TECHNIQUES FOR TEACHING HIGH
SCHOOL CONSERVATION EDUCATION

Thesis Ior IIm Degree OI M. 5.
MICHIGAN STATE UNIVERSITY

Robert Edward Brown
1961

 

 

 

This is to certify that the

thesis entitled

Techniques For Teaching

High School Conservation

presented by

Robert Edward Brown

has been accepted towards fulfillment
of the requirements for

MS degree in FiSheIieS & Wildlife

WW

Major professor

 

Date May 24. 1961

0-169

LIBRARY

Michigan State
University

 

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TECHNIQUES FOR TEACHIEG
HIGH SCHOOL COESERVATION EDUCATION

BY
Robert Edward Brown

AN ABSTRACT OF A THESIS

Submitted to the School of Graduate Studies

of Michigan State University of Agriculture

and Applied Science in partial fulfillment
of the requirements

for the degree of
MASTER OF SCIENCE
Department of Fisheries and Wildlife

’7 4/otau54"
“.1 451-1,

Approved: a»!

ABSTRACT

TECHMIQUES FOR TEACHING
HIGH SCHOOL CONSERVATION EDUCATION

By Rdbert Edward Brawn

While teaching in secondary schools, the author found

a decided lack of conservation education.
h school, conservation is the

In many standard

biology courses offered in hig
last subject to be considered during the year and then only

superficially. Teachers feel inadequate to teach in the

out-of-doors and many have had n

servation or field techniques that mi

tempting to teach conservation concepts.
3 undertaken this stu-

e to those teachers

0 background in either con-

ght be useful in at-

For these reasons, the author ha

dy. This thesis is designed as a quid

who have limited field experience and limited conservation

training.

I have compiled a list of what appear to be important

conservation principles covering the various natural re-

sources. This is followed by a series of field trips in-

dicating teaching techniques which ma

The next section of the thesis 1
nciples as previously set

a field participa-

y be applied.
3 devoted to methods

of demonstrating conservation pri
forth. This is best done through activ

tion on the students' part.

No part of the thesis is intended to stand alone.

Rather each part is an integral unit of the total field

Careful study and use of this paper should pro-

experience.

duce useful and meaningful learning experiences in conser-

vation education."r

finer-"sen

ACES; .m.m-.z.z.m.

The author wishes to express his sincere thanks to
Dr. Gilbert M. Eeuser. under whose able supervision and
guidance this study was undertaken and to whom the results
are herewith dedicated.

He is also indebted to Harry Stevens, 3 college
teacher. fer his suggestions and help with diagrams.

Finally, especial thanks are due my wife. Elizabeth,
who has done much of the editing. proof reading and menial

tasks connected with a thesis.

ii

Acknwledgements. o o o o o o o o o o o 0

Table of Conten

I.

II.

111.

Table of Contents
ii

iii

tEOCOOIOOOOOOOOOIOOOOCOOOOOOOOOO0.00.0.0...

OCOOOOOOOOOOOOOiv

Introduction......o...................

Conservation Principles useful as

teaching “159800.000...00000000000000.coo-coco.oV’Xi-ii

MethodolOgy and Procedures
A. Preparing For The Field Trip.
B. Technique: of Securing Studen
C. Directing Individual Stuaelooooooooooooocoo-0.0.11
D. Recording and Reporting...o.coco-00.000000000000016
E. Techniques Of COlleCtingoooooooo0.0.0.000.060.00.23
F. The Quadrat: An Approach to the Study

32

Of ECOlWYoooooooooooooooooooooooooo0000.00.00...

