Displaying items by tag: Science camp
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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.
supports the implementation of Wisconsin’s Plan for Environmental Literacy and Sustainable
Communities . This plan is the latest in a long line of environmental education initiatives in the
state . Beginning with the Conservation Movement in the late 1800s and early 1900s through
the Environmental Movement in the 1960s and 70s and on to today, residents of Wisconsin
have played a key role in shaping the knowledge, skills, and attitudes of individuals, groups,
and organizations with respect to environmental issues at the national, regional, and local
levels . As a new century has just begun, this plan provides a pathway for all of us to build
upon this prior work and move forward in developing an environmentally literate society
comprised of sustainable communities .
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Sustainable Communities (referred to in this document
as the “Plan”) serves as a strategic plan for achieving
the vision of environmentally literate and sustainable
communities across Wisconsin . The Plan is meant to
build capacity, awareness, and support for environmental
literacy and sustainability at home, work, school, and
play . It encourages funding, research, and education for
environmental literacy and sustainability and it supports
Wisconsin’s Plan to Advance Education for Environmental
Literacy and Sustainability in PK-12 Schools.
This Plan was developed through input from diverse
representatives from around the state, all of whom—
like many before them—are attentive to the health and
well-being of Wisconsin’s people, the stewardship of our
natural resources, the sustainability of our communities,
and to leaving a positive legacy for the future . Wisconsin
people value the state’s natural resources and the functions
these resources serve at home, work, school, and play .
This commitment to protecting and conserving valued
resources can and does lead to sustainable communities
that enjoy a healthy environment, a prosperous economy,
and a vibrant civic life . The purpose of this Plan, therefore,
is to provide a roadmap, a course of action, individuals,
organizations, businesses and governments must
take to attain environmental literacy and sustainable
communities . By providing a shared vision, mission,
and goals, encouraging the use of common language,
and promoting collaborative efforts, the Plan offers the
opportunity for extraordinary impact and change .
The Wisconsin Environmental Education Board (WEEB) is charged with
leadership for environmental education for all people in the state and is required
to develop a strategic plan every ten years . This Plan was born from that
demand . WEEB’s previous strategic plan, A Plan for Advancing Environmental
Education in Wisconsin: EE2010, had seven goals that were based on the central
purposes of providing positive leadership; developing local leaders; developing
and implementing curricula; and furthering professional development .
An assessment provided insight into this plan’s successes and what remains to be
done . Major successes include:
• The creation of a website, EEinWisconsin .org, which acts as a tool for
statewide communication and a clearinghouse for both formal and non-
formal environmental education in Wisconsin .
• The WEEB’s use of the goals in its grants program .
• The initiation of research in environmental literacy and sustainability .
• The establishment of Wisconsin Environmental Education Foundation,
which is leading the way toward more sustainable funding for
environmental education .
The assessment found more work needs to be done to support and enhance
non-formal and non-traditional environmental education . The Plan addresses
this need and sets new goals .
Collaboration with Other Efforts
considers educational needs and responses for the whole community and
supports sustainable practices at home, work, school, and play . The Plan is
coordinated with and supported by two additional statewide efforts to advance
the implementation of the Plan’s goals and the integration of sustainability . They
are:
Wisconsin’s Plan to Advance Education for Environmental Literacy and
Sustainability in PK-12 Schools addresses multiple aspects related directly
to pre-kindergarten through high school student learning to ensure every
student graduates environmentally literate . (NCLIwisconsin .org)
Cultivating Education for Sustainability in Wisconsin builds capacity
and support for schools and communities to focus student learning on
sustainability . It provides recommendations for resources and services to
implement education for sustainability in schools . (www .uwsp .edu/wcee/efs)
2 Wisconsin’s Plan for Environmentally Literate and Sustainable Communities
Benefits of a State Plan
• Provide a common vision and set of goals for people in Wisconsin to work
toward .
• Guide decision-making, policy making and priority setting .
• Serve as justification for and purpose behind creating or continuing
programs, tools and resources .
• Set priorities for development and delivery of educational programs,
business plans, and community efforts .
• Rationale and guidance for funding and research efforts .
How to Use the Plan
Wisconsin’s Plan for Environmentally Literate and Sustainable Communities is
not an organization, but rather a document that serves as the state strategic plan
requiring partnerships and collaboration . It is designed to serve as reference
material for individuals, businesses, and communities . Those who influence
environmental literacy and sustainability in Wisconsin such as community
leaders, traditional and non-formal educators and administrators, resources
developers and providers, policy makers, funders and researchers will find the
Plan useful as a guide in setting priorities and making decisions . Over the course
of the next decade, the Plan’s desired outcomes will be central to environmental
literacy and sustainability efforts across the state . As Wisconsin people work
toward achieving the four main outcomes of the Plan, this document can help
guide attitudes, planning, actions, and endeavors .
