YMCA Camp Grady Spruce
Why go?
As a science teacher, Camp Grady Spruce is thrilling as it is not often that you are able to have
the great outdoors as your classroom. In the regular classroom, you never actually get to
experience night, nocturnal animals, changes in the day's cycle, and natural habitats with your
students. So many times we try to give our students examples and application, but fall short as
our playground and our classroom are limited. You have to admit, there are
times when a photograph, or a power point, or even a lab just can't do
nature and the natural world justice. -Mrs. Christy Sydow
The theme of hands on science and outdoor experiences including camp are
interwoven in the national science standards. “The National Science Education Teaching Standards state that students
should be provided with opportunities to use resources outside the classroom
(Standard D; NRC 1996). Involving parents in learning, including informal learning sites, and
tapping into our natural resources can all bring about enriched learning experiences.”
“The intent of the Standards can be expressed in a single phrase: Science standards for all
students. The phrase embodies both excellence and equity. The Standards apply to all students,
regardless of age, gender, cultural or ethnic background, disabilities, aspirations, or interest and
motivation in science. Different students will achieve understanding in different ways, and
different students will achieve different degrees of depth and breadth of understanding
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depending on interest, ability, and context. But all students can develop the knowledge and skills
described in the Standards, even as some students go well beyond these levels.
By emphasizing both excellence and equity, the Standards also highlight the need to give students
the opportunity to learn science. Students cannot achieve high levels of performance without
access to skilled professional teachers, adequate classroom time, a rich array of
learning materials, accommodating work spaces, and the resources of the
communities surrounding their schools. Responsibility for providing this support
falls on all those involved with the science education system.
Implementing the Standards will require major changes in much of this country's science
education. The Standards rest on the premise that science is an active process. Learning science is
something that students do, not something that is done to them. ''Hands-on" activities, while
essential, are not enough. Students must have "minds-on" experiences as well.
The Standards call for more than "science as process," in which students learn such skills as
observing, inferring, and experimenting. Inquiry is central to science learning. When engaging in
inquiry, students describe objects and events, ask questions, construct explanations, test those
explanations against current scientific knowledge, and communicate their ideas to others. They
identify their assumptions, use critical and logical thinking, and consider alternative explanations.
In this way, students actively develop their understanding of science by combining scientific
knowledge with reasoning and thinking skills.
The importance of inquiry does not imply that all teachers should pursue a single
approach to teaching science. Just as inquiry has many different facets, so
teachers need to use many different strategies to develop the understandings and
abilities described in the Standards.” This is straight from the National Science Standards
How can classroom teachers design scientific descriptive and
comparative investigations?
Science often emphasizes experimental investigation in which students actively manipulate
variables and control conditions. In studying the natural world, it is difficult to actively
manipulate variables and maintain ―control and ―experimental groups, so field investigation
scientists look for descriptive or comparative trends in naturally occurring events. Many field
investigations begin with counts (gathering baseline data). Later, measurements are intentionally
taken in different locations (e.g., urban and rural, or where some natural phenomenon
has created different plot conditions) because scientists suspect they will find a difference.
In contrast, in controlled experiments, scientists begin with a hypothesis about links between
variables in a system. Texas Education Agency
there are many components to the 2 1/2 days the students do and learn at YMCA Camp Grady
Spruce. Below are some of these activities in detail.
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Johnson’s Peak
OBJECTIVE: To allow students to gain a better understanding of the natural world (especially plant life,
geology, and erosion) through hands on experiences and discussion of what is seen.
TEKS & TAKS: TEKS - 5.2 D, 5.6 B, 5.6 C, 5.9 A, 5.9 B, 5.9 C, 5.11 A, 5.11 B, 5.11, 5.12 A
TAKS - Objectives 2, 3, and 4
KEY CONSEPTS / VOCABULARY:
Ecosystem Erosion
Biotic Weathering
Abiotic Root pry
Plant life cycle Thermal expansion
Adaptation Frost wedging
Nitrogen fixation Differential erosion
Rock cycle Cultural influences
Fissures Plant succession
DISCUSSION:
Our environment is composed of several different components, cycles, and systems. Each
one has it’s own identity, but relies upon all others to function as a unit. The Johnson’s Peak
trail takes a close look at plant life, geology, and erosion. Along with a general
understanding of the cultural history of the area, we will be able to obtain a better insight to
the environment that encompasses the Possum Kingdom Lake area.