0.0.0.0...000000000001

1: Participation. o o o o o 6

Field Experiences
A. A 50113 Field Tripooooooooooooooooooo.
B. A Study Of Bird Refitlooooooooooo0.000000000000000
C. Detailed Study Of a 1201;th Logo-0000......
D. Study of Plant Successions
From Bare Soil to Prairie.
E. Study of Plant Succession: .
From MBBdOVI t0 Forestoooooooooooooo0.0000...0.00.70
r. A Study of the Relationships of
Certain Plants and Animals of the Mead
G. A Study of the Relationships of
Certain Plants and Animals of the
Woodland or Forested Area.........
H. Biology of Ponds, Lakes, Marshes, and
Like BOdieS Of waterooooooooooooooo00.00.000.009.
I. A Study of Plant Successiona
From Water to Dry Landooooooooooooo0.00000000000096

00.0.0.0...39

49

000000.60

0.0.0....00.0.00000000065

OWooooooooc75

00.0.0.0...000080

89

SWIYOOOOC0.0.......0.00.00.000.000.0.0.0.00000000103

iii

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Introduction

It became apgarent to the author, during his eaveral
years of high: @3001 teaching. that there is a de in-tu
lack of interest and ability on the part of secondary
school teachers to teach conservation principles and
techniques. This problem‘was discussed at district sci-
ence meetings. at teacher cenventions. and other facfllty
gat heringa and usually tlzs comment arose - ”why should we
teach and talk aboxt a dry eubject scan as caneervat ion
when us have more than we can handl ficst teachin3 ragular
biologg?' Later, it became epgarent that these same teach-
ers did not knaw mach agent connecvation or even wnere t)
obtain information relevant to their teacming.

It is hoped that this pager will be an initial source
of reference for science teac} mere. It is not intended to
be exhaustive in subject matter but rather a start in the
right direc tion. It is autiwuédLfid that the teac Tlflr cculd
carry on further by inventing, impravising and e~‘ h.efil Jise
continuing conservation activities af ter receiving basic
ideas and methods tram this paper.

In the series of chanteis that follow (a the: tllafi th .Qse
concerning general techni'ces) the author summarizes the
conservation prixei. lea and 3”“liCct10fifi relevant to that
particular strtdy. ’These same pxinciples.‘w’aich sixould be
kept in mind througlaout. nra listed in the mezzt section.

One last point should he stressed here. It is furtb er
unticipated that many science teachers reading this will
have had meager science training in some of the areas*men-
tioned in these articles. Therefiore. allv ocm~ulen is
kept as eimpla as possible and any tee hnicle t.ezm will

be adequately dafine3.
iv

Cuxwervatian 91.341.019.183 Uaaful as 3353;313:19‘ Guides

12hrmghout this sméy, vu'imza tedmlgues am prmed
and these are then c'ifiscxibad in anough mail 50 trust a
teachar could carry than asst. It is wim to keg-29 tiw pro-
per perspective cancer-123223 cmsmaflfin practices and pro-
blmn. To this ez'zd. this get of prhzchalaa has beet: ao-

vised.
Each field study unit will teminate with a short sumo

autism of the most amlimhle principles mulch shoalfi be
stressed. Tine-9e pxincdyles. which seem mat amamgariata

for high ac‘raoal consmvatimaiata am as follows.

General meats - tha soil fang: cf

 

land-I ham varying cayalailitlen or capacities thawing. it is
up to us to analyze the 3:113 total of the: daracstmtistlcs 02
any given sail to (Beam-fine how it ahmld be usefi.

If we strike at the. full meaning of! cansenatlon. tbs
aaaantial nae of any given pimu 0!! land must to awrah-
ed in the light at numerous factors such as (a) the tn-
mdlato came: of tin land (3:) his ncl-‘gl‘mr (a:) the can-

Insanity at large.

Principles!
A. If man 1.: to know how to use 3911 wisely. he want first

undetatand the important charactesristics oi the soil.

1. 3301331: aavslcm is a natural comtzuamivs farce
essential am! Emza’xfiimstal ta) >351]. lmllgihzg.

2. £011 is formed firm r031: by physical. chemical.

and biological procesaea.
3. 59113 are a cor-«Lgizmtifin of: “liberals, living or»

V

gaiua‘m. orgafiic matter. water ans air.

4. A3 mat sails age £1123 nature. the layers: :32 toga-
eail and salami]. Macaw; mam disstinct £7.va the! parent xiv-«-
tarial. 30113 dizfar 1):-diu‘? of the pare-grit Eateriézl fun
@1163: their} are derive; _

5. 3mm soils are made eilgmcmt entirely frma wanting-
9:5 plant material with varying flaunts 35 E511 partial“.
Eiffel-tam in 3011 taxtum 1:3 diarwnéi‘azzt upon size of 6011
pan-tic}. ‘38. ‘I’iia water 1.21.4.9 cagmcity can? sail 13 cirazrei'ifl-eii‘it
ugmz 553123 GE sail pasta-elem £3.13 axwamst of km in the soil.

