fbpx

Displaying items by tag: Nature camp

These days the trend for summer camps are more nature based programs. It seems we are heading forward by going into our past. What are children missing today?
Among the growing trends that summer camps offer are Grow your own food, Save the environment and Be in Nature. These are all retro terms that seem to be missing from our every day life.

Today “camp” means more than it did 100 years ago. Today it’s traditional camp and sports organizations, parks, museums, schools and colleges, dance troupes, arts centers, animal shelters, heritage groups and churches and synagogues computers, shopping, makeup and Lego Camps.

According to the American Camp Association is expecting another strong summer season. "It seems many families see value in the summer camp adventure. Although our children are heavily over scheduled summer camp provides that chance for children to just slow down and play and learn outside a class room," said Jeff Lorenz, Director of Swift Nature Camp in Wisconsin.

Parents today are coming to realize that children need to get weaned off their personal electronic devices. " With the growing concern of obesity, America is in the midst to reconnect to nature. At SNC we are electronics-free zone for kids and staff alike. We are truly living in the past,” said Jeff. 

Swift Nature Camp this summer has started a hydroponics garden. “We feel that often children don't understand how food gets to our table. At SNC, we focus in on spirit, mind and body and we feel that this connection helps kids better understand how important nature is to all of us." This is just a natural continuation of our Science Summer Camp program

Today, kids are living in a 'concrete jungle,' always indoors or watching TV, and being online not really getting outside and appreciating nature. At Swift Nature Camp we believe, summer camp is all about being outside and reconnecting with nature, this can happen in many way from just playing in it , to actually taking classes in our Nature Center and learning about nature. However, what the children most enjoy at SNC is going on backpack and canoe trips, it is a way to learn about nature and yourself.

Summer Camps are remarkable at teaching kids life skills. Camp provides aa nurturing and child centered community, filled with human relationships. The outcome from these experiences is independence, responsibility, teamwork, cooperation, communication and leadership.

If you are just starting your search for a Summer Camp please visit Summer Camp Advice a wonderful website that will give a parent loads of information on how to find the best summer camp for your child.

Summer school, all-year academic school, summer sports programs, and electronic media have become the elements of children’s summer activity in recent years. Children are kept occupied with indoor play activities. The playground has come indoors and .....
narrowed in focus. The flickering light of computer monitors and handheld game screens has replaced sunlight and fresh air.

Modern times have come to call for change in the way we prepare our children to live life in the world they will inherit. Our kids simply must find a way to reconnect with our natural environment as they grow up. The global effort to restore ecological balance will need aware participants at every level. Environmental awareness always begins with a personal sense of connection to nature.

Parents can bring back awareness of nature to a child’s experience. Summer camp has been around since for over 150 years and is still an effective way to bring back balance to a child’s life. Trained staff members of modern summer camps can guide kids back into an alliance with nature through the pure fun of camp activities. The challenges of summer camp activities are fun rather than stressful, making them even more effective for learning how we are a part of nature.

Most directors of quality modern summer camps have developed policies that encourage camper experience that reconnects the camper to nature without sacrificing the great fun and memorable friendships that are the classic benefits of summer camp. One such policy is simple and sweeping: beginning by not permitting cellular phones, BlackBerries, pagers, radios, iPods, cassette or CD players, laser pens, TVs, Game Boys or digital cameras. Children forget that life is possible without these ubiquitous accessories. Not including them in the camp experience brings children a revelation: they find out that they can actually have fun and enjoy themselves living without those things.

A camp that combines traditional camp activities such as hiking, canoe trips and horseback riding with modern ways for campers to learn about nature will succeed in instilling environmental awareness in campers. Learning is potentially much more effective because it is associated with fun and friendships.

Summer camps have added modern awareness of health and nutrition to the established means of meeting physical needs such as good hygiene, exercise, and teamwork. Modern summer camps can offer a healthy menu that still includes foods that kids enjoy. A salad bar at lunch and dinner that includes a choice of fresh vegetables and salads is an example of this. Vegetarian meals should be made available to campers who have that preference. Fresh fruit can be made available all day for snacks. Nutrition is a part of a modern summer camp’s “green” approach to total wellness that includes providing means to develop of a camper’s positive self esteem, build friendships, and promote having FUN.

