-c; 3-c; 4-a; 5-c; 6-d; 7-d; 8-d; 9-a, b, d, f, g and i; 10-c, d and e.


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Break down plants and animals into organic

material

Help aerate the soil by creating tunnels and

pathwaysMix up the soil

Fertilize it from their droppings

Honey/candle waxDyes for colouring (a redcolour, carmine, is fromfemale cochineal insects)

Silk Some inks

Fun to watch and study

Help control other insects(one type of beetle can eat

up to 500 aphids in its larvalstage)

Scientific studySome insects eat certain

species of insects

Many birds, mammals, fish,amphibians and reptiles eat

insects

Use of InsectsSee Appendix I for activity ideas using these answer cards under these general headings:

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Help the soil

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Create useful products

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Useful for humans

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Weed control

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Food for humans

Background

There are many programs in existence that encourage participation through the adoption concept. Most are verysuccessful and, like anything else, success depends on positive leadership and motivation.

This section started out as an Earth Day activity. What changed it is the fact that all too often something is doneon April 22, and forgotten about the rest of the year. This is not what any of us want to see happen. The goalssubmitted by members of the Nature Network suggest an attitude change towards a positive life style that includesconservation efforts throughout the year. Therefore, maybe Earth Day within the various groups could take on adifferent approach. Maybe it could be the celebration of the conservation activities undertaken throughout theyear, or maybe it could be the culmination of a year-long initiative to achieve a goal on Earth Day, or any day forthat matter.

Thus this activity is not just a list of possible things that could be done. It is also an approach that could be thebackbone of an environmental initiative that would be a good idea for each club to take, and one that could leavea more lasting impression on both individuals and nature. It is an approach that would make the youth feel anactive participant in conserving nature in their community. Thus the suggestions provided do not prescribe some-thing that we can have the youth do, but ideas to get youth started on their own initiatives as a group. It wouldalso create a scenario where input and suggestions from the group are welcome and will form the course of direc-tion.

To give one example, let’s look at one of the more common Earth Day initiatives, the removal of litter from the


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natural environment. What happens is that we go alongand remove the litter and are pleased to have completed apositive action. So litter removal could encourage theyoung naturalists to undertake other conservation projects,such as habitat restoration. Other activities could also bedone throughout the year during regular meetings. Thus,meetings aren’t just a series of activities to impart knowl-edge, and affect attitude. They become something thatbuilds towards a group goal.

Suggestions for a junior naturalist Earth Daylitter removal initiative could include:

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Playing a trivia game at each session related to“Saving the Earth.” A good source is 50 SimpleThings You Can Do To Save the Earth (details in theresources section). Even better is having the juniornaturalists bring in something to share with thegroup. That will foster their own searching and learn-ing which could lead to more self-fulfillment.

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Encouraging the group to write letters to variousorganizations or businesses requesting sponsorshipfor the project.

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Creating posters, notices, or letters to promote theclub initiative.

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Researching the negative effects of litter, programsand initiatives available, and sponsorship of no-litterprograms (the internet has a wealth of information).Results can be shared at each meeting throughoutthe year. At each session, someone could presentsomething, so that over the course of the yeareveryone gets a turn. It doesn’t have to be anythingextensive. A name and address of a sponsor, aninteresting contact or website, or a new idea is allthat is needed. Using Google as a search engine andhaving it search for “garbage + litter” producedsome excellent results (a couple enclosed inAppendix III), which could lead to avariety of initiatives.

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Doing a litter-per-100 metre count. Choose a coupleof different areas (urban, rural, highway, forest, etc.).Have different groups go to different areas and col-lect litter. As it is collected, have it tallied as to thetype of litter. When the results are in, one might getideas as to how to solve the problem. An idea mightbe to place a garbage container in a strategic loca-tion. This is much easier than picking up litter.Maybe the club will develop signage, get sponsors

for garbage containers, and be able to develop aneasy way to keep the garbage container empty. Thiswill help to prevent the problem rather than con-stantly having to deal with an existing and ongoingproblem. Often there is a problem and we try tomake it disappear without addressing its root cause.

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Determining how much of the litter that was foundis recyclable.