The area around Possum Kingdom Lake once looked much different than it does now. The
low areas were highly productive grasslands grazed by herds of bison and the Brazos River
bottom (dammed in 1941 to create Possum Kingdom Lake) was covered in hardwoods. The
slopes on the surrounding hills looked much as they do today with cedar trees as the
dominant plant. Several factors have caused these changes to occur, but the greatest by far
are humans. Humans impact the environment in both positive and negative ways. To
better understand our environment, we will be taking a closer look at these factors that have
greatly shaped our environment.
STOP 1 – Biotic / Abiotic Factors and Plants
An ecosystem is defined as a group of living organisms that interact with each other and all
the non-living factors of their environment. The major components of an ecosystem can be
broken into two separate categories, biotic and abiotic. The biotic factors in our
environment include anything that has to do with living organisms. (ex: plants, animals,
microorganisms, anything dead…) Anything referring to nonliving objects, processes, or
substances are considered abiotic factors. (ex: rocks, sun, erosion, weather…) Throughout
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the day, many different biotic and abiotic factors will be discussed along with their
importance in nature.
One of the major biotic factors seen every day are plants. Like other living things, plants
have a life cycle they go through. Many start out as seeds, which become seedlings and
eventually adult plants. Once a plant has matured, it can then produce flowers and fruits /
seeds to start the whole cycle over again.
Plants require many things for survival. The major ones needed are nutrients (soil), water,
sun, air, and space. If any one of these factors are not in the correct amount, the plant will
not be able to survive. Once a plant dies, it slowly decomposes and returns to the soil to
provide nutrients for other plants to use.
Many types of plants inhabit the earth. There are a few major ones that dominate this part
of Texas – trees, shrubs, grasses, and cacti. The two major trees in the area include the
Ashes Juniper (cedar trees) and the mesquite. The cedar tree is by far the most dominate tree
in the area. But before people began to settle the area, the cedar tree could only be found
on hillsides (most other area was covered by thick prairie grasses). It has shaggy bark that
catches on fire easily if dry and absorbs water if wet. The mesquite tree is unique in that it
plays a role in the nitrogen cycle. The roots of this tree perform something called nitrogen
fixation. There are nodules in the roots that contain bacteria that take nitrogen from the air
and turn it into a component (ammonia) that both bacteria and tree can use. [nitrogen is
needed by all living organisms for creation of amino acids that later become proteins]
The major shrub in the area is called Agarita. Agarita can most easily be identified by it’s
green / blue leaves that resemble holly. The edges of this plant are very sharp, which helps
protect it from herbivores. Even with its built in pointy armor, this plant is important for
wildlife and was once greatly used by the Native Americans many years ago. One of its
primary uses was for yellow dye. The roots of agarita are a brilliant yellow and can be used
to dye fabric if crushed and dried.
Finally there are the cacti. Throughout the trail, many different cacti can be seen. One of
the more interesting is the devil’s head / horse crippler. It grows low to the ground in the
shape of an inverted bowl and has a whitish pink flower that blooms in early spring. The
barrel cacti like to grow in very rocky areas. It is cylinder in shape and grows to a height of
about four to six inches. The pencil / jumping jack / christmas cactus has very thin, long
pads. If something brushes up against a pencil cactus, the pads will detach from the plant
and hitch a ride until shaken off. If the conditions are right, this plant has the ability to
transplant itself. The prickly pear cactus is by far the most important. It provides food for a
number of animals and humans alike. The purplish fruit that forms in the fall (tuna) is a
favorite for many animals in the area, including people who use it to make jams and jellies. There is also a very interesting bug that has it’s home on the prickly pear pad. The
cochineal bug makes little nests that look like tiny pieces of cotton. This bug is used as a
natural food dye in many drinks and naturally colored foods. [look for the ingredient of
either cochineal or carmine on the label]
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The plants that we have talked about so far all have one thing in common, they are adapted
to live in this environment. An adaptation is something an organism has or does that allows
it to better survive in its habitat. Most people think of animals when considering
adaptations, but plants have them as well. Cacti don’t have leaves, they have spines instead. These spines allow the cacti to retain more water and their photosynthesis takes place in the
whole plant instead of in leaves like on trees. These spines also help protect them from
herbivores. If the cacti can survive year after year, it can then produce more fruit/seeds and
increase the number of cacti that can be found (increase survival = increased reproduction). There are animals that have adapted to eat cacti - they are not affected by the spines. They
have a very specialized niche and don’t have a lot of competition for their food… but what
happens if all the cacti die? [What are some adaptations a plant would have to have to survive in other
ecosystems - Lakes, Oceans, Cold, Swamps, Deserts]
STOP 2 - Rocks, Erosion, and Weathering
Rocks, like plants, go through a cycle. The three formation types are igneous, sedimentary,
and metamorphic. Over time each type can be exposed and transformed by weathering,
erosion, pressure, and heat. The rock found at this stop was formed when layers and layers
of sediment and dead plant and animal parts were pressed together over a very long period
of time. This type of rock is a sedimentary rock and is called limestone. Limestone has a
large amount of dead animal parts in it – especially shells. Shells are a rich source of
calcium and because of this limestone’s chemical name is Calcium Carbonate (CaCO3). Calcium is an element that many living things need to survive. When this rock breaks down
into very small particles, the calcium returns to both plants and animals alike through the
soil and water.
