'
-.
\-,
w,
BRING •'■ EN BACK ALIVE
Tiqer of the
Make a pet of a prayina mantis', the tiger of the grass,istems. It s really a very helpful creature. Most of the!Insects orv which it preys damage.crops and. gardens. . In captivity this insect do*s things Jpti would eapect from a- dog or cat. 5peak to a mantis. It tums.ns head toward-y*M«id seems to respond. Wer your hj/w-;. _ It will aliqht on rtrsit up and beg.. Your mantis will learn to eattrtt* of fresh Mverv
from your fingers or*from a-toothpick. A mantt* will even drink from a spoon-'
They like milk or watermelon juice.' Mantises need live food.; small Insects such as
-
grasshoppers, flies and beetles.: Ta.capture these and the mantis itself, a net is a must.
Make a simple net from a broomstick, wire and mosquito netting.
along a dgar box or shoe box on your insect hunts.
ture!
Take
Treat gently whatever you cap
You should flake a good home for your mantis or any other flying or jumping
insect that you catch.
What It Takes To Be a Butterfly:'
Would you like to'watch Nature's greatest now-you-see-ae, now I'm ^^^ else-act?
.
It begins with moth or butterfly eggs that hatch Into a.«te^^r that
becomes a cocoon or chrysalis.
The cocoon or caterpillar emerges into a moth
or butterfly, whose eggs hatch a caterpillar.
Lonk for cocoons/chrysalis before trees and shrubs leaf cut.
They are easily
s$tK hang?ng from branches and twigs. Cut W P"t of the*ig to which he cocoon is attached, taking note of the tree or;SVub.
The butterfly or moth sleep-
1n?Sa«fSl 1y in>ur coEoon will need food - t&es from the same plant upon which
.jSu-fo^tt
Shake-thecocoon.
If you hear a^ttling sound, discard it.
The pupa
-fns.ideyls probab-'iy dead.
Keep -the cocoori^s -clean can or jar with a t1g*it cover. Punch a ^^^«!rln *7?y
cover to provide' ventilation. Put cocoon in a,«»l place.^ When J» trees are fully covered in leaves, bring you cocoon indoors and,Mke a suitable home. Keep an;Aquarium of Insects:
, '&&'''■
:
>
Brooks, ponds,1 lakes "and swamps are alive with ;^ects: They have f^J^4]^
hind legs. Nymph ajid.naiads swim through the ^r»catc5i2^?,ricrof^theater inwts^ Thev finally crawl ub onto a log or rtj^c above the surface or me water
and tSrn'intoydragonflies and damselflies! AltVtf the aquatic insects are
common and easily caught.
:,
\_
.
Take along jars to bring insects\m to your a^ariurn. Feed the aquatic insects flies, mosquitoes; mosqtrito Wrigglers, ants, grasshoppers.
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A
The Web of Life
1.
Objectives To get people to realize that everything depends upon each other. To encourage awareness of and participation in ecosystem.
j
To help people understand that progress and change aren't bad if compensated for. : 2.
Group
Size - 20-25 people.
Age
- 6-12, but can be adapted for any age group.
3.
Good for rainy days - can be done indoors or outdoors.
k.
Equipment
Enough string to form a web among 20 people.
Cards about 6" by 9" with string attached so "it can be worn as a name tag. The cards should have names of things in the ecosystem:
soil mice rock worm
III.
tree bear corn
plant
grass water insect seeds
bird hawk deer
chipmunk
snake skunk field frog
sun man fish
groundhog
-squirrels rabbit turkey
This activity is designed to animate the "Web of Life".
It shows how everything is becoming something else and how everything relies on everything else. Man is the chief predator and he has the ability to destroy.
IV
.
1.
Start in a group. Let everyone pick a tag. Define ecosystem by asking questions like "What do you think of when you hear the word ecosystem ? Start a list for comparisons. Tell them to think of what they depend on for food, shelter, and survival. Also have them think of what depends on them.
2.
Get everyone into a circle.
3.
Start with man. Give him the end of the string. Tell him to pick something that he eats, uses, relies upon or is something that something else needs. For example, man eats turkey, turkey eats corn, corn needs soil to grow, soil supports trees, trees are homes for squirrels, etc.
k.
Stretch the string from person to person forming the web. While forming the web, encourage discussion on why this relies on that and what this uses that for. Let each person decide on who they will send the string to next, but if someone gets stuck try and offer suggestions.
5
After the web is formed, create a situation where something is destroyed. For example, a bulldozer destroys the trees in order to build high rise apartments. The person could be knocked down physically or just drop his end of the string. When a person's string goes limp, he must also drop his string. This continues until everyone has dropped their string,
6
13-group and discuss what has just happened. Ask questions and get the group to participate. Ask if they understand how everything was tied together and how everything depends on everything else. We don't want to stop progress and change, but we do want to preserve the ecosystem. For every high rise built, maybe a park should also be constructed or preserved.
V.
1.
Observe their actions to see if there is an understanding of the ecosystem and
2.