When they are discussing a possible choice of a camp with a camp’s directors, parents should ask about the sustainability of that camp’s own day-to-day ecological practices. How do they conserve energy and water and recycle? What is the camp doing to take responsibility for its own environmental footprint?  Learning is a combination of information and participation. If a summer camp’s practices don’t reflect their talk, campers aren't going to absorb important messages about their own relationship with nature. Summer camps are becoming aware of the effects they are having on their immediate environment. Camp directors should be looking at the big picture and showing care for the earth as well as their campers.
It all started back in the days when American Bison ruled the Great Plains. At that time a rather nondescript grayish or black bird followed the herds around, feeding on seeds in the abundant supply of buffalo excrement. Settlers on the plains came to calling these animals buffalo birds.
permalink=”http://www.swiftnaturecamp.com/blog”>
But since the birds depended on wandering herds for food, they needed to wander as well if they wanted to survive.
The problem, of course, is that wandering birds can’t tend their nests. So the buffalo birds decided to leave their young in the care of other birds, an arrangement that seemed to work, at least from the buffalo birds’ perspective.
Then, during the 1800s, the prairies and buffalo disappeared, replaced by pasture and cattle. But the birds remained and started keeping company with cows instead of buffalo, eating insects in the grass, ticks on the livestock, and seeds and grain. The buffalo bird eventually became known as the cowbird.
Today there are two native cowbird species in North America, the 
Bronzed Cowbird of the Southwest and the Brown-headed Cowbird common in most of the United States and Canada. Both species still lay their eggs in the nests of other birds, which is to say that both maintain the parasitic tradition of their ancestors, much to the dismay of bird lovers and conservationists.
The main reason people find the cowbirds’ behavior objectionable is that it threatens biodiversity.
Cowbirds as a whole lay their eggs in the nests of more than 200 other species of birds. And in most cases, because these birds tend to be smaller species, the young cowbirds come to dominate the nests, pushing out the other young or hoarding the food. The result is that the two cowbird species thrive at the expense of hundreds of others.
With 2011 almost over did you know that it was the year of the Turtle?
If you did...What have you done about it.
If not there is still time to save nearly 40% of the turtles that are threatened .
permalink=”http://www.swiftnaturecamp.com/blog”>

Why Turtles, and Why Now?


Turtles are disappearing from the planet faster than any other group of animal. Today, nearly 50% of turtle species are identified as threatened with extinction. However, it's not too late for our turtle heritage to be salvaged. The United States has more endemic turtle species than anywhere on Earth; a turtle biodiversity hotspot. Our careful stewardship can preserve the rare species and keep 'common species common.'
Throughout the year, we will be raising awareness of the issues surrounding turtles through press releases, newsletters, photo contests, and related events. We believe that citizens, natural resource managers, scientists, and the pet and food and related industries can work together to address issues and to help ensure long-term survival of turtle species and populations.


Threats to US Turtles


The bad news is humans cause the largest harm to turtle populations, but the good news is we have the power to make positive changes toward turtle survival. The largest threats to turtle populations include (with the top 3 caused primarily by humans):
  • habitat loss and degradation
  • overharvest of wild turtles for food, traditional medicines, and pets
  • mortality from roads, agricultural machinery, fishing bycatch, and predators
  • invasive exotic species and diseases
  • loss of unique genetic makeup due to hybridization
  • climate change
Bookmark www.yearoftheturtle.orgfor more information on how you can get involved!


This email address is being protected from spambots. You need JavaScript enabled to view it. for our monthly newsletters, containing: 


  • A downloadable turtle photo calendar for each month, including a photo contest – your photo could be in the calendar!
  • Information about turtle conservation efforts and groups, and how you can help
  • Interviews with turtle experts, and answers to selected questions that YOU send us!
  • Information on how you can help spread the word about turtles
  • Educational materials
  • Turtle art, poetry, and cultural information
  • ... and much, MUCH, more!
  • At Swift Nature Camp you can learn more with hands on studies with turtles.

Wisconsin Green & Healthy Schools Program


Schools across Wisconsin are demonstrating their commitment to a more sustainable Earth, stronger communities and healthier, more productive learning environments for students by choosing to join the Wisconsin Green and Healthy Schools program. The Wisconsin Green and Healthy Schools program is a web-based, self-paced and voluntary program available to all Wisconsin public and private elementary, middle and high schools. The program is designed to support and encourage schools in their quest for a healthy, safe, and environmentally-friendly learning environment.


Our Mission


Meadowbrook Students Recycling
The Wisconsin Green and Healthy Schools program aims to increase the students’ knowledge and awareness of Wisconsin’s natural resources and the environmental, health, and safety concerns and challenges that face our schools, our communities, and our Earth. The Green and Healthy Schools program will help students develop the necessary skills and expertise to address these challenges, and to foster life-long attitudes, behaviors, and commitments in order to make informed decisions and to encourage students to become active participants in their communities*. Furthermore, by completing the steps of the program schools will discover ways that their individual school can provide a safe, clean, and green school that promotes a productive learning environment and in doing so will help to conserve and protect our valuable natural resources.
(*Portions of the Green and Healthy Mission were taken from UNESCO, Tbilisi Declaration, 1977).


Awards and Recognitions


The journey to becoming a Wisconsin Green and Healthy School requires hard work, active participation, and a strong commitment to attaining a healthy and environmentally responsible school. The Wisconsin Department of Natural Resources and the Wisconsin Department of Public Instruction want to recognize your school’s achievements at every step of the program through a succession of awards and recognitions [PDF 125KB]. Your school is encouraged to display these awards around your school building to inform staff, students, parents, and the community of your continued commitment to providing students and staff with a healthier and greener learning environment.

 

As the presents of Eurasian watermilfoil increases in the Northern part of Wisconsin Methods have been researched on reducing its population. One way is biological control using an increased population of the native milfoil weevil. Researchers from the University of Minnesota reported a substantial decline in the density of Eurasian watermilfoil when the weevil population reached two insects per stem.
Swift Nature Camp was pleased in the summer of 2011 to take on this project in part supported by the local lake association and the
Wisconsin Department of Natural Resources. “ This is REAL hands on Science” said Emily the Director at Swift in-charge of the little critters. Our goal was to start with a local population and create an even lager population to release back into the water. During the summer we had 10 tubs of 50 gallons each. These were home to our beginning brood of weevils. Every few weeks we fed them and hoped that they were reproducing franticly....
Swift Nature Camp,

Please pardon the amazing delay in getting you your weevil project results.  I have some preliminary results, and will send you a copy of the complete report to be filed with the DNR when that is finished (February).  

