ryptic
lies
The Wetland
Classroom
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TEACHER'S GUIDE TO CRYPTIC CLUES: THE WETLAND CLASSROOM
PURPOSE:
The learner is first asked to list the wetland plants and/or animals with which she or
he is familiar. The purpose is to encourage the student to remember previous
experiences of wet ecosystems as an entry into the present exercise. After setting
the stage, the Cryptic Clues Exercise provides descriptions of various kinds of
organisms that inhabit our wetlands.
INTENDED GRADE LEVEL:
Adaptable to middle school and lower high school grades.
LEARNING OBJECTIVES: .
Note to teachers: Searching for "clues" is an exciting adventure for students and
is an excellent motivational teaching method. It not only
challenges the students to "look" but it promotes a
heightened sense of awareness and allows us to focus on
details. Important objectives for developing such an activity
would be to place PRIORITY on higher thinking skills -
challenging the students to PROCESS the information and
assess ADAPTATIONS and INTERRELATIONSHIPS within a
wetland habitat.
1. The learner will be able to identify fragments or evidences of the plants and
animals living in wetlands from the drawings provided.
2 The learner will be able to use reference texts such as field guides to identify
fragments or evidences of the plants and animals living in wetlands.
3. The learner will be able to list and describe specific ecological principles related
to wetland animals and plants.
METHOD/MATERIALS:
Potentially new vocabulary words are found in italics, followed by a simple
definition at the end of the text. The student can identify a limited group of plants
and animals using this exercise sheet. This is done by comparing the drawings
provided with what is found in the wetland. Further identifications will require
reference texts, such as those listed in the "Additional Resources section of the
Cryptic Clues Exercise.
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V
CRYPTIC CLUES: THE WETLAND
CLASSROOM
Robert Hill
OER
Setting the Stage
Venturing into a wetland is an experience of g-eat surprises. The wide-eyed student is a "Sherlock
Holmes, sleuthing the swamps.. .a detective of boggy denizens.
Let's play a simple game. Take a moment to imagine that you are standing in a marsh in
Pennsylvania. Visualize the plants and animals you might find there. Listen to the sounds that
surround you.
Sometimes plants and animals are observed directly, and can be identified by the
observer. At other times, plants and animals leave more cryptic clues behind. Frequently these pieces
of evidence also can be identified. This exercise will help you determine the identity of clues found in
wetlands. Amazing storjes of wetlands may be waiting for those aware and attuned to the clues that
surround you.
There are many kinds of animals, trees, shrubs and herbaceous plants that occur in
wetlands. Can you hst on a board or on chart paper any plants or animals that might live in a swamp.
marsh, bog, fen or shallow pond?
Cryptic Cues: An.mals. The following are some clues used to identify wetland inhabitants
Remember, unless instructed, all plants and animals should not be disturbed or removed from their
habitat.
Bird nests. Many birds utilize wetland plants to build their nests. Often bird nests
from the previous breeding season are evident in wetlands. Wetland b.rds include
red-wing blackbirds, sedge wrens and numerous species of shore and wading birds
and waterfowl. (See the DER classroom exercise titled "Some Values of Wetland
Plants to Wildlife," for a listing of birds.) The northern waterthrush builds its nest in
upturned roots of fallen trees in wooded swamps. Loons, Canada geese and others
build directly on the ground, as close to water as possible, while green herons and
many other birds construct a platform of sticks near or overhanging water, often in
trees. Frequently a muskrat house will be used by birds for a solid foundation on
which to construct their nests. Hollow tops of stumps, and holes or cavities in snag-
wood also offer nest.ng possibilities. There are many field guides to help.you name
the birds that build the nests that we find here. During breeding season, eggs found
in the nests can help -dentify the occupants. Can you identify any nests or eggs seen
m the wetland? Use books that show pictures of birds' nests or eggs. It is important
to avoid'disturbing eggs and nests. Care must be taken to protect nests, eggs and
nesting birds.
Egc[s. In addition to eggs from birds' nests, eggs of other animals such as frogs toads
snakes, or turtles can be ol-:er,ed m wetlands. Gelatinous masses of eggs usually are
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deposited by amphibians in the water, or are sometimes laid singularly, attached to
submerge?! aquatic vegetation. Turtle eggs are sometimes buried in the'sand or mud
along the shore, m large groups called di/iches. The leathery shells can sometimes be
seen after hatching or the remains found after the eggs have been discovered by
hungry mammals that devour their contents! Have you seen any of these?