6. 8:31.13 differ in c3192“. myuuiag on Gawain», min-
em). cam-wands. anemia: of beam and drainage.

7. 'ii'iiem in mitigation in availability of watts: mfi
nutrients far plant 133%}: in fiffersat sails.

3. 3:31.13 vary in ability to $129ng differexzt 3:132:23 63!
plants and maimala. Lauri is classified acmrflng to its
capability.

9. Emil twtaxiuln are nay-«wily amt-sea by wind. watar
and: gravity. 55011 eras-113:1 19 influanma 12y 5-311 types. a-
mount cf water and wins}. mgr-ea of sic—pa of lama. timi of

cover uni the season.

8. Certain otiutr Wartau arisen-naming: mat ha a part of
man's knaulmige if he is ta use moi]. wimly.

1. 34:11 is a Lani-c: mama-ca. a Emiéwwntad heritage
G1 mail.

2. The wlfam of the pee-gala is aii‘acteci by the way
the lad is used.

3. The eraaion anfl ragtime of Earns-aiu‘rtiva turgezoil has

had ta cause the algaagingazmwa GE $51293 manticna. A
Grange in than fartility oz tuz'iaca soil can came a ahifit
in mamas populat ions.
vi.

4. tortil- coil was partly responsible for the pat-
tern. of W and the spud of advancement of civi-
“action.

C. Plan must recognize and uncicrstand problems: and tech--
niquu of managmnt.

1. In tho use of any piece or land. all possible use:
at that land mat be consicicmd and the celectefl use should
not climinatc any other ruturo desirablo uses. The charac-
teristics of. cach acrc of land may be ditferent and should
be studied to determine what usa nheuld be mac-in of it.

2. Soil, um. wilfllife. and vegetation are inter-

dmndent.

n. Curtain policies relative to soil conservation should
b0 established and arministcrea. The reasons for than
policies nhould be make evident.

1. Win use of land requires cooperative pluming and
unininration. '

2. Zoning and planning cm important methods man
m. to clatim and cdjuat himself to proper and varied

mall‘ggc
3. A high level of soil 'profiuctivity is essential

through coax-ionic application of energy and efficrt to pro~
Vida food. clothing. and shelter to: tremendous lacuna.

in minions.
4. In em circlcs. incentive payments and technical

usistmcc are win.

ms; W: General cmnts «- similarly to call.
an: in consiéamd an indispensablc substance mccasary

vii

   

to lite. It is immrtant to lam-cam the: availability of
water in same areas and the lead»: '1' it in cthcra. as rav-
vages ternmght by water amt of." ccntml is matiemcd in the
Ecllawing principlms.

A. Certain uaficrctandinga of cwaractcriatica or water rec
source-:3 and thcir diatrihntion and status cm csaenticl.

1. Water is a self raglcnishing and self capleting rc-
aourca: it 13 intermittently mylcniahcd by precipitatien
and is ctcafiily depicted by mamration into the air arm-'3
éraiimga away to the can.

2. Watts: tend-.9 to cling ta cart}: gal-tides and to
spread mmgmt the earth materials by capillary actimi.

3. gate: is mzcvcnly distributed geograghically and
tha quantity of water in any locality varies 1m time
to tiara.

4. Wit-.31: is a very active and while mwrcc. It in
hard to capture and harp mm it is wanted. or to keep it
out. of: places where it in tact wanted. ‘

5. Water readily (51523013183 and carries away a wide
rung. o: substancca.

6. All phases of tha'vntar cycles“ are closely “la-
tad.

B. Unmrstanriing urns of water and its immrtanca ta man.
1. Water is infiisymzsfllc for plant anal Mimi life,
“‘66 varico with climatic enmiticns.
2. mamas for water It. incrcasinq at a greater rate
than the rate 0! 130:3 tiim gm.
3. In any location. the emit a: water‘s availability
bands to infilucnce than use M658 03 it.

viii

4. 17am use‘ulness of water at any location may dw-

pund importantly on how adjoining and upstream lam-Es are
usual.