I have attached the counts from the subsamples I collected from some of the tubs during our release day.  The results were below what we expected to raise, with tubs producing only 40-200 weevils each, rather than 670 each, but please do not be disappointed.  The temperature records Emily kept gave me a lot of good information to look at.  Your temperatures in the tanks averaged 71F, which is cooler than what we planned on (77F), probably due to the shadiness of the site.  What this tells me is that your weevils' development was probably happening much slower than what we expected.  My observations of the samples also found that the stems were in poor condition, possibly also an effect of the shadiness of the site.  

But, hey, in spite of those unexpected problems (and the problem of having to hunt and search for milfoil stems!) we still released 1248 weevils to the lake, and that's nothing to sneeze at!  So thanks again for all your hard work and being part of this pilot study.  We will continue to work out the kinks in this protocol to make it truly achievable to the lake groups who need it.



Thanks!

Amy Thorstenson
Executive Director/Regional AIS Coordinator
Weevil_counts_Minong_Rearing_Tubs_Aug2011

Hi Swift Nature Camp
I asked Amy how the other groups did in their weevil rearing project for 2011.  None of the three groups had great success rates.  You saw her report on ours, Holcombe got their tanks too hot and Amy thinks the weevils developed faster than they could feed them, so they starved.  Goose Lake ended up not collected the right species of milfoil, again causing their weevils to starve.  So I guess we all learned something. 

Amy is exploring the possibility of applying for another DNR research grant to fund another program in 2012.

So that begs the question. Do you want to try and raise weevils again?  This means having to collect (and bundle) more EWM in 2012.  EWM that we are not even sure we will have.  Plus with the potential drawdown occurring sometime this year (hopefully late fall) that may have a negative impact on the weevils.  If the drawdown occurs in stages beginning in September or October we would likely be fine.  Plus we are planning a smaller EWM treatment this year so should be able to find EWM more easily.

We have the equipment, but do we have the desire?  I would again help to support it, but would want to include some money in the new grant application to do so.  Most of the money added would go to my summer technician so the costs would be much less than if I charged all my time.  He could then help collect EWM, even help bundle if necessary.

Please let me know your opinions as soon as possible.  No need to mess with it in the grant stuff, if there is no desire to try it again.  Personally, I think we should, but I am just one in a bunch that need to make that decision. 

Dave Blumer  |  Lake Scientist

DAVE 
AS YOU KNOW SWIFT NATURE CAMP IS ALWAYS WILLING TO HELP. 
PLUS, IT IS A WONDERFUL LEARNING EXPERIENCE FOR OUR CAMPERS.
Jeff Lorenz

2011-2012 is the Year of the Bat! Now is the time to educate children regarding the essential roles of bats in maintaining healthy ecosystems and human economies has never been more important. Bats are found nearly everywhere and....
approximately 1,200 species account for almost a quarter of all mammals. Nevertheless, in recent decades their populations have declined alarmingly. Many are now endangered, though they provide invaluable services that we cannot afford to lose. 
 
Simply because they are active only at night and difficult to observe and understand, bats rank among our planet’s most misunderstood and intensely persecuted mammals. Those that eat insects are primary predators of the vast numbers that fly at night, including ones that cost farmers and foresters billions of dollars in losses annually. As such bats decline, demands for dangerous pesticides grow, as does the cost of growing crops like rice, corn and cotton. 
 
Fruit and nectar-eating bats are equally important in maintaining whole ecosystems of plant life. In fact, their seed dispersal and pollination services are crucial to the regeneration of rain forests which are the lungs and rain makers of our planet. 

Many of the plants which depend on such bats are additionally of great economic value, their products ranging from timber and tequila to fruits, spices, nuts and even natural pesticides. 
 
Scary media stories notwithstanding, bats are remarkably safe allies. Where I live, in Austin, Texas, 1.5 million bats live in crevices beneath a single downtown bridge. When they began moving in, public health officials warned that they were diseased and dangerous--potential attackers of humans. Yet, through Bat Conservation International, we educated people to simply not handle them, and 30 years later, not a single person has been attacked or contracted a disease. Fear has been replaced by love as these bats catch 15 metric tons of insects nightly and attract 12 million tourist dollars each summer. 
 
It is now well demonstrated that people and bats can share even our cities at great mutual benefit. As we will show through varied Year of the Bat activities, bats are much more than essential. They’re incredibly fascinating, delightfully likeable masters of our night skies. 

