Difference between revisions of "AY Honors/Rivers and Streams/Answer Key/es"

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<!-- 4. Identificar en un mapa los ríos principales de su continente. Conocer al menos cinco de sus exploradores. Leer una historia de uno de los exploradores. -->
 
<!-- 4. Identificar en un mapa los ríos principales de su continente. Conocer al menos cinco de sus exploradores. Leer una historia de uno de los exploradores. -->
  
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The answers here for the North American continent only. You can use this map to label; the second map that follows is labeled.
 
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----
 
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[[File:North_American_Rivers_unlabeled_map.png]]
 
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----
 
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[[File:North_American_Rivers_labeled_map.png]]
 
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Many of the explorers who discovered the rivers in the east of North America were French. Many of the western rivers in North America were found by English explorers. The southern rivers were mainly discovered by Spanish explorers.
 
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*[http://www.yukonalaska.com/yhma/public/coates83.htm Yukon River], Robert Campbell, John Bell, and Alexander H. Murray
 
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*[http://www.collectionscanada.ca/explorers/kids/h3-1630-e.html Fraser River], Simon Fraser
 
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*[http://greennature.com/article83.html Columbia River], Robert Gray
 
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*[http://www.jkcc.com/evje/wandering.html Churchill River], Thomas Frobisher
 
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*[http://www.vsr.cape.com/~powens/riverhistory.htm St. Lawrence River], Jacques Cartier
 
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*[http://www.mvn.usace.army.mil/pao/bro/misstrib.htm Mississippi River] Louis Joliet and Jesuit Jacques Marquette
 
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*[http://www.historycooperative.org/journals/imh/100.4/porter.html Missouri River], James Mackay
 
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*[http://www.uvm.edu/~jmoore/envhst/rbrown/history.html Colorado River], Hernando de Alarcon
 
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*[http://www.wintertexans.com/firstthanksgiving.htm Rio Grande River], Don Juan Pérez de Oñate y Salazar
 
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*[http://www.friendsoftheriverfront.org/new_pages/ohio.htm Ohio River], La Salle
 
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<!-- 5. ¿Qué es un brazo muerto? Describir cómo se forma. -->
 
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http://mbgnet.mobot.org/fresh/lakes/oxbow.htm
 
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<!-- 8. Hacer una lista de al menos cinco aves que viven en o cerca de un río. -->
 
<!-- 8. Hacer una lista de al menos cinco aves que viven en o cerca de un río. -->
  
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<!-- 9. Hacer una lista de al menos cinco mamíferos que viven en o a la orilla de un río. -->
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<!-- 9. List at least five mammals that live in a river or at its edge. -->
 
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*River otter
 
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*Muskrat
 
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*Mink
 
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*Beaver
 
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*Moose
 
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<!-- 10. Escribir un informe o presentar oralmente la historia de una especie de planta o animal introducida en este bioma. Incluir de dónde vino, los problemas que causa y qué pasos se están tomando para reducir/eliminar el daño. -->
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<!-- 10. Write a report or present orally the story of an introduced plant or animal species in this biome. Include where it came from, the problems it causes, and what steps are being taken to reduce/eliminate the damage. -->
 
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Three examples are given below. There are many others. Try to choose on that is near your location.
 
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===Purple Loosestrife===
 
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Purple Loosestrife is a perennial aquatic plant, which flowers in late summer to early fall. It has reddish purple to magenta flowering spikes top somewhat square stems that can grow to nine feet tall. There are many members of the loosestrife family, Lythraceae, 12 are found in the continental US with 3 being introduced: Lythrum hyssopifolia, L. salicaria, and L. virgatum. Purple loosestrife is detrimental because it is invasive and competitive. It crowds out native plants that are used by native wildlife for ground cover, food and nesting material. Normally our wetlands are a complex mosaic of many species with high diversity that provide excellent habitat for many species of birds, mammals, and fish. The only way to save the water way is to dredge up the root systems, whoever there are always some left to reproduce.
 
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*http://www.wapms.org/plants/purpleloosestrife.html
 
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===Zebra Mussels===
 
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Zebra mussels were brought from the Black Sea region just before 1986 to Lake Erie in the ballast water of a ship. They were discovered when they completely clogged the water intake pipe for a Monroe, Michigan community. They have since spread through all the great lakes and to the Gulf of Mexico. They are also in many inland lakes, most likely due to spread on recreational boats. The zebra mussels attach to the outside of the native mussels and smother them. They have changed the food web of the lake system. They have clarified the water to the degree that algae can thrive to a depth of 60 feet. When the algae bloom naturally dies off, there is a lot more to die and when it does, it is washed up on the beach and smells like raw sewage. Scraping the mussels off boat and water pipes is about all that can be done. The numbers seem to be declining since the waters in the great lakes have cleared up since the mussels have arrived.
 
