DELTASTUDIESCURRICULUM
HabitatsintheDelta
2-LS4Makeobservationsofplantsandanimals
tocomparethediversityoflifeindifferenthabitats
SanJoaquinCountyOfficeofEducationSTEMPrograms
Fundingprovidedby
CaliforniaBay-DeltaAuthority
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2-LS4HabitatsintheDeltaAcknowledgementsProjectDirectorJudiWilson,SanJoaquinCountyOfficeofEducationProjectCoordinatorsHeatherFogg,SanJoaquinCountyOfficeofEducationJulieSchardt,SanJoaquinCountyOfficeofEducationProjectFacilitatorOlgaClymire,LakeCountyOfficeofEducationCurriculumWritersMaureenConway,LodiUnifiedSchoolDistrictGinaGuidi,StocktonUnifiedSchoolDistrictFieldTestersJeanneBlinn,StocktonUnifiedSchoolDistrictCatherineFrasier,JeffersonElementarySchoolDistrictGinaGuidi,StocktonUnifiedSchoolDistrictBarbaraKrengel,LodiUnifiedSchoolDistrictDeborahMendoza,EscalonUnifiedSchoolDistrictReviewersforTechnicalAccuracyJayBell,LodiUnifiedSchoolDistrictOlgaChymire,LakeCountyOfficeofEducationSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeDonnaSnell,CeresUnifiedSchoolDistrictJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeIllustratorCarolDellinger,DellingerDesign
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LayoutArtistJo-AnneRosen,WordrunnerTechnicalAssistantMelanieNewsome,SanJoaquinCountyOfficeofEducationCommunityPartnersSuzanneDeleon,CaliforniaDepartmentofFishandWildlifeJohnFulton,SanLuisNationalWildlifeRefugeLynnHansen,ModestoJuniorCollegeReneeHill,SanJoaquinCountyDepartmentofPublicWorks,SolidWasteDivisionDonnaHummel,U.S.DepartmentofFishandWildlifeDaleSanders,EnvironmentalEducatorJamesStarr,CaliforniaDepartmentofFishandWildlifeSteveStocking,SanJoaquinDeltaCollegeOtherAcknowledgementsDr.FredrickWentworth,Superintendent,SanJoaquinCountyOfficeofEducationDr.GaryDeiRossi,AssistantSuperintendent,SanJoaquinCountyOfficeofEducationCaliforniaBay-DeltaAuthority
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HABITATS IN THE DELTA 2-LS4 CONTENTS
NextGenerationScienceStandards 7
Overview 8
StoryLine 9
InstructionalMaterialsRequired 10
Investigation1–WhereDoWeLive? 13
Investigation2–ExploreaWaterHabitat 17
Investigation3–FreshwaterLife–TheDeltaBottom 21
Investigation4–FreshwaterLife–TheDelta 23
Investigation5–LivingintheWater–Plants 41
Investigation6–LivingintheWater–Snails/Worms 43
Investigation7–WhatisLivingintheWater? 49
Investigation8–CreatetheBooklet,DownintheDelta 53
Investigation9–WhatDoesaPondLookLikeOverTime? 63
Assessments–PreandPosttests 65
California’sEnvironmentalPrinciplesandConcepts 69
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HABITATS IN THE DELTA
NextGenerationScienceStandardsPE:2-LS4Makeobservationsofplantsandanimalstocomparethediversityoflifeindifferenthabitats
• ScienceandEngineeringPractices:PlanningandCarryingOutInvestigations:PlanningandcarryingoutinvestigationstoanswerquestionsortestsolutionstoproblemsinK-2buildsonpriorexperiencesandprogressestosimpleinvestigations,basedonfairtests,whichprovidedatatosupportexplanationsordesignsolutions.
o Makeobservations(firsthandorfrommedia)tocollectdatawhichcanbeusedtomakecomparisons.(2_LS4-1)
• DisciplinaryCoreIdeas:LS4.D:BiodiversityandHumans:Therearemany
differentkindsoflivingthingsinanyareaandtheyexistindifferentplacesonlandandinwater.(1-LS$-1)
• CrosscuttingConcepts:Asystemisanorganizedgroupofrelatedobjectsor
components.
CommonCoreStateStandardsConnectionsELA/LiteracyW.2.7Participateinsharedresearchandwritingprojects(e.g.,readanumberofbooksonasingletopictoprodeucareport;recordscienceobservations)(2-LS4-1)W.2.8Recallinformationfromexperiencesorgatherinformationfromprovidedsourcestoansweraquestion.(2-LS4-1)MathematicsMP.2Reasonabstractlyandquantitatively.(2-LS4-1)MP.4Modelwithmathematics.(2-LS4-1)
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HABITATS IN THE DELTA OVERVIEWUNDERSTANDINGSStudentswillunderstandthat:• Peopleandotherlivingthingshavesimilarneedsforsurvival.(Theneedsofpeople
andotherlivingthingsaresimilar.)• Plantsandanimalshavefeaturesthathelpthemsurviveinspecifichabitatsand
environments,suchastheSacramento-SanJoaquinDelta.ESSENTIALQUESTIONS• Whatdoplantsandanimalsneedintheirhabitattolive?• Howdoexternalfeatureshelpplantsandanimalssurviveinspecifichabitats?• HowcanwetakecareoftheDelta?KNOWLEDGEANDSKILLSStudentswillknow:• animalshavespecialcharacteristicstohelpthemsurvive.• plantslivinginwaterhavespecificneedsforsurvival.(Waterplantshaveneeds.)• plantsandanimalshelpeachothermeettheirneedsforsurvival.Studentswillbeableto:• identifylivingandnonlivingthingsthatmakeuptheDeltaecosystem.• describeahabitatinrelationtotheDelta’sair,soil,water,andenergy(sun).• describeafoodchaininrelationshiptolifeinaDeltahabitat.Notetoteachersimplementingthisunit:Thisunitutilizesliveanimalsandplants(althoughanalternatewayofusingnonlivingthingsbydrawingonbutcherpaperisdescribed).Itisimportanttomodeltostudentshowtoshowrespectforlivingthingsbycaringfortheminthebestwaypossible.Theteacherisresponsibletomakecertainthattheneedsofthelivingthingsareprovided,andthatahumaneplanisfollowedconcerningwhattodowiththelivingthingsoncetheunitisfinished.Attheendoftheunit,someteachersmightwishtokeepthelivingthingsandsetupamoreefficientaquariumintheclassroom.Thisaquariumwouldhaveafilterandpossiblyanaerationsystemtoprovideoxygen.Otherteachersmightwishtogivethelivingthingsawaytostudents,providingtheycanprovethattheyhaveadequatecontainersandwillcareforthemproperly.TheselivingthingsshouldnotbeplacedintheDelta,asthesearenonnativespecies.
