Rhythms of Wetlands. Teacher s Guide Grades 3 5 Supplemental Curriculum & Field Experience

Rhythms of Wetlands Teacher s Guide Grades 3 5 Supplemental Curriculum & Field Experience

ACTIVITY OVERVIEW We developed the activities in this packet to support your field trip. Pre-Visit Activities 1 and 2 are designed as pre-visit activities. We recommend you spend some time getting your students familiar with the rhythms of the lagoon and the Animal Cards before they visit the San Elijo Lagoon. Depending on the tide and the season, your onsite leader (naturalist) will show you some of the animals described on the cards. Osprey Pandion haliaetus Look for a hawk-like bird with a white breast and belly, dark wings and back, and sharp claws Often seen flying over the lagoon or perched on a post in the lagoon Post-Visit Activity 3 is designed as a post-visit activity that will help your students review what they learned while at the San Elijo Lagoon. TABLE OF CONTENTS Activity 1: Rhythm of the Tides......................................... 9 Activity 2: Rhythms of the Lagoon...................................... 12 Activity 3: My Time at the Lagoon...................................... 17 Student Worksheet for Activity 1: Rhythm of the Tides.................... 11 Student Worksheet for Activity 2: What s my Rhythm? Chart.............. 16 Appendix 1: Lagoon Animal Cards (print back to back)................... 18 Appendix 2: Common Core Connections................................ 24 San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 1

TEACHER OVERVIEW Objectives From the information and activities in this packet, students will gain: An understanding of San Elijo Lagoon as a type of wetland. An awareness that San Elijo Lagoon changes daily with the tides and during the year with the seasons, so no two visits to the lagoon are the same due to these rhythms. Familiarity with some of the adaptations of the plants and animals that rely on the lagoon full-time and seasonally. An appreciation for our role in maintaining the health of the Lagoon by being less wasteful and ensuring trash is disposed of properly. California Performance Expectations and Dimensions Note: This program can assist with meeting the following Performance Expectations and Dimensions from California s Next Generation Science Standards (NGSS) for grades 3 through 5. (For connections to Common Core Standards, see Appendix 2, pg. 24) Students who demonstrate understanding can: 3-LS4-3 3-LS4-4 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. (Grade 3) Make a claim about the merit of a solution to a problem caused when the environment changes and the types of animals that live there may change. (Grade 3) 4-LS1-1 4-LS1-2 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior and reproduction. (Grade 4) Use a model to describe that animals receive different types of information through their senses, process the information in their brain and respond to information in different ways. (Grade 4) 5-ESS3-1 Obtain and combine information about the ways individual communities use science ideas to protect the Earth s resources and environments. (Grade 5) San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 2

TEACHER OVERVIEW continued Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Analyzing and Interpreting Data Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information LS2.C: Ecosystem Dynamics, Functioning and Resilience (Grade 3) LS4.C: Adaptations (Grade 3) LS4.D: Biodiversity and Humans (Grade 3) LS1.A: Structure and Function (Grade 4) LS1.D: Information Processing (Grade 4) ESS3.C: Human Impacts on Earth Systems (Grade 5) Cause and Effect Scale, Proportion and Quantity Systems and System Models ---------------------------------- Connections to Nature of Science Science Addresses Questions About the Natural and Material World Introduction What is a Wetland? Each time you visit the San Elijo Lagoon it could look very different depending on the time of day and the time of year. That s because this fragile, beautiful environment is a dynamic meeting place of land and water, fresh water and salt water, desert winds and ocean fog. San Elijo Lagoon is a wetland. A wetland is an ecosystem that is covered by water during all or part of the year. The lagoon is also called an estuary because of the meeting of fresh water and salt water. Here, fresh water from the Escondido Creek flows into salty water from the Pacific Ocean. Where there is a mingling of fresh and salt water, the water is called brackish. At the western part (ocean side) of San Elijo Lagoon, mudflats and salt marshes dominate the landscape. Mudflats are muddy areas that are submerged and exposed every day as the tide rises and falls. In the eastern portion of the lagoon, freshwater inflow from upland areas around the lagoon is greatest. Here, freshwater marshes with cattail (Typha sp.) and bulrush (Scirpus sp.) replace saltwater habitats. Along freshwater rivers and creeks, you ll find trees and shrubs growing on the banks and this is called a riparian habitat. San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 3

