Palos Verdes Peninsula Land Conservancy
SCIENCE STUDENTS AS
STEWARDS
Grade One
GRADE ONE
Contents
Activities
Overview………………………………………………………… 3
4
Plant Investigation….…..……………………………………..
Plant Investigation Example…………………………………
5
6
Habitat Card Example………………………………………..
Lost and Found Water Experiment………………………… 7
Lost and Found Water Experiment Example…………….. 8
Leaf Rubbing & Identification………………………………... 9
Leaf Rubbing Example………………………………………… 10
Leaf ID Challenge Map……………………………………….. 11
Wildlife Scavenger Hunt……………………………………… 12
Plant Identification Sheets…………………………………… 13
Reference Materials
White Point Preserve: Background Information………..
White Point Trail Map………………..………………………
George F Canyon: Background Information………………
George F Canyon Trail Map…………………………………
Plants NOT to Touch at George F Canyon……………….
15
16
17
18
19
Materials Checklist……………………………………………
20
OVERVIEW – GRADE 1
These lessons introduce first grade students to local plants on the nature preserve. Students
draw plant structures and learn their functions while observing pressed plant specimens through
magnifying glass. Through a hands-on experiment, students observe how plants lose moisture
through their leaves and test how much moisture is available in the soil. Students compare leaf
shapes through an art activity, practice basic plant identification skills, and then conduct a
scavenger hunt to explore the interdependence between plants and animals on the preserve.
Plant Survival on the Preserve - Science Students as Stewards - Grade 1
Location: This field trip can be conducted at either White Point Nature Preserve or at George F Canyon
Nature Preserve.
White Point Nature Preserve is located at 1600 W. Paseo del Mar, San Pedro, CA 90731 on the north side of
Paseo del Mar off of Western Avenue. Note that due to a landslide the White Point Nature Preserve must be
accessed on Paseo Del Mar via Western Avenue and that Paseo Del Mar is no longer a through street. There is
ample parking for buses in the gravel parking lot.
George F Canyon Nature Preserve is located at 27305 Palos Verdes Drive East, Rolling Hills Estates CA 90274
at the southwest corner of Palos Verdes Drive East and Palos Verdes Drive North. There is bus parking either
in the Nature Center parking lot or in the overflow parking lot on Palos Verdes Drive East, a short distance
from the Nature Center.
Duration: 2.5 - 3 Hours
Preparation: In preparation for your field trip, first schedule a field trip date (contact Siegrun Storer,
Education Director at (310)541-7613 X 205 or [email protected]).
Guided – PVPLC staff will provide Nature Notebooks, pencils and all of the necessary materials and will guide
your students through all of the activities during their field trip. (Fee - $6 per student)
Self Guided – PVPLC staff will open the nature center but all other guidance is the responsibility of the group.
Arrange to attend an S3 training if you have not already done so. Next look through the activities provided. For
first grade the “Plant Investigation” activity can either be conducted at school as a pre-trip activity or it can be
used as an introductory activity at the nature preserve. Also review the trail map and notes, select a hike length
that will be appropriate for your students and chaperones. Each activity write-up contains detailed instructions
for the activity and background information about the topic. Each activity is also supported by the student
Nature Notebook which the group is responsible for printing prior to the trip. (No Fee)
Before the field trip date, remind your students to dress appropriately and be prepared to hike. Below is a
general checklist to ensure that students are prepared to be outdoors for the day.
Fieldtrip Checklist for Students:
1. Comfortable walking shoes
2. Sun Protection (hat, sunscreen)
3. Dress in layers
4. Water
Activities:
Activity
Plant
Investigation
Lost and Found
Water
Experiment
Leaf Rubbing &
ID Challenge
Wildlife
Scavenger Hunt
Overview
Time
California Content Standards Addressed
Students draw plant structures and their
functions while observing pressed plant
specimens through magnifying glasses.
Experiment comparing moisture loss
through leaves with water available in the
soil.
20-30min
Life Sciences 2a, 2b, 2e, 4a, 4b
45min
Physical Sciences 1a, 1b, Life Sciences 2a, 2b,
2e, Investigation & Experimentation 4b,
Earth Sciences 3a,3c
Students make and use a plant identification
page based on leaf shape.