Statement by Dr. Merlin Tuttle

Honorary Ambassador
Pasted Graphic
Last summer was a very exciting summer because we got to participate in REAL SCIEN!CE Thats right in a project funded by the State of Wisconsin we raised a biological contorl thatreduces the evasive spies of Eurasion Milfoil. The milfoil weevil is a natural plant predator of some types of milfoil and has been studied by researchers as a biological control for Eurasian watermilfoil for over two decades. Weevils are commonly found the SNC lake. However, because milfoil grows so fast, natural populations of weevils cannot typically control it. Our goal was to boost the natural weevil population to sustainable levels high enough to effectively control the milfoil over the long-term.We started with 750 weevels in our 10 tanks each of which held 50gallons. We feed the weevels Milfoil during the summer and released nearly 1500 weevels. We were hoping to relaese even more but for some reason, probably a cool summer we had less breeding weevels. We will be doing the same program again in 2012 to see if we can even increase production

Mass rearing of milfoil weevils (Euhrychiopsis lecontei
by volunteers: Pilot Study 
Phase I 

AMY THORSTENSON
FEBRUARY 2012 


Stevens Point, WI 
715/343-6215 
www.goldensandsrcd.org



Introduction 

Biological control studies are currently underway in Wisconsin to improve the 
science of applied biological control of Eurasian watermilfoil (EWM). Many lake groups 
are eagerly awaiting the results of those studies and are interested in applying biological 
control in their lake. However, for many cash-strapped lake groups, purchasing their 
weevils outright would be cost-prohibitive. As we move forward in our understanding of 
the biological control of EWM, this mass rearing pilot study aims to move us forward in 
making milfoil weevils a more practical option for lake groups with more sweat equity 
than cash. The mass rearing method (Thorstenson 2011) is labor intensive and must 
be followed to the letter in order to maximize success. Phase I of this pilot study was 
the first year of evaluating the capability of volunteer groups to successfully produce 
weevils on a mass scale. 

Methods

Study area —Lake Holcombe (Chippewa/Rusk Co) is a 2,881-acre impoundment 
of the Chippewa River, with a maximum depth of 61 ft. Large parcels of the riparian 
properties belong to the State of Wisconsin or paper company holdings and remain in 
natural/wooded condition. The Minong Flowage (Douglas/Washburn Co) is a 1,587- 
acre impoundment of the Totagatic River, with a maximum depth of 21 feet and 
surrounding natural/wooded shoreline. Goose Lake (Adams Co) is an 84-acre seepage 
lake with a maximum depth of 22 ft and surrounding natural/wooded shoreline. 
Study Design — Weevil rearing methods were modeled after Hanson, et al. 
1995, with modifications based graduate work conducted by Amy Thorstenson at UW-



Stevens Point (Thorstenson2011). Hanson, et al. reported that an outdoor stock tank 
performed just as well their indoor, controlled 20-gal aquariums, with less management 
time invested. Thorstenson’s studies found similar results, and developed a simplified 
method for outdoor, mass rearing. 
Each lake group set-up and maintained 10, 370-L “Freeland poly-tuf stock tanks 
(79cm W x 132cm L x 63cm H), stationed in an outdoor area where full sun and access 
to a clean water supply was available. The sunniest location available was selected to 
keep the milfoil stems (food stems) healthy, but water temperatures were monitored to 
ensure they did not approach lethal temperatures (34 C / 93 F). Water temperatures 
were monitored with aquarium thermometers and recorded regularly. Fresh water was 
added as needed to top off the tanks. NoSeeUm (0.033 cm mesh) light duty fiberglass 
screening was used to cover the tanks and pools. While the primary use of the 
screening was to exclude predator/competitor insects and birds, it also functioned as 
light shade to reduce peak temperatures in the tanks during sunlight hours. 

EWM stems to be used for food were collected from the same lake that would be 
the recipient of the weevils reared. Stems were collected from the deepest milfoil beds 
available, farthest from shore, where naturally occurring weevils were less likely to be 
present, in order to avoid the inadvertent introduction of unaccounted for weevils. To 
minimize the introduction of predator or competitor insects, the collected food stems 
were laid thinly over a mesh screen and sprayed with a hose and nozzle at a pressure 
sufficient to clean the milfoil but not damage it. Cleaned stems were then be floated in a 
wading pool of clean water, sorted and untangled. Because weevils lay their eggs on 



apical meristems, only stems with apical meristems were retained for use; stems that 
had gone to flower or had broken tips were be discarded. Stems were trimmed to a 
length sufficient to reach from the base of the rearing chamber to the surface of the 
chamber’s water (62 cm). Stems were then bundled together in groups of fifteen stems, 
and attached at the base to a rock with a rubber-band to weight the stems down and 
achieve vertical orientation in the rearing chamber. All chambers received an initial 
stocking of milfoil food bundles, with stockings repeated every 21 days to keep the 
weevils supplied with actively growing milfoil (Table 1). 
Table 1 
Weevil feeding schedule. 

# of EWM 
stems to feed 
per tank 
Day 0 
Day 21 
Day 42 
105 
165 
225 

The “starter batch” of weevils were purchased from EnviroScience, Inc., Ohio. 
EnviroScience Inc. provided weevil stock from northern Wisconsin, in order to ensure 
weevils with winter-hardy genetics. Each tank was stocked with 0.19 weevils/L (72 
weevils per 100-gal tank). The purchased weevils arrived as eggs and early instar 
larvae attached to bundles of milfoil stems in sealed plastic bags. The estimated 
number of weevils in each bag was written on the outside of each bag, however the 
number of weevils inside were assumed to be unevenly distributed amongst the milfoil 
stems within. Therefore, the stems were placed into a large tub of water and counted to 
derive an estimated average of weevils per stem. Stems were then selected randomly 



to accumulate the number of weevils needed to stock each rearing chamber. Thus, the 
number of weevils initially stocked to each rearing chamber was an estimated average. 