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Having a consistent litter program that removes itbefore it spreads (one group per month).

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Hosting a community event (e.g., instead of directlypicking up litter, sponsoring a community litter-a-thon with entertainment, prizes, etc.).

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Reading books that have an environmental messageto the youngsters, like Isn’t It A Beautiful Meadow?(see Appendix II).

Please note that the above is for only one type of initiative.Consider the following, which could lead to interestingresults. Note that what works for one activity could alsowork for another. So suggestions for litter could work forbutterflies.

The following are examples of some possible Adopt-A-Programs. A couple may seem a bit unusual at first, but doserve a purpose.

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Adopt-A-Weed: That lawns are appealing to manypeople does not mean they are good for the envi-ronment. The issue of herbicides could fit nicelyhere.

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Adopt-A-Snag: Even dead trees have a use.

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Adopt-A-Butterfly: The initiative here could be tocreate an instant environment (butterfly garden),that shows results very quickly with respect to vege-tation and insect life.


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Background

Habitat is the type of environment in which species live. One doesn’t need to go far from home to find a habitatthat is suitable for a species of plant or animal. For the activities below a habitat is considered to be a place thatprovides for most of the needs of a particular animal. Even something as small as a piece of dung is a place suit-ed to certain animals, providing protection, moisture, and nutrients. Each animal has needs that are met by cer-tain habitat types. When there are varied habitats, the wildlife diversity increases.

Session Goal

To look at a variety of habitats and have the group understand that all habitats are important to ensuring a diver-sity of animal life.

Equipmentl

Copy of the habitat worksheet for each group

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Variety of Nature Notes available from Ontario Nature

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Pencils

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Clipboards


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Discuss the basic needs of animals (food, water, shelter,space, air, and warmth) and how each animal’s needs area bit different.

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Frogs: habitat with many insects, water for layingeggs and for protection from enemies, and deepwater for winter survival, etc

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Squirrels: food supply of tree buds, seeds, berries,fruits, and nuts; a cavity or source of materials tobuild a nest, trees for protection, etc.

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Have participants make their own suggestions forfish, birds, etc.

Outdoor/Hike

Find as many different habitats as possible. For this, look atdifferent sizes and locations of habitats. Identify one or twounique aspects about a particular habitat, or mini-habitat.Different habitats can be found:

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Under logs

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In a pond

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Around a pond

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At a butterfly garden

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At a marsh

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In a shrub

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In a woodlot

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In a field

Hike through a variety of habitats to compare them on amore in-depth basis. As you proceed on the hike use therelated worksheet (included at the end of this activity) as aguide for discussion, or for older groups use the log as agroup activity. There is no right or wrong way to fill out theworksheet. It is important for the group to notice differentenvironmental factors that could affect the type of animallife found. The following suggestions could be used:

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Temperature: warm, cool, or cooler than [ ]. Forolder groups a thermometer could be used.

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Humidity: dry, or damp, or drier than [ ]. Forolder groups a hygrometer could be used.

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Sunlight: this is a comparative measure with respectto the surroundings. It may not be a sunny day, butis it a sunny location?

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Wind: this is also a comparative measure. Would itbe a windy area?

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Physical (soil type, rock, slope of land, topogra-phy drainage, moisture): very little detail would beneeded for younger groups. Maybe one or twodescriptive words like flat and dry would suffice forany group.

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Protective (shelter from weather or predators): doconditions exist that some animals could use forprotection from either weather or predators?

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Food availability: identify the main food sources,such as seeds, insects, rodents, etc.

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Space available: comment on the amount of space.For example, a field is a large space, while under alog is a small space.

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Type of plants: are there many different kinds ofplants.

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Type of animals: log the number of types of ani-mals seen, and also ones that are likely to be in thathabitat.


The findings of the various groups could be shared at theend. The group could discuss actions people can take toconserve habitats.

An animal population count could be done for two differ-ent habitats. For example, a hula hoop could be used in alawn and in a weeded area, and an animal count could bedone. Count the number of different species of animals,and maybe the total number of animals. Dig through thegrass and weeds to the soil being careful not to disturb theinhabitants.