Students explore the nature preserve while
hunting for local plants and the animals that
use them for food and shelter.
30-45min
Life Sciences 2a, 2b, 2e
30 min1hr
Life Sciences 2c, 4b
PALOS VERDES PENINSULA LAND CONSERVANCY PO Box 3427, Palos Verdes Peninsula, CA 90274 Tel: (310) 541- 7613 Web: WWW.PVPLC.ORG
Plant Investigation
Students draw plant structures and learn their functions while observing pressed plant
specimens through magnifying glasses.
Grade Level: 1st Grade
Location: White Point
Nature Preserve or George
F. Canyon
Duration: 20-30min
Group Size:
Students work individually
or in teams of up to 3
Materials:
 laminated plant
specimens
 laminated habitat
cards
 magnifying glasses
 pencils
 “Plant Investigation”
page in the Nature
Notebook
Vocabulary: Leaf,
Flower, Plant, Roots, Stem
Concepts:
CA Science Content Standards:
Life Sciences
2. Plants and animals meet their
needs in different ways. As a basis
for understanding this concept:
a. Students know different plants
and animals inhabit different kinds
of environ­ments and have
external features that help them
thrive in different kinds of places.
b. Students know both plants and
animals need water, animals need
food, and plants need light.
e. Students know roots are
associated with the intake of
water and soil nutrients and green
leaves are associated with making
food from sunlight.
Investigation and Experimentation
4.
Students will:
a. Draw pictures that portray
some features of the thing being
described.
b. Record observations and data
with pictures, numbers, or
written statements.
BACKGROUND Plants need both water and sunlight to survive and have
external features that help them to thrive. Most plants have several basic structures
in common. Roots generally grow underground. They anchor the plant to the
ground and absorb both water and nutrients. The stem usually grows above ground
providing structural support and transporting water and food to the other parts of
the plant. The leaves of a plant are responsible for absorbing energy from the sun
and converting it into food. Flowers produce seeds which grow into new plants.
PROCEDURE
During this activity students will illustrate the different parts of a plant in their
Nature Notebook while observing a plant specimen. Students can work either
individually or in teams of up to 3 depending on the size of the class. Each team (or
individual) receives a laminated plant specimen and a magnifying glass. Have the
students place the circle of the magnifying glass around the roots of their laminated
plant specimen. Discuss how a plant uses its roots. Have the students use their
magnifying glasses to observe and draw the roots in the corresponding circle in
their field journal. Discuss how scientists use drawings to observe and learn more
about the topics they are studying. Repeat this procedure for the stem, leaf, and
flower.
Next, direct the students to lift their laminated plant cards in the air and ask if their
plant could survive floating by itself. Ask what plants require to survive (nutrients
from the soil, water, sun). Distribute a laminated habitat card to each team. Tell the
students that it is time to plant their plants and ask “which part belongs beneath the
soil?” To accomplish planting, students should place their plant over the habitat card
with the roots over the soil. Ask “what do roots find in the soil that allows the
plant to survive?” Point out the rain cloud in the habitat and have the students
connect the rain icon in their journal to the roots they drew with an arrow. Next,
point out the sun and have the students draw an arrow in their journal from the sun
icon to the part of the plant that makes food using sunshine.
Finally, have students compare their plants. “Do they all have the same leaf shape?
Which plant has the largest leaf? The smallest? What colors are the flowers? How
long are the roots?” Discuss how different plants live in different habitats.
ASSESSMENT
Successful completion of the Plant Investigation page in the Nature Notebook
EXTENSIONS
Encourage students to compare the different parts of the plants they observe during
their nature walk.
PALOS VERDES PENINSULA LAND CONSERVANCY PO Box 3427, Palos Verdes Peninsula, CA 90274 Tel: (310) 541- 7613 Web: WWW.PVPLC.ORG
Example of a laminated plant specimen card superimposed over a habitat card showing how to
“plant” the specimen with the roots under the soil line.
Lost and Found Water Experiment
Students record weather observations and conduct an experiment to determine how much
water a plant is losing through its leaves, and how much moisture is available to the plant
through the soil.