C.

Various problems and techniques of! management. of water
“sources must be kept in mint}.
1.

Control of pollution in an essential 3235mm: of
vats: msmngssant.

2. Certain land management practicms help to reduce

the flow: waters and silt tint small strum empty int-.0 r1-
wrs and lakes.

3.

Transgoortimg and storing water to mast increasing
mas require mirsrlsmcu am} mamgswsnt tauudques.

D.

Wits: resmn‘m censurvation éamam-fis smcific policy and
askulnistration of this pulls“ .

l. Psmuse Wilt-82f resources recognise no stat-a. coun-
ty. twnshiy or municipal wan-3.313168 in their occurenca

and travels. it is important that all units of government be

given maxim opportunity for «mpgmtimg to solve mutual
management problems .
2. Goad [issue umlerstamslmg of; water resourm prob-

lama. passihlo aolutisms. mud management are extremely
Wflttfinto

22313;}. W: General comments - 3:342:3an ln mind
that forests am actually cmmlties of plants am uni-
mall in which tress Are Want Wm. it is than pos-

albh to um‘isrutaml Way comervatlon of. thsss rassuroea
is vital.

)2. characteristics, 31322131122233.2133, and status of f3 mist
mmrcea 222221332 332322121 1-23 1:23.132'233 1.222 22.3.2.3 022232-311 22223333
33322-23122; of 3232:322'nxiay 2:23:2332272233133.
1. T3333 (3.3 pend 12532:) 22233.: ’21:. 333.1 mi trimts, 3.21111 mt,
and air fur grand. 12.
2. Climate. $3211. and £325.222gr33232y 5.125122322227223 1113 1131.21:-
31 33.22323 3.22.2.1 datriimtisn 0:. the: c’“? 35.13221: 132222239 02": 23:2: 3t
33.222.222.33133.
3. 3-222-2r3-22ut1ou of". living ti in 3.2223 1.222121 3222.123 2:123 22:11-
zmte 3.2221 3311 they 111223 1222.
4-. 33:23.31; li+t31. 1232-2333, 32223 12:22-22:33 giva Breast 30113
62:22 32'- 2122321222 3.1 33211131}! t2) 3:35:22 3% 32312233re 3:23 1732.35.32; 63.25.33-
12:32...
5. F0333 ts 32:3 (2022-32131rzt1y 2132.23 2233:2323. 5.; 31233-3, 32121 33
they 3232:2233 and am 12.233222332227226 or 3213 32:32-23 2323:2133 of
plan’ 2:3 3 2.: 32253222313 my be 3222231323. :3 bye 0233123123.
6. ӣ723 1.32:3r-r313t1322332133 1.232222125222322 25.52132233 322221 3222122313
of 5 3.3332; mm: 22.223.112.133 22..-:2222211‘3 1.2.323 333532.331‘133133 at a
partimlhr 122232333.
7. P1252323, 62113-3333. 13.333233. 323:2. 322223 2232123213 may be
12322.3 £2.21 or 3.222.3fl221 1 to (2.2223 format.
8. 8:32:23 132-2323 32:3 1223-2 33:2 3:23;: 2:33 £5012 33.3 232232221222; 02:

2'53 2:322Ls than others.

13. 1235322233322: 5312132313133 232-2223222312; 2:123 2222233 cu? £23333:
zemrcers 322.1t 32311: 13.26.2332 ato 332.2222.

1. Famat 221-3161 2222.222 33 33.221: 2.3.1 222222.232. 3 £2.21: 3233's L133.

2. Many 3232:32222213133 am 121332132 6322;222:222 2-3332; 22:22.32 12:22:33].
formats, £33331: 1322.3.23t3133, 322:3 130223.228; 1:332:2233221323 £232: 3-
0333 2321.23 stability.

3. F3333: 3 3m 3333233332: t in 1231:2133 to {2:333:23 2:33.322-

81223213 3mm 62230223321; 2222222 312323-2123 .

