environmental educators guide educat… · project to fruition! ... laura anderson, chair pacd...

Environmental

Educators Guide

Compiled by the Education and Outreach Committee

Note of Appreciation Years ago, I met Donna at the State Envirothon event. Immediately, I enjoyed her wit, mischievous nature and fun spirit! We had many conversations about creating an Environmental Education (EE) Guide to assist educators and districts with Environmental Education programming. Donna understood the importance of EE and spent her life sharing that passion with people of all ages. I believe it only fitting to dedicate this guide to Donna who envisioned the importance of this resource and the assistance it would provide to educators and districts across the state. We certainly miss Donna and are honored to have had her in our lives. I would like to thank everyone who has contributed information for this guide. A special thank you to Jamie Shairrick for all of your hard work in bringing this great project to fruition! With respect and admiration, Laura Anderson, Chair PACD Education and Outreach Committee Environmental Educator, Wyoming County Conservation District

Environmental Educators Guide

Table of Contents

A Tribute to Donna Hayes

Envirothon Activities

Middle School Aquatics Study Guide

Middle School Forestry Study Guide

Middle School Wildlife Study Guide

General Activities

Conservation Education Programs

Environmental Education Catalogue

Environmental Education Programs

Environmental Teacher Workshops

Enviroscape Activities

Habitat Activities

Food Activities

Food Chain Game

Maple Sugaring

Walks, Hikes, and Trail Activities

Common ‘Senses’

The Great Poop Plop

Water, Stream, and Aquatic Activities

Stream Study

Trout in the Classroom

Water Conservation Kit

Water Habitats

Water Related Activities

Where Does Your Water Go?

Trees, Plants, and Soils Activities

Pocono Plants and Animals

Soil Conservation Program

Soil Painting With NRCS

Tree-mendous Trees!

Additional Resources

Stroud Center Leaf Pack Kits

WOW! The Wonders of Wetlands

http://www.stroudcenter.org/lpn/resources/equipment.shtm

http://www.wetland.org/education_wow.htm

York County Envirothon Aquatics Study Session 5-8 Grade Question Sheet:

Wetlands Please do not write on the question sheet. Please write your answers on the answer sheet provided.

Identification:

Questions 1-12)

Identify the species in your envelope and list whether each species is native or non-native on your

answer sheet.

Matching:

Visit the tables along the wall of windows to answer the following matching questions. Circle the

correct letter for each question on your answer sheet. Teams will be called up to the tables by the

station leader. Do not visit tables until instructed to do so.

Questions 13-15)

Match each photo to the type of wetland:

A. Emergent wetland. B. Scrub-shrub wetland. C. Forested wetland.

Questions 16-21)

Match each animal to the type of wetland species they are:

A. Obligatory species. B. Facultative species.

Listing:

Questions 22-26)

List five reasons fish need wetlands.

Definitions:

Questions 27-30)

Write the definition of each term on your answer sheet.

27) Aquatic nuisance species

28) Introduced species

29) Invasive

30) Native

Challenge Questions:

31) What can you do to protect our wetlands?

32) Middle school competition only: Why are bog turtles endangered and what is being done to protect

this species?

2014 Envirothon Study Session outline:

I. Introduction: 2-3 minutes.

Make sure all teams are in the correct location before you begin. Call out school names using

the schedule provided.

Introduce yourself and the 5-8 grade Aquatics Station.

Explain the competition: On the day of competition each team will be given a set of tests and

one answer sheets. All answers are to be written only on the answer sheet. There will also be

tables with critters to identify. Groups will be called up and given 2-3 minutes to identify the

study species. After the station is over groups will rotate to another station for that test. On the

day of competition each team will take 4 tests and visit one program station. After all stations

are completed, the teams will each lunch, followed by the results.

II. Explain the study session:

Today is basically a mock test for your team. Each team will be given a test and an answer

sheet. Please only write on the answer sheet. Also, each group will be given an envelope with

species from your list to identify. You will work with your team on the questions and

identification. Use today as practice for the day of competition. This is a good time to figure out

ways to solve disputes over answers. There may be a question or two that your team members

may not agree on the answer. Figure out a way to decide how to solve those disputes. Some

groups take a vote on the answer and majority rules, etc.

III. Begin:

Handout a laminated question sheet, answer sheet, pencil, envelope to each group.

IV. Conclusion:

Give 5 to 10 minutes at the end to go over the answers to the questions.

Collect envelopes, question sheets, and pencils. Make sure students put all photos back into the

envelope.

Make sure to tell teams that if they are studying what it says on their study list as the focus they

then they will be just fine for competition day.

2014 Aquatics Study Session 5-8 Grade: Station Leader Answer Sheet

Identification: Identify the species in your envelope and list whether each species is native or non-native

Number Species Native or non-native

1 Purple Loosestrife Non-native

2 Blanding Turtle Native

3 Cranefly Larvae Native

4 Marbled Salamander Native

5 Eurasian Watermilfoil Non-native

6 Damselfly Adult Native

7 Dragonfly Adult Native

8 Hydrilla Non-Native

9 Spotted Salamander Native

10 Zebra Mussel Non-Native

11 Bog Turtle Native

12 Red-Eared Slider Non-Native

Matching: Match each photo to the type of wetland:

A. Emergent wetland. B. Scrub-shrub wetland. C. Forested wetland.

13) A B C

14) A B C

15) A B C

Matching: Match each animal to the type of wetland species they are:

A. Obligate species. B. Facultative species.

16) River otter: A B 19) Great Blue Heron A B

17) Ring-necked pheasant: A B 20) Muskrat A B

18) Beaver: A B 21) Black Bear A B

Listing: List five reasons fish need wetlands.

22) _Spawning area 25) Wetland plants remove chemicals from the water

23) _Food__ 26) Protect fish from erosion

24) Oxygen for breathing_____

Definition:

27) Aquatic nuisance species are aquatic animals and plants that have been introduced into new

ecosystems. They harm the natural resources in these ecosystems.

28) Introduced species is a species living outside its natural range. Can be deliberately or accidentally

introduces or brought into the new ecosystem.

29) Invasive means spreading or taking over. Invasive species often take over or dominate a habitat.

30) Native is an animal or plant originating in a region or geographic range.

Challenge Questions:

31) What can people do to protect our wetlands? Learn more about wetlands and how to protect them.

Seek non-wetland sites for development and protect wetlands during construction. Donate wetlands or

money to help purchase wetlands. Educate others. Construct ponds in upland areas and manage for

wetlands and aquatic species. Support local laws to protect wetlands. Report illegal wetland work.

32) Middle school competition only: Why are bog turtles endangered and what is being done to protect

this species? Why: Illegal activity such as being sold as pets, invasive plants have decreased the quality

of bog turtle habitat, and habitat fragmentation. What is being done: Light to moderate grazing of

cattle has helped to slow the succession of bog turtle habitat, controlled burning of unwanted

vegetation as well as efforts to curb poaching and the illegal sale of bog turtles.

2014 5th – 8th Grade York County Envirothon

Forestry Study Sessions

Supplies:

� Scrap paper 40 min. rotations

� Markers/pencils

� Extra tree keys/Extra Common Tree books

� Laminated leaves

� White board, erasers, markers

� Live samples of American holly, Eastern redcedar, Eastern white pine

and Eastern hemlock as available.

Activity #1 – Leaf Characteristics 10 mins. Directions: Read the descriptions and have the students draw the leaf on

scrap paper. It helps them if you write it on the white board too. Select

one student who has the correct depiction to draw it on the white board.

1. Simple leaf, oval shaped, with alternate leaf arrangement

2. Pinnately compound leaf with wavy leaf margin and a tapering leaf base

3. Heart-shaped simple leaf, opposite leaf arrangement, and palmate veins

Activity #2 – Id Laminated and Evergreen Leaves - 15 mins. Directions: Hand out laminated leaves, live samples, and the answer sheet, 1

set per team. Have them write their answers on the sheet. You will have to

circulate some of the leaves between the tables as there are not 4 of

every leaf. Go over the answers at the end.

1. sweetgum 48. white ash

3. black walnut 50. American beech

6. slippery elm American holly

7. chestnut oak Eastern hemlock

10. common sassafras Eastern redcedar

13. white oak Eastern white pine

30. tree of heaven

33. box elder

38. American chestnut

Activity #3 – Keying 15 mins.

Directions: Ask them to flip over the id paper to the keying section on the

back and to get out their tree keys. Hand out extra keys to the groups that

don’t have any with them. Pass out laminated leaves #5. Keep the largest

leaf for yourself to use and key out #5 together as a group example. Have

them write down the steps as they go. Hand out laminated leaves #5, 18, 25,

and 34 to key on their own. You will also need to let them know that 18, 25,

and 34 are alternate leaf arrangement while #5 has opposite leaf

arrangement.

#5 – 1b, 12a, 13a, 14b, 16a, 17b -ash

#18 - 1b, 12b, 18a, 19b, 22a, 23b, 24b, 25b, 26a, 27b – red oak group

#25 – 1b, 12b, 18a, 19b, 22b, 28b, 30b, 31a, 32b - aspen

#34 – 1b, 12b, 18b, 39b, 40a - hickories

York County Envirothon Forestry Study Session

5th – 8th Grades Leaf Identification

Write the full name of the leaf on the line. You will only be looking for the

leaf numbers listed below.

1. _______________________ Live Sample ____________________

3. ______________________ Live Sample ____________________

6. ______________________ Live Sample ____________________

7. _______________________ Live Sample ____________________

10. _______________________

13. _______________________

30. _______________________

33. _______________________

38. _______________________

48. _______________________

50. _______________________

Keying Activity

Use the tree key to determine the tree’s name. Write down all the steps

you take and the tree name.

5. ____________________________ _______________________

18. _____________________________ _______________________

25. _____________________________ _______________________

34. _____________________________ _______________________

2013 Wildlife Envirothon Study Sessions – Grades 5th thru 8th

Materials List and Set-up

1. Station 1: photo of a barn owl labeled A; photo of a meadow vole labeled B; two copies of” Wildlife Testing Station-Target Species”, one on either side of the table so two teams can work at the same time

2. Station 2: eastern coyote skull labeled X; white tailed deer skull labeled Y; gray squirrel skull labeled Z; two copies of “Wildlife Testing Station-Skulls”

3. For each table: Vocabulary and True/False cards, activity sheets 1 & 2, and coach’s answer key (for activity 1, activity 2, and stations) – all in white envelope

4. Blank answer sheets for stations 1 and 2 – two for each team 5. Timer 6. Instruction sheet

1) Introductory Remarks - Welcome group and introduce self 2) What to expect at the wildlife station the day of the competition

a) Sit together as a team b) One student records team name and answers on the team answer key c) Read one question at a time from the test copy and team decides on the answer d) Test includes about 50 questions: multiple choice, matching, true-false,

identification e) During the competition, groups will need to allow time to visit the stations to

answer identification questions. Two teams can be at each table at one time – one on either side of the table.

f) Use time wisely; do not spend too much time on any one question g) Work quietly so the neighboring teams do not hear your answers. h) Are there any questions about the actual competition format?

3) Practice Session a) Overview of opening team practice session

i) Use sample packet to explain activity 1 and 2 ii) Explain procedure for sample stations 1 and 2 (Up to two teams visit each table

at a time; complete stations in either order). Read questions at each site and record team name and answers on the answer sheet at the stations. Make sure numbers on questions and answer keys match. Check answers at your table once all other activities are completed.

b) During the team practice session i) Circulate and answer questions as needed ii) Monitor teams at stations to prevent a monopoly by one team iii) Call time with approximately 5-10 minutes left for questions/wrap-up

c) After the practice session: i) Clarify and answer questions about 2 activities and 2 sample stations ii) Have teams stack vocabulary cards, activity sheets and answer keys on tables iii) Question and answer session regarding competition content or procedures

4) Competition Reminders a) Study wildlife species listed – think about their habitats and relationship to each

other; prey vs. predators, unique characteristics or adaptations

Wildlife Testing Station – TARGET SPECIES

1. Name the animal labeled A

2. Name the animal labeled B

3. Animal A regurgitates indigestible matter in the form of a:

a) Pill

b) Pellet

c) Glob

d) Bean

4. True or False: Animal B only has one litter of young a year

5. A relationship between animal A and animal B exists because:

a) Animal B can cause disease in Animal A

b) Animal B attacks the nestlings of Animal A

c) Survival of Animal A is closely tied to the cyclical presence or

absence of Animal B

d) Animal A will only hunt and eat Animal B

6. Which of the following is NOT a unique adaptation of Animal A:

a) Two widely spaced and highly developed ears

b) Extremely large retinas packed with rods assist with vision

c) Drab-colored feathers for camouflage

d) Highly flexible neck that can twist more than 360 degrees

7. Animal B is considered a/an:

a) Herbivore and predator species

b) Omnivore and predator species

c) Omnivore and prey species

d) Herbivore and a prey species

8. True or False: Animal A is considered a “bird of prey”

Wildlife Testing Station - SKULLS

1. Name the skull labeled X

2. Name the skull labeled Z

3. The skull labeled Y is a:

a) Mustelid

b) Feline

c) Marsupial

d) Rodent

4. True or False: Skulls X, Y and Z are all predator species

5. The skull labeled Z has features that suggests it is a/an:

a) Carnivore

b) Herbivore

c) Omnivore

d) Insectivore

6. Which skull represents a canine species:

a) X

b) Y

c) Z

d) None

7. The skull labeled X has features that suggest it is a:

a) Prey species

b) Predator species

c) None

d) Both

8. True or False: White-tailed deer are a dominate food item of the

eastern coyote.

Activity 1 Directions: Place each of the 14 vocabulary words next to the wildlife species

that best fit the word's definition.

# VOCABULARY WILDLIFE SPECIES

1 opossum

2 little brown bat, great horned owl

3 woodchuck, little brown bat

4 gray squirrel, eastern cottontail, turkey vulture

5 gray squirrel, white-tailed deer

6 Canada goose

7 raccoon

8 white-tailed deer

9 striped skunk

10 screech owl

11 eastern bluebird, screech owl

12 southern flying squirrel

13 groundhog, marmot, monax, whistle pig

14 Canada goose

~ Activity 2 Directions: TRUE OR FALSE

1 Read each statement and decide if it is TRUE or FALSE.

2 lfTRUE, place the card blank side up.

3 If FALSE, place the word FALSE face up and decide how to change the statement to

make it true.

# STATEMENT TRUE OR FALSE

1 One of the most effective and important ways to manage

wildlife is to hunt and trap game species

2 The only PA owls with brown eyes are the barn owl and great

horned owl

3 Two pairs of upper incisors can be found on the eastern

cottontail rabbit

4 The eastern coyote is Pennsylvania's state mammal

5 Importing large predators is the single most important way to

keep the deer herd in balance

6 Animal skulls are made up of bone, which is comprised of

collagen for strength and apatite for flexibility

7 A visible example of wildlife management by the Game

Commission is constructing and placing nest structures for

eastern bluebirds

8 Owls are considered "birds of prey"

9 No predators are known to hunt and eat striped skunks

10 Rodents, like white-footed mice and gray squirrels, gnaw on

shed white-tailed deer antlers

ANSWER KEY FOR STUDY SESSION WILDLIFE STATION - TARGET SPECIES

1. Name the animal labeled A – barn owl

2. Name the animal labeled B – meadow vole

3. B - pellet

4. False – voles can have up to 10 litters a year

5. C – barn owl survival is closely tied to the cyclical absence or presence of meadow voles

6. D – owls have highly flexible necks that can twist approximately 270 degrees

7. D – herbivore and prey species

8. True

ANSWER KEY FOR STUDY SESSION WILDLIFE STATION – SKULLS

1. Name the skull labeled X – eastern coyote

2. Name the skull labeled Z – white-tailed deer

3. D – skull labeled Z is a gray squirrel, a rodent

4. False – gray squirrels and white-tailed deer are not predators, they are considered prey animals

5. B – herbivore; white-tailed deer eat a variety of plant material

6. A – eastern coyote, a canine species (related to dogs)

7. B – skull “X” is an eastern coyote

8. True

COACH’S ANSWER KEY

2013 5th thru 8th WILDLIFE

STUDENT STUDY SESSION ACTIVITIES

ANSWER KEY FOR ACTIVITY 1: VOCABULARY

# VOCABULARY WILDLIFE SPECIES

1 Marsupial opossum

2 Nocturnal little brown bat, great horned owl

3 Hibernate woodchuck, little brown bat

4 Diurnal gray squirrel, eastern cottontail, turkey vulture

5 Mast gray squirrel, white-tailed deer

6 Precocial Canada goose

7 Rabies raccoon

8 Piebald white-tailed deer

9 Mustelid striped skunk

10 Dichromatic screech owl

11 Cavity nester eastern bluebird, screech owl

12 Arboreal southern flying squirrel

13 Woodchuck groundhog, marmot, monax, whistle pig

14 Waterfowl Canada goose

ANSWER KEY FOR ACTIVITY 2: TRUE-FALSE

# STATEMENT TRUE OR FALSE

1 One of the most effective and important ways to manage wildlife is to hunt and trap game species

false - the most effective and important way is to be involved in wildlife habitat management

2 The only PA owls with brown eyes are the barn owl and great horned owl

false – barn owls and barred owls have brown eyes; all others have yellow eyes

3 Two pairs of upper incisors can be found on the eastern cottontail rabbit

TRUE

4 The eastern coyote is Pennsylvania's state mammal

false - the white-tailed deer is PA's state mammal

5 Importing large predators is the single most important way to keep the deer herd in balance

false - hunting is the single most important way to keep the deer herd in balance

6 Animal skulls are made up of bone, which is comprised of collagen for strength and apatite for flexibility

false - collagen for flexibility and apatite for strength

7 A visible example of wildlife management by the Game Commission is constructing and placing nest structures for eastern bluebirds

TRUE

8 Owls are considered "birds of prey" TRUE

9 No predators are known to hunt and eat striped skunks

false – great horned owls are known to hunt and eat striped skunks

10 Rodents, like white-footed mice and gray squirrels, gnaw on shed white-tailed deer antlers

TRUE

CONSERVATION EDUCATION PROGRAMS RESOURCE GUIDE ACTIVITY

Submitted by Laura Hopek, Watershed Specialist, The Lehigh County Conservation District

CATEGORY: Pollution

NAME OF ACTIVITY:

ENVIROSCAPE

ACTIVITY LENGTH OF TIME:

The activity can last anywhere between 10 and 45 minutes.