CANADA GOOSE
3-2/S'
Eggs: greenish to
bluish green
EGGS: • unmarked to nest-stained
• 4-10/nest(aver. 5-6)
• smooth, not glossy
NEST: On Ground, near water, on
stumps, mounds, muskrat nests
Nest: a platform
of sticks
HATCHLING
TOAD
TADPOLE
24 to 40 round, hard-shelled eggs- of
SNAPPING TURTLE
in underground nest
3. Snake Skins. Snakes periodically shed their skin and leave the "clothing" behind.
Several species of snakes use wetlands. A well-known, common snake that can be
found in wetlands is the garter snake. Garter snakes have three yellowish stripes on a
dark mottled background. Litters consist of 14 to 40 young born alive. Northern
watersnakes, displaying a large array of variation, also make a living in o.ur wet
habitats. The northern watersnake bears dark blotches on its sides and back, it often
has dark, half-moon markings on the belly scales. Water snakes feed on slow-
swimming non-game f'tsh. They will bite, but are not venomous. Here are some snake
. scale patterns to look for when you find a shedded snake skin:
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NON-POISONOUS SNAKE
POISONOUS SNAKF
TAIL
WITH RATTLE
- HEAD -
TUBULAR
ROUNDED
WITHOUT RATTLE
- TAILS
- HEAD •
TRIANGULAR
FLATTENED
4.
•Note: Always patiently observe snakes from a safe distance until you determine
their identity. Do not attempt to capture or tease snakes. Pennsylvania has
3 venomous species of snakes: copperheads, timber rattlers and massasaugas.
Copperheads are common but seldom encountered since they are nocturnal. They
occur south of the glacial boundary in Pennsylvania. Rattlesnakes are found in
mountainous regions of the Commonwealth. The massasauga is rare in'Pennsylvania.
Only qualified persons should handle reptiles found in the Commonwealth.
Pellets (castings) Birds of prey (e.g.. owls and hawks), ravens, and shrikes "coughup"
or regurgitate undigested animal parts, such as hair and bones, in the form of
"pellets." Cart you find any pellets, also called castings, left behind by a wetland
visitor? Why might the birds of prey come to the marsh? Identify the contents of the
pellets. Some castings look like this:
FEATHERS
PELLETS
(CASTINGS)
FUR
RED TAIL HAWK
OWL
2-3/4-
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SHRIKE
SPARROW HAWK
1-1/4"
Browsing. Evidence of. animal browsing (herbivore) and chewing may be seen in a
wetland. As upland areas are developed," deer, bear, and other animals spend more
time in our wetlands. They travel to wet habitats for natural shelter and food. Can
you find bare twigs or partially eaten leav-H? What might have eaten them? Make a
list of the plants that show evidence of having been browsed. Can you note the angle
of the teeth? Describe the location of the browse from ground level. Does the height
from the ground help you identify the herbivore?
Droppmqs/fScat). Examination of animal droppings is a valuable means of learning
about animals (and indirectly plants) in our wetlands. Deer, snakes, geese, ducks,
muskrats. otters, beavers, rabbits, and foxes, to name only a few, leave their waste
behind. Look for berries, seeds, fur, hair and bones. Can you determine which
animals are herbivores, carnivores and omnivores? Droppings can give us information
about the size, distribution, and composition of animal populations. Fecal matter carl
sometimes be used to reveal the size of the animal, group behavior (individual or
herds), amount of time spent in an area, and nature of feeding habits (herbivore,
carnivore, or omnivore). Be careful to hcndle feces with disposable laboratory gloves,
and clean your hands after handling.
SCAT
TOAD
1/4"
FROG
(varied sizes)
MINK
3/8' dia.