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HABITATS IN THE DELTA STORYLINETheSacramento-SanJoaquinDeltacontainshabitatsforhundredsofplantsandanimals.Itprovidesfood,shelter,water,andspaceforlivingthings.InLesson1,“Where Do We Live?”,studentslookattheneedspeoplehaveastheylistentothestory,TheLostLakebyAllenSay.Lesson2,“Explore a Habitat”focusesonawaterhabitatasahomeforplantsandanimals.HowtheysurviveandmeettheirneedsisdiscussedinLesson3,“Freshwater Life–The Delta Bottom”.Rocks,water,andsoilareobservedandusedtobeginbuildingaclasswaterhabitat.InLesson4,“Freshwater Life–The Delta” students studythecharacteristicsofplantsandanimalsandplacelivingthingsintheclasswaterhabitat.PlantsareaddedtothewaterhabitatinLesson5,“Living in the Water–Plants”.Studentsobserveplantsgivingoffoxygenandsproutingrootsinwater.SnailsandwormsalsoliveinwaterandareobservedandaddedtothewaterhabitatinLesson6,“Living in the Water–Snails/Worms”.ThelastanimaladdedisthefishinLesson7,“WhatIsLiving in the Water?”.InLesson8,“Create the Booklet Down in the Delta”, studentsusewhattheylearnedfromthewaterhabitattomakeaninteractivebookletabouttheDelta.TheongoinginteractionofthefishwithplantsandotheranimalsisobservedthroughouttheunitasexplainedinLesson9,“What Does a Pond Look Like Over Time?”.AfieldtriptopartsoftheSacramento-SanJoaquinDeltaisaperfectwaytoremindstudentsthattheDeltaisanimportantpartoftheenvironmentinwhichwelive.
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HABITATS IN THE DELTA InstructionalMaterialsThefollowinglistcontainsmaterialsthatareinthehabitatsDELTAStudieskitavailableforcheckoutatSJCOE.Mostmaterialsneededtoteachthisunitarereadilyavailabletoteachers.Lesson1
• Books:TheLostLakebyAllenSayorThreeDaysonaRiverinaRedCanoebyVeraB.Williams
Lesson2
• 3-5gallonclearplastictuborafivetotengallonaquarium• Cupsforstudentstoaddwatertothetub• AlargemapoftheSacramento-SanJoaquinDelta• Optional:picturesofvarioushabitats(e.g.,river,ocean,desert)
Lesson3
• Threetofivegallonclearplastictuborafivetotengallonaquarium• Fourcupspeagravelandrocks(innaturalcolorsandrinsed)• Twoorthreelargerrocks• Sand(playground-size,washed)• Bottleofspringwaterordechlorinatingliquidfortapwater
Lesson4
• MapoftheDelta• Books:Let’sTakeCareoftheEarth(bigbook)byRozanneLanczakWilliams
orOntheRiverABCbyCarolineStutsonLesson5
• Microscope(smallhandheld30Xonesarefine)• Atleastonelarge,widegreenleaf(orseveralleavesfromdifferentplants)• Clearplasticcupswithwater• Philodendronhouseplantorivy
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• Classsetofmagnifyinglenses(atleast10X)• PieceofElodeainwaterandanyotherwaterplants• Threetofivegallonclearplastictuborfivetotengallonaquarium
Lesson6Tenlivewatersnails(obtainfromacreek,apetshop,oraquariumsupplystore)TenclearplasticcupsClasssetofmagnifyinglensesThreetofivegallonclearplastictuborafivetotengallonaquariumOptional:Livetubifexworms(frompetoraquariumstore)Lesson7
• Fivesmallfish,suchasmosquitofish(purchasefromapetstoreorobtainfreefromtheSanJoaquinCountyMosquitoandVectorControlDistrict.Anemployeefromthemosquitoabatementagencymaybewillingtocomeandbringfeemosquitofishtoyourclassandspeaktoyourstudentsaboutthesefishandtheimportanceofkeepingmosquitopopulationsundercontrol.TolocatetheMosquitoAbatementDistrict,checkthephonebookorgooglecountygovernment.
• Book:What’sItLiketoBeFish?ByWendyPfeffer• Fivecupsofdechlorinatedwater(Ifthefishareleftinthetankforstudents
toobserve,thefivecupswillnotbeneeded)• Classsetofmagnifyinglenses• Threetofivegallonclearplastictuborafivetotengallonaquarium• Asmallfishnet(togetdebrisoutofthetank,tocatchandmoveafish,etc.)
Lesson8
• Book:MyRiverbyShariHalpernLesson9
• Book:IntheSmall,SmallPondbyDeniseFleming• Threetofivegallonclearplastictuborfivetotengallonaquarium• Optional:anaquariumwithafiltrationandaerationsystem
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INVESTIGATION1
WhereDoWeLive?OBJECTIVEStudentswillfocusoncomponentsofhabitatsbylisteningtoastoryandbyidentifyingwhatandwheretheygetthingstheyneedtolive.BACKGROUNDAhabitatofaplantoranimalistheplacewheretheorganismlivesandgrows.Thenaturalresourcesrequiredforeachorganismtosurvivearefoundintheorganism’shabitat.Mostlivingthingsneedair,water,shelter,andasupplyofenergy(sunlightorfood).Mostplantsneedsoilinwhichtogrow.Alllivingthingsalsoneedspaceinwhichtolive.Peoplealsoneedair,water,food,andshelter;andtheseareacquiredfromone’senvironment.Whencamping,mostpeoplebringtheirfood,water,andshelter(e.g.,tentortrailer).PREPARATION• DecideifyouwanttoreadtoyourstudentsTheLostLakebyAllenSayorThreeDays
onaRiverinaRedCanoebyVeraB.Williamsorboth.• Themappingportionofthislessonwillbemoresuccessfulifstudentsareexposedto
theprocessofmappingbydrawingasimplemapoftheirclassroomand/oroftheschoolgrounds.Thebook,ThreeDaysonaRiverinaRedCanoe,hasanexampleofamaptitled:“OurfirstMorningontheRiver”whichstudentscanlookat.Thereisalsoamapoftheriverandsurroundinglandatthebeginningofthestory.