Grade Level: 1st Grade
Location: White Point Nature
Preserve or George F. Canyon
Duration: 45 min
Group Size:
Students work in teams
Materials:
Thermometers
Plastic bags
Clothespins
Moisture meters
“Lost and Found Water
Experiment” pages in
Nature Notebook
 Pencils
Vocabulary: Leaf, Plant,
Roots, Stem, Thermometer,
Evaporation





Concepts:
CA Science Content Standards:
Physical Sciences 1. Materials come
in different forms (states), including
solids, liquids, and gases.
a. Students know solids, liquids, and
gases have different properties.
b. Students know the properties of
substances can change when the
substances are mixed, cooled, or
heated.
Life Sciences 2. Plants and animals
meet their needs in different ways.
a. Students know different plants
and animals inhabit different kinds
of environ­ments and have external
features that help them thrive in
different kinds of places.
b. Students know both plants and
animals need water, animals need
food, and plants need light.
e. Students know roots are
associated with the intake of water
and soil nutrients and green leaves
are associated with making food
from sunlight.
Investigation and Experimentation
4. b. Record observations and data
with pictures, numbers, or written
statements.
Earth Sciences 3. Weather can be
observed, measured, and described
a. Students know how to use
simple tools (e.g., thermometer,
wind vane) to measure weather
conditions and record changes
from day to day and across the
seasons.
c. Students know the sun warms
the land, air, and water.
BACKGROUND While collecting sunlight for photosynthesis, plants lose water
through their leaves. Water is replenished in the plant through the plant’s roots
which draw water from the soil. This creates a trade-off in dry environments where
soil moisture is limited. On overcast, cool days water loss may be minimal but on
hot, dry days a plant may lose more water than it is able to find in the soil. Many of
our local plants have adaptations to avoid losing too much water during our long
dry summers.
PROCEDURE
Preparation: Assemble materials. Install moisture meters in the area where students will be
measuring plant moisture loss. Be sure that there are plastic bags, numbered clothespins and
thermometers for each group.
Part 1 - Water loss
Discuss what it is like to be thirsty and remind students that, just like us, plants need water
to survive. Ask students what clues a plant might give us if it is thirsty? Have they ever seen
a thirsty plant - what did it look like? Explain that the students will be conducting an
experiment to see if the plants around them are losing water today. Distribute a plastic bag
to each group and ask what the students observe inside the bag. Is there moisture inside the
bag? How could the bag be used to see if the plants are losing water through their leaves?
This question could provide a discussion opportunity in groups. Distribute a numbered
clothespin to each group. Students should record the number on their clothespin under
“Sandwich Bag Greenhouse #” in their nature notebook so there will be no confusion when
they go back to gather their results. Next, have each group choose a plant and carefully
place the bag over a group of leaves using the closthespin to ensure an airtight fit around the
branch at the opening. Proceed to Part 2 while waiting. After 5-10 min students should
carefully remove their bags and immediately observe the inside. Did little water droplets
form? If so what does that mean? If not, what does that show? After discussion, students
should answer question 1 in their Nature Notebook by circling either “yes” or “no”.
Part 2 - Water Found
Ask the students what part of a plant finds water. Then ask the group if they were plants
where they would go to find water. Do they think the plant that they are observing is finding
water today? Explain that a moisture meter measures how much water is in the ground and
demonstrate how to read the scale on the moisture meter from 1(dry) to 10 (wet). Have
students work in teams to read the moisture meter closest to their plant and record the
results in their nature notebook by circling the corresponding number on the Soil Moisture
chart. Have the students discuss with their group if they think their plant is finding water
given the results and record their answer by circling “yes” or “no” in their Notebook.
Part 3 – Weather Observations
Discuss students’ observations about the temperature. Is it hot or cold? What warms the
land and air (sun)? Review how to use a thermometer. Have students work in partners to
use a thermometer and determine the temperature. Compare the results and discuss why
the students may have found some variation depending on how they held their thermometer
or where they were sitting. Discuss the weather and have students circle the icon or icons
that best represent the weather they are observing. Read the brief description of how
weather effects how much water a plant finds or loses by reading the text out loud and
having the students “read” the pictures. Read the “Did you know?” section and discuss the
different forms of water they observed during the experiment.
