Purpose:

Students will learn how to conduct a habitat assessment, then perform an actual assessment, either on their own school grounds or at a study area near the school. To simulate student assessments, we have included photos of actual river sites from the Merced River in the Sierra Nevada Mountains.

Materials:

Photos of Merced River study site, Habitat Parameter sheet, Habitat Assessment Survey (provided), Topographic Map of study site (7.5-minute or 15-minute series, available through the U.S. Geological Survey or on-line at terraserver.com, clipboard with blank paper.

*Optional--- camera, digital if possible.

Duration:

2-3 class periods of 40-55 minutes each plus an additional after school or all-day excursion (depending on travel time to site).

California Standards that this lesson meets:

Wildlife-"Habitat Assessments" (Systems and Interactions)

Introduction/Background:

Students will learn the basics of stream habitat assessment by becoming familiar with Eleven Assessment Parameters (provided). Next, they will complete two assessments based on actual photos taken along highly contrasting stream sites (Merced River, Sierra Nevada Mountains-provided). Finally, an actual habitat survey may be completed on a study site, which you select.

It is critical that your students understand not only the mechanics of Habitat Assessment, but also the significance. A thorough assessment, for example, will tell the scientist whether it is possible for a certain organism to survive in a particular stream.

If the answer is no, the scientist may go on and ask "why?"--- Could the pH be too low? (Acid rain?) Or, is there another contaminant (septic tank seepage?; abandoned mine affluent?; agricultural fertilizer contamination?) that could be the cause and then, how can we solve this problem and return this stream to a more pristine condition?

Directions/Activities:

1) (15-20 minutes) Have students read paragraph, "Habitat Sweet Habitat", (included) and respond either in writing or through a brief class discussion.

Ideal Indian Hunting Camp Qualities Possible Responses:

water, food, morning sun, afternoon shade, well-drained soil, level site, plenty of firewood, mortar rocks ("Grinding stones," for grinding acorns, grass seeds, etc. for meals), natural shelter (large trees, overhanging rocks, etc.), aesthetics (beautiful view, etc.), sheltered from prevailing winds, few mosquitoes, swimming (bathing) area-stream or lake beach nearby, but most importantly, plentiful game (especially deer).

2) (45 minutes) Students will now learn how to evaluate the suitability of a stream site as a home for the non-human members for our natural world. They should begin by reading "Information Sheet 'A', components of a Habitat Assessment," and answering the questions at the end of the section.

3) (45 minutes) Using the provided Habitat Assessment survey sheet provided "Student Activity", students will next complete one or two (time permitting) habitat assessments based on actual photos taken along the Merced River. Use provided photos "A" and "B" for this exercise.

4) (After school or all-day field trip, depending on travel time to study site) Again using the provided assessment survey sheet, students may now complete an actual on-site habitat assessment on a living stream/river.

Evaluation:

Have students work in teams of 2-3; assign each team one of three provided photos of a stream habitat. Have them complete a Habitat Assessment utilizing the skills they have learned and practiced in this lesson. A team score that falls within ten points of the standard score is acceptable. A satisfactory score insures a student's potential to do accurate Stream Habitat Assessments in the future! (A "Stream Ecologist in the making"

*Standard score on stream photo #1 = ____________points

*Standard score on stream photo #2 = ____________points

*Standard score on stream photo #3 = ____________points