MUSKRAT
1/2"
VOLE
5/32"
BEAVER
1-1/4"
OEER
1-5/8"
3-1/2"
GOOSE
(CANADA)
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CHIPMUNK
If
Ir
1-5/8"
OPOSSUM
WHITETAIL DEER
2-3/4"
7- Tracks and Signs. Many animals, such as muskrats. inhabit wetlands. Others, iike
opossums and racoons, although not dependent upon wetlands, frequently visit
them. Tracks (paw or foot prints) and signs (body motion prints) are found in
abundance. In the summer, they are seen in mud or wet sand, while in the winter
they are left in the snow. They differ significantly in their pattern when the animal is
walking, running or bounding.
Tracks and signs are often diagnostic for the animals that produce them. Several
excellent field guides can be used to identify the animals that leave telltale marks
behind. These books often indude ways to identify droppings and bird pellets as well.
Some are listed'at the end of viis activitity. Readily recognized tracks include those of
' opossum, bear, vole, raccoon, deer, otter, muskrat, many waterfowl and shorebirds.
Can you find any of these? (If = left front; Ir = left rear)
5-1/4
2-1/2"
f
BEAVER
STRIPED SKUNK
MARTEN
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Often tracks of turtles, and signs of crawfish also are discernable. They look like this:
CRAYFISH BURROW
UNDER WATER
(2 entrances)
SNAPPING TURTLE
RACCOON
If
RIVER
OTTER
MEADOW VOLE
BOUNDING
If
MINK
1-3/8"
Signs of animal activity include meadow vole "runways" cut in the thickly matted
grass of soggy ground. These "runways" disappear into holes where the animals nest.
Shrews and deer mice use the "runways" of meadow voles. Therefore, fecal
droppings from several species, as well as clippings of wetlands plants, can be found
in them.
Beaver lodges and muskrat mounds disclose the presence of these animals. However,
it should be remembered that not all animals are so obvious as the ones mentioned
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GREAT BLUE HERON
TOAD
WALKING
MALLARD
DUCK
FROG
(size varies with species)
TRACKS OF
EARTHWORMS
IN WET MUD
GARTER SNAKE
HOPPING
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Cryptic Clues: Plants The following are some clues useful in identifying plants from wetlands.
Remember, unless instructed by the appropriate person, leave plants or plant fragments in our
wetlands.
PIN OAK
SWAMP WHITE OAK
BASKET OAK
FRUITS
of
RED ASH
ASH
TWIG
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above. For example, the water shrew, though living very close to water as the name
implies, leaves few distinguishing signs behind
In winter you may discover a smooth, round tunnel through the snow, leading to an
"airhole" in the ice of a river. These are mink architecture that tell us the animal has
been searching, underwater, for dinner. If the hole is somewhat "muddy," the mink
has been foraging on the river bottom for frogs or other food.
When we ask the right questions, trails and signs reveal many things including
territorial boundaries. They can tell us a lot about the interactions among members
of the same species, as well as about the dynamics existing between different kinds of
animals.
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SYCAMORE
FRUIT
BUD
Note: hollow leaf
stalk
TWIG
FRUIT
cut
LEAF
(cut to show
rolled edges)
FRUIT
LEAF
CASSANDRA
BOG ROSEMARY
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FRUITS
NOTE: .