TEACHER OVERVIEW continued Rhythm of the Day: Tides The look of the lagoon changes throughout each day with the rhythm of the tides. Tides are the natural rise and fall of the ocean s surface, caused by the gravitational pull of the moon, and to a small extent of the sun. This gravitational pull creates a bulge of the ocean that sloshes back and forth (like water sloshing in a bathtub or sink) as the Earth rotates. You notice this sloshing as the rising and falling of the sea level along the shore what we call tides. Tides flood into and ebb out of the San Elijo Lagoon. Each day there are usually two high tides and two low tides, which are typically not the same height. Depending on the time of day when you visit, the tide in the lagoon may be high or low or in between (that is, rising or falling). Rising (flooding) tides bring in plants, algae and animals, which serve as food for lagoon inhabitants. Falling (ebbing) tides can flush out these and other organisms. The overall health of the lagoon and welfare of its inhabitants depend on this rhythmic flow of water. When the lagoon opening to the ocean is blocked by sand, the lagoon environment suffers. If it is blocked for an extended period of time, we open the mouth of the lagoon with bulldozers to keep the ocean water flowing in and out. If you visit San Elijo Lagoon at high tide, the salt marsh will appear to consist of more water than land. A rising tide first covers the mudflats and eventually may cover the pickleweed (Salicornia virginica) and part of the cordgrass (Spartina foliosa). These plants can survive being submerged by salt water to some degree every day. During high tide, you ll see tidal creeks, filled to the brim, meandering like watery ribbons among the mudflats and salt marsh. High tide is feeding time for certain birds and fishes. With the incoming tide, mullet swim up tidal creeks. Terns dive bomb head-first into the water, snapping up topsmelt and other small fishes. Beneath the water s surface, larger fishes feed on smaller ones, and rays dredge the soft bottom for buried clams or worms. If you visit during low tide, receding water reveals the salt marsh and mudflats. As the tide ebbs, you ll see large areas of pickleweed emerge. As the water level continues to drop, mudflats become exposed. Mudflats are rich with burrowing invertebrates (an important food source for many birds and other animals), many of which float into the lagoon with the high tides. The lagoon teems with activity at low tide. Sometimes hundreds of shorebirds use their long, pointed bills to probe exposed mud, looking for meals. Among the feet of feeding birds are horned snails grazing on algae on the muddy surface. The numerous snails look like small pebbles evenly scattered across the mud. You may also notice holes in the mud, both on the mudflats and along the sides of the tidal creeks. These are the openings of burrows: home to crabs, shrimps and worms. How do you know what will be happening when you visit? Tide tables can provide you with information on the time and height of each of the high and low tides every day. They note the tide level (in feet) above or below a zero-foot mark. We suggest (in an activity that follows) that you and your students look up and graph tide levels that ll occur during your San Elijo Lagoon visit. San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 4

TEACHER OVERVIEW continued Rhythm of the Year: Seasons Although San Diego s climate is mild, the San Elijo Lagoon changes with the seasons. Winter and spring are cooler and rainy. Summers are dry with coastal fog in the western portion of the reserve and hot uplands to the east and further from shore. Fall can be very hot and dry, but slowly cools as winter approaches. One difference you ll notice during any season is the bird life. Not all birds are here all of the time. This is one of the things that makes visiting the lagoon so interesting you ll see different birds during different seasons. Resident birds are birds that live in and around the lagoon throughout the year. Migrant birds are birds that either spend only the winter months here, or spend some time in the spring and summer to breed and nest, or may pass through, spending anywhere from a few days to a few weeks in the spring or fall. Winter is a busy time for bird activity because there s plenty of food and the weather is relatively warm. You might see winter migrants such as godwits, American wigeons, pintail ducks and buffleheads. Spring and fall are transitional times of the year. Migratory songbirds pass through on their way to feeding or breeding grounds. They rely on the lagoon as a vital stop-over where they can rest and fuel up for the next leg of their journey. If you visit in spring, you might see migrants headed north to nesting grounds, if you re lucky. Come back during fall, and they ll be headed south for the winter. Sometimes we see red-necked phalaropes or Vaux s swifts. Because these birds spend only a short time at the lagoon, seeing them is rare, but always a special treat. Summer is the quietest time of year with respect to birds at the lagoon. Late spring and summer mean little or no rain, and hot days. If you visit on your own during summer, which is nesting season, look for bird nests and young. Any time of year is a good time to visit the lagoon. Some of the resident birds you re likely to see include pied-billed grebes, mallards, snowy egrets, osprey and the endangered Belding s savannah sparrow. There are about 65 resident bird species at the San Elijo Lagoon. About 40% of all the North American bird species have been spotted in San Elijo Lagoon at one time or another, so during any season it is a very important habitat for birds. It s also excellent habitat for resident invertebrates and fish, such as horned snails, shore crabs and mullet. Seeing a mullet leap into the air from a tidal creek is a real treat. Unfortunately, litter and marine debris often become unwelcome visitors in the lagoon. Trash and pollution that litter our streets end up polluting important coastal habitats, like the San Elijo Lagoon. Winds blow trash into the lagoon, and waste on our streets often flow into the lagoon through watersheds and storm drains. A watershed is an area of land that drains water flowing through it to a common body of water, like a stream or creek, which flows into a larger body of water, like a river or estuary, and eventually flows into the ocean. Everyone lives in a watershed and we are all connected to coastal habitats through our watersheds. San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 5

