July 17, 2012
First Day of Research Project
Today we began working on our group projects. I am enthusiastic about working on this project- Plant Identification on Various Disturbed Areas of BHW. Originally, I wanted to work with water, but after working with Tom Lee yesterday, I became interested in working with invasive plants. I have always loved plants and I will be able to work with water when we survey the beaver pond. This will give me the opportunity to solidify and build to my understandings of plant identification. Anyways, I hope this project will be useful in the long term for the management of BHW.
In Ohio, where I first learned plant identification, the deciduous forests are very different than the woods surrounding my house. But the woods surrounding my home seem different than the forest here. I live only an hour north, but the difference in species dominance is interesting. We have less deciduous variety amongst our trees. I wonder why the difference is so notable within such a short distance? Temperature? More inland? Different topography? The further north we travel, diversity of deciduous trees decreases.
Doing a plant inventory is something I have wanted to do for years. I don't know why... after I had seen a picture of a plant biologist searching through bushes for peppers in Mexico, I have wanted to complete one. Perhaps after this, I will take the time to document plant material on our land. Recently, I had noted plants that I had not observed before... elm, high bush blueberry... but other plants I am no longer able to find; like, bluebell lily and pink lady slippers. Succession is quick- it seems to happen overnight.
Sunday, July 22, 2012
Reading the Landscape
July 19, 2012
Last Thursday, our research group went back out to the plots in order to "read" the land and begin our second inventory. We found part of a stonewall, with only large stones- indicating that this land may have been pastured at one time. Old white pines were found on one side of the stonewall. I have no idea how old they were, but they were old... three of them had fallen half way up the trunk and decayed-- possibly storm damage? The trunks were lying to the southeast of the tree. Then there were two multi-stemmed oaks that were large as well. They weren't as large as the pines, but they were larger than the multi-stemmed trees on the other side of the wall. My hypothesis: all hardwoods were cut at one time to create pasture. This allowed the white pine to grow large and reach for the sun. The oaks on the unpastured side of the wall grew back as multi-stemmed, while the hardwoods inside the wall continued to be grazed or removed. Eventually these trees were permitted to grow back when pasturing was removed, but then they were logged again... perhaps? Still difficult to "read" the land. What happened to the remaining part of the wall? Why did the use of the land change?
The land in our second plot was very different than in our first plot- although it was only (apporximately) 50- 75 feet away. This plot was wetter, had more light, and the vegetation was denser. There were so many birch! And, distinguishing birch, when bark is young is so difficult! We could identify the black birch and even tasted the leaves. The gray birch has more triangular leaves. But there was this birch with pinkish, salmon-colored bark that was starting to peel--- yellow birch? It wasn't white/paper birch because it wasn't white enough. Then, there was this birch with the blackest bark... what was that? There were also a large amount of cinnamon fern and two shrubs we could not identify. We had discussed how this portion of the woods was younger than that of the first plot. So was it logged more recently? Or was it just the wet habitat that enabled slower growing plants to proprogate there? Hopefully, I have learned a little bit about fern identification by looking for the cinnamon fern...
Sam's literature discussion on Thursday really involved a lot of high level thinking skills. When we had to write a historical fiction about the landscape-- that was so difficult. The other group had a great idea of using the white pine as the character speaking.
Last Thursday, our research group went back out to the plots in order to "read" the land and begin our second inventory. We found part of a stonewall, with only large stones- indicating that this land may have been pastured at one time. Old white pines were found on one side of the stonewall. I have no idea how old they were, but they were old... three of them had fallen half way up the trunk and decayed-- possibly storm damage? The trunks were lying to the southeast of the tree. Then there were two multi-stemmed oaks that were large as well. They weren't as large as the pines, but they were larger than the multi-stemmed trees on the other side of the wall. My hypothesis: all hardwoods were cut at one time to create pasture. This allowed the white pine to grow large and reach for the sun. The oaks on the unpastured side of the wall grew back as multi-stemmed, while the hardwoods inside the wall continued to be grazed or removed. Eventually these trees were permitted to grow back when pasturing was removed, but then they were logged again... perhaps? Still difficult to "read" the land. What happened to the remaining part of the wall? Why did the use of the land change?