A plant count could also be done. For plants, you would justfind how many different kinds of plants were found. Thereshould be three times the diversity in the field than on thelawn.

Other Activities

The Family Nature Notes series, available from OntarioNature, has a wealth of information on this topic whichcould be used in a variety of ways such as:

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To supplement the above activities.

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As information sources for comparing habitats as an


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indoor activity.

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For information and activities to form the basis of adifferent set of activities.

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As a source of trivia questions.

Around Algonquin (spring 97)Bogs and Fens (spring 99)Carolinian Canada (fall 95)Concrete Jungle (fall 97)Grassland Carnivores (winter 99)Grasslands (summer 99)Great Lakes-St. Lawrence Forest (spring 98)Lake Ontario Shoreline (spring 96)Marshes (fall 98)Nearly North (fall 96)Niagara Escarpment (winter 95)Old Growth Forest (winter 90)Ponds (summer 90)Swamps (winter 98)The Great Northwest (winter 96)The Oak Ridges Moraine(fall 00)The Ottawa Valley (summer 96)Wetlands (summer 98)


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Habitats Worksheet


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Area 1 Area 2 Area 3 Area 4

Weather

Temperature

Humidity

Sunlight

Wind

Physical

Protection

Weather

Predators

Food Sources

Space

Vegetation

Animal Life

Additional ActivitiesMany of the activities described within the manual have a question or problem that has a number of answers. Byputting this information on sheets that could be cut up, these answers can be used in a variety of ways. This willhelp to increase interest and vary how things are done. Additionally, you could make up your own cards for anyrelated information. You could also make them look more appealing by printing them out in different colours.

When cut up these answers become activity cards. To make them look more appealing, less likely to get lost dur-ing an activity, and to preserve for future use, it would be a good idea to mount answers on a coloured card stockor construction paper, and then laminate them. For that extra effect, the construction paper could be cut up in theshape of trees, birds, frogs, etc.

Some possible activities are listed below. Note that some of the activities do not require cards, as they can be usedas openers or closers without any preparation.

Find and Seek

Activity cards can be placed around an area and participants are to find one or more answers, depending on thepurpose. By setting a maximum number to collect everyone should get at least one. Then they could be used fordiscussion.

Help

Sometimes when a question is asked they could be used as aids to help the juniors come up with more answers.If someone is stuck for an answer they can draw a card from the pile. If it is an answer that was already discussedthey can draw another card.

Checklist

Not everything needs to be an activity. The answer cards can be used just as a checklist so the leader can keeptrack of answers discussed. If some particularly significant answers weren’t discussed, the leader could just readthem off at the end, or give clues to help the participants guess missing answers.

Partner Search

Divide everyone into two equal groups. Give each person in a group an answer and each person in the othergroup an identical answer. The goal is to find the person in the other group who has the same answer. They canonly use sign language. This would be difficult for some answers, like “enrich soil” so only use answers that couldbe easily guessed using sign language.

Ten Questions

Everyone could be given an answer and told to keep it a secret. Then the others in the group would try to figureout their answer by asking questions. The person with the answer can only answer yes or no. The group must lis-ten to questions and answers in order to help them form new questions or guess the answer. The goal is to getthe answer in 10 questions or less.


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Classify

The answer cards could be given out to smaller groups.Each group then has to divide the answers into classifica-tions. They can use their own criteria, or the criteria couldbe put on cards and given to them. For example: tree usescould be divided into three families (useful for people, use-ful for other animals, useful for the environment). It couldbe divided into two groups (useful for mankind, useful fornature). There are many other ways of classifying things,and none are incorrect. What will come out of it is thatsome things will fit two groups. This can be solved by put-ting that card in the middle if it fits more than one group.

Trivia

Trivia questions are included with some of the sessions.Trivia games can be played at any time, before or after asession. It might be a good idea to run off the questions, cutthem up, and have different naturalists present a question.If more are needed, maybe the leader can make them upusing information on the trivia cards. For example which isnot a tree use? It is best to use trivia more as a way ofimparting information for the group than as a competition.Having individuals bring in one or two trivia questions is agood way of increasing participant involvement. As present-ing information in small bits is a great idea trivia could beused at various points during a hike, or as a filler during ses-sions.