TEACHER OVERVIEW continued As a coastal wetland, the San Elijo Lagoon, serves many important functions beyond being an important habitat for a multitude of plants and animals. Water slows as it moves though a wetland, which allows particles within to settle, cleaning the water before it empties into the ocean. Some wetland organisms also take up pollutants in the water or sediment and decompose many toxic substances. By slowing water, wetlands also help control coastal flooding. Since we are all part of a watershed, we all impact the quality of the water in our watersheds. Fortunately there are many things we can do every day to help conserve and protect wetlands, like: never litter and always dispose of trash appropriately, limit the waste you create and take part in beach, lagoon, school and/or community cleanups. San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 6

TEACHER OVERVIEW continued Vocabulary adaptation algae brackish ecosystem environment estuary gravitational habitat lagoon invertebrate marsh, fresh marsh, salt migrant migratory mudflat resident riparian sediment species tidal a physical structure or body part and/or behavior that enables an organism to survive in its environment Note: This guide often uses the terms body parts and structure interchangeably tiny, sometimes microscopic, plant-like organisms that serve as food for many animals, including those in the lagoon (plural, algae; singular, alga) a mixture of fresh water and salt water all the living and nonliving things that interact in an area everything living and nonliving that surrounds and affects an organism a place where fresh water from rivers meets salt water from the ocean pertaining to gravity, that is, the force of attraction between masses, such as the gravitational pull of Earth on the moon or the moon on the Earth a specific type of environment inhabited by a particular organism a body of water cut off from another larger body of water by sand, coral or reef an animal without a backbone or vertebral column a type of wetland with grassy or grasslike vegetation dominating a type of wetland with low lying salt-tolerant pickleweed dominating an animal that lives in different places, moving (often with the seasons) from one region to another; one that migrates migrating from place to place, such as a migratory bird an area of mud and other fine sediment (see definition below) that s part of a coastal wetland, which is often exposed during low tides and covered during high tides an animal that lives in the same place throughout the year a type of wetland near or along the banks of a river, stream or lake sand, particles of rock, bits of soil and remains of once-living things that can move with a fluid and are eventually deposited a group of the same type of living things that can mate and produce with other living things of the same kind of or relating to tides San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 7

TEACHER OVERVIEW continued Vocabulary (continued) tides upland watershed wetland the periodic rise and fall of sea level or ocean s surface under the gravitational pull of the moon (predominantly) and the sun area of land that s higher than the surroundings, such as hills an area of land that drains rain falling into it, or water running through it, into a common body of water, such as a creek or stream, which flows into a larger body of water, such as a river, lake, or estuary, and eventually flows to the ocean an area that is covered by water during all or some part of the year References and Suggested Readings For more information, look for these references at a local library or online. Baders, W. & Carnine, D. 2007. Houghton Mifflin California Science. Orlando, FL: Houghton Mifflin. Bakker, E. & Slack, G. 1985. An Island Called California. 2nd rev. edition. Berkeley, CA: University of California Press. Garelick, M. 1985. What Makes a Bird a Bird? New York, NY: Mondo Publishing. Lawrence Hall of Science MARE Wetlands Curriculum website: http://lawrencehallofscience.org/mare/oiresources/curriculum/wetlands/overview.html Ricketts, E. F., Calvin, J. & Hedgpeth, J. W., revised by Phillips, D.W. 1992. Between Pacific Tides. 5th edition. Stanford, CA: Stanford University Press. San Elijo Lagoon Conservancy website: www.sanelijo.org San ELijo Lagoon Conservancy Animal Guide: www.sanelijo.org/animalguide Sibley, D. A. 2000. National Audubon Society The Sibley Guide to Birds. New York, NY: Alfred A. Knopf. Stienstra, T. 2000. California Wildlife: A practical guide. Emeryville, CA: Avalon Travel Publishing, Inc. San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 8

