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Walk on the Wild Side

2016 Mesilla Valley Maze Curriculum Resource K-5

www.mesillavalleymaze.com

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Table of Contents

Notes to the Teacher 3

Lesson 1-Before the Trip 4

The A “Maze”ing Mesilla Valley Maze 5

Mesilla Valley Maze K-W-L 6

Lesson 2-Learning at the Mesilla Valley Maze 7

Lesson 3-Quinn the Quail 10

Quinn the Quail Maze 13

Lesson 4: The Differences between Hot & Cold 14

Lesson 5: Scats and Tracks 17

Lesson 6: Lizards for Lunch 23

It Was A”Maze”ing Assessment 27

Recommended Reading 28

Coloring Contest 31

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Notes to the Teacher

Common Core State Standards and Texas Essential Knowledge and Skills (TEKS) are correlated with the lessons.

Many websites were used to compile these lessons. You may refer to certain websites to find out more information. Also, some of the websites are very helpful for additional lessons.

• www.nmaitc.org • www.mesillavalleymaze.com • www.scholastic.com • www.atozteacherstuff.com • www.shodorinteractive.com • www.northeastern.edu • www.goodcharacter.com

This curriculum contains original lessons from the Mesilla Valley Maze and adapted materials from other sources as noted. These lessons focus on the wildlife species that live within 5 miles of the Mesilla Valley Maze. A photo board is available for viewing on site during our fall season. These lessons were edited and standards provided by Katherine Buhl, an Elementary and SPED teacher in the Plano, Texas school district. Mrs. Buhl is a graduate of New Mexico State University and Las Cruces native.

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Lesson 1: Before the Field Trip

Objective: The students will be introduced to or expand their knowledge of Mesilla Valley Wildlife and the importance of Agriculture.

Procedures:

1. Preview activity:

A. Visit the Maze website at www.mesillavalleymaze.com with your students. Read about the maze activities together. This would be a good time to discuss students’ behavior for safety while visiting the maze. Discuss how the maze is cut out of a cornfield. Click on the “Mazes” link to find the answers.

B. Have students create a K-W-L chart, provided in the curriculum. Complete the K and W sections first. The L sections will be completed when they return from the field trip.

C. Have students complete the “A’maze’in Mesilla Valley Maze” comprehension sheet found on the following page.

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Name__________________________________

The A “Maze”ing Mesilla Valley Maze

Visit www.mesillavalleymaze.com and read about how the corn maze is created. Then, answer the questions below. Answer the questions in complete sentences.

1. When is the corn maze planted?

2. What do the initials GPS stand for?

3. What is used to cut out the pattern in the corn maze?

4. How many man-hours does it take to cut out the maze?

5. How do we use GPS systems in our everyday life?

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Name ___________________________________ Date________________

Mesilla Valley Maze K-W-L

What I KNOW What I WANT to learn

What I LEARNED

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Lesson 2:

Educational Opportunities at the Maze

A Field Trip to the Mesilla Valley Maze is fun, exciting and filled with learning possibilities. Whether exercising their bodies through play and exploration, or stretching their minds with a life size “I-Spy” and the Reading Route in the corn maze, the learning opportunities are ample. Our friendly School Tour staff can provide mini lessons on; 1. Water 2. Trees 3. The Solar System The structured educational portion of the Field Trip is divided into 5 sections.

Our visiting teachers have the option of having their students participate in any

or all of these activities.

1. Outdoor Classroom

2. Hayride to the Pumpkin Patch 3. Education Stations 4. Giant Corn Maze 5. Reading Route the story of “Quinn the Quail” will lead you through the mini maze with stops at storyboards along the way.

No matter which options are chosen, children, parents and staff alike will come away with a new appreciation for agriculture and our world.