Nature Alphabet

The geography game that many have played is wonderfulto use with nature topics. This could be done as teams,small groups, the whole group, or any combination. Oneperson begins by saying a word that pertains to the topic.Another person continues by saying a word that beginswith the last letter of the previous word related to the sametopic. The play goes on until no one can think of a wordbeginning with a certain letter that hasn’t already been said.

Snowball

Start with someone saying something related to a topic like“I went to a wetland and saw a frog.” Another person wouldcontinue by saying the same thing and then adding ananswer, like “I went to a wetland and saw a frog and a drag-onfly.” Play continues until no one can remember the last

thing said. They can all have a turn at it. The list can getquite long.

Family Nature Notes

The Family Nature Notes series, available from OntarioNature, is an excellent source of child-friendly informationon a variety of topics. The pictorial and graphic contenthelps with presentation of information. Most Nature Noteshave a couple of activities ranging from word searches, pic-ture searches, comparisons, suggestions of something tomake or reading for information. Having one of every pub-lication would be a worthwhile and reasonable investment.Contact Ontario Nature or visit www.ontarionature.org toorder copies.


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Compass ActivityWorking with a compass is always a thrill for junior naturalists. Everyone thinks they know how to use a compass but once it isin their hands they become unsure. Ask someone to set the compass to point east to test this theory out.

This activity can be used with any activity listed in the program. Practice using a compass to describe where something is, or togo in a certain direction. Compass work can be a diversion (every so often, stop and give the juniors a compass bearing to finda certain tree, plant, etc.). Or the compass work can be the main activity throughout the session (more likely, as it takes time toteach the skills).

Young children end up going north no matter what direction you tell them to go in. The reason is that they follow the floatingred needle, which always points north.

The trick is to have them set the dial to the desired direction first. Even children as young as 8 or 9 years old can learn to set thedial to a direction even if given in degrees. Once the dial is set, all they have to do is to make sure that the red needle whichalways points north is pointing to the north on the dial. This is accomplished not by adjusting the dial, but by physically turningthe compass. Make sure that they hold the compass flat in their palm, and that it isn’t near anything metal.

Once that is accomplished just follow the arrow on the base plate. This is all quite easy once done a few times. When workingwith young children always check that they are actually doing things properly as they will tend to do what their friends are doing.


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Blank Activity Card


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ResourcesEnvironmental Education Resources Available Through Ontario Nature

Introducing Trees. Pamela Hickman, Pembroke Publishers, Markham,1999.

Introducing Reptiles. Pamela Hickman, Pembroke Publishers, Markham,1999.

Introducing Birds. Pamela Hickman, Pembroke Publishers, Markham,1999.

Introducing Insects. Pamela Hickman, Pembroke Publishers, Markham,1999.

Why Wetlands? Pamela Hickman, 1994.

Wildlife in Jeopardy. An extensive source of authoritative information and hands-on, classroom-readyactivities and lesson plans for teachers and students, keyed to the Ontario curriculum for grades 4-10.Through cross-curricular themes, educators and students learn about the impact of disappearing habi-tats on flora and fauna.

Ontario Trees & Some Woodland Plants. Stew Hilts, University of Guelph, 1997. This is a great little pock-et guide for introductory teaching of trees.

Operations Manual. Andrea Kettle, Tatiana Mitchell, Federation of Ontario Naturalists, 2001. The manu-al gives a good description of a variety of considerations and organizational procedures involved whenrunning Junior Naturalists Clubs.

Additional Resources

Head-of-the-Lake Pocket Nature Guide. Laurel McIvor, Hamilton Nature Club, 2003. This pocket guidehas information on a lot of topics and fits most places in Southern Ontario.

Dragonflies and Damselflies of Southwestern Ontario. Ian Carmichael, Alistair MacKenzie, BradSteinberg, Friends of Pinery Park, 2002. This pocket field guide has excellent pictures of what will prob-ably be found in many places in Ontario.

Animal Tracks of Ontario. Ian Sheldon, Lone Pine Publishing, 1997. This pocket guide is relatively easy touse for beginners.