ACTIVITY 1 Rhythm of the Tides Teacher s Aid Activity Introduction On the day of your visit, you will have a unique experience, based partly on the tides at the time you visit. During this activity, your students will chart the tides for the day of your visit. This way you ll know what to expect when you visit the San Elijo Lagoon. Time & Materials This activity should take about 30 minutes to complete. Students can work in teams or individually. You ll need a current local tide table or access to local tide tables via the Internet. You ll also need one copy of the Student Worksheet (pg. 11) for each student or team. Instructions to Teacher Ahead of time, make copies of the San Diego tide table for the month of your visit to San Elijo Lagoon, or go online to http://tidesandcurrents.noaa.gov/noaatidepredictions/viewdailypredictions.jsp?stationid=9410230 to obtain the correct tide data and chart. Give each student or group of students a copy of the tide data. Have your students graph the tides for the day of your field trip. Note: If students are not familiar with graphing data points, you can demonstrate the process on the board and have them graph along with you on their worksheets. Here s an example of a final graph based on these tide data. 02-04-2010 12:46 AM 5.60 FT High Tide 02-04-2010 7:33 AM 0.90 FT Low Tide 02-04-2010 1:21 PM 3.52 FT High Tide 02-04-2010 6:48 PM 1.47 FT Low Tide The X-axis is labeled as time, ranging from midnight to midnight in 1-hour intervals. The Y axis is labeled in feet, ranging from -1.0 to +7.0 feet, in 1-foot intervals. Along the top you ll find the date and the time of each high and low tide. San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 9

ACTIVITY 1 continued Rhythm of the Tides Instructions to Students (to be given verbally) Note: Begin by writing the date and time of your visit to San Elijo Lagoon on the board I am going to give each of you a tide table for this month, which includes the day of our field trip to San Elijo Lagoon. This tide table shows the times each high tide and low tide will occur every day for a month. When everyone receives their tide table, I want you to locate the high tide and low tide data points for the day of our field trip and circle them. Then, graph each high tide and each low tide on the graph paper provided by placing a dot on the appropriate X,Y coordinate. When you re done placing all 4 dots on the graph, connect the dots with an S-shaped line. Your graph should look something like this (show an example on the board). When you finish your graph, you can answer the questions below the graph. Extension If you wanted to visit San Elijo Lagoon when the marsh is the most exposed this month (during the lowest tide), what day would be best? What time of day (or night) would be best? San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 10

ACTIVITY 1 Rhythm of the Tides Student Worksheet Instructions Use the tide table to locate the high tide and low tide data for the day of your field trip and circle them. Then, graph each high tide and each low tide on the graph paper below by placing a dot on the appropriate X,Y coordinate on the graph. When you re done placing all 4 dots on the graph, connect the dots with an S-shaped line. Then answer the questions below the graph. Questions: What day and time will you arrive at San Elijo Lagoon? What time will you leave San Elijo Lagoon? During the day of your visit, what time will the high tide be? During the day of your visit, what time will the low tide be? During your visit, will the tide be high, low, rising (flooding) or falling (ebbing)? Based on this information, what is your best guess about how the lagoon will look when you are there full with water, empty of water (showing mostly land), or a little of both? San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 11

ACTIVITY 2 Rhythms of the Lagoon Teacher s Aid Activity Introduction Each time you visit the San Elijo Lagoon it could look very different depending on the time of day (due to the tide level) or the time of year (due to the season). This activity will help you and your students get into the seasonal rhythms of these wetlands. The Animal Cards in this packet show some of the animals that can be found throughout the San Elijo Lagoon Ecological Reserve, along with information regarding their adaptations for surviving ever changing life in the lagoon. During this activity, students are asked to identify whether their Lagoon animal is a resident or seasonal lagoon inhabitant, as well as, to recognize adaptations their organisms possess that assist them in surviving changes inherent in lagoon life. Before your visit, we hope you and your students become familiar with some of the animals and habitats you may see during your field trip. Time & Materials This is a class activity and it should take you and your students about 30-40 minutes to complete. You will need copies of the Animal Cards (printed back-to-back) located in Appendix 1, pgs 18-23. You will need one card for each student or each group of students. Draw the following chart on the board and provide each student or groups of students with a student worksheet chart (located on pg.13). San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 12