X

C. Unmtanfiazgs anzzfi‘tant to tax-2:: waif-.131; ymklmm and!
tachniqaew ef mamagwmant.

1. Faregta caa be mamagad t0 prafiuco a continuous
supply of wand and'wochproductu. wildlife, wat&*, £n£ ra-
creatiasal cfipcrtunity.

2. Eaaearch is tm§artant for tbs éevelggwent and 1&-
proveuent a: forest managfimant practicas aha the maze m£~

ficient utilization oi {arest grofiucia and flarvie*fl.

D. Policies and caminiatrative central: far forast ne—
Qflm 3:99- 3 o

1. Pleia uaé 0f {crash land carriaa an obligatimn a?
good citizenship.

2. Farsat awnarn have raspansibilities as wall a3
righta in the managnmeut gnd usa ofi furasta under Gfififl*
cratic living.

3. Cooperation between public agencies, private own-
ers. and the genaral pubiic is necesamry in pratacting
faragta against fires, fiiseuaaa. insects, and axamasivo an» '

imal poyulatians.

or: 1% $15!“; i... if"; a mineral (flfifi'fizi‘fiflai‘tiii - wilaElxifa in-

 

cludes all aflimaln awed by man for pleagura or profit. It i3
intenéed bars that sown basic coacaptn concerniag wilfilifa

conservatian'will be brcught out.

an Princiglan gaverfiing chazacter1$tics. distributiun. finfi
status of wildlife.

1. Wildlife in a renewable rasourca bacauae it in a-
live.

2. All'wiiélife hava iufiiviéual. apaaific living re-

21

qulmmnts. yet are hzterfiepenaemt with their total en-
virmt.

3. Tim cawacity of the emvimmmant to auzrzwrt a par-
tlcular spades 02 wile-Ellie is limited.

4. All miracles of wildlife am Cimctly or iai-Eirecrtly
defiankm‘; can waste: anal plant: life.

5. Imiznala occuyy and «3:356:23 land for the same: tea-
was pacpla :10.

6. Some wilfilif-a species can. within limits. adayt
the‘mealvea to a changing anvimfimat. Others cam.

7. eartain capaciea €51: wilt-Ellie may Les-scam extinct

will la othe rs may 1’39 cane too alum: .

B. fizmwstazrl'smga relative to the Uéétefi of wllc‘ilifa and
their flag-ariazme to £68121.

1. ‘ildlifo is valuable. It contributas to mara-
aticm and has em‘gmfic max-team.

2. Sana natural (madam an wilcfilii’a overpoyulation
have: lean Cdatuxlued by mm.

3. Sam smales of wililii’a my lecwza harmful 1m-

66: certain drcwtmcea.

C. Problm and ted-Lmiqasaa of wildlife managezwzt.

1. cm phase of wildlifa magma-t is the proper
control and manipulation of habitat: by mam thmmgh (a)
fir-e. cutting. and asprayizzg (b) floating (a) food! and
cave: planting (d) ulcers and stream twrovement (a)
soil conservation practices.

2. Wildlife Imbitat :13 emzetiama changed 3y man and
also by natural forms.

3. Earveatlng agar! annual surplus wilailiféa can to an

iimrtzmt part a: - '-‘ arwrt.
xii

4. Artificial feeding benafitn the individual anin
Ilfl.hut mmy'bo poor resouraa managamant.

5. Th. understanding of toad chains in banic taxman-
qmt of wildlife.

6. Wildlito populations are decraaaed by many natur-
al and 13:11de factors inclufiirsg.‘ (a) 83386331 and am-
vimmtal changat (b) predation (a) disease (a)
mmbilau and Earn machinery (a) food and cover ch-
fiaancioa (f) chemicals used fox'plant and animal conn
trol.

7. Pattern: ct land use debennina the type and quan-
tity of fiildlifoo

13. Aiminiotratian and policies used to control wildlife
resource- to unit man‘s needs.

1. Game and fish lava and their enforcement are env-
lantial to ensurn aqual apportunity far‘evaryone in har-
Vaating flab and gamn and in.praventing over harvesting
of some upeciea and unc‘ierharvestiag of others.