ASSESSMENT
Successful completion of the Lost and Found Water Experiment page in the Nature
Notebook
PALOS VERDES PENINSULA LAND CONSERVANCY PO Box 3427, Palos Verdes Peninsula, CA 90274 Tel: (310) 541- 7613 Web: WWW.PVPLC.ORG
Lost and Found Water Experiment Example – Note plastic bag greenhouse held in place with a
clothespin and moisture meter inserted into the ground near the base of the plant.
Leaf Rubbing & Identification Challenge
Students make their own simple guide to leaf shapes, then are challenged to identify plants in
the native plant demonstration garden.
Grade Level: 1st Grade
Location: White Point
Nature Preserve or
George F. Canyon
Duration: 30- 45min
Group Size:
Students work in pairs
Materials:
 crayons
 “Leaf Rubbing” page in
the Nature Notebook
 Pressed Leaf Cards
 Leaf Identification
Challenge Cards
Vocabulary: Leaf, Plant
Concepts:
CA Science Content Standards:
Life Sciences
2. Plants and animals meet their
needs in different ways. As a
basis for understanding this
concept:
a. Students know different
plants and animals inhabit
different kinds of environ­ments
and have external features that
help them thrive in different
kinds of places.
b. Students know both plants
and animals need water, animals
need food, and plants need light.
e. Students know roots are
associated with the intake of
water and soil nutrients and
green leaves are associated with
making food from sunlight.
BACKGROUND Plants need both water and sunlight to survive. Plants
living in different habitats have diverse leaf shapes that help them to balance
their need to collect sunlight with the water they lose through evaporation
due to sun exposure. Some plants have highly modified leaves used for
different purposes. The spines on a cactus are modified leaves that protect
the cactus from herbivores.
PROCEDURE
Leaf Shapes Story and Leaf Rubbing
Preparation: Gather materials (crayons and pressed leaf cards)
This activity should begin with reading the “Leaf Shapes Story” in the Nature
Notebook (on the page facing the “Leaf Rubbing” page). The story should be read
out loud and the students should “read” the pictures while the guide reads the text.
Review what word each picture represents before starting the story (leaf, leaves,
sun, and water). Discuss the story. Ask the students to show with their hands the
size of the largest and smallest leaves they have seen. Ask “what types of animals
might the cactus plant be protecting itself from?” Have the students seen other
leaves with sharp edges?
To complete the leaf rubbing, students should work in pairs. Each pair of students
will share a pressed leaf card and each individual student will need a crayon.
Demonstrate how to place the pressed leaf card behind the “Leaf Rubbing” page on
a flat surface, and then rub gently with the side of the crayon to transfer an image of
the texture to the notebook page. Be sure that the students count the leaves to
make sure they find them all through the page. Students should then take turns
doing their leaf rubbings and helping their partners to hold the notebook still during
the rubbing. After both partners are done they should draw lines in their journal to
connect each leaf with its name.
Identification Challenge
Preparation: Leaf identification challenge cards should be hung from the
corresponding plants in the native garden.
After students complete their leaf rubbings they should be guided on the “Leaf
Identification Challenge” as a group. Students should continue to work in pairs and
bring their pressed leaf cards. Hike the students to the first leaf identification
challenge. Each pressed leaf card has a red sticker in the upper corner. Have the
students peel it off and quietly work with their partner to stick in on the pressed
leaf represented by the challenge. Walk forward and have all of the teams hold their
cards up with their answers. Send teams with incorrect answers back to take a
more detailed look. After everyone has the answer open the challenge card to
confirm that they were correct. Repeat this at each ID challenge station.
ASSESSMENT
Successful completion of the ID Challenge component of the activity.
EXTENSIONS
Observe the shape and structure of different leaves during a hike around the
preserve.
PALOS VERDES PENINSULA LAND CONSERVANCY PO Box 3427, Palos Verdes Peninsula, CA 90274 Tel: (310) 541- 7613 Web: WWW.PVPLC.ORG
Example of “Leaf Rubbing” activity and “Identification
Challenge” card hanging from a lemonade berry bush.