ACTIVITY 2 continued Rhythms of the Lagoon Instructions to Teacher Draw this chart on the board leaving off the animal names. M i g r a n t s Seasonal Rhythms Year-round Resident Winter Visitor* Spring & Summer Nester Spring & Fall Passing-through Migrant Animal *Note: Some winter species arrive to the lagoon as early as August, and most leave by April to breed in the north mullet fiddler crab striped shore crab California horned snail snowy egret common yellowthroat Belding s savannah sparrow mallard osprey black phoebe clapper rail pied-billed grebe Cooper s hawk Forster s tern marbled godwit bufflehead American wigeon northern pintail whimbrel black-headed grosbeak yellow-breasted chat cliff swallow Vaux s swift red-necked phalarope Next, ask students to look at their Animal Cards and to write the name of their animal [or paste the card of their animal] where it fits seasonally on this chart. Then, review the concept of adaptations with your students. Discuss with students how all lagoon organisms, whether they are residents, or migrants, possess body parts and behaviors that will help them survive natural changes within lagoon habitats. Instructions to Students (to be given verbally) Introduction We re going to get into the seasonal rhythms of the San Elijo Lagoon. I am going to give you an Animal Card. Each card has information about an animal that you might see on our field trip to the lagoon. Look at the side of the card with the animal picture and read about where your animal fits with the lagoon s seasonal rhythms. Let s start with an example: Who has a spring and summer nester? That is a bird that s only at the lagoon in the spring and summer making nests and raising babies. (Possible answers: black-headed grosbeak, yellow-breasted chat or cliff swallow) Okay, so come up and write [or paste] your animal on the chart under Spring & Summer Nester. Note: Proceed with the other columns: Year-round Resident, Winter Visitor and Spring & Fall Passingthrough Migrant. San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 13

ACTIVITY 2 continued Rhythms of the Lagoon Now let s talk about adaptations lagoon animals have that help them survive natural changes within the lagoon: Let s review what is an adaptation? Take student answers and review definition of adaptations [Adaptations are body parts (structure) and behaviors organisms have that help them survive]. We just learned that life in a lagoon is filled with changes; changing water levels, changing temperatures and seasons, and even changing animals that spend time there. We also know that all living things have adaptations that help them survive. So let s take a few minutes to think and talk about how the lagoon animals we just read about survive natural changes always occurring within lagoon habitats. Give students approximately 5 minutes to review and process their lagoon animal cards, either individually or in small break out groups. Let s start with an example: Raise your hand if you have the California horned snail animal card. Have student read both the front and back of the card to the class. Now, can anyone share with the class an adaptation this snail has to survive life in the lagoon? [Answers: The horned snail can be found using its file like tongue to lick food off the mud during low tide. The California horned snail also has a special body part (operculum) that it uses to seal itself inside its shell so it won t dry out during low tides.] Who would like to share an adaptation that your lagoon animal has that helps it survive changing life in the lagoon? Take student answers. [After students have had the opportunity to share various lagoon animal adaptations, remind them that all animals that spend time in the lagoon will have adaptations to help them survive the ever changing nature of lagoon life.] Wrap Up Great job class! Please take out your What s My Rhythm? Chart and list the animals in the correct columns by copying what s on the board. Now that we have the chart complete, let s use it to answer some questions. During our visit, which animals are we most likely to see? Tell me why you think we ll see that animal. During our visit, which animals are we unlikely to see? Tell me why you think we won t see that animal. What were some examples of adaptations we discovered in both resident and visiting lagoon animals? Take student answers. [All animals that spend time in the lagoon have adaptations that help them survive lagoon life, including tidal and seasonal changes. Those animals that like to eat fish or food found floating in water (like algae or fish) take advantage of high tides to feed and have body parts suited for preying on food items within water channels. Lagoon animals that prefer to eat invertebrates buried in the mud, take San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 14

ACTIVITY 2 continued Rhythms of the Lagoon advantage of low tides to forage for food in the exposed mudflats and have body parts suited for digging in the mud.] Can anyone give me an example of an adaptation a lagoon organism has to survive trash and pollution in its habitat? [Discuss with students that most animals and plants don t have adaptations to help survive human caused problems, like pollution, within their habitats]. Why do you think trash and pollution are even problems for lagoon animals? [Answers: Trash and pollution flow into lagoons and the ocean through storm drains and watersheds, while also getting blown into these habitats by the winds. Rising tides may bring in trash and pollution from ocean waters and neighboring beaches, while receding/falling tides send lagoon water and pollution within it back out to the ocean.] Why is trash a problem for lagoon animals? Discuss. [Animals often eat trash and get sick, or feel falsely full. If their bellies are filled with trash that cannot be digested, less room is left in their stomachs for the actual food they need for nutrition. Animals also often get caught (entangled) and injured in trash as well.] What are some things that we can do (and are already doing) every single day to make sure that our trash doesn t end up polluting important coastal habitats like the San Elijo Lagoon? [Answers include: Reducing our waste (especially single use plastics), reusing as much as possible, and recycling everything we can. Making sure we never litter and always dispose of our waste properly and taking part in community, watershed, beach and school clean ups.] You now know a little about some of the animals and habitats at the San Elijo Lagoon. During our field trip we will get to learn more about them and actions we can take to help protect them for years to come. Extension 1) To help students identify the animals during your field trip, you might give each student an Animal Card. On a sheet of paper, ask them to draw the animal and identify on their drawing the unique characteristics of that animal, such as the shape of its bill or the length of its legs, unique color patterns on its body, or differences between the male and female. (You might consider using the Internet or a basic bird book to supplement the pictures on the Animal Cards.) This will help them identify animals during the field trip. 2) Have students pick an animal they would want to be on field trip (help them choose one based on what they have learned and one they are likely to see). Turn that Animal Card into a name tag and have students come as that animal to the field trip. (Note: Because classes are split into groups of 12 on the field trip, it is fine for more than one student to be the same animal during the field trip as they will probably be in different tour groups.) San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 15