2. Wildlife regulations should be flexible enough
to keep yam with changing times. .

3. Conflict: between groups nematims arias concern-
ing use of land and want for wildlife purposes as ogposad
to other uses.

xiii

Preparing For Tho Flu-.216 Trip

That which can bent be learned in the out of doors
through direct experience. dealing with native matarialn
and lift situation: should thorn be learned.1 The teadhnr
who cnn tako a group out or the confines of the classroom
and condnct an orderly teaching experience in tho field is
I very valuable person. There are teachnrm who conduct
fiuld trip. and flak. the whole experience aeam..xtrannly
easy and stimulating. Conversely, that. are teachers who
would have qnnoral hcdlnm.aa scan an their studnnta set
foot out of doors. This in true of leaders of grouna at
varying age levels, from adult group: to'kindergartners.

According to a new textboak‘written for science teach-
ers. a good field trip, like a good classroam lesson, re~
quires thoughtful prenaration as wall as enthusiasm.2 Pro-
paration. therefore. is n key word. Experience dons giva
one considerable advantage yet i! a teadher lacks experi-
enco. this fines nut mnnn he should deprive the students of
field experiencas. If adequate preparatian is atrossad,
oven beginnera can adhieva snccesa.

Preparation need not cover days of class time. but. it
should be thorough. Thu following chedk list contains the

 

llntroc‘iuction by L. B. Sharp to mum; £1,335. 1 in
W 132%}; pregnant} by Julian W. Smith, American
Ansociation for Health, Physical Education, and Recreation.
Wanhington, D. 0., 1957. '

JEniiLQEI ‘fifi:§.”“““3 figfldxvnrv*t.gg, by Martha
Hunger, and Paul Brandwein, M.cGraw-aill Bodk C0,. Inc..

New‘Yotk. 1960. p. 413.

.2-

osaantinl item: to be coverad in praparation previous to
tho actual field trip. This lifit should.be issuad to the
students or at least cxplained point by point to than.

1.

2.

3.

5.

6.

Purpoae of fiald trip: Why is thm c1353 baing ta»
ken out 01 dacra? Exaagleas To discaver tha lo~
cation of different animal habitats. ific class is
locking for local or migzatory birds. The class
is interested in tha plants of a marsh or Pfiflfi
area as a community of living things - each com-
peting and many halping one another. wy of thasa
auggaated purposes would be appropriate. Yet the
statement of u dafinito purpose cannot ha stressed
t00 much. Without the studenta‘baing made awmrm
of an actual reason for going cat. the vanturu
could aasily deteriorate into an unfortunate situ-
ation.

When tho field trip'will be. Students bacawa eas-
ily uydet when an unannounced trip is taken. Warn
the classes in advance.

Where tha trip'will be. Studanta also like to
know in advance in tht locale thay will be wafk-
ing. This takes the mystery out of fiald trip cx~
periencaa and contributes the factor a: anticipa~
tion.

Attire and.eqnipmant needed. If the teachar‘has
explained points two and three clearly that:
should he not much doubt about attire. The girls
should be warnad ta wear hiking ahaaa and slacks.
It vat ground is axticipaiad. aueakera or boot:
should‘be required. Equipment varies with aha
trip planned but a pencil and pad ahduld ha con-
sidered standard equipmamt.

Map and area pra-trip study: If available I tap—
Ographia map'would augply infarmatiou ta the stu-
dents about the area to be studied. Any alidfia
the teachar has taken 0f the field araa ahauld‘be
shawn new.

Advance raconngitaring: Eithgr the t$acher or a
cammittea of students shguld survey the area to be
visited in advancm. Find out what is wEare.

There is nothing mfire embaradaing ta an inampex~
ienced field trip conductor than to atuxbia
through unfiamiliar field, media, or marmh.without

7.

9.
10.

ll.

13.

-3-

knowing what to expect.

Advance roaeardh: If tho class is tO‘visit I
linnntono quarry in rearch of tensile. it would be
vino to‘know in advance what the terns limoatona
quarry and fossil mean. It seems logical that one
should also review fossil formation. methods of
extraction of fossils, tom: fossils one is apt to
discover and what thEY'IOdk like. etc.. In short.
one is at a strong disadvantage if he goea into
tho fiald unpreparad.

use pictures the teacher can take to show some of
the things that will he saga. U39 other pictures,
from.bookl perhaps, to preview typical things to

ba seen. Opaque grojrotion could be useful here.