STATE STANDARDS ADDRESSED BY LESSON:

4.2 Watersheds and Wetlands

4.5 Humans and the Environment

OVERALL ACTIVITY GOAL:

The goal of the ENVIROSCAPE is to educate the audience on the impacts of point and non-point source (NPS) pollution, and how the impacts can be minimized through the use of Best Management Practices (BMPs).

LIST OF MATERIAL/RESOURCES NEEDED TO COMPLETE ACTIVITY:

The ENVIROSCAPE model and corresponding supplies are necessary to conduct this hands-on activity.

OUTLINE OF LESSON:

1. Set up the ENVIROSCAPE per directions.

2. Discuss what a watershed is:

a. Ask the audience to raise their hand if they live in a watershed. (Most of the time, only one or two people will raise their hand).

b. Tell the audience that everyone should have their hand raised because everyone lives in a watershed. Explain that a watershed is an area of land where all water on the surface and underground drain to one common body of water. Tell them that the ENVIROSCAPE is a model of a section of a watershed.

c. Ask the audience to point out the common body of water on the ENVIROSCAPE. Describe bodies of water (lakes, streams, rivers, the ocean, etc.) and ask the audience where water comes from (rainfall, snowmelt, underground springs, etc.). Explain that rainfall and snowmelt will flow to the nearest body of water.

d. Ask the audience if they know which watershed they are standing in right now. (Provide a colored map of local watersheds).

e. Ask if the ENVIROSCAPE is a model of a dirty or clean watershed. (Answer should be clean since you filled the body of water with clean water during set-up).

f. Ask the audience (depending on age) if water flows uphill or downhill. Ask them to point out the lowest point on the ENVIROSCAPE, and ask them what will happen when it rains. Give one member of the audience a spray bottle, and have them spray water over the ENVIROSCAPE. Watch clean water runoff to the common body of water.

3. Discuss land uses:

a. Ask the audience what type of land uses they see on the ENVIROSCAPE. Answers include agriculture (a farm), development (a construction site), industrial (a warehouse), residential (single lot homes), commercial (sewer treatment plant), golf course, forest, streets, etc.

b. Ask the audience to provide examples of pollution from each land use. Answers include manure and pesticides from the agricultural operation, soil from the construction site, chemicals from the warehouse, fertilizers from lawns, sewage from the treatment plant, fertilizers/herbicides from the golf course, soil from bare ground in the forest, gas/oil from leaky vehicles, salt from winter maintenance, etc.

c. While audience members are providing examples of pollution, have them sprinkle the pollution on that land use. For example, have them sprinkle:

i. one teaspoon of cocoa and one teaspoon of red sprinkles on the farm fields to represent manure and pesticides,

ii. one teaspoon of cocoa on the construction site to represent soil,

iii. one teaspoon of red sprinkles on the warehouse to represent chemicals,

iv. one teaspoon of green sprinkles on residential lawns and the golf course to represent fertilizers,

v. one teaspoon of wood shavings on the sewage treatment plant to represent sludge,

vi. one teaspoon of cocoa on the forest to represent soil,

vii. one teaspoon of cocoa on the roads to represent gas/oil from leaky vehicles,

viii. one teaspoon of wood shavings on the roads to represent salt, etc.

d. Ask a member of the audience to make it rain. Have them spray water heavily on the ENVIROSCAPE model until the body of water turns brown (polluted).

e. Discuss the difference between point source and non-point source pollution:

i. Point source – pollution that flows from pipes or comes from specific points. Examples include:

1. The warehouse - wastes from the warehouse directly enter the water body. This happens because the warehouse is violating a permit. If the warehouse had a permit, and they followed it correctly, they waste would be treated for removal of pollutants before discharging it.

2. The sewage treatment plant - when tanks overflow, they are not being maintained, or too much stormwater enters the tanks and excess is pushed directly into the stream.

3. The storm drain - point out the storm drain on the ENVIROSCAPE. Present a photograph of an inlet/storm drain, and ask the audience if they have ever seen one of these, or have located one near their home/school. Tell them that anything that gets into these storm drains is directly carried into the stream. For example, rain, snow, and pollutants (salt, soil, gas/oil, etc.).

ii. Non-point source pollution – pollution from different activities on the land. You cannot pinpoint where this pollution comes from. For example:

1. Roads – you cannot pinpoint which vehicle is leaking gas/oil,

2. Lawns - you cannot pinpoint which homeowner is using fertilizers, or incorrectly disposing of household wastes,

3. Farm fields - you cannot pinpoint which farm is spraying pesticides, insecticides, applying fertilizers, etc.

4. Discuss the importance of protecting our local watersheds, and provide examples of BMPs the audience can implement to prevent/minimize pollution including:

a. Planting a cover crop on farm fields to reduce erosion,

b. Fencing off cattle from stream access. Explain that cattle in the stream causes:

i. Erosion, which leads to a cloudy stream, decreasing the amount of oxygen that fish use to breathe. When oxygen is low, fish cannot breathe due to the amount of pollution in the stream.

ii. Manure in the stream. Explain that waste from cattle contain bacteria and toxic substances. Too much of this in a water body will kill fish and plants and can cause diseases in humans who come in contact with it. For example, if you have an open cut and go swimming in a body of water that contains a large amount of bacteria, you could get an infection. It also affects shellfish. Too much bacteria and toxic substances will make

humans ill when they eat it, or even make shellfish inedible. Health risks like this close beach areas! Picture yourself swimming in a dirty toilet bowl!

c. Proper use of fertilizers/pesticides/insecticides on the farm, lawns, and golf courses – ask the audience if they notice that golf courses always look green. That is because fertilizers are applied. Tell the audience that too much fertilizer combined with stormwater runoff will cause algae to grow in streams, which in turn will crowd out the stream and suffocate good plant life. Plants will die and decay, and will take away oxygen in the water that fish need to survive, and will in turn, kill fish. Use fertilizers/pesticides sparingly, and at the right time – NOT before a rainfall or snow event.

d. Planting grass on bare soil (construction sites, forests, streambanks, etc.) - When using large equipment on a construction site, grass is ripped up, leaving bare soil. When it rains, bare soil is washed into the stream. Why is soil a pollutant? When soil is washed, it carries all of the pollutants with it! When soil reaches a water body, it becomes sediment, which settles on the bottom of the water body. Sediment builds up, either causing flooding or restrictions on recreational activities including boating. Boats need a certain depth of water to travel. If there is a build-up of sediment, boats will not be able to pass through.

e. Properly disposing of household products – never flush chemicals down the drain, only buy products that are bio-degradable, recyclable, and non-aerosol. Properly dispose of oil by recycling used oil at local recycling centers.

f. Prevent gas/oil leaks – regularly maintain your vehicle, and wash your vehicle on lawns. Soil is nature’s free filter!

5. Ask the audience to raise their hand if they enjoy swimming, fishing, or boating. Ask them to raise their hand if they would now swim, fish, or boat in this watershed. (The answer will be no since the common body of water is polluted). Emphasize that we all live in a watershed that contributes pollution from these land uses, and indicate that pollution has a real impact on the water quality of our watersheds. It affects our drinking water, wildlife, habitat, and recreational uses. Today you learned about several Best Management Practices that you can implement to help reduce the amount of pollution that reaches our local waterways.

6. Have one member of the audience pull the plug in the bottom of the ENVIROSCAPE and clean the model.

PHOTOGRAPHS OF MATERIALS/ACTIVITY IN PROGRESS

Photo 2: Supplies needed: A spray bottle filled with clean water, cocoa, green sprinkles, red sprinkles, wood shavings, and a plastic spoon.

Photo 1: The ENVIROSCAPE MODEL – representing a clean watershed.

Objective Students will be able to define the term “food chain” and list several

animals and plants that live in specific habitats.

Introduction / Background A food chain is a linear progression of “who gets energy from whom”, or

“who eats what”. Not only is it important for students to explore the

relationship between living parts of nature, it may be even more significant

to imagine life without one of the links in the chain.

Activity 1 (15 minutes) – 1. Choose enough volunteers to wear each card in the food chain. Have the volunteers face you and arrange their cards on their foreheads or around their necks, making sure the food chain is in the wrong sequence. 2. Have students turn around as a group and ask seated students to identify the items on each card. Once each card has been identified, challenge the seated group to put them in order of who eats who. This activity will create quite a discussion – be sure to listen to their ideas and guide them to the proper order. If students are having a bit of trouble beginning the food chain, start them out with this question: “Where does all the energy we use on Earth originate?” Guide students toward beginning the food chain with the sun, and work from that point. 3. Once they are in working order, explain that this sequence is an example of a ‘food chain’. Go over who eats who and answer any questions about the animals they may have. Most students will not know that plants get their energy from the sun, which is the beginning of the food chain. 4. Now that students are satisfied with their chain, bring out a spray can. Explain that your yard is right next to the wetland/forest/meadow/stream and you would really like to get rid of the bugs that keep coming in your yard, so you spray a pesticide in the area to eliminate all the bugs (you can choose to eliminate any item low on the food chain). Thankfully the bug you sprayed dies (that particular student steps out of the food chain and joins the seated group). Now go over the food chain again. The students will protest that it doesn’t work now, and one by one, each member of the food chain will die and leave the chain. Once the food chain is gone, ask how its disappearance will affect the habitat and, in turn, people.

What are other alternatives to spraying chemicals to get rid of bugs?

Extension: Have students work in small groups to create their own food

chains from nature and what they have observed. Challenge each other.

Food Chain Game

Academic

Standards:

4.1.3.C.

4.1.5.C

4.5.3.B

4.5.4.B

4.5.3.C

4.5.4C

Materials:Food chain animal

cards (forest,

wetland, meadow)

Monroe County Conservation District. Revised 8/30/2002

Maple Sugaring Grade Level K -12 Length: one and one half hours Focus: Students will learn about the Maple Sugaring process through demonstrations of both

historical and present day methods. Goals:

Students will be able to explain the process of taking maple sap from a tree and making maple syrup.

Students will list several foods and tools used by Native Americans and earlier settlers in the Poconos.

Students will be able to explain how trees make sap (photosynthesis) Students will be able to I.D. a maple tree and 3 of its parts and their functions.

Environment & Ecology Standards Addressed: 424. A,B 444. B, C 464. B 447. C 487. A

This will be a guided tour on the Nature Center Grounds: you will be visiting four individual learning stations. The stations will be organized to cover the following topics:

1. Gaining insight into the sugarbush and its role in the Native Americans life. 2. History of the settlers and the Maple Sugar farmer. 3. The process of photosynthesis and actual tapping of maple trees. 4. The evaporation and sugaring-off process.

Monroe County Conservation District. Following is an outline of each teaching station. An Appendix is located at the end to give you a complete teaching lesson with each station. Station One: Native American History - APPENDIX A

I. Welcome the school to the SUGARBUSH- A locale in the woods made up mostly of maple trees.

A. Discuss the importance of the sugarbush in the Native American lifestyle. II. The legend of how maple sap was discovered - APPENDIX B A. What is a LEGEND - A popular story handed down from the past that may or

may not be proven as true. III. The importance of maple sugar to the Native American IV. The Native American method of tapping the trees. A. Tools and utensils involved. B. How were these tools made. What were they made from. V. The evaporation process used by the Native Americans. (Please demonstrate this

method by dropping hot, rounded stones into a small wooden trough with wooden utensils.)

VI. Discuss the rotation of Native American travels through the generations due to what was available in their surroundings.

VII. Exhibit of wooden cooking vessels and utensils used by the women. VIII. Discuss the Lenape Native Americans as agricultural people and their staples. A. How did syrup and maple sugar play an important role as a food source.

Station Two: Settler History and the Maple Sugar Farmer - APPENDIX C

I. Arrival of settlers from England. A. When did they arrive

B. Their method of transportation; space available on board; the idea of minimal possessions were brought with them.

II. Meeting between the settlers and the Native Americans. A. Introduced to new ways of agricultural farming. B. Living off the natural items of the woods and fields.

1. Staghorn sumac - importance to the settler. An explanation is needed about the various kinds of sumac and that this particular kind of sumac is non-poisonous.)

2. Problem of scurvy. 3. Discuss the PITH of the sumac plant - inner core of the plant.

III. Demonstration of the way to make a sumac spile. IV. The role of the youngster in the life of a maple sugar farmer. V. The technical changes through the generations of maple sugaring.

A. Efficiency - Augers, metal drills, metal spiles, plastic tubing. B. Quantity and Quality. C. Commercialism.

Station Three: Tree tapping, equipment, and photosynthesis - APPENDIX D

I. Introduction to the Maple Trees A. Identification B. M.A.D. Horse

Monroe County Conservation District. C. Characteristics of buds, twigs, leaf scars, etc.

II. Importance of proper identification. III. The Photosynthetic process - Use the cross section on exhibit to point out the workings of a tree. - APPENDIX E

A. Bark B. Phloem C. Cambium Layer D. Sapwood E. Heartwood F. Annual Rings

IV. The "How-to-do-it" lesson-proper use of tools and equipment. The group will tap its own tree.

V. The problems if the tapping process is not done correctly. VI. What is the reason that we use roof covers on our buckets.

VII. When sugaring season ends we pull spiles and trees will slowly close the hole over a period of 1-2 years. A scar will form, but no real harm to tree.

Station Four: Evaporation Process: - APPENDIX F

I. Maple Sugaring - Truly a North American Industry. II. Location of the bulk of our maple sugar industry. III. The actual evaporation process here at the Nature Center.

A. Allow student to taste sap water. B. Collection of sap to evaporating pans. C. Construction of hearth; importance of the fire's temperature and

location of main heat. D. Important temperatures to remember: 212 degrees and 219 degrees. E. Skimming. F. Filtering G. Changing into syrup H. Sugaring Off I. The determination of syrup grades by weight and color. J. The taste test between the store bought syrup and the tree maple syrup.

IV. The present day commercial evaporating process.

A. Storage tanks. B. Tractors on large acres of land. C. Plastic Tubing D. Mechanical mixers and evaporators. E. Hydrometers. F. Mechanical graders. G. Sugar Shack. H. Candy Thermometers.

V. How much sap makes one gallon of syrup - between 45-55 gallons of sap water from the

maple tree, VI. When do you get sugar.

Conclusion:

Monroe County Conservation District.

One question that we want to leave with the students is the idea of how maple sugaring really got its start! We learned the secret from the Native Americans and it was handed down through the generations of people to get to the commercial operations of today. How do you think the Native Americans discovered the secret of sweet sap water - not through legends!

We know that the Native Americans spent their days watching the plants and animals that went through daily life with them. It is thought that possibly, The Native Americans could have seen some type of animal (sapsucker, squirrel, porcupine, or insect) on a tree and take a taste of the sap water themselves. The Native Americans, being the curious people that they were, wanted to discover what the animal liked so well. The Native Americans gave it a try and tasted it! They found it to be good and began to collect it on their own as did the animals that they imitated.

APPENDIX A

Native American History. The sugarbush is a place in the woods consisting mainly of Maple trees. This is where the Native Americans would spend four to five weeks of the year from late February to early March. After Maple season they would leave the sugarbush and return to their usual communities. The Algonquin name for maple sugar is SINZIBUCKWUD. One women in the tribe was responsible for the sugarbush and she would be in charge of 1500-2000 sap collecting vessels. It was necessary for the braves and squaws to help the woman tap and collect the sapwater. Sugar was an important product to the Woodland Native American Tribes. Native American hunters took the sugar with them during their Winter hunt as a food source. (The Eastern tribes were known to have very bad teeth because they consumed so much sugar.) The North Eastern American Native Americans called this season the "Maple Moon" and the Native Americans celebrated with dances and ceremonies in hope of a generous sap flow. The Native Americans would collect the sap water in bark vessels which were hung below a gash made in the tree. The gash was made with a tomahawk and the sap water would drip down through a reed which was inserted into the gash. After the vessel was filled with the sweet sap water, (this took quite a while depending on the weather) the Native Americans would drop heated rocks into a clay coated wooden trough and force the water to evaporate out of it. As soon as these rocks cooled, they were removed and reheated, and new hot rocks were dropped in. This process was repeated until the water was gone and only the sticky syrup was left behind in the vessel. The collecting vessels were made of Birch bark (also Elm and Basswood) and tied together with thin wood fibers, were sealed with pine resin, clay, mud or bear fat, and usually held one or two gallons. The same trees were not usable year after year as the gashes were so large that the trees would become infected. So each year a new sugarbush would have to be found. The Native Americans were constantly moving through the woodland so that after fifty years a tribe would likely have made a circle and returned to the original sugarbush.

The Native Americans' favorite three vegetables were beans, squash and corn. It was with these three vegetables and maple sugar that their stews were made. The maple sap water was changed into syrup and heated further so that it would become maple sugar. This was the easiest way to store it for future use. It was kept in large Birch bark containers called MOKUKS. Gum sugar or Jack wax was a favorite of the children-hot maple syrup was poured on the snow to become gooey and waxy and then put into cones of Birch bark for the children to enjoy like candy.