ACTIVITY 2 Rhythms of the Lagoon Student Worksheet What s My Rhythm? Chart M i g r a n t s Seasonal Rhythms Year-round Resident Winter Visitor Spring & Summer Nester Spring & Fall Passing-through Migrant Animal San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 16

ACTIVITY 3 My Time at the Lagoon Teacher s Aid Activity Introduction It s important that your students reflect on and process what they learned during their field trip. This activity will help them synthesize how the lagoon appeared during their visit and use the species names and vocabulary words that they learned. Time & Materials This is an individual student activity that could take your students up to 30 minutes to complete. Your students will need paper and writing or artwork tools (pencils, colored pens, crayons, etc.). You may also want make available the vocabulary list, the Animal Cards and library books, or the San Elijo Lagoon Animal Guide, showing the colors and patterns of the species seen at the lagoon. Instructions to Teacher Have your students talk for a few minutes about their experiences at the lagoon. What was the time of year? What was the tide level? Which animal and/or plant species did they see? What was new to them? What new words did they learn? Then ask students to draw a picture of their lagoon experience. In the drawing they should show the tide level and include at least three animal species. When they ve completed the drawing, ask them to label it. Labels should include three of the vocabulary words plus the names of the animals, an example of an adaptation, and when each occurs at San Elijo Lagoon (resident, winter migrant, etc.). San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 17

Mullet Mugil species Fiddler crab (male) Uca crenulata Look for silvery fish leaping from the water At high tide swimming in the lagoon Look for mud holes surrounded by small pellets At low tide along mudflats Striped shore crab Pachygrapsus crassipes Look for a small reddish-purple crab At low tide hiding along mud banks California horned snail Cerithidea californica Look for a group of snails each with a pointy spiral shell At low tide on mudflats Snowy egret Egretta thula Look for a tall white bird with long neck, black bill and bright yellow feet Male and female are similar in size and color Common yellowthroat Geothlypis trichas Look for a little brown bird with yellow throat and chest in bushes or reeds near water Males have a dark face mask Belding s savannah sparrow Passerculus sandwichensis Look for a flock of small dark birds with vertical breast streaks and listen for zaaaaaa zooooooo zeeee Mallard Anas platyrhynchos Look for a pair of ducks, a male with a shiny green head and curlicue tail paddling in the water or walking next to a brown female with an orange bill San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 18

Fiddler crab (male) During high tides and in cold months I stay deep in my burrow. You can tell I m there by the pellets I leave when cleaning out my home. In spring, look for me and other males on the mud, especially during low tide. Each of us males has a large claw, which we wave to attract females. Mullet I have very slippery mucous covered scales which help me escape the many birds who d like to eat me. You may see me in the lagoon any time of the year but less often in winter. That s when I swim to the ocean to spawn. However, my youngsters stay back in the lagoon where they find food and shelter as they grow up California horned snail I have a special lid called an operculum that I use to shut myself in my shell to keep from drying out, especially during low tides. My tongue is rough like a file. When I eat, my tongue scrapes the mud in search of rotting plants and animals (detritus). Striped shore crab I can survive out of water as long as my gills stay moist. If they get too dry, I take a dip and get them wet again. You might see me along the shore, especially during low tides, eating algae or bits of rotting plant and animal material (detritus). Common yellowthroat I build my nests in the bushes around the lagoon, high enough so that they won t flood with high tides or storms. Living in the bushes keeps me and my nest safe. Predators have a hard time reaching me, and I can find lots of delicious insects in the bushes to eat! Snowy egret When I m hunting, I wade in shallow water, stalking my prey. The bright yellow color of my feet attracts aquatic insects, shrimps and small fish. Sometimes I use my feet to stir up the mud and make my food easier to find! I build my nests in trees to protect my young from predators. Mallard I live at the lagoon all year long. I like to eat algae and other lagoon plants that I dabble for in the water, with my head down and my bottom up. From October to May, I have a mate. She s all brown while I m the male with a shiny green head. From June to September we re both all brown. In spring, look for ducklings following their mother. Belding s savannah sparrow My favorite foods are small crabs, shrimps and insects, which are plentiful during low tides! In winter months I ll add the salty ends of the pickleweed plant to my diet. I live only in Southern California s wetlands, I cannot survive without them. Sadly, humans have destroyed many places where I once lived. There aren t many of me left and I m on the state s endangered species list. San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 19