Listen for comments.
how it is linked 'together.
3.
Ask whether they enjoyed and understood the activity.
determined by the way they participate in answering the questions at the end ox
4. Ask i^they^ould like to do something like this again. 5.
,
Understanding can be
Maybe in 20 years - for every building built there will ÂŁa -tural^area Pre
^.
The Web of Life
MII. T
1.
.
•
Objectives To get people to realize that everything depends upon each other. To encourage awareness of and participation in ecosystem.
To help people understand that progress and change aren't bad if compensated for. 2.
Group
Size - 20-25 people.
Age
- 6-12, but can be adapted for any age group.
3.
Good for rainy days - can be done indoors or outdoors.
4.
Equipment Enough string to form a web among 20 people.
Cards about 6" by 9" with string attached so it can be worn as a name tag. The cards should have names of things in the ecosystem:
soil mice rock worm
III.-
tree bear corn plant
grass water insect seeds
bird hawk deer chipmunk
snake skunk field frog
sun man fish groundhog
This activity is designed to animate the "Web of Life".
squirrels rabbit turkey
It shows how everything is
becoming something else and how everything relies on everything else. chief. predator and he has the ability to destroy.
IV.
1.
Start in a group.
Let everyone pick a tag.
Man is the"
Define ecosystem by asking
questions like "What do you think of when you hear the word ecosystem"?
Start a list for comparisons.
Tell them to think of what they depend on for
food, shelter, and survival. Also have them think of what depends on them.
-
2.
Get everyone into a circle.
3.
Start with man. Give him the end of the string. Tell him to pick something that he eats, uses, relies upon or is something that something else needs. For
example, man eats turkey, turkey eats corn, corn needs soil to grow, soil
supports trees, trees are homes for squirrels, etc.
4.
Stretch the string from person to person forming the web.
While forming the
web, encourage discussion on why this relies on that and what this uses that foLet each person decide on who they will send the string to next, but if someone gets stuck try and offer suggestions.
5.
After the web is formed, create a situation where something is destroyed ^or example, a bulldozer destroys the trees in order to build high rise apartments
The person could be knocked down physically or just drop his end of the string. When a person's string goes limp, he must also drop his string. This continues
until everyone has dropped their string.
6.
Re-group and discuss what has just happened.
Ask questions and get the group
to participate. Ask if they understand how everything was tied together and how. everything depends on everything else. We don't want to stop progress and change, but we do want to preserve the ecosystem. For every high rise built,
maybe a park should also be constructed or preserved.
V.
1. 2.
Observe their actions to see if there is an understanding of the ecosystem and
how it is linked 'together. Listen for comments.
3.
Ask whether they enjoyed and understood the activity. Understanding can be determined by the way they participate in answering the questions at the end of
4.
Ask if they would like to do something like this again.
the activity.
XI
..1-11
1
J.
HENRIETTA AND THE SNAKE
17
OR CAMPSITE HENRY CAMPER:
"I love campsite
HENRIETTA CAMPER: THE SNAKE:
REVISITED "
"I hate snakes and crawley things"
"Hissssssssss"
LIZARDS:
"Lizard-like slurping sounds"
SPIDERS:
"Let's make a web"
FLIES:
"Bother, "bother,
bother"
Once upon a weekend in
, HENRY and HENRIETTA CAMPER came to
enjoy the beautiful outdoors.
Campsite
was their favorite.
was close to the bathrooms and close to the beach. HENRIETTA CAKPER saw a SNAKE.
The following weekend, a problem arose.
the helpless SNAKE.
Now campsite
Now ten LIZARDS shared the camp.
out with his shovel again. beautiful.
Wham, Wham,
One hundred SPIDERS.
Wham,
and Campsite
but a new group of crawley
Stamp, Stomp,
Stamp, Stomp.
no animals
HENRY
The fourth weekend HENRY and
to enjoy the beautiful outdoors.
Surely
the LIZARDS and all the SPIDERS were dead the campsite would be
undeniably perfect. FLIES.
but again
was tranquil and
Since the SNAKE and LIZARDS tfere gone,
solved HENRIETTA'S fears and the SPIDERS were gone.
HENRIETTA returned to lovely Campsite
,
HENRIETTA could not stand LIZARDS so she had KSNRY
were eating the SPIDERS and the population grew.
since the SNAKE,
was perfect again.
Since the SNAKE was no longer around,
The next weekend HENRY and HENRIETTA returned,
things had come.
so she had HENRY
H3ITRY and HSNRIETTA were back to beloved campsite
the LIZARD population had multiplied.
it
But as they were setting up camp,
As you know, HSNRISTTA hates SNAKES,
get a shovel and ka'bamm kill
It had shade,
But as HENRY and HENRIETTA began to set up camp they noticed a lot of
They swished the FLIES out of their face and batted the FLISS out of their ears
and noses.
camper.