The land in our second plot was very different than in our first plot- although it was only (apporximately) 50- 75 feet away. This plot was wetter, had more light, and the vegetation was denser. There were so many birch! And, distinguishing birch, when bark is young is so difficult! We could identify the black birch and even tasted the leaves. The gray birch has more triangular leaves. But there was this birch with pinkish, salmon-colored bark that was starting to peel--- yellow birch? It wasn't white/paper birch because it wasn't white enough. Then, there was this birch with the blackest bark... what was that? There were also a large amount of cinnamon fern and two shrubs we could not identify. We had discussed how this portion of the woods was younger than that of the first plot. So was it logged more recently? Or was it just the wet habitat that enabled slower growing plants to proprogate there? Hopefully, I have learned a little bit about fern identification by looking for the cinnamon fern...
Sam's literature discussion on Thursday really involved a lot of high level thinking skills. When we had to write a historical fiction about the landscape-- that was so difficult. The other group had a great idea of using the white pine as the character speaking.
Wednesday, July 18, 2012
Back to Old Fashioned Journaling
July 18, 2012
Our internet just came back on after the storm last night. I began to write by hand, which I will transcribe here, but surprisingly I didn't get much written down. Usually, I like to write by hand because you can change your "font" and "style" so easily and I can feel the words as I write... I remember a teacher discussion at school one day and how when students write only on keyboard they miss a type of sensory experience. Another way of processing the information... anyways, being that I couldn't get on until now, I got to read some of the comments made to my blogs. I was a little nervous having others read my thoughts (because in my mind, thoughts can be very personal), but it was interesting to read others' comments to my writing. I guess it is a good way for people to freely communicate thoughts and learn from one another. Something you may not say in person, you might say (after reflection) in a comment. I will need to read others blogs tomorrow due to the time... but maybe tomorrow morning I can begin this process.
Today we began our field research on disturbed sites to catelog plant species and look for invasive plants. Our first plot was in an area of the BHW close to Route 125. Lara G. came out with us today, which was helpful. I think we did well, and the group is working well together. Dan predicted that we would all fall into our own roles within the group, and we did- Lara H. and I did identification adn Dan took pictures. We all took turns recording on the data sheet. I had never heard of sheep laurel, but had seen it in the woods. I was wondering how it got its name... did sheep eat it? Soft as a lamb? Is it native? We didn't find any invasive plants within our plot, but we will need to double check on the nonnatives... there are a few I wasn't sure about if they were native- sheep laurel, maple viburnum. Tomorrow we will begin work on our second plot. It will be in the same area as our first plot, just in a different direction. Although it would be bad, it would be exciting to find invasives. There was phragmytes (spelling?) closer to the road, but not in our plot. I don't even think that part of the woods is considered BHW, but it abuttes it. Could this plant move more into the BHW? It was growing right alongside a drainage ditch, so does it need a wet area? Perhaps the woods would be too dry? and too shady? We will need to grab a sample of this tomorrow and I think this will need to be a plant to watch in the future.
As for the educational component of our project, we plan on making a identification guide. I think it would be nice to create some sort of lesson beyond the identifcation guide, but I am having a difficult time thinking of one other than teaching the kids how to plot a piece of land and identify the plants within it. Perhaps if I just let it sit in my mind for awhile it will work its way to the top.
I did notice, what I believe to be Reed Canary Grass by my driveway. It was close to the drainage ditch, just like the plant outside of College Woods. And there were additional blades come off of the main branch.
I enjoyed Lara's lesson today, especially going outside to look for seeds. The cedar tree seeds was really interesting. It looked like one of those balls that bounce around and suction to something. Why would it look like that? Lara thought that as it dried out, it opened up and dropped the seeds from the inside. That makes much sense to me. I think it does look like a tiny green ball beforehand.... The burning bush right outside the back door of Morriell hall is amazingly huge! Rather than being a shrub, it is a miniture tree.... I liked how Lara compared this shrub to the shrub we saw in College Woods. By comparing them, I think I will remember how they are different so I will know what kind of conditions burning bush likes to grow in.