Chambers were maintained for approximately 55 days, allowing enough time for 
producing two generations. Prior to releasing the weevils to their recipient lake, 
subsamples were extracted to estimate total production. A 10% subsample of the 
weevil-containing food stems were extracted from four of the ten tanks (selected at 
random), preserved in 80% isopropyl alcohol, and refrigerated until laboratory 
examination. The preserved subsample stems was examined by Thorstenson by 
floating stems in water in a glass pan over a light table, with 3x magnification goggles. 
Each stem was carefully examined for weevil eggs, larvae, pupae, and adults and the 
total number of weevils recorded. The assistance of a higher power (30x) Carson 
MagniscopeTM was used for identification of specimens when needed. Specimen 
vouchers were preserved in sample vials in 80% isopropyl alcohol. 

Data Analysis — For the each rearing site, average return rate and total estimated 
production was estimated based on the 10% subsamples. Total estimated release (total 
production – subsamples) was also calculated. Temperature records were analysed to 
calculate min, max, mean, and 90% confidence intervals, to evaluate whether volunteers were 
maintaining optimal water temperatures. 

Results

Goose Lake – Expected return rate was 9.6 weevils out per weevil stocked, and 
Goose Lake’s return rate was 0.6. (Table 2) 720 weevils were initially stocked to the10 



rearing tanks, and total production was estimated at 400 weevils. Lab examinations 
observed: low occurrence of miscellaneous insects; substantial mixing of hybrid milfoil, 
M. sibiricum, and M. verticillatum stems; dead or bacteria-engulfed pupa; low 
occurrence of pupation sites; and low evidence of weevil damage on non-M. spicatum
stems. Due to an acute lack of available M. spicatum in Goose Lake, M. sibiricum and 
hybrid milfoil were also collected as an optional food choice when it became necessary. 
Water temperatures were monitored but not recorded. Tank temperatures were 
moderated by adding fresh groundwater as needed. 
Minong Flowage - Expected return rate was 9.6 weevils out per weevil stocked, 
and Minong Flowage’s return rate was 1.8. (Table 3) 720 weevils were initially stocked 
to the10 rearing tanks, and total production was estimated at 1,300 weevils. Lab 
examinations observed: low occurrence of miscellaneous insects; no non-M. spicatum
mixed in; heavy weevil damage to stems in some tanks; and fused, deformed milfoil 
leaflets and hardened, opaque stems (indicative of exposure to herbicides) in some 
tanks. Tank temperatures were moderated by adding fresh groundwater as needed. 
Water temperature ranged from 60 - 80 F, with a mean of 71 F. (Table 4) These 
temperatures were similar to temperatures expected (per Thorstenson 2011), but lower 
than the temperatures optimal for weevil production. (Figure 1) 
Lake Holcombe - Expected return rate was 9.6 weevils out per weevil stocked, 
and Lake Holcombe’s return rate was 3.1. (Table 5) 720 weevils were initially stocked 
to the10 rearing tanks, and total production was estimated at 2,090 weevils. Lab 
examinations observed: low occurrence of miscellaneous insects; no non-M. spicatum
species mixed in; poor stem health; heavy weevil damage to stems in some tanks; 



limited available oviposition sites; and fewer eggs than expected. Tank temperatures 
were moderated by adding fresh groundwater as needed. Water temperature ranged 
from 70 - 90 F, with a mean of 82 F. (Table 6) These temperatures were higher than 
temperatures expected (per Thorstenson 2011), and similar to temperatures optimal for 
weevil production. (Figure 1) 

Discussion

Goose Lake production was substantially lower than expected, and the optional 
feeding on non-M. spicatum species was likely the key problem. Temperatures were 
closely monitored (although not recorded), and not believed to be a problem. 
Subsample observations noted few miscellaneous insects, ruling out a predation 
problem. Subsample examinations confirmed several species of milfoil were used in 
feeding, including: M. sibiricum, hybrid milfoil (northern x M. spicatum), M. verticillatum
M. heterophyllum is also present in Goose Lake and may also have been fed, although 
subsample examinations did not confirm this. Subsample examinations noted problems 
with pupation (bacteria-laden pupa, dead pupa, few pupal chambers observed), and 
weevil damage observed on M. spicatum but not the other species that were mixed in. 
Weevil developmental time is longer, and developmental performance is poorer, on M. 
sibiricum than on their exotic host, M. spicatum (Newman et al. 1997). Research in the 
Midwest has found that weevil performance on hybrid milfoils was intermediate between 
the native hose (M. sibiricum) and the exotic host (M. spicatum) (Roley & Newman 
2006). Weevil developmental time is significantly longer when reared on M. 
verticillatum than on M. spicatum (37 days versus 21 days) (Solarz & Newman 2001). 



