Aquarena Activity Book

Hi! I am Sal the Salamander, and this is my friend Timmy the Turtle! Come inside and explore the wonders of water with us!

Learn about the wonders of water with this water filled Crossword Puzzle!

Word Bank Condensation Edwards Aquifer Salamander Transpiration Well Groundwater Evaporation Springs Surface Water Precipitation Aquifer Limestone

I need to find my way back to my home in the Edward’s Aquifer, can you help me?

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1) What percent of the Earth is covered with water? A) 90 % B) 30 % C) 75 % D) 100 % 2) We drink the same water that the dinosaurs drank. A) TRUE B) FALSE ANSWERS: 1) C 2) A 3) D

3) What percent of the Earth’s water is available to us for drinking? A) 100% B) 40% C) 10% D) Less than 1%

Sal the Salamander and Timmy the Turtle live at Spring Lake in San Marcos, Texas. Spring Lake is formed by springs pushing water up from the Edwards Aquifer, an underground storage place for water. At Spring Lake the water is cool and clear and many different types of animals live there. Can you draw Sal and Timmy’s habitat?

Hi friends! I love to be surrounded by cool water inside the Edwards Aquifer!

I love to sunbathe on rocks or trees so I can warm my reptilian body!

Source EAA

Source EAA

Source EAA

Review the following information with your students to better help them understand their field trip to Aquarena Center. Use the worksheet below as a follow-up after your field trip.

Information Source: EPA What is a Watershed? A watershed is a land area from which water drains into a receiving body of water. Receiving bodies of water can include streams, lakes, wetlands, estuaries, and groundwater. Watersheds come in different shapes and sizes, and local watersheds are sub-watersheds of larger, regional ones. What is Nonpoint Source Pollution? Unlike pollution from factories and sewage treatment plants, nonpoint source pollution comes from many different areas with no particular place of origin. It is caused by rainfall or snowmelt moving over and through the ground. As the runoff moves, it picks up and carries away natural and human-made pollutants, finally depositing them into lakes, rivers, wetlands, coastal waters, and even underground sources of drinking water. These pollutants include: 1. Excess fertilizers, herbicides, and insecticides from farms, cities, and suburban streets. 2. Oil, grease, and toxic chemicals from urban runoff and energy production 3. Sediment from improperly managed construction sites, crop and forestlands, and eroding stream banks. 4. Salt from irrigation practices and acid drainage from abandoned mines. 5. Bacteria and nutrients from livestock, pet wastes, and faulty septic systems. Acid rain and changes to stream flow, such as dams and concrete channels, are also sources of nonpoint source pollution. Acid rain, much of which comes from cars and power plants, is rich in nitrogen, which can over stimulate the growth of aquatic weeds and algae. This in turn can deplete oxygen and kill aquatic life. Channelization reduces the ability of streams to assimilate or absorb waste and disturbs fish breeding areas. What is a Wetland? Wetlands are areas of land that are wet at least part of the year. Wetlands are populated by plants well adapted to grow in standing water or saturated soils. Wetlands may not always appear to be wet. Many dry out for extended periods of time. Others may appear dry on the surface but are saturated underneath. What are the Basic Characteristics of Wetlands? Wetlands share 3 basic characteristics: 1: hydrology (water), 2: hydric soils (soils that form due to the presence of water), 3: hydrophytic vegetation (plants adapted to living in saturated soils). Wetlands Benefits These complex ecosystems play an important role in the health of our environment and the quality of our water. Wetlands provide support for: Fish and wildlife habitats, complex food webs, water absorption to reduce storm flooding and damage, sediment traps, erosion control, water quality, groundwater replenishment) maintaining flows in streams by releasing water during dry periods), open space and aesthetic value.