All substances can be measured on a pH scale (which measures the acidity or alkalinity
[base] of the substance). There are many experiments that can be done to check the pH of
a substance. One way to do so is by adding either an acid or a base to it and checking for a
reaction. If you have an acid and mix it with a base, it should bubble or fizz. On the other
hand, no noticeable reaction will occur if you mix either a weak acid with another weak
acid or a weak base with another weak base. [Run a little experiment to test the pH of this rock. Vinegar is a weak acid. If you add it to the rock,
you should be able to determine if the limestone is acidic or basic. Divide the students into groups. Then ask them to “scratch” the surface of the limestone – use another rock. After they have done this,
let them place 3-5 drops of Vinegar on the scratched surface. It should bubble / fizz thus showing that
limestone is a basic rock.]
Johnson’s Peak is one of the highest points in the area, but it is slowly getting smaller. There
are many factors acting together that cause this to happen. Notice all the cracks in the
limestone. These cracks are called fissures. Horizontal fissures are called bedding plains
and vertical fissures are called joints. Erosion and weathering are two forces breaking this
rock apart. Weathering is the actual breakup of rock and erosion occurs with the movement
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of the weathered material to another location. For the most part, erosion is slow… but can
be fast in cases such as massive rain, flooding, and washouts.
There are several types of erosion and weathering. Root pry occurs when the root hairs and
taproot of plants, moss, and lichen push their way through the rock. The plant only needs a
little space to get started and then it can break the rock apart easily over time. Wind carries
sediment and can act like sandpaper, slowly wearing away the surface of rock. When water
heats up inside the rock and in its fissures, it weakens the rock leaving it more susceptible to
weathering. This action is called thermal expansion. Frost wedging occurs when water
seeps into the cracks of rock and freezes. The freezing water expands and breaks the rock
apart. Not all bands (layers) in sedimentary rock are the same since they are all formed from
different particles at slightly different times. Because of this, each band may wear away at
different rates causing the softer ones to go first. This process of differential erosion can
cause cracks and shifts in the bands. Rain is a major driving force in both erosion and
weathering (responsible for flooding, washouts, and run-off). The earth’s crust is made up of
plates that constantly move creating minor “earthquakes” that shift land formations (break
the rock apart). Finally, humans are also a major contributor to erosion. People disturb the
natural environment and leave it more susceptible to both weathering and erosion. (trails,
roads, removal of plants…)
Erosion and weathering are natural processes that occur all the time. To help minimize the
affect that people have on this mountain, there are many “water bars” along the trail. These water bars slow down the effects of run-off, especially on the actual trail where plant
roots can no longer hold the dirt in place.