MATERIALS• Books:TheLostLakebyAllenSayorThreeDaysonaRiverinaRedCanoebyVeraB.
Williams• Drawingpaper• Crayons• Pencil• Chartpaper• MarkersTIMEPreparationtime:15minutesLessontime:45-60minutes
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PROCEDURE1. Showphenomenonatwebsite:
https://docs.google.com/document/d/1CAqbYm2c4rtO45Eld-BLxwF6q_8AI-K5PiCmZtLjRyE/editandhavestudentsgeneratequestionsaboutthetwopictures.
2. Gatherstudentsinthereadingareaforastory.IfreadingTheLostLakedoPartA.IfreadingThreeDaysonaRiverinaRedCanoedoPartB.A.Readtostudentsthestory,TheLostLakebyAllenSay.Thebookisaboutayoung
boywhogoestolivewithhisfatherforthesummer.Whenthefatherrealizeshe’sbeentoobusytospendtimewithhisson,heplansacampingtriptothe“secret”lakehevisitedasaboy.• Afterreadingstory,askstudents:• -Whatwasitlikefortheboytoliveinthecitywithhisfather?• -Howdidthefatherandhissonmeettheirneedsinthecity?• -Howdidtheymeettheirneedswhilecamping?(e.g.,catchtheirfishfor
dinner,walking,carryingapack,etc.)• Writeanswersonchartpapermakingtwocolumns:
City Camping
B.Readtostudentsthestory,ThreeDaysonaRiverinaRedCanoebyVeraB.Williams.Thestoryisaboutafamilythatgoesonacanoetripdownariver.Whatdidthefamilytakeontheircanoetrip?Whattypesofanimalsdidtheyseeontheirtrip?Wheredotheseanimalsgettheirfood,water,andshelter?Writeanswersonchartpapermakingtwocolumns.Havestudentsdiscusshowthefamilymembersmighthavemettheirneedsintheneighborhood,andwhattheydidtomeettheirneedsonthecanoetrip:
City CanoeTrip3. Discusswithstudentswhattheirneedsare(food,air,water,shelter),andhow
wheretheylivedetermineshowtheirneedsaremet.4. Makealistofhoworwheretheygetthethingsthattheyneedtolive(e.g.,food
fromagrocerystoreoranapplefromatree,waterfromthekitchenfaucet,apartmentasshelter).
5. Distributepapertostudents.Tellthemthatusingwhattheyknowaboutdrawinga
map,theirtaskistodrawapictureofwheretheyliveandtheplacesaroundthem
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thatmeettheirneeds.Forexample,grocerystoreforfood,houseforshelter,watertodrink,etc.Ifstudentsdonothaveexperiencesindrawingmaps,askthemtodrawoneplacewheretheygetsomethingtheyneedtolive.
6. Havestudentssharetheirdrawingswiththeclass.Pointoutthattheymeettheir
needsindifferentwaysfromeachotherinclass,butalsodifferentfromchildrenwholiveinthemountains,bythebeach,orwherethereissnow.
ASSESSEMENTEvaluatestudents’drawings.RESOURCESBooks• TheLostLakebyAllenSay• ThreeDaysonaRiverinaRedCanoebyVeraB.Williams
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INVESTIGATION2
ExploreaWaterHabitatOBJECTIVEStudentswilllearnthatbothplantsandanimalsneedwatertolive.Note:Inthislessonandinthenextseverallessons,youandyourclasswillbemakingawaterhabitat.Asanalternative,youmaychoosetobuilda“papermural”onthewall,addingeachsectionastheyarediscussed.Forexampleuseastripofbluebutcherpapertorepresentthewater.Youcouldalsodoboth:designarealwaterhabitatandapapermural.BACKGROUNDAllplantsandanimalsneedwatertolive.Mostanimalsneedtodrinkwater.Someanimalshavespecialbodyfeaturesthatpermitthemtoliveandreproduceunderwater.Landplantsneedwatertogrow.Aquaticplantsliveinwater.Somewaterplantshaverootsystemsanchoredinthemud.Otherwaterplantsfloatfreelyinthewater.TIMEPreparation:15-30minutesLesson:45-60minutesMATERIALS• 3-5gallonclearplastictuborafive-toten-gallonaquarium(waterhabitat)• Water• Cupsforstudentsaddwatertothetub• Chartpaper• Journalforeachstudent• AlargemapoftheSacramento-SanJoaquinDelta• Ifavailable,hangpicturesintheclassroomofvarioushabitats(e.g.,river,ocean,
desert)
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PROCEDURENote:Theanswersinitalicsareexamplesofstudents’answers.1. Gatherstudentsinadiscussiongrouparoundanemptytuboraquarium.Discuss:
• Doesanyoneknowwhatthisis?(aquariumorterrarium)• Whatkindsoflivingthingscouldlivehere?(Studentsmayindicatethatland
animals,likealizard,orwateranimals,likeafish,couldlivethere.)• Whatwouldthoseanimalsneedtoliveinhere?(food,water,shelter)
2. Explainthattheywillbebuildingawaterhabitattoobservelivingthingsandhow
theyacttogether.Writetheword“habitat”ontheboard.Define“habitat”asaplacethathasallthethingsthatananimalorplantneedstolive.Ourhabitatiswherewelive.Whatthingsdoyouthinkwewillneedtoaddtothistank?
3. Setthetankinplace.Ifpossible,haveeachchildaddcupsofwatertothetank.4. Askwhatkindsofplantsandanimalscanliveunderwater.Acceptallreasonable
answersandrecordonchartpaper.Studentsmaychooseanimalsthatliveinfreshorsaltwater.
5. Askstudentswhatalllivingthingsneedtodotosurvive.(Breatheair,eatfood,
protectthemselves,etc.)Discusshowsomeoftheanimalsmeettheirneedsinwater.• Doalltheplantsandanimalsliveinthesamekindofwater?• Iswaterthesameintheriverandtheocean?(saltwaterisintheocean).• Dothesameplantsandanimalsliveineach?Whydoyouthinkthatis?(You
mightexplainthatsomeanimalshavespecialadaptationstoliveinspecifichabitats,suchassaltwaterormarshyareas).