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Educational Content for the 2016 Mesilla Valley Maze Field Trip New Mexico S & B--L.A./S 1-A Science/12-A Kinder—1,2, 3 Kinder-4th—2 B:1, C:1,2, D:5, 1st—3,45,6 5th—2. B:2,3,4, C:1.2. 2nd—1,2 3rd—1,3,4 4th—1,4 5th—1,4 TEKS—LA/S-1 Science—K-7 Kinder—B,1:d,e 3:c 8:a,b,c 9:b,c Kinder—B, K-9:b 1st—B1:d,e 12:a,b,f,g 1st—1.7:b,c 2nd—A 9:a,d,h 12:a,c,d 2nd—2.5:b, 2.7:a,b,c 3rd—B,1:b,d 9:a,de,f 3rd—3.8:a,b, 3.11:a,b 5th—2. B:2,3,4, C:1.2.

Section 1: Outdoor Classroom The 2016 Outdoor Classroom lesson focuses on the animals that are native to our Desert Southwest locale. Complete with visual aids, including hides, mounts and photographs, this 20 minute lesson is highly recommended.

Section 2: Hayride to the Pumpkin Patch

The hayride to the Pumpkin Patch, one of our most requested activities, allows everyone participating in the field trip to choose their own pumpkin, with the added opportunity to learn about the effect that weather has on growing crops like pumpkins.

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Section 3: Education Stations

A. Everything but the Oink! Check out the display with examples of the everyday products that are derived from Cattle, Hogs, Chickens and Sheep.

B. Wildlife of the Mesilla Valley This photo station features educational information about the wildlife that live within a 5 mile radius of the Mesilla Valley Maze.

C. Ain’t it Corny? What a difference a kernel makes. Corn and its myriad uses are the focus of this station.

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Lesson 3: Quinn the Quail NM Standards Common Core Mathematics Kindergarten, K.B.3 First, 1.C.4 Second, 2.D.9 Third, 3.B.3 Fourth, 4.B.4 Fifth, 5.B.2 Texas Standards Mathematics Kindergarten, B:8C First, B:8C Second, B:10D Third, B:8A Fourth, B:9A Fifth, B:9A Objective: A: Probability B: Showing Good Character Data Analysis and Probability: Students will formulate questions that can be answered with collected data. Increase Mathematical Vocabulary: The students will learn to describe events as likely or unlikely and the degree of likelihood using such words as certain, equally likely, and impossible. Variable Outcomes: How decision making can have affect the outcome of a story. Part A: Using marbles to illustrate Probability 1. ◦Chose a student to come to the front of the class. ◦Ask the class who they think will win if you and the student race across the classroom. ◦Let the student have a 1/2 of the room head start. Now ask the class who they think will win. ◦Prompt the students to use terms like: likely, unlikely, and impossible. ◦Inform the students that what they are discussing has to do with the mathematical term "probability” 2. Supplies: 4 white marbles 4 colored marbles Paper or other opaque bag/box

◦Hold up your opaque bag and allow your students to see that there is nothing inside the bag.

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◦Place 4 white marbles in the bag. Allow the students to watch you place the marbles in the bag. ◦Hold up the bag and ask the students what color marble you will pull out of the bag if you were to reach in and grab a marble. ◦Prompt the students to make the connection that you will definitely pull out a white marble, because they are the only marbles in the bag. ◦Make a chart on the board, split into two columns, white and other. Have a student assist by making hash marks when each color marble is pulled. ◦Place the marble back in the bag and add 4 marbles of a different color. ◦Ask the students which color marble is most likely to be pulled out of the bag and why. ◦If the students don't realize right away that the chances of pulling out either color marble is equally likely begin pulling out one marble at time, recording what color it is, and replacing it back in the bag. You may want to allow the students to pull the marbles out of the bag to help involve them and keep their attention. ◦Empty the bag, then place 3 white marbles and 1 marble of a different color in the bag. ◦Begin with this set of questions: Which color marble am I more likely to pull out of the bag? Why? Will I always pull out a white marble? How much of a chance do I have of pulling out the other color marble? ◦Explain to the students that you have a 1 in 4 chance of pulling out a non-white marble. ◦Repeat the experiment to show the students the results. The more you repeat the experiment the closer your results will be to the theoretical results. ◦Explain that 1 out of 4 chances can be represented as a fraction or a percent and show them how this is done. Part B: Showing character Using the story, Quinn the Quail, discuss the ramifications of being a person of good character. Point out the instances of the following good character attributes: a. Responsibility b. Attentiveness c. Respectfulness d. Politeness e. Thankfulness 1. Was Quinn being responsible when she stopped to watch Ben the Beaver? What were the consequences of that one decision? 2. Was Quinn being attentive when she met Ronny the Roadrunner? What happened?