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 .
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Why Turtles, and Why Now?
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
- 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
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.
Greetings Environmental Educator!
I'm writing with great news for the environmental education community!
Representative Taylor (Monona) and Senator Larson (Milwaukee) have secured over 32 co-sponsors from both legislative houses for the Wisconsin Children's Outdoor Bill of Rights.
Next steps and how you can help:
On January 5th, Representatives Taylor and Larson will publicly announce the bill and ask for the joint assembly to schedule a vote. With a great show of support from the EE community, we can ensure this bill's success. Here's what you can do:
1. Sign on to support! - show your support of the Children's Outdoor Bill of Rights and keep up to date on the bill's progress.
2. Get out your art smocks - encourage children's groups to create artwork that expresses how and why spending time outdoors is of value.
3. Come to the January 5th press conference at the state capitol - registration details to be announced.
To find out more about this initiative, including the official language in the bill, if your legislator is a co-sponsor, or who fellow supporters are, visit the EEinWisconsin.org website.
Please pass along this exciting news to colleagues!
For questions or comments, please contact:
Betsy Parker
Wisconsin Association for Environmental Education - Networking & Advocacy Chair
(608) 209-2909This email address is being protected from spambots. You need JavaScript enabled to view it.
Jennifer Giegerich
Wisconsin League of Conservation Voters - Legislative Director
(608) 661-0845This email address is being protected from spambots. You need JavaScript enabled to view it.
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Swift Nature Camp should be on your gift list!
The holidays are coming. And, once again, you're probably wondering what to get your children as a gift. Is your home already filled with every type of electronic item a child can want? We all have to much stuff so why not provide an experience that will live long past all the other stuff has been recycled.
Summer camp is all about making relationships and connections while many of the other gifts given these days isolate children from each other. instead this year give the gift that will reconnect them.
Consider giving your children the gift of CAMP! Camp doesn't need wrapping and its batteries won't wear out. And, unlike this year's hot, new toy, it is a gift your kids will remember well into adulthood ... we promise!
And camp will bring them other wonderful gifts, such as confidence, independence and self-discovery. Not to mention the gift of summer friendships.
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It's true that we all have our moments in which we just want to chill out in front of a lit-up screen. But summer is an ideal time for your child to take an extended break from all the electronics and become immersed in the real world, in realtime with real experiences and real opportunities for genuine growth. It is the ultimate 24/7 playdate -- and it is the ultimate gift you can give your child.
Yes, gift certificates are available please give us an email or call so we can get it to you in time for the Holidays.
Eurasian Water Milfoil
Eurasian milfoil first arrived in Wisconsin in the 1960's. During the 1980's, it began to move from southern Wisconsin to lakes and waterways in the northern half of the state. This migration took place mainly by boaters not removing fragments from their boats as they went from lake to lake. In Minong Wisconsin. the milfoil increase has happened over the last 10 years or so. Today, many lakes in the region are trying many ways to eliminate this nonnative invasive species.
Eurasian Water Milfoil (Myriophyllum spicatum)
DESCRIPTION: Eurasian water milfoil is a submersed aquatic plant native to Europe, Asia, and northern Africa. It is the only non-native milfoil in Wisconsin. Like most of the native milfoils, the Eurasian variety has slender stems whorled by submersed feathery leaves. The stems of Eurasian water milfoil tend to be limp, and may show a pinkish-red color. The 4-petaled, pink flowers of Eurasian water milfoil are located on a spike that rises a few inches out of the water. The leaves are typically divided into 12 or more pairs of threadlike leaflets. The most common native water milfoils tend to have whitish or brownish stems, and leaves that divide into fewer than 10 pairs of leaflets. Coontail is often mistaken for the milfoils, but its leaves are not feathery, but rather branch once or twice with several small teeth along the leaves. Bladderworts can also be mistaken for Eurasian watermilfoil, but they are easily distinguished by the presence of many small bladders on the leaves, which serve to trap and digest small aquatic insects.
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DISTRIBUTION AND HABITAT: Eurasian milfoil first arrived in Wisconsin in the 1960's. During the 1980's, it began to move from several counties in southern Wisconsin to lakes and waterways in the northern half of the state. As of 1993, Eurasian milfoil was common in 39 Wisconsin counties (54%) and at least 75 of its lakes, including shallow bays in Lakes Michigan and Superior and Mississippi River pools.
