Requirements

SAND IN MY SHOES BADGE FOR JUNIOR GIRL SCOUTS

Exploring the Pine Barrens and Ocean Ecosystems

To earn this badge, complete 6 requirements—3 from Pine Barrens and 3 from Ocean sections.

Pine Barrens:

1. Develop an animal profile for an endangered animal. What is their habitat look like? Does their coloring help them blend into their surroundings? What do they eat? What eats them? How are their young born and how to the parents care for them? What do their tracks look like? Make plaster cast of animal tracks or an endangered animal poster.

2. Two major fruit crops grow naturally in the Pine Barrens, the blueberry and the cranberry. Find out some interesting facts about one or both fruit. Then bake something using the fruit. Resources listed below. “The Best of Blueberries” by Marilyn Schmidt “Cranberry Cookery Complete” by R. Marilyn Schmidt These books and more can be found at http://www.themoose.com/barnegat/pbpress.html www.oceanspray.com/recipes.asp

3. Using the following resources pick 4-8 trees and create your own tree identification guide by sketching or gluing a sample leaf, bark and fruit/seed for each tree. Label each one with the correct name. Remember do not pick anything from a living tree. Resources: “Trees of New Jersey and the Mid-Atlantic States”, NJDEP http://www.state.nj.us/dep/seeds/treesnj.htm “Trees, Leaves and Bark” by Diane L. Burns

4. Soil Erosion takes place in the Pine Barrens and along the New Jersey coast. Weathering is the breakdown of the earth’s materials: erosion is the movement of these weathered materials. Water, wind, glaciers, gravity, and people can cause erosion.

5. Explain fires role in the Pine Barrens ecosystem. Make a list of the benefits of “fire” in the Pine Barrens.

6. Visit the Forest Resource Education Center in Jackson or Cattus Island County Park and Cooper Environmental center to learn more about the Pine Barrens.

Ocean:

7. Several species of sharks can be found along the NJ Coast. Find out some facts about sharks and why it is important to protect these important animals. What is the Marine Mammal Protection Act? What do we have in common with Marine Mammals? Play the Shark Masters game. Instructions included.

8. Weather, affects the tides and waves of the ocean. The moon and the sun on the earth effects the tides, find out how and why this happens. Explore hurricanes, what causes them and how do they affect the ocean. An earthquake on the ocean floor creates a tsunami. Do the attached experiment to form your own tsunami.

9. What kinds of plants live in the ocean? There are three types of seaweed found in the ocean. They are Alginates, Beta Carotene and Carrageenan. What colors are they? More products then you think are made from seaweed or have seaweed as an ingredient. Look at labels in the grocery store for products using seaweed. What every day products do you use (shampoo, salad dressing, pickles, ice cream, etc.)?

10. Beach Diversity: many different types of shells (animal habitats) are found on the beach, as well as feathers and bones. Collect shells and other items during a day at the beach or purchase different types of shells. Identify the types of shells and items found, sort by characteristics, color, size and shape. How are they similar, how are they different? Record the total count of each different type. Create a craft using shells.

11. Visit Jenkinson’s Aquarium in Point Pleasant to learn more about sea creatures.

12. Do a service project—Clean a beach or park in your area. Contact any of the resources on the attached page and volunteer. OCEAN EARTHQUAKE When an earthquake occurs at the bottom of the sea, giant waves (tsunamis) up to 100 miles long can rush to the shore at speeds of up to 500 miles per hour. Mid-ocean, the tsunami may be barely noticeable but close to shore they may grow to more than 100 feet high.

Create your own tsunami in a tub or basin. Supplies: Water Bathtub or basin (kids plastic swimming pool may also work) Two bricks Toy boat (optional) Wax paper—about 24” long String—2 pieces, about 12” each Activity • Tie a piece of string around each end of one brick. Lay a sheet of wax paper on the bottom of the tub, basin or pool. • Place both bricks on top of the wax paper. • Fill the tub (basin or pool) with water, just covering the bricks by about 3/4”. • With a sharp tug, quickly pull the brick with the string to one side. This simulates the movement of the ocean floor during an earthquake. • What happens at the surface of the water? This is how a tsunami begins. A toy boat placed over the center of the two bricks will show the effects of a tsunami. Activity taken from: The Earth Science Book of Activities for Kids” by Dinah Zike

FIRE IN THE PINELANDS Fire in an ecosystem is a natural and revitalizing process.

Background for Leaders: Fire in the Pinelands—An essential ecological process Benefits: • Reduces the accumulation of combustible material • Recycles Forest nutrients • Minimizes insect populations and spread of disease • Encourages and maintain growth of native trees and plants best suited to fire-adapted ecosystems • Removes unwanted species that threaten ecosystem’s health • Provides better access and condition for wildlife • Reduces wildfire potential • Enhances vegetation by releasing nutrients from leaf litter • Reduces more severe wildfires • Regeneration of pitch pines from below the bark and on the roots below the soil surface • Create favorable nesting sites for Prairie Warblers Prescribed Fire: A carefully, planned fire set under optimal conditions • Used only under appropriate conditions, on appropriate sites • Is carefully planned • Occurs only when optimum temperature, humidity, wind speed and fuel moisture content occurs • Ensures that the fire remains inside designated boundaries • Is guided b smoke management plans to minimize smoke’s impact on populated areas • Reduces more severe wildfires that threaten our air quality and public health. Uncontrolled fire can contribute to serious erosion and flooding Smoke emissions that impair air quality will increase Without fire: • Massive insect and/or disease epidemics could occur • Loss of native trees and plants • Wildlands could be more susceptible to wildfire • Water quality and fish and wildlife habitat could be impaired and might decline • Habitat for threatened and endangered species could be lost • Ecosystems will convert from fire resistant to fire-intolerant which are less resilient to fire • Recreational areas could be adversely affected `