STOP 3 – Cultural History
Another component affecting our environment besides biotic and abiotic are cultural
influences. Humans can greatly alter their surroundings. The fence line here was put in
over a hundred years ago and still stands today. It was set-up by the first family that settled
here and claimed it as their own
The Johnson family moved here in 1888. As we can tell by the fence line (the northern most
boundary of their land), they were farmers and ranchers. The barbed wire fence lets us
know they raised large animals, while the lower field fence reveals they also had small
animals. The Johnson’s had 8 children. By the time they moved here, the four oldest were
already on their own. After some time, Mrs. Johnson and one of their children ended up
dying of tuberculosis and Mr. Johnson decided to move. He sold the land to Eugene
Constantin Jr. He lived here for some time with his family until his son, Eugene Constantin
III went over seas during WW II and died a decorated soldier. [painting in the back of Ray Bean
dining hall] Mr. Constantin no longer wanted to live here either, so he decided to give the
land away in memory of his son. He gave half of it to the Boy Scouts of America – Camp
Constantin. The other half he gave to the Dallas YMCA. A man by the name of Grady
Spruce headed up a new camp formed by the YMCA. The camp opened in 1949 and was
called YMCA Camp Grady Spruce. There are currently three different sites to Camp
Grady Spruce – Main (1949), Ray Bean (1970’s) and Frontier (1960’s).
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STOP 4 – Cap Rock
The view from atop Johnson’s Peak is amazing. Land can be seen for miles in every
direction. It’s hard to miss the separation between the low and high regions, for there is
such a dramatic difference. The bluffs, plateaus, and hillsides have all been carved away and
are still being changed everyday. When the glaciers melted after the ice age, they created
massive rivers that spanned much of North America and carved out large chunks of this
area. Today, the Brazos River and Possum Kingdom Lake still cause erosion. From here it
is easy to see all the bends and turns in the lake. All these twists show the route the Brazos
River used to take before it was dammed. Who knows what the view might look like in the
next couple hundred years.
STOP 5 – Overlook
All the land below this rock makes up the Constantin Peninsula. [a peninsula is a land mass
that has water surrounding it on “3” sides] The main road leading into camp divides the
peninsula in half. The left half (east) belongs to Camp Grady Spruce and the right half
(west) is used by Camp Constantin – Boy Scouts of America. The twists and turns in the
lake are called bends. Johnson’s Bend is just past Ray Bean camp at the food chain stop of
the Man and the Environment trail and Gaines Bend is straight across the lake from where
we stand. The tallest point in the area is called McAdams Point and has a cross on it that
lights up every night. Finally if you look across the Constantin Peninsula (left) you will see
both Hell’s Gate and Devil’s Island.
Looking across the peninsula (right half) and then past the lake, a large treeless area can be
seen. This place is called Sportsman’s World. A few years back a fire broke out and cleared
the land of trees, making it possible for native prairie grasses to return. Prairies need fire to
keep them alive and healthy. Fires are natural and kill trees while helping spread prairie
grass seed to make a stronger, healthier area. But once people moved into the area, natural
fires ceased to exist. People didn’t want their property and belongings to burn. Because of
this, few natural prairies exist around Possum Kingdom Lake and the cedar and mesquite
trees have now become the dominant species on both hills and flat lands.
STOP 6 – Plant Succession
Although ecosystems are considered to be stable, the plant and animal community within it
are constantly changing – even in this cedar forest around you. Some plants die and new
ones start growing everyday. By just looking at the area around you, it may be hard to see
this change. But knowing what used to be here (prairie) and what is here now (cedar and
mesquite), the change can be great.
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When an area becomes disturbed (naturally – fires, floods, and mudslides or manmade –
clear cutting, mowing, and ranching), plants that re-grow generally do so in an orderly
fashion called plant succession. The first thing to begin growing is usually the small stuff
like moss, lichen, small herbs, and weeds. After that, slightly lager plants can move in like
shrubs and cacti. Finally, trees and other large plants can once again dominate the
vegetation. This is a very slow process that greatly depends on how bad the area was
disturbed… the more severe, the longer it will take. Some natural disturbances, such as fire,
can actually make an ecosystem stronger. Burning a prairie helps destroy all the non-prairie
plants and allows their seeds to germinate. In forested areas, fires return all the nutrients
stored in dead trees and shrubs back into the soil to be used again by the trees.
The area we are sitting in is considered a “scar.” Several years back, a gas-line was put in
and created this little open area. As you can see, plants are slowly returning. The plant
succession here is well on its way to a healthy, stable forest once again. The rest of the way
down we will be taking the bulldozer scar. A bulldozer went down the side of the mountain
and created the scar you are about to see. But unlike this flat area here, the slope makes it
exceedingly more difficult for plants to grow. There is more rock and less soil and water
constantly washes the possible plant seed away. Plants are trying to return, but the process
will take much longer on a slope than on flat land.