Eurasian water milfoil grows best in fertile, fine-textured, inorganic sediments. In less productive lakes, it is restricted to areas of nutrient-rich sediments. It has a history of becoming dominant in eutrophic, nutrient-rich lakes, although this pattern is not universal. It is an opportunistic species that prefers highly disturbed lake beds, lakes receiving nitrogen and phosphorous-laden runoff, and heavily used lakes. Optimal growth occurs in alkaline systems with a high concentration of dissolved inorganic carbon. High water temperatures promote multiple periods of flowering and fragmentation.
LIFE HISTORY AND EFFECTS OF INVASION: Unlike many other plants, Eurasian water milfoil does not rely on seed for reproduction. Its seeds germinate poorly under natural conditions. It reproduces vegetatively by fragmentation, allowing it to disperse over long distances. The plant produces fragments after fruiting once or twice during the summer. These shoots may then be carried downstream by water currents or inadvertently picked up by boaters. Milfoil is readily dispersed by boats, motors, trailers, bilges, live wells, or bait buckets, and can stay alive for weeks if kept moist.
Once established in an aquatic community, milfoil reproduces from shoot fragments and stolons (runners that creep along the lake bed). As an opportunistic species, Eurasian water milfoil is adapted for rapid growth early in spring. Stolons, lower stems, and roots persist over winter and store the carbohydrates that help milfoil claim the water column early in spring, photosynthesize, divide, and form a dense leaf canopy that shades out native aquatic plants. Its ability to spread rapidly by fragmentation and effectively block out sunlight needed for native plant growth often results in monotypic stands. Monotypic stands of Eurasian milfoil provide only a single habitat, and threaten the integrity of aquatic communities in a number of ways; for example, dense stands disrupt predator-prey relationships by fencing out larger fish, and reducing the number of nutrient-rich native plants available for waterfowl.
Dense stands of Eurasian water milfoil also inhibit recreational uses like swimming, boating, and fishing. Some stands have been dense enough to obstruct industrial and power generation water intakes. The visual impact that greets the lake user on milfoil-dominated lakes is the flat yellow-green of matted vegetation, often prompting the perception that the lake is "infested" or "dead". Cycling of nutrients from sediments to the water column by Eurasian water milfoil may lead to deteriorating water quality and algae blooms of infested lakes.
CONTROLLING EURASIAN WATER MILFOIL: Preventing a milfoil invasion involves various efforts. Public awareness of the necessity to remove weed fragments at boat landings, a commitment to protect native plant beds from speed boaters and indiscriminate plant control that disturbs these beds, and a watershed management program to keep nutrients from reaching lakes and stimulating milfoil colonies--all are necessary to prevent the spread of milfoil.
Monitoring and prevention are the most important steps for keeping Eurasian water milfoil under control. A sound precautionary measure is to check all equipment used in infested waters and remove all aquatic vegetation upon leaving the lake or river. All equipment, including boats, motors, trailers, and fishing/diving equipment, should be free of aquatic plants.
Lake managers and lakeshore owners should check for new colonies and control them before they spread. The plants can be hand pulled or raked. It is imperative that all fragments be removed from the water and the shore. Plant fragments can be used in upland areas as a garden mulch.
DNR permits are required for chemical treatments, bottom screening, buoy/barrier placement, and mechanized removal.
Mechanical Control: Mechanical cutters and harvesters are a common method for controlling Eurasian water milfoil in Wisconsin. While harvesting may clear out beaches and boat landings by breaking up the milfoil canopy, the method is not selective, removing beneficial aquatic vegetation as well. These machines also create shoot fragments, which contributes to milfoil dispersal. Harvesting should be used only after colonies have become widespread, and harvesters should be used offshore where they have room to turn around. Hand cutters work best inshore, where they complement hand pulling and bottom screening. A diver-operated suction dredge can be used to vacuum up weeds, but the technique can destroy nearby native plants and temporarily raise water turbidity.
Hand pulling is the preferred control method for colonies of under 0.75 acres or fewer than 100 plants. The process can be highly effective at selectively removing Eurasian water milfoil if done carefully; special care must be taken to collect all roots and plant fragments during removal. Hand pulling is a time-consuming process.
Bottom screening can be used for small-scale and localized infestations on sites with little boat traffic, but will kill native vegetation as well. The bottom screens are anchored firmly against the lake bed to kill grown shoots and prevent new sprouts, but screens must be removed each fall to clean off sediment that encourages rooting. Buoys can mark identified colonies and warn boaters to stay away. Bottom screens may exacerbate a milfoil population once removed, because Eurasian water milfoil will readily re-colonize the bare sediment.