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http://www.unk.edu/acad/biology/hoback/escape/mussel_facts.html
 
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===Asian Carp===
 
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Asian Carp were imported by catfish farmers in the 1970’s to remove algae out of their ponds. During floods in the 1990’s some of the catfish escaped when the ponds overflowed into the Mississippi River. They have moved north toward the Great Lakes. Dams are being build to try to limit their spread. They grow very fast and very large (100 pounds) and eat the food, which the native fish normally eat. It remains to be seen what will happen to the native fish.
 
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*http://www.epa.gov/greatlakes/invasive/asiancarp/
 
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<!-- 11. Describir una especie originalmente de este bioma que es amenazada, en peligro de extinción o extinto. Incluir causas contribuyentes. -->
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<!-- 11. Describe a species native to this biome, which is threatened, endangered or extinct. Include some contributing causes. -->
 
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===Dwarf Wedge Mussel (''Alasmidonta heterodon''): Endangered===
 
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This brown or yellowish-brown freshwater mussel is about 1.5 inches in length. Their life span is about 10 years. They feed on algae and other suspended particulates. These mussels live in running water of small brooks to large rivers, mostly on the East Coast. Water pollution, including sediments and chemicals from agriculture and other development projects such as golf courses, have been implicated in the mussel's decline.
 
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*http://www.dec.state.ny.us/website/dfwmr/wildlife/endspec/etsclist.html
 
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===Interior Population of the Least Tern: Endangered===
 
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The interior population of the least tern breeds in isolated areas along the Missouri, Mississippi, Ohio, Red, and Rio Grande river systems. From late April to August, terns use barren to sparsely vegetated sandbars along rivers, sand and gravel pits, or lake and reservoir shorelines. Terns nest in a shallow hole scraped in an open sandy area, gravelly patch, or exposed flat. Dams, reservoirs, and other changes to river systems have eliminated most historic least tern habitat. Recreational activities on rivers and sandbars can disturb the nesting terns, causing them to abandon their nests.”
 
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*http://www.fws.gov/endangered/rivers.html
 
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===Pallid Sturgeon: Endangered===
 
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These bottom-feeding fish like large, silty rivers with rocky or sandy bottoms. They can be found in backwaters, side channels, sloughs, and in the main channels.
 
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The werwe once located throughout the Missouri River from Montana to the Mississippi River and then south to Louisiana. Now, most of the Pallid Sturgeon’s habitat has been altered by dams, reservoirs, and channelization.
 
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*http://www.fws.gov/endangered/rivers.html
 
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===Decurrent False Aster: Threatened===
 
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“This plant is found on moist, sandy floodplains and prairie wetlands along the Illinois River. Although not very tolerant to prolonged flooding, the plant relies on periodic flooding to scour away other plants that compete for the same habitat. For example, the great flood of 1993 had positive impacts on some populations of this plant. Excessive silting during floods, however, which results from poor soil conservation practices, smothers the seeds and seedlings, is a major cause of the Decurrent False Aster's decline.”
 
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*http://www.fws.gov/endangered/rivers.html
 
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<!-- 12. Cantar una canción sobre un río o arroyo. -->
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<!-- 12. Sing a song about a river or stream. -->
 
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Here are some examples:
 
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*Shall We Gather at the River
 
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*I’ve Got a River of Life Flowing Out of Me
 
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*I’ve Got Peace Like River
 
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*I Shall Not Be Moved
 
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*Humble Me
 
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*Michael Row your Boat Ashore
 
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<!-- 13. Leer sobre el «Río de Agua de Vida» mencionado en la Biblia. -->
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<!-- 13. Read about the “River of Life” mentioned in the Bible. -->
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{{Bible link|Apocalipsis 22:1-3}}
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<!-- 14. Desarrollar o leer una lección objetiva sobre un río y contarlo durante una devoción de Conquistadores, historia infantil u otro método aceptable de compartir aprobado por un Guía Mayor. -->
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<!-- 14. Develop or read an object lesson about a river and tell it as pathfinder worship, children’s story, or other acceptable method of sharing approved by a Master Guide. -->
 
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The wide, deep river, that offers a highway for the traffic and travel of nations, is valued as a world-wide benefit; but what of the little rills that help to form this noble stream? Were it not for them, the river would disappear. Upon them its very existence depends. So men called to lead in some great work are honored as if its success were due to them alone; but that success required the faithful co-operation of humbler workers almost without number--workers of whom the world knows nothing. Tasks uncommended, labor without recognition, is the lot of most of the world's toilers. And in such a lot many are filled with discontent. They feel that life is wasted. But the little rill that makes its noiseless way through grove and meadow, bearing health and fertility and beauty, is as useful in its way as the broad river. And in contributing to the river's life, it helps achieve that which alone it could never have accomplished.
 
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The lesson is one needed by many. Talent is too much idolized, and station too much coveted. There are too many who will do nothing unless they are recognized as leaders; too many who must receive praise, or they have no interest to labor. What we need to learn is faithfulness in making the utmost use of the powers and opportunities we have, and contentment in the lot to which Heaven assigns us. {Education pg.116-117}
 
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A microscope will really help with this project.
 