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3. How did Quinn approach Javi the Javelina, was she respectful? How can you tell? 4. How did Quinn act when speaking with Doris? Was she polite? 5. What did Quinn’s mother say when her child was returned? Which type of character was she expressing? 6. What did Quinn learn after her adventure? Extension activity: paper maze of Quinn’s journey.

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Lesson 4: The Differences between Hot and Cold

NM Standards: Strand II, Standard II, Benchmark II Kindergarten, BII: 1,2 First, BII: 2 Second, BII: 2,3 Third, BII: 1 Fourth, BII: 1,2,3 Fifth, BII: 2,3 Texas Standards –Science Kindergarten, B:10A First, B:10A Second, B:10A Third, B:10A Fourth, B:10B Fifth, B:10A,B Mammals and birds are warm-blooded, which means that they can make their own body heat even when it is cold outside. Whether it is sunny and hot outside or there is a snowstorm and it is very cold, warm-blooded animals have body temperatures that usually stay the same. Reptiles are cold blooded; cold-blooded animals take on the temperature of their surroundings. They are hot when their environment is hot and cold when their environment is cold. Classify animals (mammals and reptiles) according to their physical characteristics. Purpose/ Essential Question: Which animals from the desert are mammals, or reptiles? Which animals are warm-blooded and cold-blooded? Step 1: Classify animals into mammals and reptiles. Step 2: Discuss the difference between warm-blooded and cold-blooded animals. Step 3: Review the difference in warm and cold-blooded animals and perform an outside activity. Step 4: Complete “Warm vs. Cold” worksheet about which animals are warm-blooded and cold-blooded. • Blank paper (enough for whole class) • Markers or crayons (enough for whole class) • Poster board (number dependent on how many groups you will have doing the exercise at one time) • Velcro (18 squares) • Picture of an animal for each student in the class • String (18 in. per student) • Blue stickers for half the class and red stickers for the other half Instructional Activities: Pass out a blank piece of paper to every student and tell students to be

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creative and draw an animal and label it. Tell them not to draw the same animal as their neighbor. Help them get started by telling them to think of different animals that live in the Desert Southwest near their homes, or that they may have learned about during the Outdoor Classroom at the Maze. Step 1: Download and print pictures of animals, using equal amounts of reptiles and mammals. Step 1: Explain to the children that they are going to classify the animals that they draw. Ask the class what it means to classify. Tell children that when they classify, they are deciding how objects can be divided into groups that have common characteristics. Ask the children to name different categories of animals. Get them started by naming the first category as mammals. Write each category on the board as a separate column. 1.) Mammals 2.) Reptiles Step 2: Ask the students the difference between each group and brainstorm characteristics. 1.) Mammals - A warm-blooded vertebrate that grows hair on its skin and (in females) produces milk for its young 2.) Reptiles- dry, scaly skin; most of them lay eggs on land Have groups of children come to the board and place their animals under the correct category with sticky tack. Have two pictures of animals from each category to hang up after the children hang their pictures. Discuss the animals in the different categories. Step 3: Pass out pictures of animals with a string attached so the students can wear the animal as a necklace because they are going to be that animal for this experiment. Place a red dot on the animals they have identified as warm-blooded animals and a blue dot on the cold-blooded animals so the students will know the difference. Review the difference between warm and cold-blooded animals. For this activity take the children outside and only allow the warm-blooded animals to wear their coats. Tell the students who are cold-blooded animals that they may not wear a coat but once outside they can move around or find sun or shade. Bring the students back in after about five minutes and separate the warm and cold-blooded animals to each side of the classroom.