6. Distributeastudentjournaltoeachchild.Havestudentswritetheirnamesatthetop
oftheirjournals.Explainthateachdayastheybuildpartoftheirwaterhabitat,theywillrecordtheinformationintheirjournals.Youwillneedtocollectthejournalsandchecktomakecertaintheyarecompletebeforestudentswriteinthemagain.
7. Saytostudents:
• Todaywelookedatwater--itisnotliving,butalllivingthingsneedwater.Someanimalsevenliveinthewater.
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• Drawandcolorapictureofwateronthefirstpage(andnothingelse).• Writethefollowingsentence:“Livingthingsneedwater.”
8. ShowamapoftheSacramento-SanJoaquinDelta.Tellstudents:“Wedrinkanduse
freshwaterfromtheSacramento-SanJoaquinDeltawaterways.”Discusswaysweusefreshwater.
VARIATIONDistributejournalpagesthatareprintedwiththesentence,andhavestudentsdrawandcolorapictureofwaterandthencopythesentence.ASSESSMENT• Collectjournalsandchecktomakecertainthatallstudentsdrewandcoloredwater
andwroteonthefirstpage:“Livingthingsneedwater.”• Havestudentssharetheirdrawingswiththeclass.EXTENSIONS• Discusswaysvariousanimalsusewater.• Discusswhyitisimportantnottowastewater.RESOURCESWebsites
• http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats_fs.shtmlo Easysimulationofanimalsinahabitat.
• https://www.epa.gov/environmental-topics/water-topicso Describesdifferentsitescontainingwateractivities
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INVESTIGATION3
FreshwaterLife–TheDeltaBottomOBJECTIVEStudentswillrecognizethatplantsandanimalsmeettheirneedsindifferentways.Plantsandanimalsliveindifferentareastohelpthemthrive.BACKGROUNDPonds,bogs,andmarshesarehomestomanykindsofplantsandanimals.Thesedimentlayerinapondecosystemismadeofclay,mud,sand,androckthatholdwatermuchlikeacuporbowl.Somepondsdryupintheheatofsummer.Otherscanbefedbytheriverwatershedorundergroundwatersupplies,andarepermanent.Theshallowwaterallowsthesunlighttoreachthepondbottomwheresomeplantsliveandgrow.Greenplantsproducefoodthroughaprocessofphotosynthesis,whichusesenergyfromsunlight,carbondioxidefromtheairorwater,andwatertoproducefoodandoxygenfortheplant.Fish,mammals,andinsectsthatliveunderwaterbreatheoxygen.Decayedplantsprovidefoodforanimals,suchassnailsandworms.Smallanimalslikefish,frogs,turtles,andcrayfisheatsmallwormsandvariousinsectsthatareattractedtothewater.Largeranimals,suchasWoodDucks,beavers,muskrats,hawks,foxes,TurkeyVultures,owls,andotherscometotheSacramento-SanJoaquinDeltatodrinkwater,andtofindfoodandshelter.PREPARATIONRemovethewaterfromthetankoraquariumMATERIALS• Three-tofive-gallonclearplastictuborafive-toten-gallonaquarium(water
habitat)• Fourcupspeagravelandrocks(innaturalcolorsandrinsed)• Twoorthreelargerrocks• Sand(playground-size,washed)• Water• Dechlorinatingliquidforremovingchlorinefromtapwater
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TIMEPreparation:15minutesLesson:40–50minutesPROCEDURE1. Gatherstudentsinacircleonfloorwiththeemptytubinthecenter,andthe
containerofsandandseparatecontainerofgravelandrockscloseby.Askstudentshowtheythinkwewillusetherocks,gravel,andsand,whicharethenonlivingpartsofahabitat.Discussthatthisistheground-levelbaseofthishabitat.Letstudentstouchandfeelthetextureofthematerials.
2. Arrangethesand(abouttwoinches)ononesideofthecleartubandthegravelon
theotherside.Fillthetubwithwatertoaboutfiveinchesfromtop,beingcarefulnottodisturbthegroundlevelbase.Add2or3largerrocksaroundedge,reachingoutofthewatersurface(sothatsmallanimalscouldcrawloutofwaterifnecessary).Adddechlorinatingliquidtothewater.(Peopleusuallyaddchlorinetowatertostopthegrowthofbacteria;wewanttoseewhatwillgrowinourhabitat.)
3. Tellstudentsthatwewillputourtubinthesunlighttogiveitwarmthandlight.
Placethetubinasunnyareawherestudentscaneasilyseeitasanimalsareaddedandobserved.(Ifusinganaquarium,thetankmayhaveahoodwithlight.Discusswithstudentshowthislightcanrepresentsunlight.)
4. Discuss:Howdolivingthingsdependonthegroundlevelinapond?Leadstudentsto
concludethatsomelivingthings,likesomefish,needsplantstoeat,andthatmanyaquaticplantsneedaplacetogrow,likeinsandorsiltatthebottomofapond.
5. Distributethejournalstostudentsandpointoutthelasttimetheylookedatfresh
water.Tellstudents:• Onpagetwoofyourjournalyouwilldrawrocksandsand.Thesenonlivingparts
willformthebasethatholdswaterinthepondormarsh.• Drawtherocks,gravel,andsandaroundthewaterandatthebottom.Addthe
watertoyourpicture.Putasuninthesky.Thesungivesenergyandwarmth.• Write“Rocksandsandarenonlivingthings.”
ASSESSMENTCollectjournalsandreviewpagetwo:thesentenceandthepicturemadebystudent.EXTENSIONPlacesandinashallowpan,slightlytiltthepan,andpourwateronit.Havestudentsnotehowthewaterrunsthroughthesandtoformrivulets.ComparethistothemapoftheSacramento-SanJoaquinDelta.