Our internet just came back on after the storm last night. I began to write by hand, which I will transcribe here, but surprisingly I didn't get much written down. Usually, I like to write by hand because you can change your "font" and "style" so easily and I can feel the words as I write... I remember a teacher discussion at school one day and how when students write only on keyboard they miss a type of sensory experience. Another way of processing the information... anyways, being that I couldn't get on until now, I got to read some of the comments made to my blogs. I was a little nervous having others read my thoughts (because in my mind, thoughts can be very personal), but it was interesting to read others' comments to my writing. I guess it is a good way for people to freely communicate thoughts and learn from one another. Something you may not say in person, you might say (after reflection) in a comment. I will need to read others blogs tomorrow due to the time... but maybe tomorrow morning I can begin this process.
Today we began our field research on disturbed sites to catelog plant species and look for invasive plants. Our first plot was in an area of the BHW close to Route 125. Lara G. came out with us today, which was helpful. I think we did well, and the group is working well together. Dan predicted that we would all fall into our own roles within the group, and we did- Lara H. and I did identification adn Dan took pictures. We all took turns recording on the data sheet. I had never heard of sheep laurel, but had seen it in the woods. I was wondering how it got its name... did sheep eat it? Soft as a lamb? Is it native? We didn't find any invasive plants within our plot, but we will need to double check on the nonnatives... there are a few I wasn't sure about if they were native- sheep laurel, maple viburnum. Tomorrow we will begin work on our second plot. It will be in the same area as our first plot, just in a different direction. Although it would be bad, it would be exciting to find invasives. There was phragmytes (spelling?) closer to the road, but not in our plot. I don't even think that part of the woods is considered BHW, but it abuttes it. Could this plant move more into the BHW? It was growing right alongside a drainage ditch, so does it need a wet area? Perhaps the woods would be too dry? and too shady? We will need to grab a sample of this tomorrow and I think this will need to be a plant to watch in the future.
As for the educational component of our project, we plan on making a identification guide. I think it would be nice to create some sort of lesson beyond the identifcation guide, but I am having a difficult time thinking of one other than teaching the kids how to plot a piece of land and identify the plants within it. Perhaps if I just let it sit in my mind for awhile it will work its way to the top.
I did notice, what I believe to be Reed Canary Grass by my driveway. It was close to the drainage ditch, just like the plant outside of College Woods. And there were additional blades come off of the main branch.
I enjoyed Lara's lesson today, especially going outside to look for seeds. The cedar tree seeds was really interesting. It looked like one of those balls that bounce around and suction to something. Why would it look like that? Lara thought that as it dried out, it opened up and dropped the seeds from the inside. That makes much sense to me. I think it does look like a tiny green ball beforehand.... The burning bush right outside the back door of Morriell hall is amazingly huge! Rather than being a shrub, it is a miniture tree.... I liked how Lara compared this shrub to the shrub we saw in College Woods. By comparing them, I think I will remember how they are different so I will know what kind of conditions burning bush likes to grow in.
Invasive Plant Walk
July 16, 2012
This morning the class walked with Tom Lee through College woods exploring invasive and/or nonnative plant materials. He gave us valuable information about various plants. It feels good to learn about plant material found in the New Hampshire area, and how this material effects the area surrounding it. There aer 2,500 vascular plants in New Hampshire. Fifty of these are not native, and only about a 30 of these are invasive. Interestingly, invasives tend to form in patches and the only way to successfully control them is through chemicals. Tom briefly discussed the use of Early Detection Rapid Response (EDRR) in controlling invasives before they become out of control.
There are no clear answers about nonnatives. Some have become invasive and may be detrimental to the area; where as, others do not seem to have had a significant negative impact upon the environment. Their offspring do not cultivate within a natural area. Why wouldn't they? Invasives seem to have found disturbed areas where they can gain some ground, only to intrude even more. Others such as the multiflora rose is invasive, but may be an important species for endangered Northeastern rabbit habitat.
There are three theories why invasives may have gained control easier here than in their homeland:
1. Enemy Release Hypothesis: fewer enemies in new land; therefore, more vigour
2. Natural Resistance Hypothesis: more competition from natives in homeland
3. Disturbed Hypothesis: Why won't our native plants move into disturbed areas as quickly as nonnatives? Why are nonnatives more vigorous?