STOP 7 – Fossil Pit
Limestone is largely formed by shells… but where did all those shells come from? A long,
long time ago this area of Texas used to be covered by a shallow ocean. The Permian Basin
(ocean) formed 280 million years ago and lasted for over a 100 million years. During that
time, layers and layers of sediment and dead plants and animals covered the ocean floor. The limestone we see now was formed as a result of all the pressure from the water
“squishing” the sediment and organisms together creating rock.
Sometimes the plants and animals making up the limestone never had a chance to
decompose before becoming rock. In these cases, all its tissue was replaced with rock and its
shape remained, creating fossils. The area now seen is called the fossil pit. The weathering
that breaks this rock apart also separates out the fossils, exposing them to erosion. When it
rains, fossils are washed down the side of Johnson’s Peak and are re-exposed in the fossil pit. Before we begin the fossil hunt, it is important that you know what to look for. There are
hundreds of types of fossils locked in this limestone. [think of all the different plants and
animals that might have lived in the Permian Basin] The major ones you will find include
crinoids, shells, sponges, and coral. The crinoids are the most numerous and easy to find. These animals (also called sea lilies or feather stars) had an exoskeleton of calcium plates
and were anchored to the ground, making them stationary. [one variety of crinoids were
free-floating. They could detach from the ocean floor and move around] Near the top of
their body they had tube feet full of mucus to catch their food.
[show several fossil types so the students have a chance to see what they actually look like and to see
their size]
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Because thousands of people visit the fossil pit every year, we want to make sure everyone that
comes gets a chance to take some fossils home. So we ask that you limit yourself to your five
favorite fossils and leave all others behind for other people to find
The following is a list of courses/trails/activities offered at YMCA Camp Grady Spruce.
Day classes include:
Johnson’s Peak
Johnson's Peak Teks & Taks
Johnson's Peak Journal
Johnson's Peak Guide
Johnson's Peak Additional Information
Devil’s Island, Man and the Environment, Prairie Restoration, Path to Verse, Texas Time Trail,
Cedar Brakes, Lake Ecology, Sensory Trail, Canoeing, Fire Building (Ultimate Toast Burn Off),
Project Adventure Team Building, Mammal Scent Trail, Orienteering, Outdoor Living Skills,
Fishing (Red worms work the best!), Squirrel Olympics, Archery, Conservation Projects (Fun with
Limestone and Junipers), Shore Line Clean Up "Washed Up", Light Hike or Leopold Trail
Night classes include:
StarLab, Starry Night, Hayride, Night Hike, Project Adventure Team Building, Campfire, Songs
& Skits, Catapult, THE BEAST, Night Sensory
For more information click the links below.
http://www.nap.edu/openbook.php?record_id=4962&page=1
http://www.campgradyspruce.org/Index.cfm?FuseAction=Page&PageID=1001576
SAFETY
-
SAFETY of your child and everyone at camp is top priority.
Students are under constant adult supervision.
The camp staff are trained in first aid and CPR, plus, quick access to 911 services is
available.
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Johnson’s Peak
STOP 1
Go over the horse crippler cactus at the small clearing just as you enter the trail. Discuss
biotic and abiotic factors in our environment
- biotic:
- abiotic:
Plant Life Cycle (5.6 C)
- seed ® seedling ® adult plant (flowers / fruit) ® seed [the cycle continues]
- what happens to a plant when it dies? It decomposes and returns to the soil where
it becomes nutrients for new plants
- what do plants need in order to survive? Sun, nutrients (in soil), water, air, space [all
in the right amounts]
Plants In The Area – Are these Biotic or Abiotic factors
- Cacti: Devil’s Head / Horse Crippler, Prickly Pear, Pencil / Jumping Jack /
Christmas, Barrel
- Shrub: Agarita
- Trees: “Cedar”, Mesquite
Nitrogen Fixation (5.6 B and Objective 4)
- The Mesquite tree is a legume, which means that it performs nitrogen fixation in its
roots. It takes nitrogen in the air (N2) and brings into the soil and the plant itself. - Like most elements / molecules on Earth (oxygen, carbon, and water), nitrogen also
goes through a cycle so it can be used over and over again. Nitrogen is needed for all
plants and animals to survive and for ecosystems to function.
What are adaptations?
- a change over time that helps a plant or animal better survive in its environment.