Coyote
Bush
Toyon
Purple Sage
Bush
Sunflower
Sagebrush
Nature
Center
Cactus
Lemonade
Berry
Suggested Locations for Plant ID Challenge Stations at White
Point Nature Preserve
Wildlife Scavenger Hunt
Students explore the nature preserve while hunting for local plants and the animals that use
them for food and shelter.
Grade Level: 1st Grade
Location: White Point
Nature Preserve or George
F. Canyon
Duration: 30min-1hr
Group Size:
Any
Materials:
 laminated plant ID
cards
 “Field Observation
Checklist” page in the
Nature Notebook
 pencil
Vocabulary: Leaf,
Flower, Plant, Roots, Stem
Concepts:
CA Science Content Standards:
Life Sciences
2. Plants and animals meet their
needs in different ways. As a basis
for understanding this concept:
c. Students know animals eat plants
or other animals for food and may
also use plants or even other
animals for shelter and nesting.
Investigation and Experimentation
4.
Students will:
b. Record observations and data
with pictures, numbers, or written
statements.
BACKGROUND “Wildlife” includes the wild plants and animals that live in an
area. There are many different species of wild plants that grow on the nature
preserves. Animals rely on these plants for food and shelter.
PROCEDURE
During this activity the students will use laminated plant ID cards and the “Field
Observation Checklist” in the back of their nature notebooks to be science
detectives along the trail.
In preparation for the hike, review the Stewardship Agreement as a reminder of
trail etiquette. Distribute laminated plant ID cards to teams and have the students
review the plants they learned about during the lessons. Students should open their
Nature Notebook to the page titled “Field Observation Checklist”. Encourage the
students to work in teams to find as many of the items on the checklist as they can.
Point out that the top part of the checklist is a list of plants they might see during
their hike. Students can put a check next to the plants they find. Below that is a
challenge to examine how the animals are using the plants in the nature preserve.
Discuss how animals rely on plants for survival. Can the students find a bee,
butterfly, hummingbird or beetle visiting flowers? Can they find a rabbit, bird,
squirrel, grasshopper or snail eating leaves or seeds? Can they find a rabbit, lizard,
bird, squirrel, or insect using plants as shelter? Have the students record their
observations by circling the pictures of each that they find along the trail. The
students can use the blank space at the bottom of their page to draw or write any
favorite observations that are not included in the list. At the end of the hike discuss
the results – did different teams or individuals make different observations?
ASSESSMENT
Successful completion of the “Field Observation Checklist” in the Nature
Notebook.
EXTENSIONS
Have students draw a picture or write a short story about the observations they
made during their hike.
PALOS VERDES PENINSULA LAND CONSERVANCY PO Box 3427, Palos Verdes Peninsula, CA 90274 Tel: (310) 541- 7613 Web: WWW.PVPLC.ORG
Native Plants of the Palos Verdes Peninsula
Laurel Sumac
Lemonade Berry
Toyon
CA Sagebrush
Black Sage
Purple Sage
CA Buckwheat
Ashyleaf Buckwheat
Mulefat
Native Plants of the Palos Verdes Peninsula
Bush Sunflower
CA Poppy
Bladderpod
Coyote Bush
Willow
Elderberry
Saltbush
Dudleya
Prickly Pear Cactus
White Point Nature Preserve: Background Information
The White Point Nature Preserve features 102 acres of restored coastal sage scrub
habitat, hiking and handicap accessible trails overlooking the ocean and Catalina
Island. The Preserve is now home to the Nature Education Center, which opened in
May 2010 and serves as a resource for students, families, and community groups
from all over Los Angeles.
The Preserve, located in San Pedro, is owned by the City
of Los Angeles Department of Recreation and Parks.
After the property surrounded by chain link fence sat
empty for nearly 20 years, a community effort convinced
the City to preserve the land. A 25-year management
agreement was granted to the Conservancy in 2001, and
over the last nine years we have dramatically restored
the site with the help of numerous volunteers, planting
native scrub and grasses, and installing public trails. We
also helped obtain a grant for the installation of ecofriendly permeable parking and interpretive signage.