Below are photos of plants Tom introduced us to and a brief description:
Asian Bittersweet: Nonnative, invasive, strangler, grows more vigorously than natives, perennial
Reed Canary Grass: European genotype, not distinguishable from native genotype through observation, invading floodplains
Multiflora Rose: stipular at base is lacerated, one of most aggressive invasives, displaces native vegetation, makes marvelous thickets (habitat for rabbit and birds), rose hips good food for birds and nectar for bee pollen, from Asia
Burning Bush: corky wings on twig, leaves finely toothed, elliptical, opposite, able to reproduce in shade, spreads vegetatively, banned by state for use in landscaping
Norway Maple: blockier leaf than Sugar Maple, all 5 leaf lobes are large, break stem to find milky sap, bark with patterning or latticing on it, shade tolerant
This tree has the potential for pushing sugar maple from its habitat, which would have a signficant impact on the economy of New Hampshire. Sugar maple provides income for making maple syrup, wood for furniture, and splendid fall color (tourism). On the other hand, the Norway maple is a second rate tree: requires more sap to make syrup, wood weaker, and fall color ugly yellow.
Japanese Barberry: used for hedges, shade tolerant, thorny, shrubby
Glossy Buckthorn: most common invader on seacoast, veins never reach edge (like Dogwood), branches form an "S" shape, alternate leaves, oval, no teeth
Kim presented her lesson today on Wessels' chapter focused on overgrazing. I enjoyed her lesson because it used visuals and really made you think about how the environment might change.
This morning the class walked with Tom Lee through College woods exploring invasive and/or nonnative plant materials. He gave us valuable information about various plants. It feels good to learn about plant material found in the New Hampshire area, and how this material effects the area surrounding it. There aer 2,500 vascular plants in New Hampshire. Fifty of these are not native, and only about a 30 of these are invasive. Interestingly, invasives tend to form in patches and the only way to successfully control them is through chemicals. Tom briefly discussed the use of Early Detection Rapid Response (EDRR) in controlling invasives before they become out of control.
There are no clear answers about nonnatives. Some have become invasive and may be detrimental to the area; where as, others do not seem to have had a significant negative impact upon the environment. Their offspring do not cultivate within a natural area. Why wouldn't they? Invasives seem to have found disturbed areas where they can gain some ground, only to intrude even more. Others such as the multiflora rose is invasive, but may be an important species for endangered Northeastern rabbit habitat.
There are three theories why invasives may have gained control easier here than in their homeland:
1. Enemy Release Hypothesis: fewer enemies in new land; therefore, more vigour
2. Natural Resistance Hypothesis: more competition from natives in homeland
3. Disturbed Hypothesis: Why won't our native plants move into disturbed areas as quickly as nonnatives? Why are nonnatives more vigorous?
Below are photos of plants Tom introduced us to and a brief description:
Asian Bittersweet: Nonnative, invasive, strangler, grows more vigorously than natives, perennial
Reed Canary Grass: European genotype, not distinguishable from native genotype through observation, invading floodplains
Multiflora Rose: stipular at base is lacerated, one of most aggressive invasives, displaces native vegetation, makes marvelous thickets (habitat for rabbit and birds), rose hips good food for birds and nectar for bee pollen, from Asia
Burning Bush: corky wings on twig, leaves finely toothed, elliptical, opposite, able to reproduce in shade, spreads vegetatively, banned by state for use in landscaping
Norway Maple: blockier leaf than Sugar Maple, all 5 leaf lobes are large, break stem to find milky sap, bark with patterning or latticing on it, shade tolerant
This tree has the potential for pushing sugar maple from its habitat, which would have a signficant impact on the economy of New Hampshire. Sugar maple provides income for making maple syrup, wood for furniture, and splendid fall color (tourism). On the other hand, the Norway maple is a second rate tree: requires more sap to make syrup, wood weaker, and fall color ugly yellow.
Japanese Barberry: used for hedges, shade tolerant, thorny, shrubby
Glossy Buckthorn: most common invader on seacoast, veins never reach edge (like Dogwood), branches form an "S" shape, alternate leaves, oval, no teeth
Kim presented her lesson today on Wessels' chapter focused on overgrazing. I enjoyed her lesson because it used visuals and really made you think about how the environment might change.
