Issue Identification in the Field
🦸♀️️🦸♂️️--->PBSE Effort Alert!
🦸♀️️🦸♂️️--->PBSE Effort Alert!
👥 ---> Community Partner Connection!
👥 ---> Community Partner Connection!
📚--->Supplemental Resource!
📚--->Supplemental Resource!
🔔 ---> Environmental Justice Connection!
🔔 ---> Environmental Justice Connection!
Emojis Have Meanings to Guide you >>> 🤔➡️📝🧮️🧭️
Emojis Have Meanings to Guide you >>> 🤔➡️📝🧮️🧭️
🦸♀️️🦸♂️️ Above photo is students removing invasive European frog bit from the Thunder Bay River.
🦸♀️️🦸♂️️ Above photo is students removing invasive European frog bit from the Thunder Bay River.
Student issue identification is an important component of student voice. Giving them the reigns to collect data and choose how they want to provide stewardship leads to higher student engagement.
Student issue identification is an important component of student voice. Giving them the reigns to collect data and choose how they want to provide stewardship leads to higher student engagement.
Instructions for Habitat_Site Audit Form.pdfHabitat/Site Audit Form.pdfApplying the Habitat Audit
Applying the Habitat Audit
Conducting a habitat site audit is a great way to learn a lot about one place and help students unveil any issues.
Conducting a habitat site audit is a great way to learn a lot about one place and help students unveil any issues.
Below are questions to ask while in the field and also when you are back in the classroom interpreting the data you've collected. Questions could be split up among stations/groups.
Below are questions to ask while in the field and also when you are back in the classroom interpreting the data you've collected. Questions could be split up among stations/groups.
WHO is there? Threatened & endangered species, invasive animal species
WHO is there? Threatened & endangered species, invasive animal species
WHAT is there? Habitat types, invasive plant species, erosion, flooding, runoff
WHAT is there? Habitat types, invasive plant species, erosion, flooding, runoff
WHO or WHAT is missing? Is there a lack of diversity? If so, why?
WHO or WHAT is missing? Is there a lack of diversity? If so, why?
HOW are humans impacting the site? Is the impact: positive, negative, or neutral?
HOW are humans impacting the site? Is the impact: positive, negative, or neutral?
HOW can humans support the site? WHAT are the stewardship opportunities?
HOW can humans support the site? WHAT are the stewardship opportunities?
WHY should we care?
WHY should we care?
BioBlitz!
BioBlitz!
Conducting a BioBlitz is a method for cataloging ALL of the types of critters your site supports over a specific period of time (often 1 to 24 hours). It can be as complex or simple as fit your purposes/grade level.
Conducting a BioBlitz is a method for cataloging ALL of the types of critters your site supports over a specific period of time (often 1 to 24 hours). It can be as complex or simple as fit your purposes/grade level.
The Do It Yourself BioBlitz video --->
The Do It Yourself BioBlitz video --->
One application of a BioBlitz is citizen/community science but if students are looking to identify an issue that they can take action on, having a snapshot of the species currently supported by the site is great for:
One application of a BioBlitz is citizen/community science but if students are looking to identify an issue that they can take action on, having a snapshot of the species currently supported by the site is great for:
- Species monitoring projects
- Invasive species identification and removal
- Habitat restoration
- And more!
Rotating Groups: An Issue Sampler Platter
Rotating Groups: An Issue Sampler Platter
A little taste of everything! If you are already familiar with your field site location, working with community partners to predetermine a group of rotating stations that highlight different natural resource issues at that site is a way to expose students to several issues at once.
A little taste of everything! If you are already familiar with your field site location, working with community partners to predetermine a group of rotating stations that highlight different natural resource issues at that site is a way to expose students to several issues at once.
After they have made observations and collected data, they will be better equipped to make a choice which issue is most important for them to take action on.
After they have made observations and collected data, they will be better equipped to make a choice which issue is most important for them to take action on.
Below are three example scenarios for a field visit with rotating stations based on site location.
Below are three example scenarios for a field visit with rotating stations based on site location.
🔔 For some students, a field experience through school may be their only time to connect with natural resources in this way. Having fun and building an appreciation for a natural place are just as valid goals as conducting a habitat audit. For each of the above examples, Station 4 outlines ways to have fun and build connections to nature.
🔔 For some students, a field experience through school may be their only time to connect with natural resources in this way. Having fun and building an appreciation for a natural place are just as valid goals as conducting a habitat audit. For each of the above examples, Station 4 outlines ways to have fun and build connections to nature.
📚Reach out to northeastmichiganGLSI@gmail.com for specific activity instructions.
📚Reach out to northeastmichiganGLSI@gmail.com for specific activity instructions.