APPENDIX B THE LEGEND OF MAPLE SYRUP

There is an old Iroquois legend about the discovery of maple syrup.

One early March day Woksis, a mighty Native American chief, was preparing to go hunting. He gathered his bow and arrows, wrapped his warm robe about his shoulders and yanked his

Monroe County Conservation District. tomahawk from the maple into which he had hurled it to rest the night before. Then Woksis bid his wife farewell. "May the Great Spirit grant you good hunting," she said, and Woksis went off for the day.

As time wore on, the sun climbed through the heavens, the air grew warm and from the gash in the maple tree made by Woksis' tomahawk, a liquid (sap) flowed into a wooden vessel that happened to be nearby. Night began to bring darkness to the skies and Woksis' wife came to draw water with which to cook the evening meal. Woksis would soon return with his catch and she wanted everything to be in readiness. But as she stooped to pick up the vessel, she saw it was already full. Being a good and practical woman, and seeing this would save her a trip to the stream, she tasted the water and, finding it pleasing, set it to boil over the fire.

Since game was plentiful, and the Spirit of the Forest favored Woksis, he did not return until the night sky was bright with stars. As he approached his camp, he detected an unknown but blissfully sweet aroma on the night air. The water in the vessel had boiled down to maple syrup which lent its unique sweetness to the evening meal. And so, says the legend, was maple syrup discovered.

APPENDIX C

Settler History - The settlers came over from England in the 1600's - 1700s. When they left England they brought very little with them from their established homes because there was little space aboard their ships. They brought only the bare necessities: one or two cooking pots, a few cooking utensils and perhaps a few sewing needles, mostly things made of iron when they knew would be scarce in the new world. Once here they eventually met the Woodland Tribes, became friendly and shared many ideas. The Native Americans taught the settlers much about agriculture and their three staple food crops, squash, beans and maize, or corn. The Native Americans introduced the settlers to the Staghorn sumac plant which proved to be beneficial to the settlers in two ways. Many of the settlers had scurvy, a physical condition caused by a lack of vitamin C. As they ate the sumac berries, the scurvy disappeared. The settlers called the sumac Staghorn because the plant's shape and structure and velvety covering reminded them of a deer-like animal they remembered from home called a stag. The pith, or central portion of the stem of the sumac is very soft. As the settler sat around his fire in winter preparing for the maple sugar season, he would take his red hot firewood poker and burn a hole through this pith to make a hollowed out tube called a spile. It was necessary for the settler to concentrate hard on collecting as much sugar as possible during the season, because sugar was a part of his diet, just as it had been with the Native Americans. The maple sugar farmer would take this wooden spile, used for collecting sap water from the tree, and whittle away the outer bark to protect it from rotting. Then he would carve one end into a narrow edge to fit into the hole in the tree and cut out a lip on the other end so that he could watch the sap flow. The same wooden spiles would be used year after year and the average farmer would be tapping several hundred trees a season. A small notch would be made in the upper side of the spile from which to hand the collecting bucket. The maple farmer used wooden buckets and eventually, with the metal they brought from England, developed stronger buckets.

The children in a family played an important role in maple sugaring. They had to learn early to identify a Maple tree as they were in charge of putting a bucket at the bottom of each maple tree to be tapped in the sugarbush. Usually about 500 trees. The maple sugar farmer would then go to each tree where the children had left a bucket and make a gash in the tree. If a child placed a bucket below the wrong tree, the farmer's time was wasted.

As these items became available, the farmer eventually used a metal auger (a metal instrument used to bore holes) and metal spiles. The pioneers could not afford to damage trees because they were not as mobile. Maple sugaring was a lengthy process then and still is now, and taking advantage of new methods increases production and quality of the finished product.


APPENDIX D

Tree Identification, Tapping and Photosynthesis. Trees can be identified by the color of their branches, the shape of their buds and the way in which this branching occurs. Maple trees have opposite branching; the branches on the twig are directly opposite one another. There are only four trees on the East coast that have opposite branching. They are easily remembered by thinking of the word M.A.D. HORSE (Maple, Ash, Dogwood, and Horsechestnut). Sugarbushes are usually made up of one type of Maple tree. The best Maple trees for tapping are, of course, the Sugar Maples, but the Red Maple is also acceptable. The Sugar Maple has long pointy buds and tan colored twig bark. The Red Maple's twigs are reddish, and the whole twig will have a reddish tinge.

Tapping the tree is done with a drill and a bit. This is done about 3 ½- 5 feet from the ground and about 2 ½ inches into the tree. The tree should be tapped on the side where there are the most limbs, or the biggest limbs. A hole should not be made in direct line with old sap holes because a hole directly above an old hole will yield no sap and tapping directly below can injure a tree. A Northwesterly wind will keep the sap cold. Once a tap hole is made, the wood dries, so a tap hole bored into the same spot later will not yield sap. It is necessary for the tree to generate growth to cover over bore holes to prevent decay. Tapping too far into a tree will result in reaching heartwood which will not yield sap either. Drilling is done on an upward slant to utilize gravity for a maximum sap run. A tree must be at least 10 inches in diameter for tapping, and a much larger tree can be tapped in two or three places during one season. Some trees can be tapped for as many as one hundred years. Once the hole is made, a metal or sometimes wooden spile is forced into the hole with a spile driver (or spout driver) to a depth of about three inches. Wooden spiles are usually driven into the tree with a wooden mallet. Immediately a bucket is hung on the spile to collect the sap water (sap water is 2% sugar and 98% water so it will not taste very sweet at this time.) A cover is placed on the bucket at this time to prevent any extra rain water or snow from getting into the bucket and to keep out as many insects as possible. (The sap water will be filtered later.) Sap water runs on the freeze and thaw method. Freezing nights and warm sunny days produce the most sapwater. At night the water contracts and during the day it expands slowly, creeping up the tree trunk. As the season progresses, the maple sugar farmer catches some of the sap flow in its ascent up the tree. As the sap reaches the tree's buds they begin to swell with new life and this means the end to another maple sugar season. At this time the sap water gets dull and milky and has an extremely bitter taste. (Almost the consistency of egg whites).

As the sugar water (which has been stored in the roots from last Fall until now) reaches the leaves, they begin to grow and open toward the sun. The photosynthetic process begins again as the leaves grow. Through these tree leaves, the tree makes food from the sunlight, water and CO2, and makes enough to store away in the roots for use the following Spring. This cycle continues from Spring to Spring every year.

APPENDIX E Cross-section of a tree 1. Outer bark-insulates the tree from weather and protects it from injury. 2. Phloem-carries food made in the leaves (photosynthesis) to the cambium and through the tree. 3. Cambium-forms the cells for the new bark, outward, and the yearly rings of new wood inward. 4. Sapwood-carries water with minerals from roots to leaves. 5. Heartwood-old sapwood, now inactive which is very hard and dense. 6. Annual rings-tell the age of the tree and what each year was like regarding water and drought

Monroe County Conservation District. conditions.

APPENDIX F

Evaporation Process: If you were to walk into a sugarshack (a small building especially designed for turning sap water into syrup) there would be steam filled with the scent of maple syrup in the air. While maple sugaring is also done in Canada, it is truly an North American industry. We are indebted to the Native Americans for our first knowledge of an art which is mainly practiced on the East coast of this continent. The bulk of the syrup and sugar is made in five states: Vermont, New York, Ohio, Pennsylvania and New Hampshire.

What is the evaporation process all about? The sap water which has been collected from the trees is boiled to extremely high temperatures so that the water boils off into steam (moisture) in the air and a gooey substance is left which is called syrup. If this gooey substance is boiled more it will eventually turn into sugar. Water boils at 212 degrees Fahrenheit. At exactly 219 degrees or 7º above the boiling point, the sap water will form into syrup. A good fire must be maintained continually to keep the temperature up. The sap water is taken from the trees and filtered through a cloth to remove impurities (spider legs, bark pieces, etc.) then the boiling process is started to evaporate most of the 98% water which the mixture contains. With constant stirring the substance foams up removing more of the impurities and minerals not needed for syrup. The foam is skimmed off the top and if excessive foaming occurs butter is dropped in to slow the process. The sap water is beginning to become syrup when crinkling occurs on the surface or the syrup beads when it is dripped off a spatula. When these signs occur the liquid (now nearly maple syrup) is transferred to a "boiling off" stove where the final boiling is done for perfect grade A syrup.

Syrup is graded from good to poor by the amount of impurities it contains, the color of the syrup and its weight. The lighter, more amber the color, the better quality the syrup. Nowadays some producers dress up their “maple syrup” with corn syrup and artificial ingredients for taste and consistency.

Sugar maple farmers use a metal evaporator because metal is a good conductor of heat and allows the farmer to keep the temperature fairly consistent. These evaporating pans can be very fancy, with mechanical stirrers and movable partitions which monitor the sap water's progress for perfect quality syrup. Some farmers still use horse drawn sleds to collect their sap buckets and bring them to the sugar shack for evaporation, but modern American technology has made most of the old methods extinct. Most of the syrup is bottled in fancy jug containers and is expensive because of the time and energy necessary to produce it. Depending on many factors, it may take 30-50 gallons of sap water to make just one gallon of syrup!

The “Season of the Maple Moon”

Every year some time during the month of February a flurry of activity occurs throughout sugar bushes in the Northeast. A “sugarbush” is not a bush at all but rather a place where several hundred maple trees can be found. Any maple tree will do - red, sugar, silver, Norway - but it must be a maple tree. These maple trees are “tapped” (a hole is drilled in them) to collect some of their sweet sap.

Making maple syrup is an age-old tradition that actually began with the Native Americans. These people that lived off the land in a much different way than any other culture relied heavily on maple sugar (the solidified version of maple syrup). They called this time of the year the “Season of the Maple Moon.”

Monroe County Conservation District. The Native Americans used their tomahawks to put a deep gash into the tree with

the hopes of warm temperatures and longer days to make the sweet sap that had been stored in the tree roots all winter rise. The sap which contains mostly water and a little sugar is a vital part of the cycle that the tree maintains each year. Only a small percentage of the sap is taken from the tree so it is not to harmed. The sugar part of the sap is crucial for the buds to swell to produce the leaves that will make food for the tree.

Once the sap began to “flow” (it only drips out of the tree), it was collected in birch bark vessels. These vessels then were left to the charge of one of the “older” women. Small fires were built and round rocks were placed in them. Once hot enough from the fire, the rocks were put into the vessels. This was a very slow process, however the rewards were sweet! The sugar they made was very important for sweetening their food and providing energy.

The pioneers, eager to learn anything that might help their meager survival efforts were very interested in learning about this process and were highly motivated too because they didn’t have any sugar. The pioneers learned quickly, however, that the Native Americans’ maple sugaring methods were such that most of the trees that they “gashed” died. As a result, that Sugarbush could not be used until new trees grew large enough to begin harvesting the sap.

The pioneers altered the methods of the Native Americans to suit their needs. The changes were very effective and the syrup provided the pioneers with a way to sweeten their food. The process was labor intensive and required the entire family to participate. Although the pioneers did not celebrate the “Season of the Maple Moon” in the same way the Native Americans did, maple sugaring did become an integral part of their year.

Today, although the methods have been altered further, the process is still exactly the same. Sap must be collected, cooked for a long period of time, then bottled. One such sugarbush exists in Marshalls Creek at Meesing Nature Center located on Delaware State Forest property. Meesing Nature Center’s Sugarbush is operated by naturalists of the Monroe County Environmental Education Center. Each year the naturalists gear up for their maple sugaring season programs. School groups, day care centers, scout groups and others enjoy a program where they learn how maple sugaring started and how we make it today. Monroe County Conservation District, 8050 Running Valley Road, Stroudsburg, PA 18360 570-629-3060, www.mcconservation.org

Adapted from Discover a Watershed Series and the LaMotte Water Quality Kit

Objective: Students will be able to:

1. Define the terms watershed, headwaters, and mouth of a stream. 2. Describe the flow of a stream, potential sources of point and non‐point

source pollution, and how to test for water quality 3. Identify at least three macroinvertebrates found in local streams and

which water quality indicator group they belong in. 4. Explain verbally or in writing how point and non‐point source pollution

affect them as an individual, using their knowledge of water quality indicators. Students should be able to make a connection between the stream’s water quality and their daily lives.

Background: Water is plentiful here in northwestern PA and because of that it is often taken for granted. Within city boundaries, where does our water come from – a cistern? A well? Rain? Many folks may say “the water tower!” and while that is correct, how does the tower become full? In truth, the origin of our city water is drawn directly from Lake Erie. But what happens to our water in between the Lake and our faucet?

The water is pulled in from over 7,000 feet out into Lake Erie. Before it reaches our faucets, it must be filtered and chemically treated for bacteria. Routine testing is done to ensure clean water is traveling to our homes and businesses. Test results are posted on the Erie Waterworks website, www.eriewater.org, along with a full history of Erie Waterworks and their mission.

What about water drawn from a well? Depending upon the depth of the water table, wells can be drilled as shallow at 20 feet or deeper than 100 feet. The water is then pumped up the intake pipe, through a home filtration system, and through the pipes to the faucets. But do homeowners know the quality of their water?

Introduction:

Introduce yourself and ask students what they know about water. List it on a chart or board. “Is all water safe to drink? How do you know? Perhaps most importantly, where does the water at school come from? At your home? And where will it go when it disappears down the sink/drain?” Discuss students’ ideas. Explain that we will be testing the water quality of the headwaters of Mill

Stream Study

Academic Standards: 4.1.7 Watersheds and Wetlands 4.2.7 Renewable and Nonrenewable resources 4.3.7 Environmental Health 4.6.7 Ecosystems and their Interactions 4.8.7 Humans and their Environment

Materials: 4 beakers at least 100ml, blue food coloring, water, 10ml graduated cylinder, pipette, Phosphate, Nitrate, pH, Dissolved Oxygen, Turbidity, and Temperature test kits, stream boots, kick sein, hand‐held nets, white sheet and ice cube trays, test result recording sheets, clipboards, pencils, camera (optional)

Whiteboard


Creek. Not only will we be doing chemical testing, but also other tests that can indicate how healthy the water is in a particular location.

Activity 1 (15 minutes) – What’s Your Limit?

Everyone has standards – think about the academic standards at your school. Standards are marked by grades, and these grades will tell you if your performance and understanding of the subject are passing certain standards.

It takes a lot more work to improve a low grade than it does to maintain a high grade.

Standards also apply to water quality before it is delivered to your home/school/business. The EPA and other local agencies make sure that the water that is delivered to you meets the standards that they have set to keep a population healthy. Before water comes out of the faucet, it is filtered and treated with chemicals. Agencies also try to keep pollutants out of the water so the maintenance of the water is easier, rather than try to improve poor water quality (remember your grades?). If agencies cannot improve water quality to maintain the set standard, they must change their way of treating the water, or find a new water source ($$$$$$$$$).

1. Show students a glass of water. Ask if they would drink it, and why? What might you want to

know before drinking it?

2. Now show 100ml of blue water. It is a ‘pollutant’. Ask if the students would drink it. What sort

of pollutants might you find in drinking water? (Look for specifics related to everyday life, such

as lotions, soaps, medicines, oil, paint, etc. Have students think about what they wash down

the drain doing projects at home and at school).

3. Take 10ml of the blue water and mix it with 90ml of clear water. Would they drink it now?

Explain that the concentration is 1 part per 10.

4. Now take 10ml of the diluted solution and add it to 90ml of clear water. Would they drink it

now? Concentration is 1 part per 100.

5. Continue dilution steps four more times until you have 1 part per million. Would they drink the

solution now? Explain that ppm is how agencies measure treatments and pollution in water.

Although dilution is helpful in the treatment process, other steps are also needed, such as

adding chemicals like chlorine to kill bacteria. Now let’s check Mill Creek!

Prep 1. Explain the guidelines to working in the field: Leave things where you find them (benthics will

be returned), speak quietly, and stay with the group.

2. Explain the steps to checking water quality

a. Observing the surrounding area. Is there a slope? Trees? What kind of vegetation?

They can only record what they see, not what they infer (hiking traffic, etc.)

b. The chemical tests they will be performing are: nitrates, phosphates, pH, dissolved

oxygen, turbidity, and temperature.


i. Nitrates – measures nutrient level, acts as a fertilizer, increases algae and

plant growth

ii. Phosphates ‐ measures nutrient level, acts as a fertilizer, increases algae and

plant growth

iii. Dissolved Oxygen – measures the level of oxygen dissolved into the water

used by bacteria to break down organic wastes. In polluted and slow‐

moving waters, the bacteria use most of the dissolved oxygen, depriving

other animals of air.

iv. pH – measures the activity of hydrogen ions in the water (how acidic or

basic the water is)

v. Turbidity – measure the clarity, or how clear, the water is

vi. Temperature – measure how hot or cold the water is, affects the tolerance

level of plants and animals

c. The benthic test will involve using a kick sein and studying the invertebrates found

in the stream.

3. Depending upon age group, further study and comparison may be done with the well water,

tap water, or wetland samples.

Activity 2 – Stream Study

1. Take students to pre‐determined spot at the stream. Begin by having students do an

assessment of the surroundings. Have them utilize sketches, lists, and/or outlines.

2. Split group into Group 1 and Group 2. Have one group begin the chemical testing, following

the instruction cards and properly recording their answers. Have the other group begin the

benthics study and properly identifying and recording their findings. When groups have

finished their tests, switch. If the chemical test group finishes first, additional activities include

assisting with benthic identification, hiking upstream/downstream for surrounding

comparisons, or surrounding tree/plant identification. Be creative!