Additionally, oviposition (where they choose to lay their eggs) preference was 
significantly less for M. sibiricum and nearly absent for M. verticillatum in females that 
were reared on M spicatum (Solarz & Newman 2001). Weevil development on or 
preference for M. heterophyllum is unknown. Therefore, the optional feeding of other 
milfoils, although unpreventable due to an acute lack of M. spicatum in 2011, was likely 
the main factor in low production. 
Minong Flowage had lower than expected production, possibly due to a 
combination of factors. One factor may have been food stem quality. The Minong site 
was the shadiest of the three sites, and subsample examinations noted stems in very 
poor condition, some limp, as if they did not get enough sunlight. Additionally, some 
tubs had stems that were deformed (fused leaflets, tough, opaque stems) as if exposed 
to herbicides. Food stem collection was in an area of the Flowage that had not been 
treated with herbicides, but was within the same bay (Serenity Bay). (Appendix B) It 
would be possible that residual herbicides were insufficient to kill the milfoil there, but 
yet sufficient to cause growth deformities. These deformities may have negatively 
affected the plant’s qualities as a host plant for successful weevil development. (Note 
the dead pupa recoded in the same tub that had the deformed stems.) 
Lake Holcombe had lower than expected production, probably due to weevil 
development time being shorter than expected. The rearing site was in open prairie, 
with all-day sun, which allowed the tubs to warm more than expected. Volunteers 
managed the temperatures frequently, adding fresh, cool groundwater twice a day if 
needed to keep tanks from getting too hot during heat waves. Their temperature 
records reflect that effort, with tank temperatures hovering around a mean of 81 F, and 



a tight 90% confidence interval of less than 1 degree. We were expecting tub 
temperatures to average around 71 F, as in Thorstenson 2011, and for the full life cycle 
to take about 21 days. Lake Holcombe’s temperatures were closer to optimal 
temperatures for weevil development (84 F, Mazzei et al. 1999). At this temperature, 
the full life cycle takes only 17 days (Mazzei et al. 1999), which means the weevils 
should have been fed four days sooner, at each feeding cycle. Subsample 
examinations found heavy feeding damage, a shortage of healthy growing buds suitable 
for egg laying, and a shortage of healthy, fat stems suitable for pupation sites, all 
evidence that the weevils were running out of food and habitat, which certainly led to 
reduced production rates. 
Although the results of this study were well below expected, the problems 
encountered can be adjusted for with modifications to the methods. In future studies, it 
is recommended to: 
select rearing sites that have a minimum of 6 hours of sunlight to maintain 
healthy food stems; 
collect food stems well away from potential herbicide residue areas; 
avoid the optional use of other milfoil species; 
and to monitor temperatures regularly and shorten feeding cycle times at very 
sunny sites where optimal temperatures are attained. 

Acknowledgments

 
This study was funded by an Aquatic Invasive Species Grant (#AEPP-304-11) 
from the Wisconsin Department of Natural Resources. This study would not have been 

10 

possible without the dedication of team leaders at each site: David Blumer, SEH, Inc., 
Reesa Evans, Adams County Land Conservation Department, and “Doc” Dougherty, 
Lake Holcombe Association; and their dedicated volunteer crews at Goose Lake 
Association, Swift Nature Camp, Minong Flowage Lake Association, and Lake 
Holcombe Association. 

References


Hanson, T., C. Eliopoulos, and A. Walker. 1995. Field Collection, Laboratory Rearing 
and In-lake Introductions of the Herbivorous Aquatic Weevil, Euhrychiopsis 
lecontei, in Vermont. Vermont Department of Environmental Conservation, 
Waterbury, VT. 
Mazzei, K.C., R.M. Newman, A. Loos, and D.W. Ragsdale. 1999. Developmental rates 
of the native milfoil weevil, Euhrychiopsis lecontei, and damage to Eurasian 
watermilfoil at constant temperatures. Biological Control. 16:139-143. 
Newman, R.M., M.E. Borman, and S.W. Castro. 1997. Developmental performance of 
the weevil Euhrychiopsis lecontei on native and exotic watermilfoil host-plants. J. 
of the North Amer. Benthological Soc. 16:627-634. 
Roley, S.S., and R.M. Newman. 2006. Developmental performant of the milfoil weevil, 
Euhrychiopsis lecontei (Coleoptera: Curculionidae), on northern watermilfiol, 
Eurasian watermilfoil, and hybrid (northern x Eurasian) watermilfoil. 
Entomological Soc. of Amer. 

Solarz, S.L. and R.M. Newman. 2001. Variation in hostplant preferences and 
performance by the milfoil weevil, Euhrychiopsis lecontei Dietz, exposed to native 
and exotic watermilfoils. Oecologia 126:66-75.

Thorstenson, A.L. 2011. Biological control of eurasian watermilfoil (Myriophyllum 
spicatum) using the native milfoil weevil (Euhrychiopsis lecontei). M.S. Thesis. 
University of Wisconsin-Stevens Point, Stevens Point, WI. 

One Tree can make a difference.
As we near Earth Day 2012 it is important that 
we all realize that the planting of 1 tree can make a difference. 
Read more about How trees change our life
The information below, except where noted, was taken from the LEAF Urban Forest Lesson Guide: 
The information provided is in reference to urban forests, but these benefits and values also apply to rural forests. 
Canopy, or tree canopy, is a term used to describe the leaves and branches of a tree or group of trees. In an urban forest, tree canopy is important to the potential benefits the forest may provide. In general, the more area it covers and the denser the canopy, the more benefits the trees can provide. Although one tree is better than none, 100 are better still. Whether the benefits are from one tree or many trees, they are all still real and most can be quantified in some way. Often, forest benefits are divided into three categories: social, economic, and ecologic. It is difficult to divide the benefits that the urban forest canopy provides into these categories because so many benefits fall into more than one. 