The Nature Education Center is housed in a
repurposed historic Cold War assembly building. The
Center was made possible with the support of the
California Department of Parks and Recreation, the
California Coastal Conservancy, and the Ibrahim ElHefni Technical Training Foundation. A generous grant
from Alcoa Foundation funded the creation of the
interpretative exhibits and support from Major Family
Foundation enabled the creation of four adjacent
native plant demonstration gardens.
Location: Preserve is located at 1600 W. Paseo del Mar,
San Pedro, CA 90731 on the north side of Paseo del Mar off
of Western Avenue. The contact number for the Center is
310-561-0917.
Hours: The Preserve is open daily from dawn to dusk. The
Center is open from 10am to 4pm on Wednesday, Saturday,
and Sunday.
Parking: The parking area is open daily from dawn until dusk. Parking is available in the lot
accessed from the west end Paseo del Mar from sun up to sun down during Preserve hours.
Please note that due to the landslide, access to White Point Nature Preserve is via Western
Avenue.
PALOS VERDES PENINSULA LAND CONSERVANCY PO Box 3427, Palos Verdes Peninsula, CA 90274 Tel: (310) 541- 7613 Web: WWW.PVPLC.ORG
The White Point Nature Education Center is housed
in a repurposed historic missile assembly building. The
Center features multimedia exhibits of White Point’s
cultural, natural and military history and is surrounded
by native plant demonstration gardens.
NATURE CENTER
At the top, Catalina Island is often visible less than 20
miles away. On the north east portion of the trail are
two gun emplacements built in 1942 as part of the US
coastal defense system, each housing a 16-inch gun and
ammunition.
From the parking area, walk up the paved road that
leads to the upper part of the Preserve. You will pass
historic trees believed to be part of the Sepulveda
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grasslands and the slopes to the right have been planted
with succulants and coastal sage scrub habitat. More
than 90,000 plants have been used to restore the
property.
Vista Trail, 0.8 miles, Moderate
From the parking area, head west on the paved road
and follow the Grasslands Loop Trail marked in green
on the map. This trail encircles an area restored with
native bunch grasses. Human activity such as grazing of
livestock and the introduction of foreign grasses have
shrunk this vital habitat to just 2% of its original scope
over the last several centuries. With care, this coastal
prairie now supports many native birds including the
western meadowlark. The trail loops through a section
of restored coastal sage scrub with plants such as California
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Interpretive panels throughout the Preserve tell the
story of White Point, it’s many inhabitants and historical
uses. There are also several benches placed at scenic
overlooks along the trails where you can enjoy the
panoramic views.
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George F Canyon Preserve: Background Information
Located on 36 acres, the Preserve features a nature trail and
stream that passes through one of the most pristine and
beautiful canyons on the Peninsula. The Preserve is the site of
the only mainland exposure of
the Peninsula's Catalina schist
bedrock.
Also of interest and delight is
the intermittent stream that is a magnet for insects,
birds and mammals. Interpretive signage and plenty
of benches to rest on create a delightful way to
experience both willow-riparian and coastal sage
scrub habitats. A spectacular view of the Los Angeles
basin awards those who make it to the top either by
foot or horseback.
The Preserve has a nature center that looks out over a
restored native demonstration garden with a rainbow of
wildflowers in the springtime. The center is owned by the
City of Rolling Hills Estates and operated by the
Conservancy. Inside, visitors view displays and can
consult books and other information about the plants,
animals, insects, geology, and natural history of the
canyon. The center also houses a small living animal
collection that allows people to have a close-up view of
some the amazing reptiles and amphibians that live nearby.
George F Canyon Nature Center is open to the public from 1 - 4pm on Fridays and
10am - 4pm on Saturdays and Sundays. Activities include naturalist guided monthly
first Saturday hikes, bird walks, full moon night hikes.
Location:
George F Canyon is located at 27305 Palos Verdes Drive East, Rolling Hills Estates
CA 90274 at the southwest corner of Palos Verdes Drive East and Palos Verdes
Drive North. The contact number for the Center is 310-547-0862.