Saturday, July 14, 2012
Warren Farm
July 14, 2012
Last Thursday, July 12, our class visited Randy Warren's farm. The farm holds an interesting history; one in which Randy has been an intricate part of for the last 60 years. It is incredible how the land has changed over time due to human intervention. New roads... old roads... houses being moved... gallions- when hearing the story of the area, everything seemed to change with a smooth moving flow, but I doubt daily life was smooth for people trying to farm the land.
Randy's land is beautifully diverse. He manages the land for habitat usage of the birds, animals, insects. The birds were so abundant, so loud singing away. They enjoy the variety of habitat his land offers, and his management practices have drawn rare varieties of birds that are not seen often. He has a naturalist, Scott, that keeps records of which birds and animals have been seen. I would like to do this for the land around our house- although not as large as Randy's, I am now wondering how to manage it for habitat. How can I create a mosaic of vegetation that would attract a variety of wildlife? Perhaps I will call the county extension next month and ask if anyone can help me with this process.
Farming seems as if it would be difficult. To me farming always seems romantic. Simple, peaceful, and relaxing. I could work all day outside, and getting dirty would be so natural for me. Gardening has so much ecology and patterns involved- imagining see that on a larger scale. But, I am not sure the stress of financial insecurity is worth the trade...
In class on Thursday we calculated the carbon found in the biomass of our College Woods plots. I am still a bit fuzzy on how to do these calculations... I think part of it is my lack of background in ecology. I've had some, but nothing so exact, deep. In my undergraduate ecology class, we never had to leave the class/ lecture hall. We never had a lesson taught using inquiry. Now I almost wish we had... education has changed dramatically in the last 20 years. Twelve years ago I worked as a paraprofessional for and outdoor education program in an Ohio school district. We took kids on nautre hikes, took them crayfishing, and reinacted Thanksgiving. The nature hikes did not involve inquiry. It was a hike with me identifying and telling them stories of plants. As I have looked back over the past few months, I have realized that inquiry was not involved and we probably were not teaching the students in the most engaging way.
Last Thursday, July 12, our class visited Randy Warren's farm. The farm holds an interesting history; one in which Randy has been an intricate part of for the last 60 years. It is incredible how the land has changed over time due to human intervention. New roads... old roads... houses being moved... gallions- when hearing the story of the area, everything seemed to change with a smooth moving flow, but I doubt daily life was smooth for people trying to farm the land.
Randy's land is beautifully diverse. He manages the land for habitat usage of the birds, animals, insects. The birds were so abundant, so loud singing away. They enjoy the variety of habitat his land offers, and his management practices have drawn rare varieties of birds that are not seen often. He has a naturalist, Scott, that keeps records of which birds and animals have been seen. I would like to do this for the land around our house- although not as large as Randy's, I am now wondering how to manage it for habitat. How can I create a mosaic of vegetation that would attract a variety of wildlife? Perhaps I will call the county extension next month and ask if anyone can help me with this process.
Farming seems as if it would be difficult. To me farming always seems romantic. Simple, peaceful, and relaxing. I could work all day outside, and getting dirty would be so natural for me. Gardening has so much ecology and patterns involved- imagining see that on a larger scale. But, I am not sure the stress of financial insecurity is worth the trade...
In class on Thursday we calculated the carbon found in the biomass of our College Woods plots. I am still a bit fuzzy on how to do these calculations... I think part of it is my lack of background in ecology. I've had some, but nothing so exact, deep. In my undergraduate ecology class, we never had to leave the class/ lecture hall. We never had a lesson taught using inquiry. Now I almost wish we had... education has changed dramatically in the last 20 years. Twelve years ago I worked as a paraprofessional for and outdoor education program in an Ohio school district. We took kids on nautre hikes, took them crayfishing, and reinacted Thanksgiving. The nature hikes did not involve inquiry. It was a hike with me identifying and telling them stories of plants. As I have looked back over the past few months, I have realized that inquiry was not involved and we probably were not teaching the students in the most engaging way.