3. Bring students together as one group. Weather permitting, meet in outdoor classroom, or

bring them inside. Have a whiteboard chart ready to organize their results.

4. Have a chart already drawn on the board, and right their results in the chart. Challenge

students to find the average and discuss how scientists often discard the lowest and highest

data before averaging, or any unusual information. Looking at the cumulative results, what is

the chemical health of the stream?

5. List the invertebrates found. Let students discuss their thoughts on the process and results.

What do the benthic results tell us about the health of Mill Creek?


Additional Activities

For older students with extra time available, teachers may choose to continue the water quality study

and chemical testing by comparing our municipal water supply or our well water supply.

Conclusion

1. Review with students where water in Erie County originates.

2. Review the various testing with them, both chemical and benthic study. Focus on why we use

these tests and why their results are important to our lives. Help students make a connection

with what they experienced with what they know at school and home.

3. Introduce the question “Where does all this water go?” What do we put into our water

everyday – if time, have students list what goes down the drain in their daily lives (waste,

toothpaste, soap, leftover drinks, food waste, medicine, cleaners, etc.)

4. How will this addition to our water supply affect plants, animals, and us?

Assessment

1. Explain ppm. How does that measurement affect our drinking water?

2. Where does Erie’s drinking water come from and go? What are some tests we can do to check

the safety of the drinking water?

3. Where does well water come from? How can homeowners test their drinking water?

4. How can we, in our everyday life, help keep our municipal drinking water clean? Why should

we bother, when there are treatment facilities available to clean it for us?

5. What are some ways that our wells can become contaminated? How can we keep them clean?

6. How does a contaminated well/water system affect us?

7. How does the surrounding area of a stream affect the water quality of the stream?

Trout in the Classroom Release Day Macroinvertebrate I.D.

Washington County Conservation District Jennifer Dann – Watershed Specialist

www.pawccd.org

This activity has traditionally been done for between 30‐45 minutes, this lesson was developed for 5th grade

students and is to be done outdoors near a stream for easy exchange of macroinvertebrates throughout the day

(for the trout release day we do this activity 5 times a day with different groups of students)

The overall goal is to teach students about how macroinvertebrates are important for the stream food web and

also for determining the water quality of a stream

Materials needed to complete the activity:

o Macroinvertebrate I.D. guides (PA Fish & Boat black & white handouts)

o 5‐10 Small trays (preferably white), depending on the number of students

o Forceps (approximately 2‐3/tray)

o Magnifying glasses

o Pencils

o Clipboards

o One page chart for students to fill out on what they find/I.D.

o Kick net or D‐ring net

o Bucket for collecting fresh water

Evaluation Tools

o Observation – are kids able to use Key to I.D. macros

o Keep record of their I.D.’s for end wrap up of lesson

Outline of the Lesson

Before students arrive: collect live macroinvertebrates from a nearby stream and divide

macroinvertebrates evenly into the number of trays you will need for the lesson. I usually include a

small rock or two in the tray for shade and hiding places.

When students arrive: Begin with describing what macroinvertebrate means, separate the word to help

students

Discuss reason macroinvertebrates are important to trout/food web

Discuss pollution tolerance of macroinvertebrates and why we sample for them in streams

Then discuss how to use the macroinvertebrate key to I.D. each macroinvertebrate

Break students into small groups, no more than 4 to a tray (depending on the size of your trays)

Give students 10—15 minutes to I.D. as many living macroinvertebrates as possible, while recording the

results on the provided sheet. Be sure to go over the rules of handling macros, 1) do not leave them out

of the water, 2) be careful with the forceps; do not crush them, 3) do not splash the water out of the

trays, etc. It is always nice to have teachers or volunteers there to help the students I.D. the macros

with the keys provided.

Once they have identified as many macros as they can, then bring the students together to review what

they recorded on their sheets. Ask students to raise their hand to tell us what their group found (and if

you have a ‘one of a kind’ macro that only one group got to see, then pass around the tray for other

students to observe)

Once you get a tally of everything they found, then review with them what the results mean in terms of

pollution tolerance

Make sure the students make the connection to what that means for the health of the stream and for

the health of the trout they released into the stream.

Once the lesson is wrapped up, release the macros back into the stream and clean up materials (if you have

multiple sessions of this activity, then try to exchange your macroinvertebrates as often as possible).

Materials/Photos:

Comments: This lesson plan can also be used if the students are allowed into the stream, just use a kick net and have the

students take the samples. But we modified it for a large number of students who are not supposed to get into the

stream during their field trip.

This poster is 2x3 foot and is hung up at the event site to help students

better I.D. the macros and understand the pollution tolerance.

Faucet Aerators These faucet aerators attach to the end of your faucets to

reduce water flow to save water and energy. A standard

aerator flows at 2.2 gallons per minute (GPM). The 0.5 GPM

aerator is for your bathroom faucet, saving 77%! And, the

1.5 GPM aerator is for your kitchen faucet, saving 32%! The

aerator works by introducing air into the water stream

resulting in high pressure flow while reducing water and

energy usage. The kitchen faucet aerator includes a low flow

valve to slow the flow while washing dishes.

Faucet Aerator Installation

1. Remove the old aerator with your fingers or a wrench.

2. Stick your finger up into the faucet end to check for

washers and remove them.

3. Turn the water on to flush debris from faucet.

4. For inside threaded faucets, use both rubber washers

as received in the aerator. For outside threaded

faucets, remove the top washer and leave the smaller

bottom washer. Twist on and hand or wrench tighten. Do

not over-tighten.

5. Occasionally remove the aerator and flush faucet and

rinse the aerator screen to remove sediment.



















not over-tighten.





















not over-tighten.





















not over-tighten.





















not over-tighten.





















not over-tighten.



Military Shower On/Off Switch This on/off switch slows the flow of water streaming from

your showerhead. It will reduce the amount of wasted water

while you lather with soap. It’s a great compromise for those

of us who can’t bring ourselves to face the cold air and cold

water as a result of completely shutting the water off.

Military Shower Installation

1. Remove the showerhead by hand or with a wrench.

2. Turn the water on to flush debris from shower stem.

3. Rinse out the screening for the showerhead.

4. Cover the outside threads of the stem pipe and the

military on/off switch with Teflon tape

5. Twist male end of switch into the showerhead and the

female end of the switch onto the stem and tighten with

a wrench. Do not over-tighten.

6. Occasionally remove the switch and showerhead and


















































































0.5gpm Faucet Aerator

Flow Meter Bag Shower Timer

Toilet Tank Bank

Shower On/Off Switch

Leak Detector Dye Tablets 1.5gpm dual setting Kitchen Aerator

Toilet Fill Cycle Diverter

Monroe County Conservation District

Pleasant Valley 4th grade

Water Habitats

Focus: This unit involves the students in an in-depth look at the 2 categories of water habitats in

the Poconos; Open Water (Pond & Lakes, Rivers & Streams) and Wetlands (Bogs, Swamps & Marshes).

Goals:

A. Students will be able to define a water habitat as a natural area where water collects.

B. Students will be able to list 2 categories of water habitats and the types of each with understanding of the differences between them.

C. Students will be able to draw and explain a picture of the water cycle.

D. Students will be able to list 5 plants and 5 animals that live in a water habitat.

E. Students will be able to list 3 functions of a wetland.

F. Students will understand that there are laws protecting wetlands.

Standards:

4.1.4 A, B, C, D, E 4.2.4 A 4.3.4 A, B, C 4.6.4 A, B, C 4.7.4 A, B 4.8.4 B,C 4.9.4 A

Dates:

Classroom Visits: 1 ½ hrs. 1 class at a time. Dates: begins first week of October

Field Trip - TC Bog: 2 hrs. 2 classes at a time. Dates: begins second week of October


Pleasant Valley Fourth Grade – Pocono Water Habitats Time: 1 1/2 hours I. Introduction: Yourself, MCEEC, today’s program. II. Review previous years:

A. Kindergarten- Seasonal Changes, Winter Bird feeding B. 1st grade- Plants and Weather

III. Blackboard Discussion: (student involvement)

A. Life Needs: - Food - Water - Air - Shelter - Space

B. Pocono Habitats: - Forest-Trees

- Field-Grass - Water Habitat - Water

IV. Slideshow – “Water Habitats”

A. Stress to students that they should pay attention to the different types of water habitats mentioned in the slideshow so they can participate in the discussion afterward.

V. Pocono Water Habitats – blackboard discussion with student participation.

A. Open Water Habitats – An area where surface water is always present and no trees or shrubs are growing in it.

Two types: 1. Lakes and Ponds – calm water 2. Rivers and Streams – moving water

B. Wetlands – An area that at least periodically has waterlogged soils or is covered by shallow surface water

with plants growing in it.

Three types: 1. Marsh - soft stemmed plants i.e.. cattails 2. Swamp - woody stemmed plants i.e. trees and shrubs 3. Bog - both soft and woody stemmed plants, also acidic

habitat


VI. Water Cycle

A. Draw water cycle on board with emphasis on private wells, in-home water usage, on-lot septic systems and wetlands. Mention PV’s spray irrigation system. (Address reservoirs and central sewage systems briefly.)

B. Discuss Laws related to wetland conservation.

1. WETLAND REGULATIONS protect the surface of the wetland from being dug up or filled in.

2. In Pennsylvania, there are federal (U.S.), state (PA) and local (Monroe Co.) wetland regulations (LAWS). a) FEDERAL (U.S.) Clean Water Act, Section 404

(1) Who’s in Charge? The U.S. Environmental Protection Agency (EPA) (2) It says – Wetlands cannot be filled in. (unless a proper permit is acquired).

b) STATE (PA) – Clean Streams Law, Chapter 105, Code Title 25, PA Code (1) Who’s in charge? – PA Department of Environmental Protection (DEP) (2) It says – Wetlands cannot be dug up or filled in. (unless a proper permit is

acquired) . c) LOCAL (Municipalities in Monroe County)

(1) Who’s in charge? – Township Supervisors and Borough Councils (2) It says – Each area has different regulations but all wetlands are protected.

3. ***So who’s in charge? They all are!


VII. Who Lives Here Activity A. Bring in various pond critters:

1. Tadpoles 2. Newts 3. Bluegills 4. Dragonfly nymphs 5. Diving Beetles 6. Caddis fly 7. Isopods, etc.

B. Place in separate containers in classroom C. Rotate containers around the room so that students can record data on Data Sheet for all organisms. D. Discuss creatures and their adaptations as a class as much as time permits.

VIII. Wrap-up A. Field Trip to Bog – how to dress, what to expect. B. Q & A

Materials : Projector, slideshow, extension cord, script, pond critters, tubs, dip net, data sheets


Pleasant Valley Fourth Grade Tannersville Bog Visit

I. Set up

A. 2 classes at a time for 2 hrs. - 1 Environmental Educator per class B. Bus drops the students off at gravel access and then returns 2 hrs. later for pick-up

II. Short introduction in access area, then groups divide by classes and begin tour.

A. Group #1 - takes shortest trail over Indian Ridge and onto boardwalk. B. Time - schedule hinges on finishing at creek platform 45 minutes before bus is scheduled for pick-up C. Group #2 - takes trail to the left around Indian Ridge and onto boardwalk. D. Time - schedule hinges on getting to creek platform approximately 40 minutes before bus is scheduled

to depart III. Each group does basically the same things but in a slightly different order. Important points to discuss

include: A. The Nature Conservancy B. Bog formation C. Spaghnum moss D. Animals and plants of the Bog E. Wetland functions

(see accompanying information for more details) IV. Students will each have a clipboard and will receive a pencil and data sheet at some point to record pictures

and information on plants and animals in the Bog. V. Each Environmental Educator has different ways to explaining the Bog and order is not all that important as

long as the general information is presented. VI. Materials:

A. 1 clipboard B. 1 pencil C. 1 data sheet

per student


Life Along The Boardwalk I. Background Information

A. Introduce concept of SUCCESSION: One living thing replacing another in a continuous Cycle of Life. B. Introduce idea that 15,000 years ago the glacier retreated leaving behind a huge lake (+700 acres) and very slowly that lake became a bog. Scientists aren’t exactly sure what it will become if left alone.

II. BOARDWALK

A. FOUR different zones of Vegetation (Explain and investigate each) 1. ZONE #1 - Hardwood trees (Maples and Birches) encroaching on the wetland. 2. ZONE #2 - Large wetland shrubs (Blueberry, Swamp Azalea, Alder, Poison Sumac) 3. ZONE #3 - Wetland evergreens and conifer (American Larch - deciduous, Blue Spruce - evergreen) 4. ZONE #4 - Bog Shrubs, including Leatherleaf, Bog Rosemary, Cranberry, Sheep Laurel, Bog Laurel and unusual plants like Pitcher Plant.

B. Investigate a Pitcher Plant closely and explain how it works. C. Investigate a Sundew closely and explain how it works. D. Observe and experience an unusual Natural Area, as we stand here, it's easy to imagine we have left the Poconos and traveled 300 miles north into a Canadian wilderness.

E. Close your eyes and use your other senses to experience this place.

III. Return to the FOREST

A. As we leave and return to the FOREST see if you can observe the ZONES change that we talked about and observed on our way in.

IV. Other interesting plants to point out on boardwalk or wetland excursions:

A. Gold thread B. Various ferns (Sensitive, Cinnamon, Marsh, Royal) C. Marsh Marigold D. Lichens E. Mosses


SPHAGNUM The Living Sponge

1. Transported by the last great glacier from its HABITAT in Canada. 2. A wetland plant that begins to grow along the edge of lakes and ponds and spreads slowly across the surface. 3. It divides (reproduces) by seed and also by breaking apart (vegetatively). 4. It has no roots, to survive it gets the food, water and air it needs by absorbing it through tiny air pockets (or

cells) that line the underside of each leaf. 5. It grows continually from the tip, is evergreen and can survive under water or snow for long periods of time 6. It is home for many small insects, animals and other plants. 7. It is a winter survival food for white tail deer. 8. It is useful for people in many ways:

to mix with soil in our gardens. to package and protect plants. to use as an emergency wound dressing.

9. American Indians used it for diapers and to cover wounds. 10. It can absorb 16 times more water than cotton. 11. It can hold large amounts of water that can then soak slowly into the ground.

a. Carefully pick up a handful of sphagnum moss from the Tannersville Cranberry Bog, imagine holding a plant the first piece of which was brought to this place 15,000 years ago by the Wisconsin Glacier, this plant as it divides over and over again could also be 15,000 years old.

b. Investigate it closely: See its shape, color, texture Feel its cool dampness Smell its damp, sweet fragrance Very slowly squeeze it into a small ball over your open hand See all the water it holds It's truly a living sponge Now slowly soak up the water in your hand again And carefully replace it to its home

11. Then instructor should show single piece with green tip and yellow middle and brown bottom and explain it has begun to decompose which releases tannic acid to make the Bog water dark brown and prevent many other plants and animals from living there.

12. Then dig a small hand full of decomposed peat from below sphagnum for them to touch and smell.

Monroe County Conservation District, 8050 Running Valley Road, Stroudsburg, PA 18360 570-629-3060, www.mcconservation.org

Terri Springer Resource Conservation Technician Fayette County Conservation District 724-438-4497 THE CHILDREN’S WATER FESTIVAL is a one-day educational event for sixth grade students in Fayette county. Through hands-on techniques and a lively atmosphere, students will discover the basics of water including, but not limited to: the importance of water to all life; the water cycle; the links between water, plants, wildlife and soil; and the effects of human activities on water and all of nature. The educational event will incorporate two Exhibit Halls to host a variety of general water information (20-30 different presenters), two keynote events/presentations and an Outdoor Experience Area. The presentations and exhibits will address the Pennsylvania Department of Education Academic Standards for Environment and Ecology. AG FEST is a one-day, educational event that teaches fourth-grade students about agriculture in Fayette County. The program is designed to help address the Pennsylvania Department of Education Academic Standards for Environment and Ecology - Agriculture and Society.Classes will spend 25 minutes at each of six, agriculturally diverse stations: Beef Cattle, Dairy Cattle, Poultry, Hogs, Horses, and Technology. Many students have never seen a farm animal up close and/or do not realize, or even think about where their food comes from. Therefore it is important that the youth of Fayette County be educated in agricultural areas. WATERSHEDS AND WETLANDS This is a partnership with Ohiopyle State Park. As a group (typically 3-5 of us), we visit as many elementary schools in Fayette County as we can, and present programs on the following topics by grade. The state park develops the lesson plans and we assist with the presentations both at the schools and at the park for the 3rd grade field experience. Grade Topic Kindergarten Water - Exploring the 3 phases of water 1st Fish – Exploring adaptations and behavior of fish 2nd Water Habitats - Exploring watersheds and water habitats 3rd Birds – Exploring bird adaptations, behavior and identification. Includes a spring field experience where the students go to Ohiopyle to do a bird hike and bird related activities. 4th Enviroscape - Investigating the benefits of wetlands 5th Build a Watershed - Investigating how a watershed works

Where Does Your Water Go? Berks County Conservation District 1238 County Welfare Rd. Leesport, PA19533 610-372-4657 ext: 211 www.berkscd.com Kate Keppen, Watershed Coordinator Program Description Using the EnviroScapes watershed model, students will learn about where their water drains to in their town. As part of this program, the water cycle and the definition of “watershed” will be covered. (If age appropriate (highschool), nonpoint source and point source pollution will be explained.) Students will also learn about how pollution gets into local streams and ways they can prevent the pollution from happening. By utilizing the EnviroScapes model, students will use every day items that will represent pollution and place them on the EnviroScapes model. For instance, to represent too much fertilizer, students will place green cool aid on the watershed model. Then to visually represent how rain can wash polluted stormwater into nearby streams, students will spray a squirt bottle filled with water to “make it rain.” Students are left with a murkey multicolored “stream” in the town that they just created. Then it is up to them to determine ways in which the pollution could have been prevented. Definitions: Water Cycle, Watershed, pollution, Conservation, (if applicable nonpoint source pollution and point source pollution) Photos: EnviroScapes (taken from http://www.enviroscapes.com/)

Age requirements: Varies. Ages should be grouped according to similar ages. However, program can be adapted from preschool to high school level (but not during the same program) Registration requirements: 1 to 30 students Indoor/Outdoor Setting: Can be adaptable to both. A sink will be needed to dispose of the water after the program if indoors. If outdoors, a grassy area will do.