Social Benefits 


Just as with a rural forest, an urban forest provides many benefits. Numerous studies have been done about the social 
and psychological benefits of “green” in urban environments. The findings of the studies make a strong case for the 
importance of urban forests. Urban public housing residents who lived in buildings without trees and grass nearby were 
asked about how they cope with major life issues. They reported more procrastination and assessed their issues as more 
severe than residents with green nearby. 
A study done with children with Attention Deficit Disorder (ADD) found that children with ADD were better able to focus 
and concentrate after playing in natural, green settings, than in settings where concrete was predominant. 
Apartment buildings with high levels of greenery have been shown to have approximately half the number of crimes 
than those with little or no greenery. The results proved true for both property crimes and violent crimes. A similar study 
found that residents living in areas without nearby nature reported more aggression and violence than those living with 
nearby green. In addition to these specific studies, access to nature also provides humans with other social benefits. 
Parks and other green spaces provide a space for people to play, walk, jog, birdwatch, or just sit quietly. These activities 
are good for our physical health in a society that is increasingly sedentary. It is also good for our mental health by 
providing a place to unwind. Trees also reduce noise levels. 

Economic Benefits 


The economic benefits of urban forests are increasingly being documented. Economics often becomes the language 
used when it comes to urban forest management. Budgets of municipalities must cover an array of services, and the 
benefits of an urban ecosystem must often be proven to secure funding. In a study that considered the costs and 
benefits of municipal forests in five U.S. cities, the researchers found that for every dollar spent on trees, the benefits 
returned were worth from $1.37 to $3.09. A little math tells us this is clearly a good investment. 
Trees save money through reduced energy costs. Cities create what is referred to as a heat island. The concrete, asphalt, 
buildings, and other surfaces absorb and hold heat from the sun. During hot summer days, cities can be five to nine 
degrees warmer than surrounding areas. Shading, evapotranspiration, and wind speed reduction provided by trees help 
conserve energy in buildings. A study conducted in Minneapolis, Minnesota, showed that trees placed in the proper 
location can reduce total heating and cooling costs by eight percent. 
Homeowners not only reduce costs of heating and cooling their homes, but increase the value of their property by 
planting trees. Research suggests that property value can increase three to seven percent when trees are present. Trees 
also make homes and neighborhoods more desirable places to live. One economic benefit that urban trees can provide, 
but often don’t, is one based on products. Municipalities and tree services across the country have come up with ways 
to use the wood that is cut from an urban forest. Products range from specialty furniture, to musical instruments, to 
lumber for park shelters, to artwork. The income from selling products from the wood of trees being removed could be used to defray the cost associated with the removal, making trees an even better investment. 


Trees and Climate Change


The information about how trees impact climate change is taken from the National Arbor Day website 
http://www.arborday.org/globalwarming/treesHelp.cfm, and the American Forest Foundation website 
www.americanforests.org/resources/climatechange/ 
Deciduous trees, planted on the west, east and south sides, will keep your house cool in the summer and let the sun 
warm your home in the winter, reducing energy use. 
Just three trees, properly placed around a house, can save up to 30% of energy use. 
Trees or shrubs planted to shade air conditioners help cool a building more efficiently, using less electricity. A unit 
operating in the shade uses as much as 10% less electricity than the same one operating in the sun. 
Neighborhoods with well-shaded streets can be up to 6–10° F cooler than neighborhoods without street trees, reducing 
the heat-island effect, and reducing energy needs. 
Shaded parking lots keep automobiles cooler, reducing emissions from fuel tanks and engines, and helping reduce the 
heat-island effect in communities. 
Trees absorb carbon dioxide (CO2), the primary gas causing global climate change. Trees retain the carbon (C) from the 
CO2 molecule and release oxygen (O2) into the atmosphere. The retained carbon makes up half the dry weight of a tree. 
Forests are the world's second largest carbon reservoirs (oceans are the largest). Unlike oceans, however, we can grow 
new forests. One acre of forestland will sequester between 150 - 200 tons of CO2 in its first 40 years. 

Learn Science at CampRecently I was poking around the web and I saw this article about the benefits of choosing a science summer camp program over some other type of summer camp. Being that this is what Swift Nature Camp does,   I found it extremely informative and I hope you will too.
 
What activities do you associate with summer camp? Maybe making lanyards, tie-dying shirts, playing capture the flag, swimming, putting on a talent show, or painting macaroni?


What about science?

Science Summer Camps and programs let students get close to areas of scientific inquiry in a way that isn't always possible in the classroom.
Does science come to mind when you think about summer camp? All of our campers know It should, 
You might be surprised to learn that hundreds of camps and programs across the United States offer science as part of their summer-fun lineup—and in support of an increasing committment to supporting and strengthening science, technology, engineering, and math (STEM) skills.
Like all other summer camps, science-related summer programs are an American right of passage: hours of fun with friends, away from parents, no textbooks, no tests, no homework. The difference is that a summer science camp also offers students of all ages an opportunity to reallyexplore science in all its hands-on, fun, goopy, messy, glory, without the burden of needing to know the 'right' answer for Wednesday's quiz.
Science camps come in a wide variety of formats. There are day and residential camps focusing on every aspect of science and engineering you can imagine: robotics, chemistry, the environment, zoo animals, architecture, space science, and dinosaur fossils, to name just a few! These programs use fun and play to help teach and introduce science and engineering concepts. For example, a week-long day camp focusing on amusement park physics might have kids exploring centripetal force, and kinetic and potential energy, while riding real amusement park rides and building their own mini versions from LEGO blocks, buckets, string, or foam tubing. When done right, science camp is a combination that is super fun and engaging, and fosters learning and creativity.
 