Wednesday, July 11, 2012
Tracking Expedition
July 11, 2012
We just finished learning about the carbon cycle. I don't remember learning about it, but I'm sure that I did.... interestingly, the amount of carbon entering the atmosphere was not as great as I had imagined. Although, there is still an imbalance caused by human activity. I am wondering how scientists calculated the amount of carbon going in and out of the atmosphere? What exactly is a pedogram? How many tons? How can I change my practices to decrease carbon going into the atmosphere? How can the developed world create policy to change this? Could we plant a certain number and type of plant to balance out the cycle again?
Thinking about the research project... Does the beaver pond at BHW hold carbon? Rivers and oceans were included in the diagram but not ponds or lakes. Another idea I had was to determine which pond critters lived at various water levels in the beaver pond or in a wetland? Does temperature and light effect which organisms live where? How do these organisms interact with one another and the pond community in general?
Today we were led on a tracking expedition with Dan from White Pines Camp through Temposi Natural Area. What always amazes me is the amount of knowledge you need to have about plants, animals, insects... to read the environment. I guess you could have a little knowledge and build upon it through experience, but just to know the behaviors of each organism and how that effects the land around it is immense.
Upon the hike we explored off the trail through the woods and on wet areas. One thing that stuck out was the different types of insect/plant activities that we saw. Sawfly pupal casings were on a black birch, a strange horn-like gull on a witchhazel bush, white oak gull, oak twig pruner that killed twigs, carpenter ants inside the trunk of white pine, and slug trails on a beech tree.
Scat was abundant today. Herbivores have round poop; such as deer, rabbit, porcupine, and moose. The latrines we found were amazing and not stinky! There was an enormous porcupine latrine found at the bottom of its black gum tree home. The light brown, oval scat was deep and turning into soil. Porcupines will sleep in tree trunks with their bums downward, so their quills deter a predator from attacking. Another latrine we found today was that of raccoon. They like to use areas next to large trees which are also next to water. The scat we found was the size of small dog scat and dark in color. Scat is used as a message system to communicate to other raccoons.
I need to look up black gum, sweet pepper bush, goldthread.... bark is an area of identification that I need to become stronger.
Lastly, we found an amazing white pine tree which was being used by many organisms. Carpenter ants had begun to eat/move (?) its heartwood and sapwood leaving the tree hollow, but the cambrium intake. Woodpeckers began to eat the carpenter ants, which left holes in the tree. This hole became a hole for a flying squirrel, which also used the home for a latrine. Scarib beetles made larva casings out of this scat. It was really just amazing that so many organisms can utilize an ecosystem I consider so small, but is really very large to them all. Much signficant activity can go on in such a small space.
We just finished learning about the carbon cycle. I don't remember learning about it, but I'm sure that I did.... interestingly, the amount of carbon entering the atmosphere was not as great as I had imagined. Although, there is still an imbalance caused by human activity. I am wondering how scientists calculated the amount of carbon going in and out of the atmosphere? What exactly is a pedogram? How many tons? How can I change my practices to decrease carbon going into the atmosphere? How can the developed world create policy to change this? Could we plant a certain number and type of plant to balance out the cycle again?
Thinking about the research project... Does the beaver pond at BHW hold carbon? Rivers and oceans were included in the diagram but not ponds or lakes. Another idea I had was to determine which pond critters lived at various water levels in the beaver pond or in a wetland? Does temperature and light effect which organisms live where? How do these organisms interact with one another and the pond community in general?
Today we were led on a tracking expedition with Dan from White Pines Camp through Temposi Natural Area. What always amazes me is the amount of knowledge you need to have about plants, animals, insects... to read the environment. I guess you could have a little knowledge and build upon it through experience, but just to know the behaviors of each organism and how that effects the land around it is immense.
Upon the hike we explored off the trail through the woods and on wet areas. One thing that stuck out was the different types of insect/plant activities that we saw. Sawfly pupal casings were on a black birch, a strange horn-like gull on a witchhazel bush, white oak gull, oak twig pruner that killed twigs, carpenter ants inside the trunk of white pine, and slug trails on a beech tree.