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Conservation Education Programs Resource Guide

Submitted by: Brian J. Vadino Watershed Specialist, Delaware County Conservation District Office: 610-892-9484 Email: [email protected] Web: www.delcocd.org

Name of Activity: DELAWARE COUNTY ENVIROTHON

Activity Length of Time: Annual (One Day) Event

Overall Activity Goal:

The Delaware County Envirothon is an interactive annual High School competition designed to test a student's knowledge of Pennsylvania aquatics, forestry, soils, wildlife and a current issue topic that is updated each year. This standards-based environmental science program emphasizes environmental sensitivity with social, ecological, and economic balance. The goal of the Delaware County Envirothon is to provide students with the tools they need to become responsible stewards of our natural resources. Envirothon events are also conducted on the State and National levels in both the United States and Canada.

List of Materials/Resources Needed to Complete Activity:

The USDA Natural Resources Conservation Service, PA Fish and Boat Commission, PA DCNR Bureau of Forestry, PA Game Commission and PA Department of Environmental Protection, as project partners, collectively provide the station resources, learning objectives, and tests for the Envirothon. Evaluation Tools: Observation, Participant Surveys

Outline of Lesson: Partnering agencies develop and grade tests within each of the five topic areas.

Photos of Materials/Activity in Progress:

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Name of Activity: POSTER CONTEST

Activity Length of Time: Annual (One Day) Event


The Poster Contest is an annual event in which posters focusing upon various environmental themes are submitted by school students to the Delaware County Conservation District. The contest is open to public, private or home school students. Posters are submitted in categories by Grade: K-1, 2-3, 4-6, 7-9 and 10-12, and submissions are judged based on the entry’s conservation message, visual effectiveness, originality and universal appeal.

List of Materials/Resources Needed to Complete Activity: Registration Forms and Posters are submitted to the Conservation District.

Evaluation Tools: Submissions are judged based on the entry’s conservation message, visual effectiveness, originality and universal appeal.

Outline of Lesson:


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Name of Activity: SEPA RC&D CONSERVATION PLANTING TRAILER

Activity Length of Time: Ongoing/Year Round


The Conservation Planting Trailer Project is managed by the Southeastern PA Resource Conservation and Development Council (SEPA RC&D). The Project focuses on assisting groups and organizations in Bucks, Chester, Delaware and Montgomery Counties in restoring the region’s riparian buffers and other environmentally sensitive areas, by loaning them the various tools and equipment necessary to plant native trees, shrubs and other vegetation. The Project helps improve water quality in streams, ponds and wetlands, and also helps create beneficial habitat for wildlife and aquatic life.

Funding for this Project has been provided through the PA Department of Environmental Protection’s Environmental Stewardship Fund (Growing Greener Grants Program). Additional funding for the Project has also been provided by the PA Association of Conservation Districts and a combination of private sponsors.


SEPA RC&D Trailer Towing Instructions SEPA RC&D Equipment Use Agreement Tool and Equipment Check List

Evaluation Tools: SEPA RC&D coordinates and monitors usage of the Conservation Planting Trailer by groups and organizations within Bucks, Chester, Delaware and Montgomery Counties. A Facebook page has also been established to provide an opportunity for public comments/feedback regarding the project.

Outline of Lesson:


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Name of Activity: SOUTHEAST PA TREEVITALIZE WATERSHEDS PROGRAM

Activity Length of Time: Ongoing/Year Round. During the fall season, the Conservation District accepts applications for projects that are proposed to be conducted and completed during the following calendar year.


Since 2005, TreeVitalize Watersheds, led by the Pennsylvania Horticultural Society (PHS) in the five-county southeastern PA region, has focused on tree planting along stream corridors, adjacent upland areas, headwaters, and “naturalized” stormwater basins. Through this program, dozens of such watershed restoration projects are conducted throughout the region every year, resulting in thousands of trees planted in those sensitive water protection zones. The program receives funding from the Pennsylvania Department of Environmental Protection (DEP) and corporate sponsor Aqua PA, as well as substantial in-kind contributions from various partners.

TreeVitalize Watersheds depends on collaboration with six organizations that funnel, guide, and help implement watershed restoration projects in their service areas: Philadelphia Parks & Recreation, the Conservation District offices in each of the four surrounding SEPA counties, and the Stroud Water Research Center in Chester County. These six organizations provide technical assistance to a variety of smaller organizations and local watershed groups in their areas.


Project Bid Form Landowner Grantee Agreement Operation, Maintenance & Repair Plan Project Description Letter and Site Map

Evaluation Tools: Observation, Participant Surveys

Outline of Lesson: “Tree Tenders”, Conservation District staff and grantee organizations provide project background information and proper planting demonstrations to volunteers prior to commencement of activity.


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Name of Activity: DCCD NON-POINT SOURCE POLLUTION PREVENTION PRESENTATIONS, WORKSHOPS, TRAININGS AND DISPLAYS

Activity Length of Time: Ongoing/Year Round


The Delaware County Conservation District hosts a variety of non-point source pollution prevention presentations, workshops, trainings and displays for a wide array of audiences and age groups on an ongoing basis. The Conservation District performs these educational activities both voluntarily and upon request by municipalities, watershed groups, schools, local organizations, the private sector and other entities. Past educational activities conducted by the Delaware County Conservation District have included (but have not been limited to) the following:

o NPS Pollution Prevention Display at Delaware County “Riverfront Ramble”, Municipal Conference and Tradeshow, Delaware County Environmental Summit and Delaware County 4H Fair

o Rain Barrel and Rain Garden Workshops funded by PA DEP’s “Environmental Education Grants Program”

o NPDES and MS4 trainings and workshops for municipalities, engineers and the consulting community

o Annual Crum Creek Water Quality “Snapshot” event by Marple Newtown High School (includes physical, biological and water quality assessments conducted by students)

List of Materials/Resources Needed to Complete Activity: Varies depending upon activity

Evaluation Tools: Observation, Participant Surveys

Outline of Lesson: Assessment protocols and field data sheets provided by Marple Newtown High School


UNION COUNTY

CONSERVATION DISTRICT

2011 EDUCATIONAL CATALOG

UNION COUNTY CONSERVATION DISTRICT

155 NORTH 15TH STREET

LEWISBURG PA 17837

570.524.3860 FAX 570.524.3873

……...SERVING…..ALL SCHOOLS (PUBLIC AND PRIVATE), CONSERVATION CLUB,

BOY & GIRL SCOUTS, YOUTH GROUPS, 4-H, ALL UNION COUNTY RESIDENTS!

Call 570.524.3860 TO SCHEDULE A PROGRAM

TABLE OF CONTENTS

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 1

AQUATICS PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 2

FORESTRY PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 3

LAND USE PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 4

SOILS PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 5

WILDLIFE PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 5

GENERAL CONSERVATION PROGRAMS . . . . . . . . . . . . . . . . . . . . . Page 6

ENVIRONMENTAL ED. CURRICULUM SUPPLEMENTS . . . . . . . .Page 7

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INTRODUCTION

The Union County Conservation District was formed at the request of a concerned citi-

zen, who was interested in the conservation of soil and water resources. On March 6, 1957, the

Union County Commissioners approved a Soil Conservation District for Union County. The

Union County Conservation District was recognized under ACT 217 “State Soil and Water

Conservation District Law” by the General Assembly of the Commonwealth of Pennsylvania.

Conservation Districts are a legal subdivision of state government. However, each

District is administered by a volunteer group of county residents which is referred to as the

“Board of Directors”. The Union County Conservation District Board is composed of nine

members: five farmer directors, three urban directors and one county commissioner.

The Union County Conservation District staff and Board of Directors realizes the

importance of sound environmental decisions and conservation of our natural resources. Due to

the need for continued education among both school children and the general public, this

catalog has been created to help familiarize everyone with the Conservation District.

Should any of the outlined programs look fitting for your class or organization, please

contact the Conservation District for a free program. We look forward to helping education

residents of Union County!

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AQUATICS PROGRAMS

1.) POND AND LAKE MANAGEMENT Grade: 9-12 Time: ½ hour This program explores the various dynamics of pond and lake management. A variety of topics are covered, including watershed management, point and non

-point source pollution, aquatic vegetation control, wildlife management, rec-reation, permit requirements and a variety of water quality issues.

STANDARDS: EE 4.1.10A,B,C,D,E 4.1.12A,B,C,D,E 4.3.10B 2.) STREAM STUDIES Grade: 9-12 Time: 1-2 Hours Explore a variety of aquatic habitats by studying aquatic life in Buffalo Creek. Learn how to identify macro invertebrates and what the dynamics mean for water quality. STANDARDS: EE 4.1.4A,B,C 4.1.7C 4.1.10C 4.1.12C ST 3.3.4A.B 3.3.7A,D 3.) “WE ALL LIVE DOWNSTREAM” Grade: 6-8 Time ½ Hour This program focuses on the relationship between the Susquehanna River and its influence on the Chesapeake Bay. Students will learn about the various pollution problems affecting the Susquehanna River and the impact that pollution has on the Chesapeake Bay’s fisheries, wildlife and people. STANDARDS: EE 4.1.4E 4.1.7B,C,E 4.1.10A,B,E 4.1.12A,C,E 4.3.10A,B 4.3.12B 4.4.12B 4.5.7B 4.5.10B

3

4.) WHAT’S A WATERSHED? Grade: 6-8 Time: ½ hour The program focuses on Pennsylvania watersheds and the importance of proper watershed management. Students will learn how to identify and explain what determines the boundary of a watershed by using topographic maps. An Enviroscape model will be used to show how different components of point and non point source pollution can impact a watershed. STANDARDS: EE 4.1.4A,B 4.1.7A,B,C 4.1.10A,B,C 4.1.12A,B,C

FORESTRY PROGRAMS 5.) BEARELING THROUGH THE FOREST Grades: K-3 Time: 1 hour Students will study habitats and the different components of habitats by exploring their school campus. Participants will learn how bears can be affected by habitat changes and discuss important plants and the term “limiting factor”. STANDARDS: EE 4.1.4A,B,C,D 4.2.4A,B,C 4.3.4A,B,C 4.6.4A 4.7.4A,B ST 3.1.4A,C 3.3.4A,B 6. ) FOREST CLUMP Grade: 4-6 Time: 1 hour This program looks at how dynamic forests are and what types of “things” forest

provide to us. An in depth discussion focuses on how dependent humans are on the forest and what we need to do to help save forests.

STANDARDS: EE 4.2.4A,B,C 4.3.7B 4.6.4A,C 4.2.7A,B,C 4.3.12B 4.6.7A,C 4.2.10A,B,C 4.6.10A,C 4.2.12A,B,C 4.6.12A,C 4.8.4A,B,C,D 4.9.4A 4.9.12A 4.8.7A,B,C,D 4.9.7A 4.8.12A,B,C,D 4.8.10A,B,C,D 4.9.10A

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LAND USE PROGRAMS 7.) WADING INTO WETLANDS Grade: 4-6 Time: ½ hour This program teaches students the importance of wetlands to both wildlife and human. Students will learn how to identify wetland plants and what actions are being taken to prevent the loss of wetlands. STANDARDS: EE 4.1.4A,B,C,D,E 4.1.7C,D,E 4.1.10B,D,E 4.1.12D,E 8.) WHAT WETLAND? Grade: 6-8 Time: ½ Hour Students will study various wetland plants species, learn how to identify hydric soils and how to classify dif-ferent types. STANDARDS: EE 4.1.7D,E 4.6.7A 4.7.7A,B,C 4.1.10D,E 4.6.10A 4.7.10A,B,C 4.1.12D,E 4.6.12A 4.7.12A,B,C 4.9.7A 4.9.10A 4.9.12A 9.) POLLUTION SOLUTIONS Grade: 6-8 Time: ½ Hour This program focuses on simple things homeowners can do to reduce non-point source pollution. STANDARDS: EE 4.3.7A,B 4.5.7A,B,C 4.9.7A 4.3.10A,B 4.5.10A,B,C 4.9.10A 4.3.12A,B 4.5.12A,B 4.9.12A

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SOILS PROGRAMS 10.) HOW TO USE A SOIL SURVEY Students will learn the importance of soils to our every days live. They will learn

how to use a county soil survey and to identify different soil types. Union County monoliths will be used in this exercise.

Middle - High 40 minutes – 1 hour STANDARDS: EE 4.2.7C 4.3.7B 4.3.10A,B 4.4.7B 4.6.7B 4.6.12A ST 3.5.7A,B 3.5.10A,B 3.5.12A,B

WILDLIFE PROGRAMS 11.) ENDANGERED & THREATENED SPECIES Grades: 4-6 Time: 1 Hour What is an endangered or threatened species? This program focuses on PA threatened and endangered species. Learn why various plants and animals become endangered or threatened and what is being done to save many of our

vanishing species. STANDARDS: EE 4.7.4A,B,C 4.7.7A,B,C 4.7.10A,B,C 4.7.12A,B,C 12.) WILDLIFE TRACKS Grades: 4-6 Time: 1 hour Students will have the opportunity to examine common PA animal tracks. Healthy ecosystems will be discussed and how animals have been able to adapt to human intervention. Students will have the opportunity to make their own animal track. STANDARDS: EE 4.7.4A,B 4.7.7A,B 4.7.10A,B

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GENERAL CONSERVATION PROGRAMS 13.) ENVIRONMENTAL LAW Grade: 9-12 Time: ½ Hour Students will learn how and why environmental regulations are developed, implemented, and enforced. STANDARDS: EE 4.9.4A 4.9.7A 4.9.10A 4.9.12A

14.) EROSION & SEDIMENTATION CONTROL Grade: 6-8 Time: ½ Hour Sedimentation is the number one pollutant in Pennsylvania. Conservation Districts provide insight and review of any operation that disturbs greater than 5,000 square feet. This program introduces what warrants an “E&S” plan and what Districts look for. STANDARDS: EE 4.1.7B 4.2.7A,B,C 4.3.7B 4.1.10B,C 4.2.10B,C 4.3.10A,B 4.1.12C 4.2.12B 4.3.12B 4.4.7B,C 4.6.7A 4.8.7D 4.6.10A 4.8.10C 4.6.12A ST 3.5.7A

3.5.10B 15.) NUTRIENT MANAGEMENT Grade: 6-8 Time: ½ Hour Conservation Districts provide information and technical assistance about the PA Nutrient Management ACT. STANDARDS: EE 4.3.7A,B 4.4.7A,B,C 4.5.10B 4.3.10A,B 4.4.10A,B,C 4.3.12B 4.4.12A,B,C 4.9.7A 4.9.10A 4.9.12A

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16.) WHAT IS A CONSERVATION DISTRICT Grade: 6-8 Time: ½ Hour Students gain insight into environmental job opportunities, and the function of the Conservation District and other related agencies, that work with environmental laws and regulations. STANDARDS: EE 4.8.7D 4.9.7A

4.9.10A 4.9.12A

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ENVIRONMENTAL EDUCATION CURRICULUM SUPPLEMENTS

Project Learning Tree – This program is sponsored and funded by the Department of Education Office of Environment & Ecology Bureau of Curriculum & Academic Services. Since its introduction in the early 1970s, Project Learning Tree has been recognized as one of the premier environmental education programs in the world. Project Learning Tree is a comprehensive environmental education curriculum. It is not just about trees, it’s about the total environment – land, air, and water. It is local, national, and global in scope. Project Learning Tree’s pre-K through 8th grade activity guide is arranged under five major themes – Diversity, Interrelationships, Systems, Structure & Scale, and Patterns of Change. Each theme covers the areas of environment, resource management & technology, and society and culture. The Project Learning Tree activities integrate the themes within science, language arts, social studies, art, music, and physical education. Project Learning Tree focuses on developing critical thinking skills. It doesn’t try to teach children what to think about the environment. It gives teachers the tools they need to help children to learn how to think about the environment. Project WET – This program is sponsored and funded by the Department of Education Office of Environment & Ecology Bureau of Curriculum & Academic Services. The “Project WET Curriculum and Activity Guide”, for kindergarten through twelfth grades, is a collection of innovative, water-related activities that are hands-on, easy to use, and fun! Project WET activities incorporate a variety of formats, such as large and small group learning, whole-body activities, laboratory investigations, discussion of local and global topics, and involvement in community service projects. Project WET was developed, field-tested, and reviewed by hundreds of educators and resource managers around the coun-try. People’s relationships to water are a major theme of the “Project WET Curriculum and Activity Guide”. Providing a thorough water education program, the guide also ad-dresses water’s chemical and physical properties, quantity and quality issues, aquatic wild-life, ecosystems, and management strategies. Project WET activities promote critical think-ing and problem-solving skills and help provide young people with the knowledge and ex-perience they will need to make prudent decisions regarding water resource use. The “Project WET Curriculum and Activity Guide” is available to all formal and non-formal educators through workshops provided by State Project WET coordinators or trained facilitators.