Hours:
The Nature Center is open Friday 1pm - 4pm, Saturday and Sunday 10am - 4pm,
other days by appointment.
PALOS VERDES PENINSULA LAND CONSERVANCY PO Box 3427, Palos Verdes Peninsula, CA 90274 Tel: (310) 541- 7613 Web: WWW.PVPLC.ORG
Between the viewing deck and the bridge you will see a
variety of non-native plants that came from areas with
similar climates and growing conditions as the
Peninsula. The Conservancy makes every effort to remove non-natives as they often out-compete the na-
4. Non-Native Plants
A guided bird walk is available on the 1st Saturday of
every month at 9 am. Beginners welcome.
Water is life, and the riparian habitat is an oasis for
both migratory and non-migratory species. Look and
listen for these migratory birds: orioles, yellow-rumped
warbler, western tanager, phainopepla, black-headed
grosbeak.
3. Bird Observation Deck
Identify poison oak before you begin a hike at the
Nature Center which has photographs on display.
In spring and summer the distinctive three shiny,
oak-shaped leaves are typically found growing along
the trail edges and streambeds. Its autumn colors are
bright orange and red, and in the winter it drops all
foliage exposing smooth tan twigs. Keeping on the trail
is the best way to avoid contact.
Poison oak is easily spotted throughout the wild areas
of the Peninsula. Although useful to the Tongva
peoples, today many see it as a nuisance. Birds and
other animals are immune to the toxins and the
berries are an important food source. Horses and
dogs can easily brush up against it carrying the toxins
on their fur and transferring it to humans petting them.
2. Poison Oak “Leaves of three… let them be!”
This special habitat is dominated by Arroyo willow trees.
The word ‘riparian’ means: taking place along or near a
stream. The presence of willow trees indicates that a
stream is nearby. Willow trees were an important part
of daily life for the Tongva Indians who lived in this area.
The bark, branches and leaves were utilized in basketry,
dwellings and for medicinal uses. Today the willows
offer shade and habitat for many birds, mammals and
insects that live here.
1. Willow-Riparian Habitat
Stein-Hale Nature Trail
10
9
Trailhead
Parking
Nature Center
Monarch butterfly on
milkweed
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12
11
4
3
5
6
7
8
2
1
Giant wild rye
Monkey flower
A slightly different landscape
appears as you round the
bend here. Gone are most
of the stream-hugging wil-
8. Coastal Sage Scrub
Community
The Palos Verdes Peninsula was once a channel island
before becoming part of the Peninsula, and has many
features similar to those on Catalina Island. The very
hard bluish gray, reddish purple, or greenish rocks
exposed in the stream bed and trail are Catalina schist.
This 150 million-year-old metamorphic rock is the
oldest found on the Peninsula, and forms the base of the
whole Los Angeles basin but
is only found exposed here at
George F Canyon.
7. Geology Stop
Most mammals here are nocturnal so keep an observant
eye for signs of animal life. Animals leave their signature
everywhere they move in the form of tracks, scat (poop),
scratches on bark, feathers, hair, or maybe even bones
left over from a meal! Look for nests, dens, burrows
and other trail signs left by native animals, birds, reptiles,
amphibians and insects.
6. Animal Tracks & Scat
Sit in the shade of the old elderberry tree and look
how far you’ve come: nearly 400 ft in elevation and a
mile from the Nature Center! On a clear day you can
view the city to the mountains. The edible berries of
the elderberry tree were used by the Tongva people
as a food source, but here we must leave all edible
plants for birds and other wildlife. Also look for toyon (a bush with red berries), VWLFN\PRQNH\ÁRZHU (a
VKUXEZLWK\HOORZÁRZHUVIDVWPRYLQJwestern fence
lizards and high-soaring red-tailed hawks.
12. Elderberry Lookout
Watch for the raptors and other bird species soaring
on wind currents rising above the steep canyon cliffs.
A raptor is a bird of prey and they hunt here because
of the abundance of lizards, mice, voles, gophers, rats
and shrews. Some of the more common raptors
include: red-tailed hawk, Cooper’s hawk, great horned
owl, and American kestrel.