Whenever possible, milfoil control sites should become customized management zones. For example, milfoil removal by harvesting can be followed by planting native plants to stabilize sediments against wave action, build nurseries for fry, attract waterfowl, and compete against new milfoil invasions.
Chemical Control: Herbicide treatments are commonly used to control Eurasian water milfoil. While no herbicide treatment is completely selective for milfoil, timing treatment early in the spring as soon as water warms helps limit unintentional harm to native plants. Herbicide treatments are most effective combined with vigilant post-treatment monitoring and non-chemical controls such as hand-pulling milfoil as it returns. When used carelessly, chemical treatments can be disruptive to aquatic ecosystems, not selective in the vegetation affected, and can cause more harm than good.
Biological Control: Eurhychiopsis lecontei, an herbivorous weevil native to North America, has been found to feed on Eurasian water milfoil. Adult weevils feed on the stems and leaves, and females lay their eggs on the apical meristem (top-growing tip); larvae bore into stems and cause extensive damage to plant tissue before pupating and emerging from the stem. Three generations of weevils hatch each summer, with females laying up to two eggs per day. It is believed that these insects are causing substantial decline in some milfoil populations. Because this weevil prefers Eurasian water milfoil, other native aquatic plant species, including northern water milfoil, are not at risk from the weevil's introduction. Twelve Wisconsin lakes are currently part of a two-year DNR project studying the weevil's effectiveness in curbing Eurasian water milfoil populations. The fungus Mycoleptidiscus terrestris is also under extensive research.
Swift Nature Camp was pleased in the summer of 2011 to take on this project in part supported by the local lake association and theWisconsin 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....
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
Our kids will need to find a way to reconnect with our natural environment to become participants in a global effort to restore ecological balance. Environmental awareness begins with a sense of personal connection to nature.
How do parents bring back balance to a child’s experience? One answer has been around since the 1920’s: summer camp. Modern summer camps can guide kids back into a natural alliance with nature through the pure fun of movement. The challenges of summer camp are fun rather than stressful, but they are no less effective for developing a child’s sense of confidence and independence.
One good example of a modern “green” summer camp is Swift Nature Camp near Minong, Wisconsin. The directors have developed policies that promote camper experience perfectly attuned to the needs of the times, without sacrificing the great fun and memorable friendships that are the classic benefits of summer camp.
Jeff and Lonnie Lorenz, directors of Swift Nature Camp, begin with their policy on electronic devices. “We do not permit cellular phones, BlackBerries, pagers, radios, iPods, cassette or CD players, laser pens, TVs, Game Boys or digital cameras. They simply are not what camp is about.”
Swift Nature Camp combines traditional camp activities with ways to immerse themselves in and learn about nature is likeliest to succeed in inspiring environmental awareness in campers.
Summer seems a long way off, but now is the time to be looking atsummer camps to find just the right camp for your child. Remember that the best camps fill very fast. For that reason.......
Signing up far ahead of time is important. The first thing to do when selecting a kid summer camp is to look at your child’s needs and wants. Will they thrive in a sports camp or a general camp. What do they want from their summer? Skill building or building friendships?
Summer camps
should be a complete departure away from teachers and a time for mentors to step in. The essence of the best camps are imaginative, experienced and quick witted people who staff them. These mentors shape up the milieu of the camp so that every camper brings life lessons learned when he or she returns home. The experience which is gained and the knowledge acquired in every case go a long way in shaping up the overall persona of the person a camper becomes.
Kids Summer Camp
is a resource with more focus on arts and crafts with special regard to environmental consciousness. Kids go on from camp refreshed, delighted and full of experience when they return to regular classes in the fall. The exposure that summer camps offer a child will stay with the camper for the rest of a life as the wisdom that can only come from experience. How can parents with a good grasp of what is good for their kids find the right camp? The best place to search for obtaining precise information is of course the World Wide Web.
With a bit of patient research on the internet, you can easily lay your hands on some resourceful data. Parents might assume that if they are paying a higher rate for the kid summer camp that the child will return home with more education. They disregard the fact that the true meaning of summer camps is all about the experience. With the guided presentations of web program directors, the best traditional camps included have woken up to the archetypes involved in the whole process.
Parents ought to seek the best professionalism from persons representing summer camps. There is always a lot of apprehension and questioning for parents in terms of pros and cons their child will face in every social situation life brings. But the right kid summer camp is a good opportunity for every camper to socialize at a level which encompasses every facet of life.
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
