Day+4+-+Fostering+a+Sense+of+Stewardship


 * 1) Exploring the Meadow Habitat for Bird and Butterfly diversity**
 * Group A: Butterflies**

During our search for butterflies, we discussed the importance of having a diversity of plants, and the relationship between insects and their host plants. We discussed how much more diverse a meadow is than a lawn.

The protocol that we followed was similar to that used by the North American Butterfly Association (NABA). This consists of a transect across an area focusing in on plants that attract the butterflies to their nectar--on this day, Mountain Mint, milkweed (Butterfly Weed, Common Milkweed, and Swamp Milkweed), and Wild Bergamot were the primary flowers. Butterflies are observed with the naked eye or with binoculars.

The major differences between our survey and the NABA protocol were: 1) Typically, NABA volunteers spend most of their time off paths, chasing butterflies through tall vegetation. We remained on the trail to reduce tick exposure. 2) We did catch a couple of butterflies to allow for close examination including the difference between the legs of a Monarch, which is a brush-footed butterlfy (they walk on 4 legs with the other two being used for touching and tasting, not locomotion), and the others that use all 6 legs for "walking". We also examined the butterfly antenna and body, and discussed the differences between butterflies and moths (although we did not find a moth). All butterflies we caught flew away when we were done.

Our list was not long but included: Cabbage White, Eastern Tiger Swallowtail, Black Swallowtail, Red Admiral, Pearl Crescent and Monarch.

We first learned how to use binoculars effectively for bird spotting as well as to learn how to describe where a bird is when trying to explain its location to someone else.
 * Group B: Birds**

In order to really learn how to "look" at birds we concentrated on SIZE, SHAPE and STRUCTURE before going to what color the bird is...this way we can learn to identify them - regardless of age, sex or season. SEE Bridges to the Natural World curriculum for a worksheet.

Researchers conduct "point count surveys" to determine presence / absence of species. They do this in a systematic way to be able to compare/contrast over years and determine trends as well as to recommend habitat management strategies.

Both groups tallied 17 species: Great Blue Heron Black Vulture Red-tailed Hawk Mourning Dove Chimney Swift Red-bellied Woodpecker Eastern Kingbird Tree Swallow White-breasted Nuthatch American Robin Gray Catbird Northern Mockingbird Chipping Sparrow Indigo Bunting Bobolink (male & female) - state endangered species (nesting) Red-winged Blackbird American Goldfinch

Involving your students in birds and birdwatching. Have your students do regular "bird counts" on the school grounds or at a local park. Post the sightings on eBird NJ - www.ebird/content/nj. You will need to make a profile to enter data.

Think about participating in the Great Backyard Bird Count (Cornell) or NJ Audubon's World Series of Birding. Also Cornell's All About Birds website is full of information.

Also look at a Global Warming Atlas for birds www.nrs.fs.fed.us/atlas/

American Bird Conservancy - www.abcbirds.org

Students create their own key using leaves or other items. Concepts & skills - observing, analyzing, classifying and synthesizing...also consensus building,
 * 2) Creating a Dichotomous Key (from Bridges to the Natural World)**

In order to do some form of ecological "stewardship" it is important to know what the composition of a habitat should be as well as what plants/animals are currently present. Only after doing some research and monitoring can an ecologist make the best recommendations related to land management and stewardship.
 * 3) Native and Invasive Species Discussion and Resources - The Beginning Steps in Stewardship**

Think about using the dichotomous key in order to introduce invasive plants and then do the Early Detection Survey to have students find/identify where these plants exist on the school grounds. Once this is done what could the next steps be???? (See Cathy Nee's lesson plan for her field investigation)

Think about where you could conduct something like this on your school grounds. Start simple. Bridges to the Natural World - Window on the World outlines the lesson.
 * 4) Conducting a quadrat study.**

What do all of these have to do with watershed health?

REFERENCES:

Tallamy, Douglas, Bringing Nature Home--How Native Plants Sustain Wildlife in our Gardens (NOTE: This book should be required reading in every ecology class and considered for biology classes as well. It focused on the vital relationships between insects and plants. Contains lists and details of important native plants.

Grass Identification for non-professionals: Brown, Lauren, Grasses--An Identification Guide Knobel, Edward, Field Guide to the Grasses, Sedges, and Rushes of the United States

Invasive Plants

Mistaken Identity--Native Plants and their Native Look-Alikes: []