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Ask the cold-blooded animals how they felt when they were outside. Ask the warm-blooded animals how they felt outside. Explain to the children that the coats represented that animal’s ability to keep itself warm, such as a layer of fat or fur. Ask the class what the cold-blooded animals could have done in order to warm up without a coat? Which animals on the list on page 19 can the students identify as warm or cold blooded? Even though we live in the desert, is there any great difference between the 2 types. Using the knowledge they have gained have your students discuss how an animal can survive in a climate that can be too hot or too cold. These topics will help to lead the discussion: 1. Burrow into the ground 2. Lay out in the sun 3. Cool their bodies in water 4. Migrate 5. Grow more fur or shed

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Lesson 5: Scat & Tracks

NM Standards: Strand II, Standard II, Benchmark I Kindergarten, BI: 1,2 First, BI: 2 Second, BI: 1 Third, BI: 1 Fourth, BI: 1,2 Fifth, BI: 1,3,4 Texas Standards: Science Kindergarten B:9A, First B:9B Second B:9B,C Third B:9A,B,C Fourth B:9A,B Fifth B:9A,B,C,D Introduction: Farmers and Ranchers provide much of the habitat for local wildlife. Food and water, necessary for life, are more plentiful in the areas around farms than in the Chihuahuan Desert that surrounds our communities. Growth around drainage ditches and arroyos is left in place in order to give our furry and feathered friends a safe place to live and raise their young. Discussion: When a farmer’s field is growing, animals visit by the light of the moon to feed, finding plenty to eat, and absorbing water from the food. Water is also available from irrigation and run-off. After harvest, animals continue to visit the fields to eat what has been left on the ends of rows or what has grown voluntarily on ditch banks and between the trees in orchards. Question: Here is a list of the crops grown in our area, which of these do

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you think animals will eat?

Alfalfa (hay) Green Chile Jalapenos Apples Squash Kale Cabbage Onions Cayenne Peppers Milo Watermelon Pecans Oats Lettuce Cotton Sudan Grass Corn Red Chile Wheat Pumpkins Pistachios Following is a list of hyperlinks for photos of the listed crops. Alfalfa (hay): http://www.angusbeefbulletin.com/extra/2010/06jun10/images0610/alfalfa3.jpg Apples: http://moderndogmagazine.com/sites/default/files/styles/slidehsow-banner/public/images/articles/top_images/Can-Dogs-Eat-Apples.jpg?itok=PBwjIvjd Cabbage: http://www.rareseeds.com/assets/1/14/DimLarge/cabbage-brunswick.jpg Milo: http://i.ebayimg.com/images/g/4BUAAOSwPcVVgZ8t/s-l300.jpg Oats: http://eatdrinkpaleo.com.au/wp-content/uploads/2015/06/paleo-oats.jpg Sudan Grass: http://ucce.ucdavis.edu/files/repository/calag/img5504p44.jpg Wheat: http://i.cbc.ca/1.1588882.1379057347!/httpImage/image.jpg_gen/derivatives/16x9_620/hi-wheat-852-8col.jpg Green Chile: http://mjskitchen.com/wp-content/uploads/2013/08/GreenChileFresh_Web.jpg Squash: http://www.growingmagazine.com/wp-content/uploads/2016/01/crop-focus-successful-squash.jpg Onions: https://daks2k3a4ib2z.cloudfront.net/55e7588c3b01b6b1742de2e1/55eec8428c3a43fa48d631f7_baby%20onions.png Watermelon: https://www.organicfacts.net/wp-content/uploads/2013/05/watermelon2.jpg Lettuce: http://www.onlyfoods.net/wp-content/uploads/2013/06/Romaine-Lettuce-Photos.jpg Corn: http://imavex.vo.llnwd.net/o18/clients/urbanfarm/images/Corn/Golden-Bantam-Corn.jpg Pumpkins: http://www.allaboutpumpkins.com/images/pumpkinrows.jpg Jalapeños: http://www.lasficheras.com/wp-content/uploads/2014/07/Jalapeño.jpg Kale: https://authoritynutrition.com/wp-content/uploads/2014/10/fresh-kale-on-a-wooden-

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table.jpg Cayenne Peppers: http://www.fairyhairs.com/wp-content/uploads/2014/04/2979198697_1e577a3673.jpg Pecans: http://www.californiapecangrowers.org/portals/2/Pecans.jpg Cotton: http://www.georgiacottoncommission.org/images/E0010401/AD_Content_photo640x426_softedge_bevel.jpg Red Chile: http://www.focusnewmexico.com/images/redx.jpg Pistachios: http://vegan-magazine.com/wp-content/uploads/2015/02/pistachios.jpg

We have found that the Deer of Southern New Mexico have developed a taste for the sweetness of Red Chile in the fall. Squirrels & Foxes enjoy Pumpkins & Watermelons, and the Dove population will eat so much Milo, that they become too heavy and are unable to fly.