· examples: fish with fins to swim and birds with wings to fly
· But what about plants? Why would they have adaptations too? (5.9 A and
Objective 2)
- Cacti have spines/needles to protect themselves from herbivores
- Increase survival = Increased reproduction
- Cacti don’t have leaves. How do they make their own food then? Whole
plant is green… leaves loose water, which is not good in a dry climate
Animals that eat cacti and cacti fruit fill a unique niche because not many animals can do
that. Is that a good thing or a bad thing? (5.9 B and Objective 3)
- Good for now… but what happens if the cacti die?
What are some adaptations a plant would have to have to survive in other ecosystems?(5.9C)
Lakes, oceans, cold…
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STOP 2
What type of rock is formed when layers and layers of sediment and dead plant and animal
parts are pressed together over time? Sedimentary rock. This particular type of
sedimentary rock is called limestone.
- If it’s got plant / animal remains in it, what can it tell us about the past history of
Johnson’s Peak? (what was here when the rock formed) It can tell us about what was
here because fossils leave evidence behind. (5.11 B)
All substances can be measured on a pH scale (which measures acidity and basisity of a
substance). If you have an acid and a mix it with a base, it should have some sort of
reaction such as bubbling or fizzing. If you mix a weak acid with another weak acid or a
weak base with another weak base, no visible reaction will occur.
- do an experiment in pairs to test the pH of the rock.
- Vinegar is a weak acid. If you add it to the rock, you should be able to determine if
the rock is acidic or basic. (reaction = basic and no reaction = acidic)
· scratch the rocks surface with another rock to make flakes / powder. The
smaller the particles, the better the reaction. Then have each pair of
students place 3 drops of vinegar on the scratched surface.
- What does this tell us about the rock? How do you know? (5.2 D)
Is Johnson’s Peak getting bigger or smaller? What might cause this action? (5.11 A and
Objective 3)
- Johnson’s Peak is getting SMALLER… because or erosion
- What is erosion? What are some things / actions that cause erosion?
· Crack is the rocks are called Fissures. Horizontal fissures are called Bedding
Plains and vertical fissures are called Joints.
- Is erosion fast or slow?
· mostly slow… but can be fast in cases such as massive rain, flooding and
wash outs
· take a picture of this stop every 4 months to track the erosion and erosion
control methods
Types of Erosion / Weathering
- root pry: root hairs and tap roots push their way through rock. The plant only needs a
little space to get started and then it can break the rock apart easily over time.
- wind: wind carries sediments and acts like sandpaper slowly wearing away the surface
of the rock.
- thermal expansion: water heating in the fissures that weakens the rock.
- frost wedging: freezing of water in the fissures that crack rock apart.
- rain: over time can make impression and wear away the rock. It is also responsible
for flooding, wash outs, and run-off.
- differential erosion: some sedimentary bands in the layers of limestone are
softer than others and wear away first, which can cause cracks and shifts in the
layers.
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- earth movements: small shifts in the earth’s crust (like an earthquake but much
smaller).
Erosion Control
- water bars
STOP 3
Cultural Influences
STOP 4
How was this land formed? What’s happening now? (5.12 A)
- Erosion – washout from ocean and glacier melting, rivers, lakes
- Wind, rain, and all other types
STOP 5
Overlook
STOP 6
Who has a scar on their body? Is there anyone who would be will to share how they got it?
- Are your scars healed? Yes, but you can still tell that something has happened because
the scar is there. This is one of nature’s scars. A while back, a bulldozer was being
used up here to put in a gas line. Someone ended up driving it over the edge
destroying a major portion of the slope.
- When an area is disturbed by any means, plants will slowly return to the area in a very
organized fashion called plant succession. Grass ® Weeds ® Cacti ®Shrubs ®
Trees No matter how well these plants replace themselves, there will always be a
scar here. This area however, is also greatly affected by water erosion (especially
after a rain). The constant washing away of the soil make it hard for new plants to
grow. Which do you think heals faster – A flat disturbed area or one on a hillside? (5.6 C)
- “Plant succession is the orderly change from one plant association to another after a
major disturbance. Ecology will work for us every time, but it works best when we
work with it.”
· How can we help control the erosion here? Staying to the path and putting in
more water bars.
· Take pictures of the area every 4 months to track plant succession (5.11 A)
STOP 7
The limestone here was formed by an ocean. Imagine sitting here then!
- Permian Basin (ocean) formed 280 million years ago and it lasted over a 100 million
years.
- This ocean created our limestone… what type of fossils would you expect to find?
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