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INVESTIGATION4
FreshwaterLife–TheDeltaOBJECTIVEStudentswillbeabletovisualizethedifferentanimalsandplantsthatlivealongtheSacramento-SanJoaquinDeltabyplacingthemonapictureframecreatedinthislesson.BACKGROUNDTheSacramento-SanJoaquinDeltaisauniqueconvergenceoftworivers,theSacramentoandtheSanJoaquin,thatflowthroughtheCarquinezStraitandSanFranciscoBayintothePacificOcean.WaterfrommeltingsnowinthenorthernSierraNevadaMountainstravelsdowntheslopesandthroughthevalleyswashingawayplants,animals,rocks,andsoil,droppingsedimentshereandthereonitsjourneytotheopensea.Over700milesofwindingwaterways,sloughs,marshes,bogs,andreclaimedislandsformamazeofnaturalplantandanimalhabitats.Asaresult,manytypesofplantsandanimalsliveintheDelta.SaltwaterandfreshwaterinterfacenearAntiochformingtheSanFranciscoBay-DeltaEstuary.ThisestuaryprovidesahabitatforhundredsofspeciesofplantsandanimalsandisthelargestestuaryontheWestCoastofNorthAmerica.PREPARATION• Gatherpicturesandothermaterialslistedbelow.• Duplicateaclasssetofthesmallerillustrations(fourtoapage)andcutapart.• DecideifyouwanttoreadtoyourstudentsBigBookLet’sTakeCareoftheEarthby
RozanneLanczakWilliamsorOntheRiverABCbyCarolineStutson.• Drawapictureofameanderingstreamonalargepieceofbutcherpaperorobtaina
pocketcharttoplaceillustrationsofanimalsinhabitatgroupedbyexternalfeatures.MATERIALS• OverheadorposteroftheSacramento-SanJoaquinDelta• Constructionpaper• Eightfullpage“IllustrationsofSomeDeltaAnimals”includingapictureofaduck• Setof30smallerillustrations(fourtoapage)• Scissors• Glue• Crayons
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• TheBigBookLet’sTakeCareoftheEarthbyRozanneLanczakWilliamsorOntheRiverABCbyCarolineStutson
TIMEPreparation:30minutesLesson:45minutesPROCEDURE1. ReadtotheclasstheBigBookLet’sTakeCareoftheEarthbyRozanneLanczak
WilliamsorOntheRiverABCbyCarolineStutson.2. HavestudentslookattheoverheadorposteroftheSacramento-SanJoaquinDelta.
Ask:• Whatarethedifferentareaswhereplantsandanimalsmightlive?(inmud,in
water,onland.)• Whatarethespecialfeaturesthatplantsoranimalshavethathelpthemtolive
wheretheydo?(E.g.,webbedfeettoliveinwater.)3. HoldupthepictureofaMallard(duck).Ask:“Whatexternalfeaturesdotheducks
havethattellwheretheylive?”Repeatwitheachlivingthing:Mallard(duck),Red-WingedBlackbird,Cattail(plantonwhichtheRed-WingedBlackbirdisperching),Red-LeggedFrog,WhiteEgret(bird),Mosquito(insect),WhiteCatfish,andRaccoon.
4. Distributeconstructionpapertostudents.Askthemtodrawariverflowingthrough
thepaper.TellthemtolookcarefullyattheillustrationsoftheanimalsandplantstodeterminewhatfeaturestheyhavethatwouldhavethemliveinplacesaroundtheDelta.Askeachstudenttoselectfivepictures.Havethemcolor,cut,andgluepicturesontheconstructionpaper.
5. Collectfinishedwork.ASSESSEMENTDooneofthefollowing:• Usethepictureofastreamthatyoudrewonalargepieceofbutcherpaperin
“Preparation”.Distributeoneanimalpicturetoeachstudent.Aseachiscalled,havethechilddescribetheanimalbyexternalfeaturesandtapetheanimalinitsenvironment.Thiscanbemadeintoamural.
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• Useapocketcharttoplaceillustrationsofanimalsinhabitatgroupedbyexternalfeatures.
EXTENSIONS• Usepicturesforstudentstographtheirfavoritepondandmarshanimals.• Classifyanimalsintothefollowingcategories:mammals,birds,reptiles,amphibian,
fish,andinsect.• Compareandcontrastpicturesoflandanimalstoaquaticanimals.• Havestudentsrole-playspecificanimals(playcharades).RESOURCESBooks• Let’sTakeCareoftheEarth(BigBook)byRozanneLanczakWilliams• OntheRiverABCbyCarolineStutson
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MallardDuck
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Red-LeggedFrog
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GreatEgret
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Mosquito
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Red-WingedBlackbird
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WhiteCatfish
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Raccoon
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IllustrationsofDeltaAnimalsandPlants
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IllustrationsofDeltaAnimals
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IllustrationsofDeltaAnimals
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IllustrationsofDeltaAnimals
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IllustrationsofDeltaAnimals
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IllustrationsofDeltaAnimals
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IllustrationsofDeltaPlants
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INVESTIGATION5
LivingintheWater-PlantsOBJECTIVEStudentswillknowthatplantsinanaquatichabitatgenerateoxygenandthatplantsonlandandinthewaterhaveroots.BACKGROUNDSomeplantsliveinwaterandcouldnotsurviveifforcedontodryland.Therootsofmilfoilandwaterlilyplantsgodowndeepintothemuddybottomwhiletheirleavesfloatontopofthewater.Inotheraquaticplants,suchasthewatervioletandcrowfoot,thefeatheryleavesfloatbelowthesurfaceandthefragrantflowersfloatontop.BulrushesoftheSacramento-SanJoaquinDeltawatersareavarietyoftallstringy,grass-likeplantscalledtules.Cattails,reeds,andrushesarecommonintheDelta.Elodeaisanaquaticplantfrequentlyavailableinaquariumstores.Itcangrowrootedorbecompletelysubmergedinwater.Ithasalongstemwiththickleaves,growsquickly,andcaneasilyfillawaterarea.ItisnotnativetotheDeltaandmustnotbereleasedintheenvironment.Plantsgivebalancetothehabitatbyusingwater,air,andsunlighttomakefoodtogrow.Theyprovidefoodforthemselvesandfortheanimalsthatfeedonthem.Plantsalsoreleaseoxygenthatanimalsneedtobreathe.MATERIALS• Microscope• Atleastonelarge,wide,greenleaf(youmightwanttobringseveralleavesfrom
differentplants)• Clearplasticcupswithwater• PhilodendronhouseplantorIvy• Classsetofmagnifyinglenses(atleast10X)• PieceofElodeainwaterandanyotherwaterplants• Waterhabitattank• JournalsTIMEPreparation:30minutesLesson:45minutes
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PROCEDURE1. Priortothelessonhaveastudentpickalarge,wide,greenleaffromanoutside
plantorprovidealeaffortheclass.2. Submergetheleafincupofwaterandsetinsunnywindoworoutsideforonehour.