OPPOSITE
LEAVES
RED .MAPLE
FLOWER
BUD
LEAF STALK
SCAR
SPICEBUSH
TWIG
FRUIT
(HIP)
LEAF
TWIG
FRUITS
WINTER
BERRY
FRUITS
TWIG
BUD
SWAMP ROSE
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FLOWER
CATTAIL
SKUNK CABBAGE
FLOWER APPEARS IN LATE WINTER-
LEAVES IN SPRING
BUD
TWIG
OLD
FLOWERS
AND
CAPSULES
SPIRAEA
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FERTILE
FROND
RATTLE-*
BOX
BUR
RUSH
BULL RUSH
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GLOSSARY OF TERMS
amphibian
birds of prey
bogs
carnivore
clutch
fecal
fen '
gelatinous
habitat
herbaceous
herbivore
loon
marsh
omnivore
pellets
population
regurgitate
shallow pond
shrew
scat
snag wood
an animal such as a frog, toad or salamander that spends part of its life in water,
the other portion on dry land
birds that primarily obtain food by the killing and consuming of other animals
a wetland, usually with blocked drainage of acidic conditions, where cushion
plants and peat moss (sphagnum) dominate
feeding behavior associated with flesh-eating; subsisting on animal tissue
a nest or group of eggs
waste or excrement
a marsh
covered with a slimy substance; slippery or quivering when handled
the location or site where a plant or animal usually lives and grows
plants that are soft-bodied, having little or no woody tissue and generally living
only one growing season
feeding behavior associated with plant-eating; subsisting on vegetative tissue
a fish-eating, diving bird
a wetland where the dominant plants are herbaceous, such as reeds, cattails,
rushes, grasses and sedges
feeding behavior associated with eating both animal and plant substances
incompletely digested food that is cast up from the digestive system of animals
a group of interbreeding plants or animals of the same species (type)
to throw up; cough up
wetland areas of small acreage, where the water is usually less than 2 meters
(6.6 feet), and the water temperature is uniform from surface to bottom
a mole-like animal with a long pointed snout, small eyes, ears and soft fur
animal waste (excrement); droppings
dead trees; usually a tall trunk with a few remaining limbs attached; valuable
habitat for animals
those plants that live and grow completely underwater or just
up to the water surface
submerged aquatic vegetation
swamp a wooded wetland where the dominant vegetation is trees and/or shrubs
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variation
vole
the difference in appearance or characteristics of a plant or animal from those
typical to its group; important in the evolution of a species because survival rests
on individuals best adapted to changing conditions
mole-like animal with a blunt snount and short ears
i ,
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Quiz for rrp*i"""-~- TUP wetland Classroom
f
A.
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G.
H.
F
J.
M.
York. Dover Publications, Inc.
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Answer Sheet
Quiz for Criptie Cities; The Wetland Classroom
A. Raccoon funning
B. Mink Walking
C. White-tailed deer galloping
D. Heron walking
E;. River Otter running
F. Duck walking
G. Opossum walking
H." Striped Skunk walking
I. Sensitive Fern Fertile Frond
J. Red Maple fruit and leaf
K. Rattle Box, Seed Box (Ludwigia alternifolia)
L. Ash
M. Sycamore bud and leaf stalk
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Additional Resources
Burt, William Henry and R. P. Grosbenheider. 1976. A Fieln Guide to the Mammals: North America
north of Mexico. Peterson Field Guide Series 5. Boston: Houghton Mifflin Co., 289 p.
Conant, Roger. 1975. A Field Guide to Reptiles and Amphibians of Eastern & Central North America.
Peterson Field Guide Series 12. Boston: Houghton Mifflin Co.,429 p ~~~
Core, Earl, L and Nelle P. Ammons, 1981. Woody Plants in Winter: A Manual of Common Trees and
Shrubs in Winter in the Northeastern United States and Southeastern Canada. Pacific Grove. CA: Thp
Boxwood Press, 218 p.
Harlow, William M. 1946. Fruit Key and Twig Key to Trees and Shrubs. New York: Dover
Publications, Inc. 50 p. + 56 p.
Harrison, Hal H. 1975. A Field Guide to Bird's Nests. Peterson Field Guide Series 21. Boston:
Houghton Mifflin Co., 257 p.
Head'strom, Richard. 1971. Identifying Animal Tracks: Mammals, Birds, and other Animals of the
Eastern United States. NY: Dover Publ., Inc. 141 p.
Knobel, Edward. 1972. Identify Trees and Shrubs by Their Leaves: A Guide to Trees and Shrubs
Native to the Northeast. NY: Do.ver Publ., Inc., 47 p.
Magee. Dennis W. 1981. Freshwater Wetlands: A Guide to Common Indicator Plants of the
Nprthgasj Amherst: The University of Massachusetts Press, 245 p.
Murie, Olaus J. 1974. A Field Guide to Animal Tracks. Peterson Field Guide Series 9. Boston:
Houghton Mifflin Co., 375 p.
For more information contact:
Department of Environmental Resources
Bureau of Darns. Waterways and Wetlands
Division of Wetlands Protection
P.O. 8ox85S4
Harrisburg. PA 17105-8554
717-787-6827 , 9J
DE* »1J92
Commonwealth of Pennsylvania
Robert P. Casey, Governor
Department of Environmental Resources
Arthur A. Davis, Secretary
Recycled Paper
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