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If you are into Geocaching, look for or consider sponsoring a CITO cache event. You can also look for a river conservation group. You may have success contacting the local government for info on a river or stream that needs cleanup and support for getting it done (free trash disposal for example).
 
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==Referencias:==
−
==References:==
+
[[Category:Adventist Youth Honors Answer Book/es]]
−
*http://www.ucmp.berkeley.edu/glossary/gloss5/biome/aquatic.html
+
<noinclude></noinclude>
−
*http://www.enature.com/fieldguides/view_default.asp?curGroupID=3&size=475&size=474&habitat=1014&Submit=Search
 
−
*http://www.doc.govt.nz/Regional-Info/010~Canterbury/004~Conservation/Project-River-Recovery/Braided-River-Field-Guide/001~Braided-River-Field-Guide-contents.asp
 
−
*http://lib.colostate.edu/wildlife/freshwater_biome.html
 
−
*http://web4.msue.msu.edu/mnfi/data/specialplants.cfm
 
−
*http://web4.msue.msu.edu/mnfi/data/specialplants.cfm
 
−
*http://www.pbs.org/weta/thewest/people/a_c/clark.htm --Clark
 
−
*http://www.pbs.org/weta/thewest/people/i_r/lewis.htm -- Lewis
 
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*http://www.pbs.org/weta/thewest/people/s_z/sacagawea.htm -- Sacagawea
 
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*http://bluebook.state.or.us/notable/notgray.htm -- Robert Gray
 
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*http://www.britannica.com/eb/article-9013128?tocId=9013128 -- Simon Fraser
 
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*http://www.biographi.ca/EN/ShowBio.asp?BioId=40133 -- Robert Campbell
 
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[[Category:Adventist Youth Honors Answer Book|{{SUBPAGENAME}}]]
 
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<noinclude>
 
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Latest revision as of 03:55, 25 April 2021

Other languages:
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Ríos y arroyos

Nivel de destreza

2

Año

2011

Version

24.11.2024

Autoridad de aprobación

Asociación General

Rivers and Streams Honor AY Honor.png
Ríos y arroyos
Estudio de la naturaleza
Nivel de destreza
123
Autoridad de aprobación
Asociación General
Año de introducción
2011
Vea también
Maestría de Conservación
Ríos y arroyos - Avanzado


1

¿Qué distingue el bioma de los ríos y arroyos de otros biomas acuosos?



2

Definir los siguientes términos:


2a

Río



2b

Arroyo



2c

Riachuelo



2d

Arroyuelo



2e

Tributario



2f

Boca



2g

Estuario



2h

Cabecera



2i

Parteaguas



2j

Divisoria de aguas



2k

Olitas



2l

Rápidos



2m

Aguas bravas



2n

Cieno



2o

Aluvión



2p

Abanico aluvial



2q

Delta



2r

Detrito



2s

Ribereño




3

Explicar tres diferencias en el agua en la cabecera y en la boca de un río. Dar ejemplos de algunas especies diferentes encontrados en cada lugar.



4

Identificar en un mapa los ríos principales de su continente. Conocer al menos cinco de sus exploradores. Leer una historia de uno de los exploradores.



5

¿Qué es un brazo muerto? Describir cómo se forma.



6

Hacer una lista de al menos cinco peces que viven en los ríos.



7

Hacer una lista de al menos cinco plantas que viven en o a la orilla de un río.



8

Hacer una lista de al menos cinco aves que viven en o cerca de un río.



9

Hacer una lista de al menos cinco mamíferos que viven en o a la orilla de un río.



10

Escribir un informe o presentar oralmente la historia de una especie de planta o animal introducida en este bioma. Incluir de dónde vino, los problemas que causa y qué pasos se están tomando para reducir/eliminar el daño.



11

Describir una especie originalmente de este bioma que es amenazada, en peligro de extinción o extinto. Incluir causas contribuyentes.



12

Cantar una canción sobre un río o arroyo.



13

Leer sobre el «Río de Agua de Vida» mencionado en la Biblia.


Apocalipsis 22:1-3


14

Desarrollar o leer una lección objetiva sobre un río y contarlo durante una devoción de Conquistadores, historia infantil u otro método aceptable de compartir aprobado por un Guía Mayor.



15

Hacer por lo menos dos de las siguientes actividades relacionadas con ríos y arroyos:


15a

Fotografiar o dibujar los organismos encontrados en muestras de agua coleccionadas de un arroyo.



15b

Caminar al lado de un arroyo y hacer una lista de todas las plantas y los animales observados.



15c

Visitar una catarata o presa y explicar que dificultad presenta para la vida silvestre.



15d

Recoger basura al lado del río o arroyo.



15e

Producir un comercial de 60 segundos para informar a una audiencia sobre algo de este bioma.





Referencias:

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