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Project WILD – Project WILD is sponsored by the PA Game Commission. The Project WILD Program has been approved by the PA Department of Education for use in schools. Its use will assist teachers at all levels in meeting the environmental education require-ments for schools. Project WILD’s primary audience is teachers of kindergarten through high school students. The goal of Project WILD is to assist learners of any age in developing awareness, knowledge, skills and commitment to result in informed decisions, responsible behavior and constructive actions concerning wildlife and the environment upon which all life depends. Project WILD is designed to prepare young people for decisions affecting people, wildlife, and their shared home – Earth. Project Food Land and People – This program is sponsored and funded by the Department of Education Office of Environment & Ecology Bureau of Curriculum & Academic Services. This program is a K-12, multi-disciplinary, fully integrated, hands-on, activity-driven approach to agriculture education, developed by a non-profit organization made up of agriculture related specialists and teachers. Pennsylvania has been involved in the national Food, Land and People program development by providing teachers as part of the national writing teams and by pilot-testing some of the more than 100 activities. Food, Land and People is a comprehensive agriculture program that incorporates important environmental lessons into all areas of the curriculum. It can be infused into other areas beside environment and ecology, like science, language, arts, social studies, reading, mathematics, economics, technology, the arts, etc. The program uses a variety of skills to teach students how to apply the knowledge base they have learned about food and fiber into their every day lives. Food, Land and People materials are available through a six-hour, teacher training workshop. A two-day, one graduate credit, Penn State Teachers Workshop is held annually by the Bradford County Conservation District. One day is devoted to classroom instruction, the second day includes field trips to area farms.

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401 Candlelight Drive, Suite 229, Ebensburg, PA 15931, Telephone (814) 472-2120, FAX: (814) 472-0686, E-Mail: [email protected]

DIRECTORS STAFF Clair Dumm, Chairman Robert W. Piper, Jr., District ManagerRobert Ritchey, Vice Chairman John S. Dryzal, Assistant District ManagerDennis Beck, Secretary/Treasurer Mary Ellen Bard, Administrative AssistantRobert Davis, Member Mark A. Stockley, Resource SupervisorJerome Carl, Member Jacqueline A. Ritko, Resource SupervisorJames Benshoff, Member Bobbie J. Blososky, Resource Specialist Shelly Craft, Member Bryan J. Rabish, Watershed SpecialistMichael Illig, Member Louis A. Kopczyk, County EngineerCommissioner Tom Chernisky Charles Marsh, Per Diem

Cambria County Conservation District Environmental Education Programs

The District offers Environmental Education programs for area schools, scout troops, and clubs at minimal cost. Programs can be brought to the school/organization or they can be taught at the Disaster’s Edge Environmental Education Center in St. Michael, PA. Programs taught off-site cost $2.00/person.

Programs taught on-site cost $1.00/person.

Descriptions of programs offered are listed below. The length of each program can be tailored to a group’s needs. More than one program can be scheduled for the same day. The goal of all programs is to educate students on Pennsylvania wildlife and environmental concerns. All activities are geared toward the age and skill level of our participants. Please call our Education Staff for more information: District

Office (814) 472-2120; Disaster’s Edge (814) 495-4380.

Who’s Clues – Students will learn to use their senses to explore the outdoors by listening and looking for clues (tracks, scat, nests, and burrows) that the animals leave behind. (Edge) 4.3 Environmental Health; 4.6 Ecosystems and their Interactions; 4.7 Threatened, Endangered, and Extinct Species; 4.8 Humans and the Environment.

Amphibians & Reptiles – Students will be introduced to the life cycle of local amphibians and reptiles and learn how they survive the long cold winters in Pennsylvania. Live animals are featured. (Edge or Classroom) 4.1 Watersheds and Wetlands; 4.3 Environmental Health; 4.5 Integrated Pest Management; 4.6 Ecosystems and their Interactions; 4.7 Threatened, Endangered, and Extinct Species.


Wetland Ecology – Students tour a local wetland as they learn about the characteristics and function of wetlands and the important role they play for wildlife and humans. (Edge) 4.1 Watersheds and Wetlands; 4.2 Renewable and Nonrenewable Resources; 4.3 Environmental Health; 4.6 Ecosystems and their Interactions.

Birds of a Feather – Students will investigate bird habitats, adaptations, and the mysteries of migration. (Edge or Classroom) 4.3 Environmental Health; 4.6 Ecosystems and their Interactions; 4.7 Threatened, Endangered, and Extinct Species; 4.8 Humans and the Environment.

Go Green with Trees – Students learn the effects of trees on the ecosystem, how to identify tree species, and determine the stage of succession of a woodland or forest. (Edge) 4.2 Renewable and Nonrenewable Resources; 4.3 Environmental Health; 4.4 Agriculture and Society; 4.6 Ecosystems and their Interactions; 4.7 Threatened, Endangered, and Extinct Species; 4.8 Humans and the Environment.

Seeds and Frogs – Students investigate the life cycles of plants and animals, recycle a plastic bottle to create a miniature terrarium, and observe the various stages of tadpole development. (Edge or Classroom) 4.1 Watersheds and Wetlands; 4.3 Environmental Health; 4.4 Agriculture and Society; 4.6 Ecosystems and their Interactions; 4.7 Threatened, Endangered, and Extinct Species.


Dirt…You Got to Dig It – Students learn the secrets of soil composition, percolation, and the effects these qualities play on the local ecosystem. (Edge or Outdoor Classroom) 4.3 Environmental Health; 4.4 Agriculture and Society; 4.6 Ecosystems and their Interactions; 4.8 Humans and the Environment.

Northampton County Conservation District offers several Act 48 Teacher Workshops; we offer one workshop per year and cycle through the workshops we have developed. There are five workshops in our current series:

1. The Dirt on Soils a. Length of Workshop: 8 hours

b. State Standards Addressed:

i. Science and Technology; 3.1 Unifying Themes, 3.2. Inquiry and Design, 3.3. Biological Sciences, 3.5. Earth Sciences, 3.6. Technology Education

ii. Environment and Ecology: 4.1. Watersheds and Wetlands, 4.2. Renewable and Nonrenewable Resources, 4.3. Environmental Health, 4.4. Agriculture and Society, 4.5. Integrated Pest Management, 4.6. Ecosystems and Their Interactions, 4.7. Threatened and Endangered Species, 4.8. Humans and the Environment, 4.9. Environmental Laws and Regulations

c. Overall Workshop Goal: Given an introduction to soil science and terminology, characteristics and processes used to define soils, as well as hands-on demonstrations and technical resources/publications, participants/educators will be able to explain soil formation, analyze soil characteristics, accurately identify soil horizons and hydric soils, and demonstrate how to utilize a soil survey to their students.

d. List of Materials: Item Quantity

Recycled tote bags 20

Dirt! The Movie 20

Rock Pick Hammer 20

NACD Soil Poster 20

Hand lens 22

Soil Science Simplified (book) 25

Soil Profile Exercise: 22

Glass mason jars 22

White chocolate bar 1

M&Ms (bag) 1

Chocolate icing spray (spray) 1

gummy worms (bag) 1

Graham Cracker (crumbs) 1

Oreos (bag) 1

Mini Chocolate chips (bag) 1

Snickers bars (mini) 1

Coconut shredded (green) 1

Chocolate bar 1

Plastic Storage Container 1

Safety Glasses 25

Vests (Reflective) 25

Journal Article 1

Binders (1.5") 15

CD-Rs with case 20

CD jewel cases 20

24lb paper 1

Filler paper 1

Dividers 1

Color Printer Cartridge (#97) 1

Black Printer Cartridge (#96) 1

e. Evaluation Tools: An evaluation form was distributed to each participant at the end of the

workshop to be completed and returned prior to leaving. The form was developed from the PA Department of Education template for Act 48 Providers.

f. Activities: i. Candy Bar Soil Profile Activity

g. Agenda:

Session # Topic Instructor Time REGISTRATION/BREAKFAST

- Welcome/Introduction/Pre-test NCCD Staff 8:00 – 8:30AM

1 Soil Parent Material/LV Geology, Soil Formation and Classification, Basic Soil Properties, Soil Texture and Color, & Soil Erosion/NPS Pollution

NRCS NCCD

8:30 – 10:30AM

BREAK – Q & A --- 10:30 – 10:45AM 2 Hydric Soils NRCS

NCCD 10:45 – 11:15AM

3 Web Soil Survey NRCS 11:15 – 11:45PM LUNCH --- 11:45 – 12:15PM 4 Soil Pit & Field Activities NRCS

NCCD 12:15 – 1:15PM

5 LV Geology/Soils Field Trip ALL 1:15 – 3:30PM Q & A, Post-test, & Evaluations NCCD Staff 3:30 – 4:00PM

h. Photos: SEE ATTACHED

2. Mapping your Watershed a. Length of Workshop: 8 hour


i. Science and Technology; 3.1 Unifying Themes, 3.2. Inquiry and Design, 3.3. Biological Sciences, 3.5. Earth Sciences, 3.6. Technology Education, 3.7. Technological Devices, 3.8. Science, Technology and Human Endeavors


c. Overall Workshop Goal: Upon completion of this workshop, including hands-on activities and field exercises, participants and their classroom students will be able to explain the concept of watersheds in general; examine local watersheds and their associated issues and threats; define the term watershed; describe how water shapes landscapes; explain how human land use impacts watersheds; and delineate the boundaries of watersheds on topographic maps by replicating classroom activities.

d. List of Materials: Item Quantity

NACD Where Does Your Water Shed? - Level 4 25

NACD Where Does Your Watershed Drawstring Backpack 20

USGS Topo Maps - Bangor Quad 21

Engineer Scales 20

Watershed Decisions Kit 2

Colored pencils 2

GPS Unit ($9.67 S/H) 1

Watershed Model Exercise: 21

Aquarium gravel (25 lbs bag) need 42 lbs 2

Pea gravel (45 lb bag) 2

Aluminum Foil 95 sqft

Gallon Ziploc bags 40

KoolAid Packets 31

Spray Bottle 22

Modeling clay 63 lbs

Sand (50 lb bag) need 63 lbs, have bag here 50 lbs

Green felt 21

Wooden Blocks 21

Plastic Storage Container (1.5'W x 3'L x 1'H) 21

Binders (1.5") 20

CD-RWs with case 1

24lb paper 1

Filler paper 1

Dividers 1

Tape 3

Color Printer Cartridge (#97) 1

Black Printer Cartridge (#96) 1

EPA Reduce Runoff DVD 20

My Healthy Stream 20

e. Evaluation Tools: An evaluation form was distributed to each participant at the end of the workshop to be completed and returned prior to leaving. The form was developed from the PA Department of Education template for Act 48 Providers.

f. Activities: i. Build Your Own Watershed Model Exercise (Adapted from EPA 810-F-98-003

June 1998) ii. Delineate a Watershed Activity

g. Agenda:

Session # Topic Instructor Time Registration 8:00 – 8:30AM REFRESHMENTS –

Pre-test, Welcome & Introduction

NCCD & PPL Staff

8:30 – 8:45AM

1 Introduction to Watersheds & Topographic Mapping

MJWA & NCCD Staff

8:45 – 10:00AM

2 Watersheds Issues in the News

Nurture Nature Foundation & NCCD

10:00 – 11:00AM

3 Watershed Scenario Game

PennState Ext. 11:00 – 12:00PM

LUNCH 12:00 - 12:30PM

4 Activities & Watershed Walk

ALL 12:30 – 3:30PM

Wrap-up - Q & A, Post-test and Evaluations

NCCD Staff 3:30 – 4:00PM


3. Stop the Mud a. Length of Workshop: 8 hours


i. Science and Technology; 3.1 Unifying Themes, 3.2. Inquiry and Design, 3.5. Earth Sciences, 3.6. Technology Education, 3.7. Technological Devices, 3.8. Science, Technology and Human Endeavors

ii. Environment and Ecology: 4.1. Watersheds and Wetlands, 4.2. Renewable and Nonrenewable Resources, 4.3. Environmental Health, 4.4. Agriculture and Society, 4.6. Ecosystems and Their Interactions, 4.7. Threatened and Endangered Species, 4.8. Humans and the Environment, 4.9. Environmental Laws and Regulations

c. Overall Workshop Goal: Upon completion of this workshop, participants and their classroom students will be able to recall general soil conservation principles; discuss best management practices associated with land development and agriculture; explain the

differences between natural and accelerated erosion; describe environmental and economic impacts of accelerated erosion; identify state and local agencies responsible for regulating accelerated erosion; and demonstrate accelerated erosion and best management practices using tabletop models in the classroom.

d. List of Materials:

Item Quantity

Binder 30

Insertable, 8-Tab, Divider 30

CD-RW’s 2

CD Jewel Cases 1

Name Badges 1

Folder Labels 1

Brochures / Flyers 1

Literature / Resources 1

Sedimentation Activity Materials:

Cake Pan (9’’ x 13’’) 12

Potting Soil (1.0 cu.ft. Bag) 4

Measuring Cup 12

Sod 2

Erosion Control Matting 1

Watering Can 2

Gallon of Water 3

Paper Towel 2

Funnel 2

All Purpose Wipes 2

Erosion Activity Materials:

Cake Pan (9’’ x 13’’) 4


Paper Plates (uncoated) 1

Sod 1

Watering Can 2

Gallon of Water 3

Paper Towel 1

Funnel 2

All Purpose Wipes 1

PAM Activity Materials:

Plastic Biodegradable Clear 16oz Cups 1

Plastic Spoons 2

Paper Towel 1

All Purpose Wipes 1

Agricultural Activity Materials:


Sand (50 lbs. Bag) 1

Soda Bottles 28

Push Pins 1

Markers 1

Measuring Cup (1 liter) 4



f. Activities: i. Sedimentation Activity

ii. Erosion Activity: iii. PAM Activity: iv. Agricultural Activity:

g. Agenda:

Session # Topic Instructor Time Workshop Registration NCCD 8:00 – 8:15AM

REFRESHMENTS – Welcome & Introduction

NCCD, Martins Jacoby Watershed Association (MJWA)

8:15 – 8:45AM

1 Introduction to Soil Conservation

(NCCD) 8:45 – 9:15AM

2 Land Development BMPs NCCD Staff, 9:15 – 10:15AM BREAK – Q & A --- 10:15 – 10:30AM 3 Agricultural Conservation

BMPs (NCCD) 10:30 – 11:00PM

4 Classroom Activities NCCD Staff 11:00 - 12:00PM LUNCH --- 12:00 – 12:30PM 5 Field Trip: Site visits NCCD Staff 12:45 – 3:30PM Wrap-up - Q & A and

Evaluations NCCD Staff 3:30 – 4:00PM


4. Stream Ecology a. Length of Workshop: 8 hours


i. Science and Technology: 3.1 Unifying Themes, 3.2. Inquiry and Design, 3.3. Biological Sciences, Chemistry and Physics, 3.5. Earth Sciences, 3.6. Technology Education, 3.7. Technological Devices, 3.8. Science, Technology and Human Endeavors.

ii. Environment and Ecology: 4.1. Watersheds and Wetlands, 4.2. Renewable and Nonrenewable Resources, 4.3. Environmental Health, 4.5. Integrated Pest Management, 4.6. Ecosystems and Their Interactions, 4.7. Threatened and Endangered Species, 4.8. Humans and the Environment, 4.9. Environmental Laws and Regulations

c. Overall Workshop Goal: Upon completion of this workshop, participants and their classroom students will be able to discuss stream ecology and habitat restoration; to employ terminology and resources used to define stream characteristics; discuss physical, chemical and biological characteristic of a stream; accurately identify macro-invertebrates; and replicate stream study activities in local streams and their classrooms.

d. List of Materials:

Item Quantity

Binder 25

CDRs 25

CD Cases 25

Labels (name tags) 25

ream Flyer paper (light green, recycled, 8.5x11 or legal)

1

Menu size laminating pockets (#535-736) 2

White dish pans (for macroinvertebrate viewing)

10

Waders 5

100 ft. Measuring tape 5

Yardsticks 5

D-nets (loaned from watershed association)

2

Bugs of the Underworld DVD 25

Posters 25

PA Fish & Boat Brochures (Forms) 25

Basics of Water Pollution 25

PA Fishes ID Guide 25

Aquatic insect keys 25

Bugs of the Underworld Video 25

Coliform test kits (5 tests/kit) 2

pH/Conductivity Meter 1

Test Tab Kits (100 of each test) 1

Kick Seine 3.5’ x 4’ nylon screen (1/16” mesh) Two 6 ft wooden dowels.

1

Thermometers 5

Magnifying Glasses 5

Tweezers 10



f. Activities: i. Stream Study Activity

g. Agenda:

Session # Topic Instructor Time Workshop Registration NCCD 8:00 – 8:15AM

REFRESHMENTS – Welcome & Introduction

NCCD (MJWA)

8:15 – 8:45AM

1 Introduction to Streams & Fluvial Geomorphology

(NCCD) 8:45 – 9:15AM

2 Biological Stream Assessment, Macroinvertebrate ID

(F&B) 9:15 – 10:15AM

BREAK – Q & A --- 10:15 – 10:30AM 3 Chemical Stream Assessment (F&B) (NCCD) 10:30 – 11:00PM 4 Habitat/Physical Stream

Assessment & Activity (F&B) (NCCD) 11:00 - 12:00PM

LUNCH --- 12:00 – 12:30PM 5 Stream Study All 12:45 – 3:30PM Wrap-up - Q & A and Evaluations NCCD Staff 3:30 – 4:00PM


5. Backyard Conservation

a. Length of Workshop: 8 hours

b. State Standards Addressed: i. Science and Technology; 3.1 Unifying Themes, 3.2. Inquiry and Design, 3.3.