11. Raptor Viewing Bench
Here you are crossing the stream again. Heavy rains
once made this impassable, but this bridge now makes
crossing easy to do year-round. The trail ascends the
south side of the canyon with an 1/8 mile moderate
climb. To your left you see snowberry, California fuschia
and wild gooseberry.
10. Duenes’ Ford
Sit in the shade of a Catalina cherry tree and quietly
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that inhabit the canyon. Many of the benches and
trailside fencing is generously provided by work
from local Eagle Scouts and Girl Scouts earning their
Leadership Awards. Ask the staff about bringing your
scout troop for a guided tour and badgework.
9. Half-Mile Bench
The wet area uphill from the trail is a year-round seep.
On the bank is giant wild rye, a very tall grass that seeks
damp soils. Stop at the bridge to enjoy the view up
and down the stream. George F Canyon is the major
drainage channel for the north side of the Palos Verdes
Peninsula. It is fed by several springs throughout the
year. Here the stream appears to have an orange tinge.
It is not the water, but the streambed that is orange. The
soil and rocks trap naturally occurring iron from the
surrounding geology in the form of an iron bacterium,
not pollution but a natural iron oxide.
5. Quarter-Mile Bridge
lows, due in part to elevation of the landscape. Now
low shrubs and plants that are drought-tolerant
dominate. The abundance of sage and other resinous
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entered the coastal sage scrub plant community.
This habitat is declining rapidly in California due to
increasing development of land. Some typical plants
found here are: lemonadeberry, black sage, bladderpod,
buckwheat, California sagebrush.
tives and bring insects or other predators into the area
that upsets the habitat. Our Mediterranean-type climate
is found in California, Chile, South Africa, Australia and
the Mediterranean. Plant species from all these areas can
be found here, including: eucalyptus, Brazilian pepper tree,
Italian fennel & thistle, Mexican fan palm, Algerian ivy, and
ice plant.
GEORGE F CANYON NATURE CENTER & PRESERVE
N
TRAILS
stream
Plants You Should NOT Touch
Below are two plants that students should not touch during their field trip. Both plants grow commonly
in George F Canyon.
Poison Oak
Poison Oak grows along the trailside in George F Canyon. It is a beautiful plant to observe with bright green leaves
of three that turn to shades of red and orange later in the season. Both the branches and leaves have oil on their
surface that many people are allergic to. Reactions (usually itching and a skin rash) vary depending on sensitivity but
generally take at least 12 hours until symptoms are noticeable.
Stinging Nettle
Stinging nettle is also common along the trailside in George F Canyon and is grown in the Native Plant
Demonstration Garden at White Point Nature Preserve. Stinging nettle has stinging hairs along the stem and leaves
which deliver an uncomfortable sting that causes small welts. Though painful and best avoided, the sting is not
dangerous and students should be reassured that the discomfort usually diminishes fairly quickly.
Preserving land and restoring habitat for the education and enjoyment of all.
The Conservancy is a nonprofit 501(c)(3) organization dedicated to open space preservation and habitat restoration throughout the Peninsula
PALOS VERDES PENINSULA LAND CONSERVANCY PO BOX 3427, PALOS VERDES PENINSULA, CA 90274 TEL (310) 541-7613 WEB: WWW.PVPLC.ORG
MATERIALS CHECKLIST – Grade 1
Below is a checklist of all of the materials contained within the box that will be required to
facilitate the activities for this grade level. Please be sure to check that all materials are present
both when the box is checked out and returned.
+
Plant Investigation
Laminated Plant Specimens (16)
Laminated Habitat Cards (16)
Magnifying Glasses
Lost and Found Water Experiment
Clothespins
Plastic Bags
Soil Moisture Meters
Screw Drivers
Thermometers
Leaf Rubbing and Identification Challenge
Crayons (2 bags of crayon pieces)
Pressed Leaf Cards (12)
Leaf Identification Challenge Cards (7)
Wildlife Scavenger Hunt
Laminated Plant ID Cards(16)
PALOS VERDES PENINSULA LAND CONSERVANCY PO Box 3427, Palos Verdes Peninsula, CA 90274 Tel: (310) 541- 7613 Web: WWW.PVPLC.ORG