Osprey Pandion haliaetus Look for a hawk-like bird with a white breast and belly, dark wings and back, and sharp claws Often seen flying over the lagoon or perched on a post in the lagoon Black phoebe Sayornis nigricans Look for a small bird with a dark head and white belly sitting low on a branch or post near water flicking its tail up and down Clapper rail Rallus longirostris Listen for a clapping sound coming from tall grasses near the water and watch for a bird that looks like a chicken with a long bill Pied-billed grebe Podilymbus podiceps Look for a duck-like bird with a beak like a chicken s Although not very pretty, it s fun to watch when it dives under water looking for food Cooper s hawk Accipiter cooperii Look for a hawk with a reddish chest and armpits, a long tail and short wings Forster s tern Sterna forsteri Look for a white bird with a long forked tail and dark eye patch At high tide flying over the water and diving for fish Bufflehead Bucephala albeola Winter visitor Look for a flock of small, black and white ducks with heads that look like Oreo cookies At high tide paddling on the water or diving for food Marbled godwit Limosa fedoa Winter visitor Look for a tall brown bird with a speckled back and a long bill that curves slightly upward At low tide probing the mudflats for food, often with many other godwits San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 20

Black phoebe You might see me flying near the ground catching insects. I have tiny whiskers around my bill that help me catch food. In spring, I build a cup-shaped nest in a shady place near the water. Osprey I always live close to water because I eat fish. When fishing, I hover over the water or watch from a nearby perch. When I see a fish, I dive toward it and grab it with my sharp claws and sandpaper-like feet. As an adult, I can carry away fish equal to my own weight. Pied-billed grebe In winter, you may see me on the open water. During summer, look for me near plants on quiet waters where I build a floating nest. When I m hungry, I dive for small shrimp, fish and aquatic insects. Clapper rail I m very shy so you may not see me. But you might hear me. Listen for rustling among tall marsh plants or for my call: kek kek kek kek kek kek kek kek. People have destroyed my wetlands habitat, which is why I m on the endangered species list. Forster s tern During the winter, I live in areas with sheltered waters, like this coastal lagoon. I spend summers in large breeding colonies in freshwater marshes of the northwestern United States and Canada. Cooper s hawk Look along the creek (riparian habitat), especially around willow trees for me flying in and out of the brush. This is a clue that I m hunting small birds, such as doves and bushtits. Sometimes the alarm calls of the songbirds let you know I am nearby. Marbled godwit I m one of the tallest shorebirds you can see along the mudflats in winter. During low tide, I probe the mud with my slightly upward curved bill. When I feel a worm, shrimp or sand crab, I pull it out of the mud and eat it. At high tide you can see me and other godwits waiting together for the next low tide. Bufflehead I m a type of sea duck. Look for the white patch on each of my ears. When hungry, I dive for insect larvae, clams, shrimp and other organisms found in lagoon waters, especially during high tides. After winter, I fly north to nest in Canada or Alaska. San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 21

American wigeon Anas americana Winter visitor Look for a gray-and-rust-colored duck with a short gray bill Males have a white buffy head in winter and spring Northern pintail Anas acuta Winter visitor Look for a duck with long, narrow wings and long neck and tail Males have a brown head, gray body and white neck during breeding season Whimbrel Numenius phaeopus Winter visitor Look for a tall brown bird with a bill curving slightly downward At low tide looking for food on the mudflats Black-headed grosbeak Pheucticus melanocephalus Spring and summer nester Look for a cinnamon-colored bird with a black head and yellow armpits singing from the treetops Yellow-breasted chat Icteria virens Cliff swallow Petrochelidon pyrrhonota Spring and summer nester Look for a songbird with a yellow belly and white spectacles dashing from bush to bush to stay under cover Spring and summer nester Look for a small fast-flying acrobatic bird At low tide collecting mud for nests Vaux s swift Chaetura vauxi Spring and fall passing-through migrant Look for small, slender birds flying like fighter jets over land and water Red-necked phalarope Phalaropus lobatus Spring and fall passing-through migrant Look for a small bird with a pointed upturned tail paddling or spinning around on the water s surface San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 22