Havestudentsobservetheleafwithmagnifyinglenses.Theyshouldnotethetinybubblesthatappearonthesurfaceoftheleaf.(Youmightneedtoexperimentwithdifferentleavestoseewhichonesemitbubblesthatareeasilyseen).
3. Askstudentstoexplainwherethebubblescamefrom.(Itisoxygenbeinggivenoff
bytheleaf.)Havethemlookcloselyattheundersideoftheleafwiththemagnifyingglass.Explainthattinyholescalledstomataareopeningsfortheleaftobreathe,wheregasesareexchanged.
4. TakeapieceofthePhilodendron(orIvy)andshowstudentsthe“joint”onthestem.
Putthesteminanothercupofwater.Whatdotheythinkwillhappen?(Someplantscangrowfromstems.)Encouragestudentstodothiswithotherplantsathome.Havestudentsobservethestemeachdaytoseeifitgrowsroots.Keepthestemsubmergedinwater.
5. ShowtheclassanElodea(aquaticplant)forthewaterhabitatyourclassis
constructing.Whatdotheythinkwillhappenwhentheplantisaddedtotherocks,water,andsand?Howisthehabitatdifferentnow?PlacetheElodeaandanyotherwaterplantsintank.
6. Havestudentsdrawintheirjournalsonpagethreethehabitatwithwaterrocksand
plants.Havethemwrite:“Plantsarelivingthings.Plantsgiveusoxygen”.ASSESSEMENTCollectthejournalsandcheckthemforaccuracy.EXTENSIONIntroducetheconceptthatgreenplantsneedsunlighttogrow.RESOURCESBooks• HowPlantsMakeFoodbyMartinJ.Gutnik• TheGreatKapokTreebyLynneCherry
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INVESTIGATION6
LivingintheWater–SnailsandWormsOBJECTIVEThestudentswillunderstandthatthesnailsandwormsarepartoftherecyclingcomponentthatisimportanttothebalanceofahealthyecosystem.BACKGROUNDWatersnailsareadaptedtolifeinwater.Theycanbreathethroughtheirskinandfromaholeatthetopoftheirshell.Theymoveontheirfootonslimetracksupanddowntheplants,rocks,andmud.Somewatersnailssitontopofthewaterandotherscanevenfloat.Theyeatwaterplantsandalgaeandhelpkeepthepopulationoftheseplantsundercontrol.Tubifexwormsareverysmallwormsthatliveinpondsandpools.Theydigtunnelsinthemudandclumptogetherleavingtheirtailsdanglingout.Unlikeearthworms,tubifexwormsareabletolivecompletelyunderwater.Theyfeedondeadanddecayingplantsandstirupthewatertobringnutrientstothetop.Note:Originallythislessonincludedobtaininglivetubifexwormsthatwouldfeedthefishaddedtothetankinthenextlesson.However,mostpetstoresnolongercarrylivetubifexworms;theyareusuallysoldinfrozencubesordriedpowder.Donotusefrozentubifexwormsintheaquariumasthiswilltendtofoulthewaterifthefishdonoteatthemimmediately.Mostfishwilleatdriedfishfoodflakes.PREPARATION• Obtainlivewatersnailsfromacreekorapetstore.Whenyougetthesnails,place
themintothetankassoonaspossible.Justbeforestudentsaretoobservethesnails,placesnailsintocupsofwater.
• Optional:Obtainlivetubifexwormsfromapetstore.MATERIALS• Tenclearplasticcups,eachwithonetotwoinchesofwaterandonesnail• Magnifyinglenses,oneforeachstudent• Journals• Waterhabitattank
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• Optional:Tenclearcups,eachwithonetotwoinchesofwaterandseveraltubifexworms)
TIMEPreparation:15minutesLesson:45minutesPROCEDURE1. Askstudentstositattheirdesksinpartners.Provideeachpairwithamagnifying
glass.2. Tellstudentsthattodaytheywillbeaddingsomeanimalstotheirwaterhabitat.
Remindstudentsthattheseanimalswillhavetohaveadaptationstobeabletoliveinwater.
3. Distributetoeachpairofstudentsonecupcontainingwaterandsnailstoobserve.
Afterafewminutesaskgroupstosharewhatpartsmighthelpthesnailtosurvive.Whatexternalfeatureshelpsnailsliveinthewater?Howdothesnailsmove?Wherewilltheylive?
4. Haveeachgrouptaketurnsaddingsnailstothehabitat.Whatdidthesnailsdoas
theywereplacedintothehabitat?Discusshowsnailsarecamouflagedtoblendintothesandandrocks.
Optional:Ifavailable,repeatactivityin#3and#4withcupsoftubifexworms.Addwormstothehabitat.Whatdidthewormsdoastheywereplacedintothehabitat?5. Providejournalstostudents.Reviewthewaterhabitatbydiscussinglivingand
nonlivingthings.Howdidwebuildourwaterhabitat?Whatlivingthingsnowlivehere?Tellstudentsto:• Drawwhatthewaterhabitatlookslikewiththesnails.Drawworms,ifworms
wereadded.• Write:“Watersnailsareanimalsthatliveinthewater.Theyeatalgaeanddead
plants.”Ifwormswereadded,write:“Tubifexwormsalsoliveinwater.”6. Discusshowthetankisstartingtobecomeabalancedecosystem,wherethesnails
willeatwaterplantsgrowingfromthebottomofthetankandthealgaethatwillgrowonthesidesofthetank.Andtheplantswillprovideoxygentothesnails.
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ASSESSEMENTCheckjournals.EXTENSIONS• Askstudentstoactouthowasnailmoves(and,ifusedinthislessonhowatubifex
wormmoves).• ReadthebigbookWhoseForestIsIt?byRozanneLaczakWilliams.Changethewords
to“WhoseDeltaIsIt?”RESOURCESBook• WhoseForestIsIt?byRozanneLaczakWilliams(CreativeTeachingPress).