Biological Sciences, 3.5. Earth Sciences, 3.7. Technological Devices, 3.8. Science, Technology and Human Endeavors


c. Overall Workshop Goal: Given an introduction to background conservation and local resource issues, as well as hands-on activities, and vocabulary, terminology and resources used to define conservation practices, participants/educators will be able to describe conservation practices, explain the benefits of natural resource conservation, and demonstrate the implementation of a variety of conservation practices on campus with their students.

d. List of Materials: Item Quantity Recycled tote bags 32 Compost bin(s) 22 Pans 22 Landscape fabric 1 Soil Test 13 Barrels 3 Rain Barrel kits: 27 Ziploc bags 1 Hose bib (3/4”) 27 Steel Pipe Nipple (3/4”) 27 PVC flange (3") 27 Clamp (4-1/2”) 27 Roll of fiberglass screening 1 Epoxy 1 SS self-tapping screw bolts (#12, 1-1/2”) 1 Duct Tape 1 Compact Fluorescent Bulbs 20 Kilowatt meter 2 SMART surge protector 1 Worms 1 Newspaper 20 Book: “The Worm Book” 23 Binders 16 Clipboards 5 CD-Rs with case 2 Note paper 1 Dividers 1 Color Printer Cartridge (#78) 1 Black Printer Cartridge (#96) 1 Copy Paper 2



f. Activities: i. Compost/Vermiculture Bin Activity:

ii. Rain Barrel Construction Activity:

g. Agenda: Session # Topic Instructor Time

Workshop Registration NCCD 8:00 – 8:15AM REFRESHMENTS –

Welcome & Introduction NCCD, (MJWA) 8:15 – 8:45AM

1 Stormwater Management Presentation & Tour

(MJWA) 8:45 – 10:15AM

2 Rain Barrel Construction (MJWA), (NCCD), (SCWA)

10:15 – 10:45AM

BREAK – Q & A --- 10:45 – 11:00AM

3 Recycling (GC/WM) 11:00 – 11:30AM 4 Energy Conservation (PPL) 11:30 – 12:00PM LUNCH --- 12:00 – 12:30PM 5 Composting (Ag. Ext) 12:30 - 2:00PM 6 Green Landscaping & Soil

Analyses (DCNR), (MJWA), (NCCD)

2:00 – 3:30PM

Wrap-up - Q & A and Evaluations

NCCD Staff 3:30 – 4:00PM


Objective Students will be able to define the term “habitat” and list the 4 items plants

and animals need to survive in their habitat (Food, Water, Shelter, and

Space).

Introduction / Background A habitat is the location where a plant or animal is able to find the four

things it needs to survive (food, water, shelter, space). Not only is it

important for students to explore various habitats in their

backyard/schoolyard, it is a great activity to explore the terms “need”

versus “want”. By the end of several games, students will be able to predict

what will happen if the habitat is incomplete.

Activity (15 minutes):

1. Ask students what they know about the word “habitat”. Talk about where we might find habitats and what kind of habitats are in Erie.

2. Explain that there are 4 things plants/animals need to survive in their

habitat. Challenge students to list the 4 items (help if needed).

3. Pull out the habitat game cards and show the students the cards

representing each of the needs. Explain that we are going to play a game

like musical chairs.

4. Each student will wear one card showing one of an animal’s needs.

Spread the students out to be at least arm’s length apart. Have students

stand in one spot, close their eyes, and slowly turn in circles while the leader

counts to three. When the leader says “Habitat!” students need to find the

other three ‘needs’ to match theirs and create a viable habitat. When the

students have a correct habitat, have them sit to signify a complete group.

5. If a proper habitat is created, the students move on to another round. If

some students are unable to complete their habitat, their “habitat” will not

support plants and animals and they will sit out a round. For the next

round, students must find new group members. Variation: Students

without a group will have an opportunity to trade their cards in for different

ones. Play a second round and talk with the students to see what they

notice as differences and similarities.

Habitat Game

Academic

Standards:

4.1.4A – The

Environment

4.5.3D ‐

Biodiversity

Materials:Habitat cards

Variations:

Different habitats. Have students swim, crawl, or fly instead of walk. Take into

consideration your surroundings and the feel of the group.

Adding too much of one element

Subtracting a few of one element

Conclusion (5 minutes)

Talk with group at the end of the activity about what would happen in a real habitat if there

were too much or not enough of an animal’s need.

What are some causes of habitat change? (mowing the lawn, planting a tree,

excavating for a home addition, creating a new subdivision, etc.)

Choose one example of habitat change. How would that change affect your life?

What are some alternatives to changing habitats? In other words, what are some

ways to preserve habitats or help the population of an animal or plant?

SPACE

Food

Water

Shelter

Certain activities adapted from Project Wild

Objective

Primary students will explore Headwaters Park using their senses. Program will

take approximately 1 ½ hours.

Background

Students will review/learn their five senses and throughout the hike, talk about

how humans use their senses and how animals use their senses. Students will

also be introduced to the types of flora and fauna found in Headwaters Park and

explore their unique attributes.

Introduction

Welcome students to the Park. Ask them what they think they may see on

their hike today. This time is a great opportunity to allay any fears of bears,

tigers, etc. Explain to the students that before we begin our hike we need to

understand safe hiking rules and good hiking habits to help us see as much as

possible.

a. Keep voices low. This rule can be referred to as “6‐inch voices”, “inside

voices”, or any other term that helps them understand talking is OK,

but low voices keep from scaring the wildlife away.

b. Leave things where you find them. It’s OK to explore and discover the

park, but the park is like a factory and needs all of its parts to run

correctly. If we start taking out the parts we like, the forest will

die/stop working.

c. Stay on the path and with the group. Group hiking is always a good

idea for safety. Staying on the path helps keep the forest in good

shape. We may do some activities where they will have permission to

leave the path, but as a visitor to the forest we want to take care of

how we treat the things that live there (ripping leaves off trees,

breaking things off/in half, squishing bugs, etc.)

Academic Standards:

4.6.4 Ecosystems and

theirInteractions

4.7.4 Threatened,

Endangered, and

Extinct Species

Materials

‘Mystery’ bags full

of natural things

found in the park

¼ pages of paper

Crayons

Clipboards

(optional)

K-2 Common ‘Senses’


Mystery Bags

1. Have group form a circle. Explain that you have ‘mystery’ bags and will let them explore

an item in them using their senses. Go over each of the senses and make sure students

are aware of what they are and how to use them. When their eyes are closed and

hands out, place one natural object in each of their hands. Have them explore their

object first by touch, then smell, then hearing, and finally by sight. Let them know in

advance they will not taste anything in the park.

2. After they have opened their eyes and explored their object, have them turn to the

person next to them and share their observations with that person.

3. Have students then share several observations with the group.

4. As you collect the items back into the bags, talk with the the group about any of the

unique items they saw.

Scavenger Hunt

1. Explain that the group will now be challenged to a nature scavenger hunt using their

senses. They can look up, down, on the sides of the trail, under things and around

things. Challenge them to find as many items that fit the category as they can!

2. Begin with sight – try a certain color, a specific shape, something sparkly, etc.

3. Move on to smell – something stinky, sweet, fruity, etc.

4. Continue on to hearing – listen for something that clicks, crackles, buzzes, whistles, etc.

5. Finish with touch – find something soft and tickly, smooth, cold, prickly (CAUTION! If

you ask for prickly, let them know to be gentle when they explore so no one gets hurt)

6. At the end of this section, review with the group the 4 senses and what their favorite

finds were.

**The scavenger hunt is generalized in its search to encourage natural exploration as an

activity. The purpose is to get kids to really look at everything around them and truly

experience it through their senses. A specific scavenger hunt is fun also (maple leaf,

fungus, etc.) but will immediately focus the group on a single item and they will pass by

many other natural treasures.

Leaf Hike

1. Explain to the group that on this section of the hike, they will use their sense of sight to

find one leaf to collect for the walk. This leaf must be:


a. Found on the ground

b. Fit inside the palm of their hand

c. They may only choose one, but they must have one leaf by the end of this

activity

d. They may find one leaf, then discard it and choose a leaf they like better as they

walk, if they choose.

2. As the group is walking and searching, talk with them about the shape of the leaves, the

outline of the edges, the feel of the surface, any holes, etc.

3. At the end of the hike, make sure all students have their leaf. Ask students where they

get their energy from (food!). Have students hold their leaves and arms in the air,

imitating a tree. Now ask “Where do trees get their energy from?” Talk about how

trees get their energy from the sun, and the leaves take that energy and turn it into food

for the tree, like a chef. So we can think of a leaf’s job as the tree’s ‘chef’.

4. Now have students drop their leaves and keep their hands up in the air. It’s winter.

How does the tree get its food, if the ‘chef’ is gone? Talk about how trees slow down

and rest in the winter. In the spring, new leaves will emerge, make new food, and the

tree will grow more.

Deer Ears

1. Have students find a quiet, dry spot on the ground and sit comfortably in a group. Have

students reach up, touch, then describe their own ears. Now have them describe what they

think deer ears look like. Compare and contrast human ears with deer ears

Human ears Deer Ears

Flat against head Pointed up from head

Round Pointed

Immobile Can rotate multiple directions and individually

Have students cup their hands like they would to scoop water. Cup each hand behind each ear

and have students pull ears a little forward, making a funnel for the sound with their hands and

ears. Explain that we are going to count in our head the different sounds we hear and share

when we are done, but we have to be silent while we are listening. Have students close eyes

and begin activity. When a minute or so has passed (go by what the group can handle, but try

for 1‐2 minutes) bring the groups’ attention back and share what they heard.

Animal Tracks


Finish the hike playing Animal Tracks. Have students line up in a single file and give you

suggestions as to what animals we may find here in the park. Choose one animal and have

students describe it to you (how many feet? Do they have a tail? How do they walk?) Move

down the trail as the animal would (hopping, creeping, waddling, etc.) Stop and ask students

what the animal eats. Pretend to eat what they find using mouths, paws, etc. Switch to another

animal and continue game until the end of the hike.

Additional Activity

If there is time, have students gather one leaf and create a leaf rubbing to take back to

school.

1. Using one piece of paper and the leaf, have students create a ‘sandwich’. Place the leaf

on a hard, smooth surface. Place the paper on top.

2. Using the crayon, encourage students to rub the crayon back and forth across the paper.

3. The leaf pattern will come through the paper, and the students can take the rubbing

back to school!

Assessment

Review the activities the group did at the Park.

What are your 5 senses? Which ones did you used in the park?

What did you find during the scavenger hunt?

What are some adjectives/describing words you can think of about the leaves you found?

Where do trees get their energy?

What kind of animals and plants live here in the forest? What can you tell me about them?

Evaluation:

Always be aware of the students’ attention. As soon as they begin to lose interest, transition

them to the next activity. Be ready to drop an activity on the spot if it isn’t working.

The Great Poop Plop Submitted by Susan Gallagher, Chief Naturalist & Jeannie Carl, Naturalist Carbon County Environmental Education Center Carbon Conservation District www.carboneec.org http://www.carbonconservation.org/ Time required: 30 minutes (one hour with hike or walk for evaluation) State Standards Addressed: 4.1.1.A: Identify and describe the basic needs of living things in a terrestrial habitat. 4.1.1.C: Describe a simple food chain within a terrestrial habitat. 4.4.1.C: Describe the life cycles of different plants and animals in a terrestrial habitat. 4.1.2.E: Identify how living things survive changes in their environment. 3.1.4.A Identify differences in the life cycles of plants and animals 4.1.3.A Differentiate between the living and non-living components in an environment 4.1.3.D Identify organisms that are dependent on one another in a given ecosystem Overall Goal: Students will be able to recognize the importance of good soil in seed germination, and the interactions between animals and plants in seed dispersal. Materials: Dry erase board or heavy plastic sheet, colored markers, 30 brightly colored plastic beads in three different colors, one pint of chocolate pudding, scissors, Ziplock baggie, masking tape (optional) Evaluation Tools: Outdoor hike or walk with discussion Activity: Prepare the dry erase board or plastic sheet as a game board by laying it out on the floor, and using colored markers to illustrate “good” and “bad” places for seed germination. The poorest places for germination (rock pile, highway, pond, shady area) should be labeled “0 Points”. Good places for germination (good soil, sunshine) should be labeled “1 Point” or “5 Points”. An ideal spot (rotting log) should be labeled “10 Points”. Optional – This activity can be messy. Use the masking tape to set up a boundary around the game board that students may not cross. Procedure: (Place the pudding in the baggie before you begin) Divide the class into three teams. Assign each team a color corresponding to the colors of the beads. Use a large sheet of paper or whatever is available as a scoreboard and list the team names along with their assigned colors.

Lead a short discussion on seed dispersal, explaining why it’s important for seeds to move away from the parent plant (more light, more room, etc.). Ask students to describe different ways seeds might travel (Have students ever blown the seeds from a dandelion, or played with a spinning maple samara?) Use the game board to talk about where seeds might land. Ask if animals can move seeds around (burdock seeds sticking to fur – or socks!) Explain that birds, bears and other animals sometimes swallow seeds and excrete them as waste. Show the bag of pudding. If desired, tell the students it is fresh bear scat. Open the baggie (holding your nose adds to the effect) and pour in the colored beads. Zip it closed again and knead the pudding, evenly distributing the beads. Snip off a small bottom corner of the baggie, large enough to allow the beads to pass through. “Plop” the pudding across the game board, squeezing out pudding and beads as you go. When the baggie is empty, examine each pudding pile with your fingers to find the beads. Depending on where the beads have landed, teams can earn zero, five or ten points per bead. Keep track of points using the scoreboard. When all the piles have been examined, the team with the highest number of points wins! After the activity, lead the students on a walk or a hike outside, and ask them to find seeds that disperse in different ways. Also ask them to point out the best and worst places for seeds to germinate.

The Dirt on Soils And Lehigh Valley Geology

Conservation District staff present background information on soils and local geology.

Participants visit a local quarry.

Participants learn about soil texturing.

NRCS describes the soil horizons in a soil pit.

Mapping Your Watershed

Conservation District staff instruct participants about watershed concepts and terminology.

Participants play a Watershed Scenario game to better understand watershed issues and concerns.

Participants delineate a watershed on a topographic map.

Participants learn how deltas form where streams enter rivers.

Participants learn about the characteristics of a first order stream.

Stop the Mud

Hands-on activities include the Enviroscape, simple erosion demonstrations and samples of stabilization.

Participants measure the amount of runoff from a stabilization exercise.

NRCS explains the importance of streambank fencing at a local farm.

Participants observe a functioning rain garden.

Participants visit a construction site to observe E&S BMPs and Stormwater controls.

Stream Ecology

The PA Fish and Boat Commission discusses stream sampling procedures.

Participants conduct measurements on the stream.

Participants check the pH of the stream.

A representative of the local watershed association discusses the stream with the participants.

The PA Fish and Boat Commission assists with a macroinvertebrate sampling.

Backyard Conservation

Participants observe a demonstration of porous pavement.

Construction of a rain barrel is demonstrated.

The function of a rain garden is discussed.

The Bureau of Forestry explains proper tree planting.

Participants build their own worm bins.


Revised 10/12 Stroudsburg 1st Grade

Pocono Plants and Animals

Focus: To introduce students to local wild animals and trees, their needs and basic adaptations. Goals: Students will be able to:

A. Identify several local wild animals and their habits. B. Identify several local trees and name products derived from

trees. C. List the 5 life needs of both plants and animals. D. List adaptations that local wild animals and trees possess

and describe how these help the organism survive. Environment and Ecology Standards Addressed: 4.3.3.A Identify and describe the basic needs of plants, animals,

and humans. Identify and describe natural and manmade terrestrial systems and their biotic

and abiotic parts. Identify the sun as a source of energy for most living things. 4.3.3.B Identify characteristics of a local terrestrial and human- made ecosystems and identify the organisms that live there. Describe what is meant by nocturnal and diurnal and give examples of each. 4.3.3.C Explain what happens to an organism when its needs can not be met. Identify differences in living things and describe how adaptations are important for survival.


Revised 10/12

Stroudsburg 1st Grade – Pocono Plants and Animals Classroom Visit

Time: 1½ hours I. Introduction: Yourself, Center, Program II. Review of Previous Year: Kindergarten Bird Feeding III. Life Needs: Blackboard discussion.

Food – Water – Air - Shelter – Space

III. Wildlife Rhymes Slideshow: This is a 20-minute powerpoint featuring common Pocono animals and plants. It involves the students in a guessing game as they try to figure out which animal will be pictured next according to the clues given.

IV. Critter Parts: A box full of “critter parts”, fur, feathers, skulls etc., will be explored.

A. Start this activity with an explanation of how the critter parts were obtained. B. Educator will pull out one critter part at a time and discuss the animal’s habits, adaptations and its preferred habitat. Critter parts will be arranged on a table as the activity progresses.

V. Touch Table: A. Students will come up in small groups to the critter part table to touch and get a closer look at the critter parts while the Environmental Educator explains special features and answers questions B. Students waiting for their turn at the touch table will be at their desks drawing a picture of their favorite Pocono Animal in its habitat with all of its needs.

VI. Wrap-up: Educator will inform students about their field trip to Kettle Creek – what to expect, what to wear etc.

Materials: Projector, Extension Cord, Slideshow, Script, Critter Parts: Skins – Bear, Beaver, Coyote, Bobcat, Red Fox, Grey Fox, Otter, Raccoon, Skunk Skulls – Bear, Deer, Bobcat, Beaver, Raccoon Other – Box Turtle Shell, Snapping Turtle Shell, Porcupine Quills, Snake Skin, Snake Shed,

Turkey Wing, Turkey Tail, Turkey Foot, Hawk Foot, Deer Antler


Revised 10/12 Stroudsburg 1st - Pocono Plants and Animals

Field Trip to Kettle Creek Time: 2 hours, 2classes at a time, 1 Environmental Educator per class.