They could not sit outside because of the FLIES and there were FLIES in the
HENRIETTA got the bug spray, but still there were FLISS.
swatter but still there were FLIES. could not kill them all,
HENRY got the FLY
There were so many FLIES that HENRY and HENRIETTA
they could not enjoy the beautiful outdoors,
so they went hone.
The next weekend HENRY and HENRIETTA stayed home, not wanting to fight FLISS anymore.
But what if HENRY and HENRIETTA had not killed the SPIDERS, The SNAKE would eat a few LIZARDS,
the LIZARDS,
so there would not be too many LIZARDS,
LIZARDS eat the SPIDERS, so there would only be a few SP/IDERS, so only a few FLIES would be around. have-
shared Campsite
REMEMBER:
and the SNAKSS ? and the
and SP3DSRS eat the FLISS
Under these conditions HENRY and HENRIETTA
with the animals and camped happily ever after.
ONLY YOU CAN PROTECT THE ANIMALS!
could
\
Tweety and the Beanstalk Nature's Original Recycling Program [Jut.
but Tweety has some IDEA STARTERS! Keywords: cyde, recycle,
Think Cycle.
compost, decomposers
Tweety's Idea Starter
The end is the beginning.
what! What we think is the end of their usefulness can actually be the beginning of something wonderful Let s watch it happen!
• Cut 2 bottles and tape pieces together as shown
Many different arrangements can be made, but this
one is for compost columns.
• Make air holes in cylinder with heated paper clip
scissors, or cold needle. The decomposers Hiving '
things that assist in the natural process of decav)'need
oxygen.
• Fill columns with small pieces of leaves or other
organic material, with and without soil. (You mav want to start one ahead of time so "before and after" com parisons can be made without waiting so long )
• Schedule for it to "rain" periodically. Watch! \s the
organic material decays, it turns into compost
Idea 1 — Can each student make a compost column' Can they be set up differently and results compared'
Idea 2 — What will we do with the compost? Grow ,
giant beanstalk, what else? Tu vely S Idea Starter
A Giant Beanstalk or a "Giant" Anything Else
Material material
tKe;oi the soil
compost
parts .s
about this experience and the things you have observed. ©Alliance lor Environmental Education
Made possible through a grant Irom the United States Environmental Protection Agency
TWEE-|, s GLOBAL PArROL. characters, names and al, reUted indoa are trademarks o. Warner Bros. .nc. © ,992 WGUST 1992
**"
!szz;
Tweety and the Beanstalk ^-S Nature's Original Recycling Program
but
:is some IDl-A STAKTHRS!
Think Cycle.
Key words: cycle, recycte. compost, decomposers
Ticeety's Idea Starter
The end is the beginning.
what! What we think is the encl'of thrir"usefulness
can aaually [je the beginning of something wonderful' Let s watch it happen!
• Cut 2 bottles and tape pieces together as shown
Many different arrangements can be made, but this one is for compost columns.
• Make air holes in cylinder with heated paper clip
scissors, or cold needle. The decomposers (living "
things that assist in the natural process of decav)Vieed
oxygen.
• Fill columns with small pieces of leaves or other
organic material, with and without soil. (You mav want to start one ahead of time so "before and after" com parisons can be made without waiting so loni; )
• Schedule for it to "rain" periodically. Watch! As the
organic material decays, it turns into compost.
Idea 1 — Can each student make a compost column' Can they be set up differently and results compared'' Idea 2 — What will we do with the compost? Crow
giant beanstalk, what else? Ticeety's Idea Starter
A Giant Beanstalk or a "Giant" Anything Else
•siory about this experience and the things you lu,w ,l,^l O Alkance (or Environmental Education
Made posst*. through a yam from the United Stales Environmental Protection Agency AUGUST 1992
^
g'
I
1? ±3
Vou caw qc\ a doo<4 idea of u)V\at Uocs ivi soil by
j
d s\mple Berloc Funnel- The fj^el opera-^s by dnvi\v^-Hfv£ moisture - lovn'viq soil ivi^edrs auoay -fvom^ V\£at You will n^ed -Hie pllouoiwfl -Huvi^s •
^ U'VA
Tin Cbv\
Opev\ bo+W. cv\6s of+k -fill (V unVW,e>ovl,
ow tVie -^uvwvel 6w -tap kd clo+V • »v\ -fuU - The fvtto
soil
<ie
paper -^vjja ovt -fVic
TW sovl -fvow^ 6 ^1^
ofHl*
HOW TO PICK A WILDFLOWER by Carolyn Richter
There are many ways you can pick a wildflower: You can lie on your stomach In a meadow
And watch it grow
You can stare at it Through a magnifying glass
To better discern each leaf. You can paint it, Sketch it, Etch It, In wh£le Or just the bloom.
You can take its picture Then blow the picture up Larger
Larger Larger
And hang it on your wall OR
You can pinch the stem Between your fingers
Separate it from the earth
And K-I-L-L
I-T.
l0
,
/
.
ft
s«~J
,t fo 0
/oo /<«*
<r
/'// / o
-- of- c/as/S .