Why attend a science camp?

The advantages of attending a science camp or program can be summarized by a simple equation: Summer + Camp + Science = 3x Fun + Real Learning.

Science camps fall under the umbrella of what is commonly called informal science learning. Recent studies show that informal science learning is one of the most effective ways people learn science. Students who participate in these types of activities are more likely to have an above-average understanding of science, and pursue science-related careers.
For younger children, science camp can introduce them to many different areas of science and give them the confidence and inspiration to embrace science at school. Older students, who are already interested in science, may use science camp as a way to explore what a specific science-related career would be like, or to meet mentors and role models in the field. Such connections could lead to other opportunities, like internships, or become a featured event on a resume or college application.
For all students, science camp can be the opportunity to explore a branch of science that might not be available in their school, like marine biology or aeronautics, or to cover a topic more in depth than they'd otherwise be able to.


How do I choose a summer science camp or program?

Through innovative hands-on activities and demonstrations, students can explore a range of scientific fundamentals and areas of science at summer camp, from chemistry and microbiology to aeronautics, electronics, and computer science.
Choosing a summer science camp is similar to choosing any other type of camp. You have your usual considerations about cost, distance from home, and amount of time, along with the question of finding the "best fit." For science camps, the "best fit" often boils down to figuring out what science topic(s) are of interest and finding a camp that does a good job of implementing those.
 

Figure out what science topics are of interest.

  • Older children might already have a clear preference. Perhaps they're keen on video games and would love to go to a camp where they could design and program one. Or maybe they're into hiking and wildlife and are looking for an outdoor experience as a junior park ranger. Their hobbies and reading choices are often a good indicator of their interests.
  • Younger children might not yet have a clear preference. If they don't, then look for camps that offer a wide variety of science and engineering topics for them to explore. For example, a day camp that has a new science theme every week, or a balance camp that has a blend of science, arts, and physical activities.

Determine the level of "academics" you want.

  • Science camp should always be fun. A good science camp will allow students plenty of time to do hands-on exploration. This is part of the informal component. How much additional formal education a science camp has varies. Programs that incorporate lectures from distinguished professors or professionals might be appropriate, inspirational, and informative for older students who are interested in a specific field. Younger students are more likely to benefit from group activities, projects, and interactions with informed camp counselors rather than lectures.

 Search for camps that fit your needs.

Once you know the range of science topics you'd like the camp to cover, the level of academics, the general geographic location, and the time and money commitments that are right for your family, you're ready to start searching.Cogito and The Connectory are two great national science camp directories and a fantastic place to begin your search.

  • Local parenting magazines and websites might also have lists of camps in your area.
  • Science museums, zoos, aquariums, planetariums, and state or national parks are also great resources, as they often run their own camps and/or link to science camps with similar interests.
  • Many colleges and universities also run summer science camps. A simple search for "summer science camp" on a local academic institution's website is a good way to find these.
  • Simple web browser searches can also turn up a wealth of information. 

Summer Camp ScienceMake sure you choose a camp or program with qualified counselors.

Once you've located some camps that meet your search parameters, you should do some legwork to make sure that the counselors—the people the campers interact with all day long—are knowledgeable about science. For example, a knowledgeable counselor can transform a simple day of splashing in the creek into an adventurous treasure hunt for local plants and animals, andincorporate substantive and engaging lessons about food chains and the interconnectivity of different habitats.
Ask the camp or program director questions aimed at making sure the counselors have had ample formal training in the subject area(s) and excel at explaining the science in an engaging, age-appropriate manner. Ask the camp or program director questions aimed at making sure the counselors have had ample formal training in the subject area(s) and excel at explaining the science in an engaging, age-appropriate manner.

Register Early!

  • While summer might seem a long way off, it's time to start thinking about summer camps. Many top camps offer "early bird" registration discounts in the January-March timeframe (check camp websites for specific camp deadlines).

Find Out More

More information about the educational benefits of science camps and other informal education opportunities can be found here:
  • National Research Council of the National Academies. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Retrieved December 1, 2010, from http://www.nap.edu/openbook.php?record_id=12190&page=1#
  • Folk, John H., and Dierking, Lynn D. (2010, November-December). The 95 Percent Solution: School is not where most Americans learn most of their science. American Scientist. Volume 98, Number 6, Page: 486. Page: 486
  • Summer Camp Advice- Empowering Parents to Make Informed Decisions
Page 3 of 16

Winter

25 Baybrook Ln.

Oak Brook, IL 60523

Phone: 630-654-8036

swiftcamp@aol.com

Camp

W7471 Ernie Swift Rd.

Minong, WI 54859

Phone: 715-466-5666

swiftcamp@aol.com