Scat was abundant today. Herbivores have round poop; such as deer, rabbit, porcupine, and moose. The latrines we found were amazing and not stinky! There was an enormous porcupine latrine found at the bottom of its black gum tree home. The light brown, oval scat was deep and turning into soil. Porcupines will sleep in tree trunks with their bums downward, so their quills deter a predator from attacking. Another latrine we found today was that of raccoon. They like to use areas next to large trees which are also next to water. The scat we found was the size of small dog scat and dark in color. Scat is used as a message system to communicate to other raccoons.
I need to look up black gum, sweet pepper bush, goldthread.... bark is an area of identification that I need to become stronger.
Lastly, we found an amazing white pine tree which was being used by many organisms. Carpenter ants had begun to eat/move (?) its heartwood and sapwood leaving the tree hollow, but the cambrium intake. Woodpeckers began to eat the carpenter ants, which left holes in the tree. This hole became a hole for a flying squirrel, which also used the home for a latrine. Scarib beetles made larva casings out of this scat. It was really just amazing that so many organisms can utilize an ecosystem I consider so small, but is really very large to them all. Much signficant activity can go on in such a small space.
Scavenger Hunt and Thidwick the Tree
July 10, 2012
Today is our second day of class for the Environmental Education Summer Institute. I have been enjoying my time learning about nature and the effective ways to teach it. We have begun our investigation of nature and the use of inquiry for effective science teaching. We began our class today by compiling and analyzing data from our investigation in college woods yesterday. We collected measurements about the trees and then used this information to determine density and composition of the woods. This activity would be interesting to use within a math class, where students have to measure, find percentages, and graph the data.
Yesterday we also were engaged with nature through individual observations of self-selected trees, we then worked together in small groups to identify our trees. We worked through a variety of learning styles ~ individual time, small group to teach each other, and journaling which involved artwork and writing ~ to complete this activity. This allowed us to begin connecting with the land and making close observations to generate questions.
Today our scavenger hunt through the Barrington Headwaters was full of exploration. I had so much fun! Trying to answer questions about the woods was like trying to solve a mystery, but the conclusions we made didn't always have a definite answer. We could make educated assumptions by reading the land, but will we really know the past that is documented within the land?
Porcupine
Frogs were jumping everywhere
Beaver? Beaver? Where are you?
Why did you make Lincoln Logs?
Where do you live? Where is your dam?
Racoon tracks and porcupine spines
Ticks galore- Oh no bore!
Hot top full of plants
Juniper, grape, apples coppiced
Blueberry delight
Field a vegetative sight
Green metallic beetle scurries bright
Lichen straightjack on maple so young
Alice's burial distrupted, disturbed
Landscaped with lilacs
What occurred here? Where did they move?
Today is our second day of class for the Environmental Education Summer Institute. I have been enjoying my time learning about nature and the effective ways to teach it. We have begun our investigation of nature and the use of inquiry for effective science teaching. We began our class today by compiling and analyzing data from our investigation in college woods yesterday. We collected measurements about the trees and then used this information to determine density and composition of the woods. This activity would be interesting to use within a math class, where students have to measure, find percentages, and graph the data.
Yesterday we also were engaged with nature through individual observations of self-selected trees, we then worked together in small groups to identify our trees. We worked through a variety of learning styles ~ individual time, small group to teach each other, and journaling which involved artwork and writing ~ to complete this activity. This allowed us to begin connecting with the land and making close observations to generate questions.
Today our scavenger hunt through the Barrington Headwaters was full of exploration. I had so much fun! Trying to answer questions about the woods was like trying to solve a mystery, but the conclusions we made didn't always have a definite answer. We could make educated assumptions by reading the land, but will we really know the past that is documented within the land?
Frogs were jumping everywhere
Beaver? Beaver? Where are you?
Why did you make Lincoln Logs?
Where do you live? Where is your dam?
Racoon tracks and porcupine spines
Ticks galore- Oh no bore!
Hot top full of plants
Juniper, grape, apples coppiced
Blueberry delight
Field a vegetative sight
Green metallic beetle scurries bright
Lichen straightjack on maple so young
Alice's burial distrupted, disturbed
Landscaped with lilacs
What occurred here? Where did they move?
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