Northern pintail If you see me in early fall, I m a male. Females arrive from our nesting grounds a little later. We fatten up at the lagoon before migrating north in the spring to our nesting sites. We love to eat critters found in the mud and you might see us dabbling as we tip our heads under water with our tails in the air to find food buried in the mud. American wigeon I m a type of dabbling duck. This means I feed from the water s surface, especially during high tides. Watch me tipping my head downward, while my tail points up. I eat mostly water plants. In the summer, I nest in Canada or Alaska. Black-headed grosbeak I nest along the creeks (riparian habitat) in the spring and summer. You may see me high in the bushes eating leaf buds or searching on the ground for seeds. If I am a cinnamon color, I m a male. The female is brown, white and yellow. Whimbrel I m a large shorebird and I feed by using my long curved bill to pick at food on the mudflats during low tide. I eat worms, clams and other burrowing animals. After winter, I migrate to the northern parts of Alaska to nest. Cliff swallow During nesting season I gather mud, one mouthful at a time, from the lagoon at low tide to build my nest. When I can t find a cliff for my nest, I use the side of a building, bridge or other vertical surface. I eat insects and feed them to my young. Yellow-breasted chat I build my nest in the brush along sunny sections of creeks (riparian habitat). That s where I find plenty of insects to eat and to feed my young. I can find delicious insects to eat during all tide levels! After summer I leave the lagoon and migrate to Mexico and Central America for the winter. Red-necked phalarope If you see me spinning on the water, I m creating a whirlpool to draw up small prey to eat. In summer, I nest in the Arctic Circle. Then I fly south for the winter where I live on the open ocean off Peru. Vaux s swift I m an amazing flyer. I prey on insects, drink and bathe from the air. I can find food around the lagoon at all tide levels. If you see me while visiting the lagoon in spring, I m headed to my nesting grounds in the Pacific Northwest. During fall, I m flying south to Central America for the winter. San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 23

APPENDIX 2 Common Core Connections Third Grade ELA/Literacy Rl. 1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Rl. 3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Rl. 7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). SL. 1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on other s ideas and expressing their own clearly. Fourth Grade ELA/Literacy RI. 1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI. 3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI. 7 Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, time lines, animations, etc.) and explain how the information contributes to an understanding of the text in which it appears. SL. 1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on other s ideas and expressing their own clearly. San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 24

APPENDIX 2 continued Common Core Connections Grade 5 ELA/Literacy Rl. 3 Explain the relationships or interactions between two or more individuals, events, ideas or concepts in a historical, scientific or technical text based on specific information in the text. SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on other s ideas and expressing their own clearly. Mathematics Grade 3 5: Represent and interpret data San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 25

ACKNOWLEDGMENTS Compiled by: Education Director Tara Fuad Contributors: Executive Director Doug Gibson Education Coordinator Elayna Flanders Writer/Editor Kit Muhs, Chris Parsons and Rachael Cohen Designer Tanya Bredehoft The following people have contributed to the development of this material by providing invaluable feedback. Denise Stillinger, Susan Welker, Barbara Wallach, Jayne Lesley, Nancy Kamp, Julianne Clark, Phyllis Krone, Stacey Halboth, Jan Hamilton, Debbie Hanna, Kathleen Lindemann, Meredith Mills Funding for the San Elijo Lagoon Conservancy Teacher Guides has been generously provided by the CA Coastal Commission, CA Coastal Conservancy, County of San Diego, The Escondido Charitable Foundation, Qualcomm, SDG&E, and Union Bank. The San Elijo Lagoon conservation education program provides unique outdoor experiences that are aligned with Next Generation Science Standards. The goal of the program is for students to connect to nature, become watershed literate, recognize nature s relevancy, and become confident to take action on behalf of the environment. www.sanelijo.org/forteachers 2017 by San Elijo Lagoon Conservancy. All rights reserved. First edition 2010. These materials may be reproduced, copied, and distributed in their entirety for non-commercial educational purposes, but may not be sold, rented, or otherwise distributed. Neither text nor illustrations may be modified, excerpted or republished into other material without the prior express written consent of the copyright holder. The existing trademark and copyright notices may not be removed or obscured. To contact San Elijo Lagoon Conservancy, email: education@sanelijo.org San Elijo Lagoon Conservancy Wetlands Teacher s Guide Page 26