Familiar Trees of North America East. Ann H. Whitman, A Chanticleer Press Edition, 1986. This NationalAudubon Society field guide has excellent photographs of common species.

Wetland Plants of Ontario. Steven G. Newmaster, lan G. Harris, Linda J. Karshaw , Lone Pine Publishing,1997. This book includes information and keys on trees, bushes, wildflowers etc.

The Urban Outback - Wetlands for Wildlife. Heather Gosselin, Bob Johnson, Metro Toronto Zoo, 1995.This book, available through Adopt-A-Pond, deals with small urban wetlands, and includes some inter-esting information on amphibians.

Fifty Trees of Canada. J. L. Van Camp, The Book Society of Canada, 1952. This is a wonderful book whichhas a great identification key and descriptions. It is similar to Ontario Trees and Some Woodland Plants,but more detailed. It might be out of print.

Pond Life. George K. Reid, Golden Guide by St. Martin’sPress, 2001. This pocket guide is a must for reasonable,easy-to-carry identification help.

Teaching Kids About Birds. Eirik Blom, Bird WatchersDigest. This $6 booklet provides some background informa-tion and a few ideas.

Amphibian Voice. newsletter of the Adopt-A-Pond. All ofthe Adopt-A-Pond resources are most helpful for a varietyof topics. Their posters, mini-identification guides, and pub-lications are all very useful.

50 Simple Things Kids Can Do To Save The Earth. TheEarthWorks Group, Earthworks Press, Berkeley, CA, 1989.This book has a host of interesting trivia, as well as strate-gies that are easy to follow to help protect the environment.

Isn’t it a Beautiful Meadow? Wolf Harranth and WinfriedOpgenoorth, Oxford University Press, Oxford, 1985. Thischildren’s story book has an excellent story line, whichpasses along a conservation message.


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esWebsiteswww.ontarionature.org - visit Ontario Nature online for the resources available in this manual as well asfor links to Ontario Nature Network member groups.

www.greenscreen.org - an environmental website. Offers a subscription for newsletters.

www.speciesatrisk.ca - has some information and excellent links. Has links to a couple of sites, e.g., onBlandings turtle, that are good for species at risk study.

www.cnf.ca - the Canadian Nature Federation site has information on Canadian issues as well as beinga source for educational materials (reasonably priced) and nature links.

www.wildeducation.org - this site takes you to the Canadian Wildlife Federation page. This group hassome excellent resources, such as “Project Wild”, along with other materials and links.

www.wildaboutgardening.org - this site belongs to the Canadian Wildlife Federation. It has some goodideas for backyard habitats for a variety of species, including butterflies, birds, amphibians, etc.

www.acer-acre.org - ACER’s (the Association for Canadian Educational Resources) current focus is“Community outreach through environmental monitoring” in forest plots, streetscapes and school yards.ACER is working with educators, volunteers, scientists, landowners, organizations and governments,measuring locally and reporting globally.

www.treecanada.org.index_e.htm - has some sponsorship programs and some educational resources.

www.greenteacher.com - a great magazine for teachers.

www.evergreen.ca/cgi-bin/library.cgi - a good page of resources for community restoration projects.

Photo credits:

Page 16: Paul PhilpPage 17: Paul PhilpPage 21: Paul PhilpPage 26: Paul PhilpPage 27: Paul PhilpPage 29 - Maple key activity photos: Paul PhilpPage 30: Paul PhilpPage 35 - Toad abode activity photos: Paul PhilpPages 37 & 38 - Origami jumping frog activity photos: Paul PhilpPage 39: Paul PhilpPage 44: Vanessa DenovPage 48: Paul PhilpPages 53 & 54 - Paper snowflake activity photos: Paul PhilpPage 55: Paul PhilpPage 60 - Bird photos: Paul PhilpPage 61: Paul PhilpPage 65: Paul PhilpPages 67 & 68 - Bird feeder photos: Paul PhilpPage 69: Paul PhilpPage 76: Paul PhilpPage 78: Vanessa Denov

Junior Naturalist Kit

Documents

Transcript of Junior Naturalist Kit