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Snails
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INVESTIGATION7
WhatisLivingintheWater?OBJECTIVEStudentswillidentifysomeexternalfeaturesoffish.BACKGROUNDFishintheSacramento-SanJoaquinDeltalivetheirentirelivesinwater.Theybreathetheoxygeninthewaterthroughtheirgills.Mostfishhavescalestoprotectthemandfinsthathelpthemmoveinthewater.Mostfishbodiesarecoveredwithamucousfilmthatprotectsthemfromdiseaseandreducesfrictionofthewaterontheirbodiesastheymove.Studentsshouldnottouchthefishwithdryhandsorshaketheircontainersbecausefishcangetsickifwedestroytheirprotectivecoveringorcausethemstress.Mosquitofish(Gambusiaafinis)arehardyfishthatliveinmanypondsandarerecommendedforthislesson.Otherfishlikeminnowsorguppiescanalsobeused.Goldfisharenotrecommendedbecausetheyaresensitiveandcoulddiequicklyiftheirenvironmentisn’tjustright.Noteconcerningthenumberoffishinthetank.Ifyoudon’taeratethetankbyusinganairpump,then“theruleofthumb”isoneinchoffishpergallonofwater.Therefore,ifyouhaveafive-gallontank,youshouldhavenomorethanfiveone-inchfishortenhalf-inchfish.Toomanyfishwilldepletetheoxygeninthewaterandthefishwilldiefromlackofoxygen.Theplantsprovidesomeoxygen,butnotenoughforanoverpopulationoffish.Feedingfish:Youcanfeedthefishdriedfishfoodorliveorfrozentubifexwormsorbothtypesoffood.Donotoverfeed.Feedonlywhatfishwilleatinlessthanaminute.Ifpossible,feedtwicedaily.PREPARATION• Obtainfivesmallfish,suchasmosquitofish,fromapetstoreorfromyourlocal
mosquitoabatementagency(checkinyourtelephonedirectory).Anemployeefromthemosquitoabatementagencymaybewillingtocomeandbringfreemosquitofishtoyourclassandspeaktoyourstudentsaboutthesefishandtheimportanceofkeepingmosquitopopulationsundercontrol.TolocatetheMosquitoAbatementDistrict,checkthephonebookunder“CountyGovernment”.
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• Displaypicturesoffisharoundclassroomforstudentstosee.• ReadandselectpartsofWhat’sItLiketoBeFish?byWendyPfeffertobereadto
students.MATERIALS• Book:What’sItLiketoBeFish?byWendyPfeffer• Picturesoffish(someareprovidedinthislesson)• Pictureofafishtolabelforeachstudent• Apictureofalabeledfish(drawonthechalkboardormakeatransparency)• Fivesmallfishinwater(couldbealreadyinthewaterhabitattank)• Fivecupsofdechlorinatedwater(Youcouldalsoleavethefishinthetankfor
studentstoobserveandnotusethefivecups.)• Classsetofmagnifyinglenses• Waterhabitattank• Asmallfishnet(togetdebrisoutofthetank,tocatchandmoveafish,etc.)TIMEPreparation:30minutesLesson:45minutesPROCEDURE1. ReadtostudentspartsofWhat’sItLiketoBeFish?byWendyPfeffer.2. Havestudentssitatdeskswithapartnerandamagnifyinglens.Distributetoeach
pairacupofwaterwithafish.(Youcouldalsoleavethefishinthetankforstudentstoobserve.)
3. Askstudentstolookcloselyatthefishandtothinkabouttheanswerstothe
followingquestions.(Studentswhocanwritecanrecordtheiranswers.)• Howdoesthefishmoveinthewater?• Canyouseeanopeninginthesideofthefish’shead?Whatishappeningasit
opensandcloses?• Howisthewayfishbreathesimilartopeople?Wheredoestheoxygencome
fromthatthefishbreathe?• Howdoesthefishturn?
4. Iffishwereincups,havestudentsaddfishcarefullytothewaterhabitattankand
askthemtoobservehowthefishrespond.
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5. Askstudentstodescribevariouspartsofafish.Developaglossaryoffishparts:gills,scales,fins,tail.Thendrawafishonthechalkboardandlabelitspartsfortheclass(seeillustration).Orplaceapictureofafishwithlabeledpartsonanoverheadandprovideacopytoeachstudenttolabelandtocolor.
6. Distributejournalstostudents.Tellstudentsthatthisisthelastthingtobeaddedto
thehabitat.Discusswhatstudentsthinkwillhappenafterthefishareadded.Askstudentsto:• Drawapictureofafishintheirjournals.• Writeinthejournal:“Fishareanimalsthatliveinthewater.”
ASSESSMENTCollectandcheckthejournals.EXTENSIONS• Askstudentstoactouthowafishmoves.• IntroducesomefishthatliveintheDelta(seeillustrationsoftheRainbowTroutand
theGoldenShiner).• Makeapuzzleoutofthefishforstudentstoputtogether.RESOURCESBook• What’sItLiketoBeFish?byWendyPfeffer
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INVESTIGATION8
CreatetheBooklet“DownintheDelta”OBJECTIVEStudentswillcreateabookletshowingdifferentanimalsandplantsthatliveintheSacramento-SanJoaquinDelta.ThiswillhelpthemtounderstandthevarietyoflifethatexistsintheDeltahabitatsanditsimportance.BACKGROUNDManydifferentanimalsliveintheSacramento-SanJoaquinDelta.Theseanimalsandplantsneedeachothertosurvive.TIME:OnehourperdayforthreedaysMATERIALS• MyRiverbyShariHalpern• Thepoem“DownintheDelta”byMaureenConway• Constructionpaper• Scissors• Glue• Oneblankbookletforeachchild• Copiesofpagesforbooklet“DownintheDelta”foreachstudentPROCEDURE1. ReadMyRiverbyShariHalperntotheclass.2. Discusstheimportanceofarivertopeopleandotheranimals.3. Readthepoem“DownintheDelta”totheclass.Talkaboutthedifferentanimals
mentionedinthepoem.4. Distributethepagesforthebooklet.Havestudentcolorandcutouttheanimalsand
thenonlivingthingsandplacetheseintotheirownbook.Seethedirectionsattheendofthislesson.
5. Afterpages1and2arecompleted,askstudents:“Whatfeatureshelptheduckand
theturtlestothriveinthewater?”
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6. Repeatthestepsaboveforpages3-7ofthebooklet“DownintheDelta”untileach
studentcompleteshisorherownbooklet.ASSESSEMENTCollectandcheckthebooklets.VARIATION• Analternativetodoingthebookletindividuallyistodoitasawholeclassactivity
usingapocketchartwithsentencestrips.PlacepoemonsentencestripsandVelcrothevariousanimalsandnonlivingthingsonthechart.