Endangered Species Criteria of Spring Lake Sources: San Marcos & Comal Springs & Associated Aquatic Ecosystems Recovery Plan (1996), US Fish & Wildlife Service, Texas Parks & Wildlife Greatest Threats Reduced flow of water from the springs is the greatest threat to the survival of all animals and plants dependent on the springs. The growth of cities has led to higher water use by people and increased problems with water pollution and silt accumulation. Introduction of non-native species is also a threat because they may destroy aquatic vegetation, prey on endangered animals, or compete with them for food. Recovery The objective of a Recovery Plan is to secure the survival of an endangered or threatened species in their native ecosystems. Maintenance of water levels in the Edwards Aquifer and flows that maintain the San Marcos and Comal River ecosystems is vital to the survival of these species (especially during a drought). Other necessary recovery criteria include captive breeding programs and minimization of threats including exotic species, recreation, changes to the habitat, and water quality problems. Fountain Darter Status- Endangered, Listed 10/13/1970 Description- a small fish that is less than 1 inch long. Small aquatic invertebrates form the fountain darter's diet. Females lay eggs year-round. Their lifespan is 1-2 years. Habitat- Fountain darters require clean, spring-fed waters with bottom vegetation. Only two populations exist in the world, in the San Marcos and Comal River headwaters (where the rivers begin) in Hays and Comal counties, Texas. They are most often found in mats of filamentous green algae. Adults occupy the quiet and flowing parts of the river, but the young stay mostly in slow-flowing backwater areas with lots of vegetation. Recovery Plan- Along with the list above the Fountain Darter will require: Monitoring of the fountain darters and its submergent vegetation habitat (in July or August) in both the San Marcos and Comal systems. Sampling will be done with the use of drop nets and underwater observation. San Marcos Salamander Status- Threatened, Listed 7/14/1980 Description- a dark reddish-brown salamander about 1 to 2 inches long, small and slender. Habitat- The San Marcos salamander occurs only in Spring Lake and an adjacent downstream portion of the upper San Marcos River. The dark reddish-brown color of the algae almost perfectly matches the dark color on the back of the San Marcos Salamander. Moss and algae provide hiding places for the salamanders and habitat for small animals that serve as their food. It eats tiny aquatic crustaceans, aquatic insects, and snails. Clean, clear, flowing water of constant temperature is required for suitable habitat. Recovery Plan- Along with the list above the San Marcos Salamander will require: Sampling should occur at least once a year. Regular observation of Spring Lake in front of the Texas Rivers Center building and Diversion.

Texas Blind Salamander Status- Endangered, Listed 3/11/1967 Description and Habitat - The Texas blind salamander lives in water-filled caves of the Edwards Aquifer near San Marcos, Texas. Because the Texas blind salamander is adapted for living in water underground, it has no eyes, only two small black dots under the skin. It has little skin pigment, is white in color, and has red external gills used to get oxygen from the water. The blind salamander is an active predator. It moves its head from side to side as it searches for food on the bottom. It hunts animal food by sensing water pressure waves created by prey in the still underground waters where it lives. Tiny snails, shrimp, and other aquatic invertebrates make up its diet. It is unknown how many Texas blind salamanders exist. Recovery Plan- Along with the list above the Texas Blind Salamander will require: Sampling should occur at least once a year. This is done by the use of collection nets over springs (such as Diversion) and using food bait (such as potato peels). Maintaining the water quality in the Edwards Aquifer is critical for this pollution sensitive creature.

Wetlands Tour Questions 1. Name one example of Nonpoint source pollution: ________________________ 2. What are the 3 main Characteristics of a Wetlands Habitat: a. __________________ b. __________________ c. __________________ 3. Wetlands provide many benefits, name two of them: a.

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b.

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Endangered Species Questions- Aquarium Tour Observe an endangered species in the aquarium, then use the Endangered Species Criteria provided in this booklet to complete the following questions.

1. Name of Species: _________________________ 2. Where does this species live (habitat)?

3. When was this species listed as endangered or threatened?

4. Why is this animal in danger? What are the greatest threats?

5. What is being done to preserve this animal?

6. Draw a picture of this animal in its natural habitat.

AQUARENA’s AMAZING ANIMAL ATTRIBUTES By Sonja Mlenar, Adrienne Clements, Shane Pendergrass Science Topic: Life Science

Focused Grade: 1st-2nd

Objective: Students will learn the similarities, differences, and common characteristics of different animal species while students sort and characterize animals into different components. Related TEKS: 1.6(A), 2.8(A), 2.9(A) Materials: Amazing Animal Attributes Sheet, Scissors, Crayons or Markers, Glue, and paper for drawing a habitat for the animals. Tell the Students before they start: 1) All animals share certain characteristics, but they differ in many ways as well. 2) For example, ALL animals have to eat, sleep, and breathe to stay alive. However, some animals are carnivores, others are herbivores, some sleep in the water others on the land and some breathe through gills and others through nostrils. Also, ALL animals have skin but some skin has fur, others have scales, feathers, or slimy skin. 3) These characteristics put animals into different groups-Animal Families. EX: Reptiles, Amphibians, Mammals, Fish, and Birds. 4) Have the students color the animals on their sheet and cut them out. Begin the Exercise: 1) Lead the students in sorting their animals into different categories based on their characteristics. As you read the categories aloud the students should write them down on their sheet. Example Categories: a. Where the animals live. b. What the animals eat. c. What type of skin they have: fur, feathers, scales, shell. d. How they breathe. e. Animal Families: Reptiles, Amphibians, Mammals, Fish, and Birds. 2) Then allow the students to individually come up with a way to sort their animals by a common characteristic. 3) Once, students have sorted their animals individually ask each student to explain the common characteristic of their animals. 4) Then have the students draw a habitat for their animals and glue the animal cutouts onto the habitat in the appropriate place. Share the Following: Animals are similar and yet different in many ways, as you see animals throughout your day identify characteristics that make them similar or different from other animals. See it in Action: During an Aquarena Center field trip students will explore the similarities, differences, and common characteristics of these animals up close as they ride the glass-bottom boat, walk the wetlands, view the aquarium, and participate in interactive activities