Discussion: You’d be surprised how many animal populations co-exist in this part of the desert southwest. We have identified over 50 different animals that reside within our 5 mile radius. Many of them we have seen and photographed but many are more elusive.

Local Wildlife Populations include: Mule DeerMule DeerMule DeerMule Deer JavelinaJavelinaJavelinaJavelina RaccoonRaccoonRaccoonRaccoon BeaverBeaverBeaverBeaver Mountain LionMountain LionMountain LionMountain Lion Rock SquirrelRock SquirrelRock SquirrelRock Squirrel Cottontail Cottontail Cottontail Cottontail

RabbitRabbitRabbitRabbit RoadrunnerRoadrunnerRoadrunnerRoadrunner Barn OwlsBarn OwlsBarn OwlsBarn Owls Field MouseField MouseField MouseField Mouse Vampire BatVampire BatVampire BatVampire Bat Kangaroo RatKangaroo RatKangaroo RatKangaroo Rat CoatimundiCoatimundiCoatimundiCoatimundi

Grey FoxGrey FoxGrey FoxGrey Fox Burrowing OwlsBurrowing OwlsBurrowing OwlsBurrowing Owls Desert TortoiseDesert TortoiseDesert TortoiseDesert Tortoise VultureVultureVultureVulture PigeonPigeonPigeonPigeon CoyoteCoyoteCoyoteCoyote Great Horned Great Horned Great Horned Great Horned

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OwlOwlOwlOwl Deer MouseDeer MouseDeer MouseDeer Mouse EgretEgretEgretEgret Greater Greater Greater Greater Earless Earless Earless Earless LizardLizardLizardLizard Round Tailed Round Tailed Round Tailed Round Tailed SquirrelSquirrelSquirrelSquirrel Silver Haired BatSilver Haired BatSilver Haired BatSilver Haired Bat Striped Plateau Striped Plateau Striped Plateau Striped Plateau LizardLizardLizardLizard SparrowsSparrowsSparrowsSparrows Scaled QuailScaled QuailScaled QuailScaled Quail RattlesnakesRattlesnakesRattlesnakesRattlesnakes PigeonsPigeonsPigeonsPigeons Horned ToadHorned ToadHorned ToadHorned Toad

Great Tailed Great Tailed Great Tailed Great Tailed GrackleGrackleGrackleGrackle Black BearBlack BearBlack BearBlack Bear PorcupinePorcupinePorcupinePorcupine WeaselsWeaselsWeaselsWeasels BobcatBobcatBobcatBobcat SkunkSkunkSkunkSkunk BadgerBadgerBadgerBadger Gamble’s QuailGamble’s QuailGamble’s QuailGamble’s Quail Sandhill CraneSandhill CraneSandhill CraneSandhill Crane Golden EagleGolden EagleGolden EagleGolden Eagle Jack Jack Jack Jack RabbitRabbitRabbitRabbit Mexican RatMexican RatMexican RatMexican Rat Pronghorn Pronghorn Pronghorn Pronghorn AntelopeAntelopeAntelopeAntelope

Vampire BatVampire BatVampire BatVampire Bat DovesDovesDovesDoves Bull SnakesBull SnakesBull SnakesBull Snakes DucksDucksDucksDucks HawksHawksHawksHawks Desert ShrewDesert ShrewDesert ShrewDesert Shrew Whiptail LizardWhiptail LizardWhiptail LizardWhiptail Lizard