• Insteadofmakingabooklet,studentscouldmakeadrawingofamarshhabitatandaddtheanimalsfromeachpartofthesongtothedrawing.
RESOURCEBook• MyRiverbyShariHalpern
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Down in the Delta by Maureen Conway
Down on the Delta, what can it be? A duck, a duck… That’s what I see! Down in the Delta, what can it be? Two turtles, two turtles… That’s what I see! Down in the Delta, what can it be? Three frogs, three frogs… That’s what I see! Down in the Delta what can it be? Four fish, four fish… That’s what I see! Down in the Delta what can it be? Children, playing… That’s what I see! Down in the Delta what can it be? Water, animals, plants, and me . . . Down in the Delta what do we see? We’re keeping it nice and the best it can be!
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Directions for Making the Booklet: Down in the Delta
1. Copyasetofillustrationsforeachstudent.2. Provideeighthalf-sheets(81/2ʺX51/2ʺ)ofconstructionpaperboundtogether(or
stapled)inbookformtoeachstudent.3. Havestudentscolorandcutouttheillustrations,onepageatatime.4. Havestudentsgluetheillustrationsontherightpage(onesetofillustrationsoneach
rightpage).5. Provideacopyofthepoemandhavestudentscutoutandgluethecorresponding
sentencesontheleftpage(sothatwhenthebookletisopen,thesentenceisontheleftandtheillustrationisontheright).
Exampleofthefrontcover:
Exampleofpage1:
Note:Theanimalscanbeplacedintoapocketmadebythewaterorrockssotheycanslideinandout.7. Forthenexttothelastpage,studentsshoulddrawtheirownpicturesacrossfromthe
following:Down in the Delta what can it be? Water, animals, plants, and me . . .
8. Thelastpagehasthefollowingwordsonly(butstudentscancompletethedrawingat
home):Down in the Delta what do we see? We’re keeping it nice and the best it can be!
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Page1
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INVESTIGATION9
WhatDoesaPondLookLikeOverTime?OBJECTIVEStudentsidentifythesimilaritiesoftheSacramento-SanJoaquinDeltaandthewaterhabitatcreatedintheclassroom.Studentsshouldreflectontheirjournalsandconcludethatplantsandanimalsneedeachothertosurvive.BACKGROUNDAttheendofthislessontheconceptofthehabitatisestablished.Encouragestudentstoobservetheinteractionofthevariouspartswithinthehabitat.Thefishshouldbeeatingthetubifexworms(orotherfishfoodyouhaveprovided)andthesnailsshouldbeeatingtheaquaticplantsaswellasthealgaethataregrowinginthehabitat.Othersmallanimalsmayappearinthewater.Mosquitolarvaemaytakeholdbutcanbequicklyeatenbyfish.Ifthewaterbecomestoodirtyitisbesttochangeaboutone-thirdofthewateratatime.ThismodelrepresentsawaterenvironmentthatcanexistinapondormarshintheSacramento-SanJoaquinDelta.Attheendoftheunit,someteachersmightwishtokeepthelivingthingsandsetupamoreefficientaquariumintheclassroom.Thisaquariumwouldhaveafilterandpossiblyanaerationsystemtoprovideoxygen.Otherteachersmightwishtogivethelivingthingsawaytostudents,providingtheycanprovethattheyhaveadequatecontainersandwillcareforthemproperly.TheselivingthingsshouldnotbeplacedintheDelta,asthesearenonnativespecies.However,mosquitofishcouldbeplacedinwatertroughsandotheroutdoorcontainedareas.MATERIALS• Waterhabitattank• Optional:anaquariumwithafiltrationandaerationsystemPROCEDURE1. ReadtostudentsIntheSmall,SmallPondbyDeniseFleming.Identifytheanimals
thatusethepondasahabitat.NotethatalltheanimalsshowninthisbookalsoliveintheSacramento-SanJoaquinDelta.
2. Discussandlistsomeplantsandanimalsthatliveinthewaterhabitatthestudents
designedandthosethatliveintheDelta.
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3. Havestudentsobservewaterhabitatonceadaytoseewhatinteractionhas
occurred.Anotherwaytodothisistosetuptheaquatichabitatasacenterandhaveadifferentgroupofstudentsrotatethroughthecentereachday.Thesestudentscanreporttotheclasswhattheysaw.
Optional:Ifyouchoosetosetupanaquariumwithafiltrationandaerationsystem,discusswithstudentswhythesesystemsarenecessary.Comparethenewaquariumset-upwithhowwaterisfilteredandaeratedinnature.Forexample,innaturethewindandwatercurrentshelptoaeratethewaterandavarietyofliving(e.g.,bacteria,someplants)andnonlivingthings(e.g.,sandandgravel)filterthewater.4. Discussandleadstudentstoconcludethatplantsandanimalsneedeachotherto
survive.5. Encouragestudentstodiscussnewobservationstheymadeconcerningthewater
habitat.6. Distributejournals.Askstudentstoillustrateintheirjournalsanynewlivingthings
thatmighthaveappearedinthetank.Ifnonewlivingthingshaveappeared,theycandrawonelivingthingfoundintheDelta.
ASSESSMENTHavestudentswriteordrawwhattheyhavelearnedabouttheirhuman-madewaterhabitat.EXTENTION• InviteaspeakerfromtheCaliforniaDepartmentofFishandGameortheU.S.Fish
andWildlifeServicetospeaktoyourclassabouttheplantsandanimalsthatliveintheSacramento-SanJoaquinDelta.
• Takestudentsonafieldtriptoexploreanearbybodyofwaterorotherhabitat.• DevelopalessonforstudentsaboutconservationoftheDeltaandtieintoEarthDay.RESOURCESBook• IntheSmall,SmallPondbyDeniseFleming
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AssessmentPre-Test
Name
What do we need to make a successful habitat in our tank? What do you think we will put in our tank besides water? Draw your ideas. Label the pictures.
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AssessmentPost-Test
NameWhatdidweputinourtanktocreateasuccessfulhabitat?Drawthehabitatandlabeleachpart.
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AssessmentPost-TestNameChoosealivingthingfromthewaterhabitat.Whatfourimportantthingsdoesyourlivingthingneedtosurvive?Why?
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California’sEnvironmental Principles & Concepts
Principle I: The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services.
Principle II: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
Principle III: Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
Principle IV: The exchange of matter between natural systems and human societies affects the long-term functioning of both.
Principle V: Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
