We saw standing dead trees ("snags") and discussed how they provide different habitat for animals than fallen dead trees (for example, birds make their homes in cavities on snags.)
We talked about detritus (matter that is no longer living) and the organisms that break that down. This really shows that worms and fungi are crucial to our ecosystems, because otherwise the nutrients locked away in detritus wouldn't be made available for new plants.
We looked for wildlife signs (and frogs) in this stream.
We identified some mast trees (trees that produce food for animals, such as white pine cones or beech nuts.) And once we did this, we had pretty much all the vocabulary to play the wildlife BINGO game I designed for just this occasion!
Looking for items on their cards
We did have to discuss what "invertebrate" meant, and what examples of behavior we saw count as defense mechanisms. Which was perfect because the point of this activity was to raise questions and creative ideas. For example, the little lady used herself to fill the categories of omnivore, two-legged animal, and mammal.
She asked for a hard surface to write on,
I told her where to find one.
At one point the little lady pointed at me and said "I see a two-legged mammal right there!" At which her friend pointed at both of us, saying "I see two!" Our third friend, who had wandered off a bit looking for snags, called back "I see three, and they're laughing like crazy people!"
As we walked back to the school all three of the girls looked for a black birch tree so they could chew on the end of a twig and taste the sweet wintergreen like we did last week.
No comments:
Post a Comment