Question: But, if we haven’t actually seen them, how do we know that these animals live near us? (Check out this great animal track poster, for more information.) www.thetrackingproject.org Discussion: There are two ways to identify if an animal has been in your area, the first and most common way is by its Tracks. Every animal leaves its own distinct footprints behind, wherever it goes. Here we have the tracks of some of the local wildlife population. Notice how all of the animals from the dog families have different sized but similar shape tracks. (Grey Fox, Coyote, Wolf) The same holds true for the cat family. (Feral (wild domestic) Cat, Bob Cat and Mountain Lion) Animals that pick up and manipulate their food all have front paws that resemble the human hand. (Beaver, Raccoon, & Squirrel) But tracks aren’t the only way to determine which animals have been paying us a visit. You can also identify an animal by its scat. Scat helps us determine not only the species, but also what that particular animal has been eating. Each animal family produces scat of different shapes and sizes, thereby making general species identification relatively easy. Question: Does anyone know what “Scat” might be?

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Mule Deer Scat: Javelina Scat:

Coyote Scat: Quail Scat:

Bobcat Scat: Roadrunner Scat:

Discussion: Scat is the term we use when discussing the leavings of wildlife…scat is more commonly known as poop. Here we have photos of scat from some common local wildlife; Javelina, Quail, Mule Deer, Coyote, Roadrunner and Bobcat. The color and texture may be different depending on the diet of the animal, but the shape will

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stay relatively consistent within the species. Question: Considering the coloring, what do you suppose this Deer has been eating? Red chile! Notice the red hue, since most red chile is used as a dye for foods and cosmetics, it is only natural that it would also color the scat. Conclusion: By providing supplemental habitat farmers and ranchers play a positive role in the Chihuahuan Desert ecosystem and provide a valuable service for local wildlife.

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Lesson 6: Lizards for lunch

New Mexico Standards: Science Strand II, Standard II

Kindergarten II.1

First II.2

Second II.1

Third II.3

Fourth II.1,2

Fifth II.1,3,4

TEKS: Science

Kindergarten B:9b

First B:10a

Second B:9b

Third B:9a

Fourth B:10a

Fifth B:9c

Lizards for Lunch, written by Conrad Storad, is the book provided in 2016

to each teacher who participates in the Education Program during their

Mesilla Valley Maze field Trip. The following information is copied

directly from that publication.

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Objective: Students will learn about roadrunners, the New Mexico State Bird, and

also participate in a Physical Education lesson.

Share with students this information about roadrunners. Make special note of the sentence “12 steps per second” 1. This activity will teach students how to calculate their steps per minute. Steps per minute are most meaningful if they are compared within a similar activity, such as playing a game, shopping, taking a walk, etc. For example, if all students are playing basketball, why would their steps per minute differ? If all students are in a walking unit, why would their steps per minute differ? 2. Have students work in pairs, one walking/running, the other counting and charting the results. 3. At the end of the time period, ask students to record their activity time and step counts. 4. To calculate steps per minute, divide the total number of steps by the number of minutes.

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This website has an excellent Roadrunner lesson for students in the secondary grades:

http://www.instructorweb.com/les/roadrunners.asp

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IT WAS A’MAZE’ING

1. While at the maze, you learned and saw many different

things. Write 3-5 sentences about what you learned.

2. Draw a picture of your favorite desert animal. Is your animal

a mammal, bird or reptile?

3. What was the one thing you enjoyed the most while you

were at the corn maze? Why?

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Recommended Reading

Scats and Tracks of the Desert Southwest James C. Halfpenny, Ph.D.

The Three Little Javelinas Susan Lowell

The Kissing Hand Audrey Penn

Animal Tracks of Arizona and New Mexico Ian Sheldon

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Don’t Call Me Pig! Conrad J. Storad

Tracks, Scats, and Signs Leslie Dendy

Get the Scoop on Animal Poop! Dawn Cusick

Who Pooped in the Sonoran Desert? Gary D. Robson

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Rattlesnake Rules Conrad J. Storad

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Your students can enter our coloring contest, with cash and medal prizes awarded. See our website for complete entry information. http://www.mesillavalleymaze.com/coloring-contest.php#contest