I. Introduction: Takes place in “Critter Room” – both classes together. A. Introduce Environmental Educators.

B. Explain Kettle Creek Wildlife Sanctuary. C. Explain behavior appropriate for a Sanctuary. D. Briefly preview today’s field trip.

II. Field Trip: Each class will rotate through all of the following activities spending approximately 20 minutes on each. One class begins the rotation in the Critter Room and ends with Trees for Tots while the other class starts outside with Animals on the Move and ends in the Critter Room.

A. Critter Room: 1. The Environmental Educator will lead the students in a discussion of selected animals in the display case emphasizing the habitat they live in, their unique lifestyles or habits, and their special adaptations for survival. 2. Students will explore the many hands-on learning activities in the Critter Room.

B. Animals on the Move: In the field behind the Center, students will learn about different animal adaptations for movement by imitating the movements of a variety of local animals. Movements might include:

Walking flat-footed like a bear (or porcupine) Walking on toes like a fox (or bobcat) Bounding on hooves like a deer Hopping like a rabbit (or frog or grasshopper) Hovering with wings like a hummingbird (or dragonfly) Flapping with wings like a robin Soaring with wings like a hawk Swimming with fins like a fish Swimming with webbed feet like a beaver (or duck or frog) Slithering like a snake (not on the ground!)

C. Animal Safari: Following a brief discussion of animal signs, each student will receive a clipboard, data sheet and crayon to draw the animal signs found by the class as they travel from the field along Deer Trail. Some signs may be “planted” along the trail, usually turkey feathers and scratches, a deer skull and a turtle shell. Students will be encouraged to explain what animal made the sign, how it was made and why. Signs might include:

Homes: burrow, nest, tree cavity. Feeding: chewed nut, chewed leave, pile of feathers. Parts: bone, feather Territorial markings: buck rub, bear scratch Scat Tracks

Con’t


Stbg. 1st Field Trip con’t

D. Trees for Tots: Students will learn about trees in general and one tree in particular by completing their own tree booklet. This activity takes place on Weasel Way.

1. Briefly discuss the importance of trees. 2. Divide the class into smaller groups, one group for each adult. Explain to the adults that they will be assisting their group to complete this activity. (Parent chaperones are a great help for this activity.) 3. Demonstrate how to complete the Tree Booklet for the entire class. 4. Hand out one booklet to each student. (Students will still have their clipboards and crayons.) 5. Assign each group to one particular tree to complete their booklets. Each group should have a different species of tree. 6. Conclude by having each group share as little or as much about their tree as time permits and encouraging the students to continue learning about trees.

III. Conclusions: A. Briefly review the field trip. B. Encourage students to continue learning about the environment. C. Inform them that Kettle Creek is open to the public if they wish to return.

Materials: For each student – clipboard, crayon, Animal Safari data sheet, Trees for Tots booklet. Monroe County Conservation District, 8050 Running Valley Road, Stroudsburg, PA 18360 570-629-3060, www.mcconservation.org

Objective: Scouts will be able to:

1. Define soil and list the three types of soil 2. List the three main nutrients and soil and describe how they can be

replaced when depleted 3. List the three types of erosion and describe at least three forms of

erosion control 4. Define the term “conservation” and explain importance of soil

conservation to society’s daily life

Background:

\\ Soil is an incredibly important and often overlooked part of our natural environment. It is directly related to food production and success, and also as a main support to our physical livelihood – we build homes and other structures on it! In the following activities, core soil subjects including types of soil, soil nutrients, causes of erosion, and erosion control practices will be explored and discussed. The common thread throughout the soil discovery is the question “Why is soil and its conservation important to me, and how can I help keep soil healthy?”

Introduction: (10 minutes)

Introduce yourself and briefly describe the Conservation District and its services. Ask scouts to define the term “soil” and list what they know about it. Record their answers on the dry erase board. Guide students to describe what they think makes up soil here in Erie County.

Activity 1: (15 minutes) – Soil dissection

Have scouts break into pairs and distribute hand lenses to each scout. Each pair will also receive a pencil and recording sheet to list the items they will find in their soil sample. Briefly review with scouts how to use a hand lens. Following the review, explain that each pair will receive a soil sample from Headwaters Park to explore. Each pair will create a list of what ingredients they find in their samples, plus any other observations they wish to record (i.e. texture, particle size, etc.). Distribute soil samples to each pair on a piece of newspaper and have scouts begin to explore. Answer questions as they arise. As students finish up their lists, gather their attention and create a group list of discoveries on the board. Why should we care about the composition of soil?

Soil Conservation Scout Program

Academic Standards: 4.4.3.B 4.4.6.A 4.4.6 B. 4.4.7.A. 4.4.4.C. 4.5.7.D 4.1.5.A. 4.1.4.B 4.1.3.E 4.1.4E 4.3 Natural Resources 4.4 Agriculture and Society

Materials: Whiteboard, hand lenses, newspapers, pencils, blank paper, local soil samples. Sock, rubber mallet, sticks, leaves, rocks, organic matter, sand, clay, silt, soil pyramids, soil layers sheet, 3 large, shallow bins, watering can, trail maps, clipboards, camera

Activity 2 (10 minutes) – Making soil

We know what is in soil, but how is soil actually created? Discuss ideas with scouts about various ways

in which soil may be created. Guide scouts to think about pressure, organic matter, and weather.

Gather the ingredients available (sticks, leaves, rocks, organic matter, etc.) and place them in a sock.

Now that the scouts have supplied the ingredients, they will imitate pressure and weather by pounding

on the sample with a rubber mallet. Have a volunteer come up and whack at the sample several times.

Check the progress and have several more volunteers (as there is interest) come up to apply pressure to

the sample. After several tries, show the students the result. Why didn’t the process create soil?

Discuss the missing step, TIME. To create soil, nature needs proper ingredients, pressure, weathering

and time. Why should we care about the creation of soil and why is time such a critical factor?

Activity 3 (15 minutes) – Soil pyramid and layers

1. Distribute samples of the three soil types to each table. Have scouts describe their observations

of the samples and their differences.

BREAK: Clean up area.

2. Distribute a soil pyramid and soil layers sheet to each scout. Explain how the pyramid is read

and challenge scouts to estimate where their original soil sample may lie in the pyramid.

Discuss the layers and which ones we explored today.

3. Why should we care what type of soil we have? Soil is our lifeline to successful food growth,

plus we need sound soil to build structures upon. It matters very much the health and structure

of our soil foundation.

4. Ask scouts if they can list the top three nutrients needed in the soil for plant growth (Nitrogen,

Phosphorus, and Potassium).

a. Nitrogen helps with leaf development

b. Phosphorus helps with root growth

c. Potassium helps with fruit and flower development

5. When these nutrients become depleted, how can we replace them?

6. Provide scouts with a tour of the compost park and the various forms of composting. Focus on

the FBI (fungi, bacteria, and insects) that are needed to break down organic matter. Describe

the 1:2 ratio of “green” and “brown” in the compost mix. Explain how prepared compost is then

added to the soil to replenish nutrients.

Activity 4 (45 minutes) – Erosion hike

Have scouts seated on grass near staging area. Talk with them about their knowledge of erosion. What

are the three major causes (wind, water, tillage)? Walk them verbally through an example of wind

erosion, using the Dust Bowl as an example. If there is time, use a bin of dry soil and tip the bin to a

reasonable angle and demonstrate the power of water erosion using a watering can and/or hose. Move

to a second bin of dry soil and demonstrate a form of tillage used by farmers by drawing a garden fork

through the soil in a vertical pattern. Again, add water. What are some effects of soil erosion on

society? (i.e. bluff destruction, stream bank instability, farmland loss, property damage)

Brainstorm with scouts ways in which we can control erosion, both small and large scale management

techniques.

1. Wind breaks

2. Plants – riparian buffers,swales

3. Rocks – riprap, walls

4. Contour landscaping/planting

5. Cover crops

6. Strip cropping

7. Rotation cropping

8. Tillage practices

a. Ridge tilling

b. No tilling

Hand out park maps to the scouts, along with pencils and clipboards. As a group, the scouts will go on

an erosion hike to mark on the map where erosion is occurring, what could be causing the erosion, and

what may be done to manage it. Discuss the term “conservation” and “soil conservation” and how

everyone can participate in it on varying scales.

Conclusion

By the end of the erosion hike, scouts should have noted at least three examples of erosion and one

feasible way to manage it. Scouts should leave the program with at least a basic understanding of soil’s

importance in our daily lives (food and structural support). Scouts should also have an understanding of

what conservation is and one thing they can do to support soil conservation.

Assessment

1. Back at the Center, review with scouts the definition of soil and the three types.

2. Have scouts list the types of soil nutrients and how they can be replaced when depleted.

3. Have scouts list the three types of erosion and several forms of erosion control.

4. How does the health of soil affect our lives? Why is it important to keep track of it and manage

it? What are some ways scouts can manage soil health at home or in their community?

SOIL PAINTING

Teaching Objective

"To gain a deeper appreciation of soils -- one of our most important

natural resources."

Introduction

Soils are one of our most important natural resources. They also are important for the beauty their many colors add to our landscapes. Most of us overlook this natural beauty because we see it every day. Often these colors blend with vegetation, sky, water, etc. Soil colors serve as pigments in bricks and pottery.

If you look at the works of many of the great artists, you will notice that "earth colors" are dominant. The color and texture of soil painting is fascinating and a creative opportunity for all ages of students.

Materials

soil (dried in air) hammer or mallet mortar and pestle (rubber-tipped) or tulle or nylons and cup paper cups (4 oz.) Or reuse meat trays, frozen dinner trays other reusable containers pencils, color pencils, markers ink pens (black, different tip sizes) paint brushes (different kinds and sizes) artist acrylic (clear gloss medium) (White glue watered down or liquid starch also works) sponges and rags 4 x 6 cards or white paper or water color paper or masking tape clothes line and clothes pins to use to hang to dry

Procedure

Soils

1. Gather soils of various colors.

2. Place each dried soil sample on a piece of paper or cloth and crush into pieces with

hammer or mallet.-

3. Place some of the crushed soil into a mortar. Use a rubber-tipped pestle to crush the

soil into a fine powder. Repeat to crush all of the different colored soils.

Or use tulleing or nylons (pantyhose) to sift the soil into cups. This will be dusty.

4. Place the different soils in paper cups -- notice the colors and textures.

Artwork

1. Lightly sketch art work on water color paper with a pencil. When satisfied with

composition, use ink for permanent lines.

2. With masking tape, carefully tape paper edges to table or board. This is done so that

the art work will dry flat.

Pour small amounts of artist acrylic in small paper cups or reuse containers and add a

variety of colors (Ex: meat trays, frozen dinner trays). Add small amounts of soil.

Experiment with depth of color and mixing the different soils.

3. Use different sizes and kinds of paint brushes, sponges, and rags. Experiment and

have fun.

4. Layering colors. When your art work is dry, you may apply another layer of soil paint.

5. You may want to use a black ink pen to make finishing touches on your artwork.

6. You can also make soil creatures with younger students. Have them use their thumb

to dip into paint and place thumb print on paper. Use markers, pens or pencils to

make creatures.

Activity Time The estimated time is about 1 hour. Adapted from USDA http://soils.usda.gov/education/resources/k_12/lessons/painting/

EXAMPLE from USDA Calendar 2004

NACD – DIG IT! The Secrets of Soil painting activity www.nacdnet.org August 2008

Objective Students will be able to define watershed, explain the role of trees and

plants in a watershed, and explain how water is a finite resource that

requires management.

Introduction / Background Introduce yourself and ask the group if they have touched a tree today.

Have them describe what a tree feels/smells/sounds/looks/tastes like. Then

ask the group to think about what things they have used so far in their day

(i.e. toothbrush, cereal, car, pencil, paper, etc.). Make on list on chart

paper/board of some of the things they have used, then have students

separate the items on the list into two groups: Paper product and non‐

paper product. Now they get to explore other daily products and decide

whether or not they have tree by‐products in them!

Activity 1 (10 minutes) – Setup ahead of time; items in a circle bordering instructional area.

Tree Treasures: Students will need a partner for this activity. “Now you all will get an

opportunity to explore other everyday products and make your own

decision whether or not they contain tree products”. Explain to the group

that each pair will get 1 table to complete. As they make a decision on each

product and record their answer on the paper, they move clockwise to each

of the other stations. When the worksheet is complete, the pairs may sit

back down. When each pair is given their worksheet, send them to a station

to begin. After all students have completed their rounds, discuss the

products. Were there any surprises? What were some of the tree products

that seemed unusual? Note that not all products with tree by‐products in

them are made of wood; trees have other parts and other uses.

Activity 2 (20 minutes)

Tree Cookies:

“We all have an idea what the outside of a tree looks like, but what about

the inside? What do you think it looks like? (hear students ideas) Let’s

Tree-Mendous!

Academic

Standards:

4.2.4A, B, C and D,

4.2.7A, B, and C

4.3.4A, B and C,

4.3.7A,B and C

4.4.4A and C, 4.7.4A and C

4.5.4A, B, 4.5.7A, B

4.6.4A

4.7.4A, B, 4.7.7A, B,

and C

4.8.4A,B, and C,

4.8.7A, B, C and D

Materials:Daily products, some

including tree by‐

products and some

without, tree

product worksheet,

tree cookies, tree

cookie worksheet,

tree ID books, tree

ID scavenger hunt,

blue poker chips (or similar item), red

poker chips, white

poker chips, variant

color – green, purple, black, orange, Tree Factory name tags,

hand lenses

(optional), rulers

(0ptional)

check out a cross‐section of a tree, or a tree cookie!” Hold up one tree cookie and explain that

student pairs will get a chance to explore their own cookie, and figure out the history of the

tree. Explain counting rings to determine the age of the tree when it was cut. As you are

demonstrating the tree cookie to the group, talk about other environmental events one can

deduce from reading a tree ring. Wide rings mean a wetter growing season, thin rings a dry

summer, and a misshapen or peculiar marking may indicate a climatic disturbance or stressor

that season, such as insects and disease. Explain to the group that when the cookies are handed

out, they may begin exploring the history of their tree by counting rings, then using the hand

lenses to explore other markings. After students have had time to explore, have them draw on

paper a timeline and fill in what they have deduced about the history of their tree. (ex. 23 rings,

so tree was 23 years old when it died. Ring 13 is skinny, so it was a dry summer. There is a black

smudge on ring 20, maybe an insect was eating the bark…). Have several pairs share their

timeline.

Cookies we have here at the Park:

Ash: quick growth early, then slow down. They have white ash disease, noted

by extremely slow growth. Wounds in the middle, also knots

Sassafras: darker grain

Hemlock: slow growth, shade tolerant and grow in understory, check the

branch growth

Sumac: soft wood, popular for buck rubs, note wound from buck rub in middle

Trees will try to mend themselves when wounded

Wound will work itself inward and downward, unless tree manages to heal itself

by creating a callous over wound


Tree ID: Let’s check out the trees!

Take students on walk into forest. Using guides and books, have students go on a scavenger

hunt for various species of trees as they walk. They may use bark and/or leaves for

identification.


Every Tree for Itself: “What do you, as a human, need to grow? What are your absolute essentials?” (Water, food,

clothing, shelter, air) Discuss with group. “What do trees need to survive?” (sunlight, water,

soil, air). “Let’s see how well you all do as trees!”

1. Have students spread out arms length from one another. Explain that they are now root‐

bound trees and cannot move their ‘feet’.

2. Sprinkle the poker chips among the students. Explain that the blue chips are water, the

white chips are nutrients and the yellow chips are sunlight. Each student has 15 seconds to

pick up chips BUT they may not move their feet!

3. After the first round, have students collect their chips and return them to you. Discuss how

many chips they collected. Do they think it was enough? Could they ever collect too many?

Was anyone missing a chip? What would happen if you didn’t get enough of one

requirement?

4. Play a few more rounds, then add some variations, if time allows. Variations may include:

a. Moving trees closer together

b. New color representing fire or pests

c. Subtracting/limiting one color of chip

Conclusion (5 minutes)

1. Review daily items we use made of a tree by‐product.

2. Review how to read tree cookies.

3. Review what trees they were able to identify on the walk.

4. Review what trees need to survive and what happens when the environment changes.

Additional activity:

Tree Factory:

Ask students what they know about the parts of the tree and how it works. Now they get the

opportunity to become a tree! (Know the number of students beforehand, if possible, and fill in

the basics, then add leftover students as leaves, roots, or bark)

1. Begin with an open space and the heartwood name tag. Have a volunteer in the

middle, make muscles, saying “I support!”

2. Next add the xylem, which brings water throughout the tree. Students encircle the

heartwood and say “ZIP!” while drawing hands from feet up into the air.

3. Add roots, sitting with legs out, encircling the xylem and heartwood. They move

their hands from feet to the tree, saying “gurgle, slurp!”

4. Add leaves, interspersed around roots and xylem. Waving their hands up in the air,

they say, in a high voice, “We make food!”

5. Add bark around the outside of it all, standing facing out, arms crossed. They say

“We protect!”

6. Have students practice as you add them together, then perform as one whole tree.

7. Now tell them it’s winter. How would a tree ‘factory’ work then? (slow down, no

leaves) What does a tree do for food if there are no leaves?

8. Try another season and discuss its differences.

environmental educators guide educat… · project to fruition! ... laura anderson, chair pacd...

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