Scouting, Volume 59, Number 4, July-August 1971 Page: 73
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If smaller animals in an aquatic
food chain were poisoned but not
killed, what happens to the larger
animals?
How would the removal or de-
struction of plants affect the animal
life in a pond?
Could animals that eat plants
(muskrats, certain minnows, cer-
tain insects) live without plants?
What would happen to animals
(mink, bass, frogs, herons) that eat
animals?
Learning Experience:
All animals depend directly or in-
directly upon plants for food. As a
result, the plant life present limits
the kinds of animals present. All
energy comes from the sun and is
passed along the food chain from
plants to the highest forms of ani-
mal life.
PROJECT 4
LIFE IN THE CITY
Collect or observe as many spe-
cies of wildlife and insects as you
can find. Visit nearby parks, vacant
lots, woods, and fields. You should
be able to include some of the fol-
lowing: slugs, sowbugs, thousand-
leggers, ants, centipedes, worms,
moths, silverfish, flies and maggots,
spiders, mosquitoes, fruit flies,
crickets, English sparrows, star-
lings, pigeons, grasshoppers, and
other wildlife.
(
Note where these creatures liv^
and what their lives depend upon.
Questions:
How do these animals survive
where they are? Explain why cer-
tain birds, mammals, and reptiles
do not live in the city environment
(beaver, kingfisher, bull snake) un-
less their "needs for life" are there.
What are the needs of the above
animals, and others not living in the
city?
Make up a food chain including
plants and animals that you have
observed or collected.
Learning Experience:
Same as in Project 3.
PROJECT 5
ROOT CUTTINGS
Cut canes from cottonwood,
pussy willow, aspen, willow, or for-
sythia shrubs or trees. Root them
in a bottle or can with sand and
water. When they are rooted, trans-
plant them. (Cut canes before the
plants leaf out in spring.)
Root prunings from these shrubs:
American holly, junipers, Japanese
holly, arborvitae, and yews (like
pure sand best). Follow the simple
procedure below:
Prepare a 50-50 mixture of peat
moss and coarse sand or vermicu-
lite and coarse sand (peat moss and
vermiculite from variety store seed
counter). The mixture should be
very moist. Dip the cut end of your
cutting in a rooting hormone pow-
der (also from variety store). Plant
the cutting in soil mixture in a plas-
tic bag and tie it closed. Place cut-
ting in good light but not the direct
sun. Very little watering is required.
73
Questions:
What would happen to the
tings if the soil dried out?
cut-
What would happen to the cut-
tings if you kept them in the dark
for a long period of time?
How do plants get food?
Learning Experience:
Terrestrial plants need a medium
from which they can get nutrients:
soil and water. They also need light
to produce food (photosynthesis).
Cuttings are an inexpensive, do-it-
yourself way to beautify yard,
home, or window.
REFERENCES FOR PROJECTS
Conservation Teaching Charts, No.
12028
Conservation—Your Choice, No.
7172
Fieldbook, No. 3201
Boy Scout Handbook, No. 3227
Conservation of Natural Resources
merit badge pamphlet, No. 3323
Nature merit badge pamphlet, No.
3285
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Boy Scouts of America. Scouting, Volume 59, Number 4, July-August 1971, periodical, July 1971; New Brunswick, New Jersey. (https://texashistory.unt.edu/ark:/67531/metapth353606/m1/81/: accessed April 25, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Boy Scouts of America National Scouting Museum.