Ute actual syocirnts to show things to lodk for.

Plan a budget of Lima: Will that» be enough time
to travel to the area under study and back again
without rushing? A good rule to‘keop in mind in
this - actual tins in tho fiald.should be equal to
or grarttr than the time spent traveling to and

from the area.

Plan for moals: Thia often presents a real pro-
blem. If you go to a public placa. wharo can your
group eat? How mnCh does it cost? May troy bring
their lunch? Could you have a oodk~out? 'gnthusi-
arm disrapeara ertramoly fart when the atommoh 13
wiptl’o

Anticipate woather problem: What happen: when
rain interrupts the field study? Find sholtar
firat. than resume field study whilo undor cover.
Have an alternate teaching plan in mind such as a
reviow of things learned. a team quiz. or furthtr
oxplanation of things to he teen later.

Racords and summary: It in good policy to always
have one or two peogle rurponmibla for recording
things seen and rxyariences encounterad. Esra an~
other group use the data takgn in the field for
summarizing the entire field trig.

82mm suggastiona to the: teacher follow:

.4-

l. Enthusiasm — If anything influences your atuflentr,
ccpacially youngsters. it is enthuslaamt One mutt
Orton push himsolz to a curtain degrca ta act as
though he really wants to go an the field trip.
Ona must not be artificial about this and if he
juat ccn not be enthusiastic, he should plan cams
activity in which he is really intarratcd.

2. The trip must not be hurried. Even if the teacher
is sure that he will not cover much of what he has
so carefully planned, ha should go slowly and.holp
the students anjoy'what they do.

3. Activity should net lag. Be quick to direct tbs
stucenta attention to something new if you feel
their interest waning.

4. Ba preparud for the unexpected. Take time to in-
vestigate a fiifferent plant or animal or unusual
rock ionmaticn ctc..

ranspcrtation cftcn prcsentu a yroblem on field trips.
Parents can be recruited to provide cars and drivers. and
if a question or liability arises, their infiividual insur-
race will suffice - just be acre such crists. School buses
are the most successful means or transpcrtation if and1fiu£1
available. All of the worries of time schefiulcs and safety
are put in the hanfis of the bus drivcrs. Cammcrcial com-
panies may be used also and in meat instances the ccmganicc
usually will go out of their way to‘ba acccmcdating. Many
trips can be taken which.arc easily within walking distance
of the school and thus tranapartation prohlamc are elimin-
ated. Sever, under any circumstancca ahculd studtnts ta
allowed to prcvide or locatc their own means cf transpor-
tation on an organized ficld trip. T0 clear the teacher at
possible criticism one may isaue (with.the echccl'a np~
Proval) a formMWhich the students take home to their par-
ents to read and sign. ‘This form states that the parent in
lwtre that the stufient is gaing on a school a?cnsored field
trip and‘will be gone on a cartain flag, at a ccrtain timc.

with a curtain teacher; The parnnt agraos to raliova tha
teadher and the school or any responsibility beyond that cf
normal care.

when tha group arrives at the area whera tha field
trip is to utart. the toadher should always remembar to ad-
jult the speed ot’wtlking and the distance to the group.
Th9 teadher should not be far in front of the group or far
behind it. ?he miadlo at the group is convenient and it is
also easy to observo the activities at everyone from this
position.

The high school teagher'who takes the time to plan
succesaful trips outside the classroam is amply rewarfied.
an. wha takes his clasaes outsida‘withcut much planning
will probably have a frustrating experience whichrmay tend
tO‘maka‘him contant to‘keep his teaching restricted to tha
classnoam. A» time goes on. pressure tram atufiants to be
like their friands in other classes farces the teachers to
spend'more time and effort in planning activities. The
re nit is oftan a batter and.mmre effactiva teacher.3

It in true that in spite or much preparation tha firat
trip and certainly from: time to time other triys may not
he as successful as one mfight like them to‘ba. Yet the
teacher'must attempt to be resourceful. unusual. versatile,
and‘believe in his purpose. With reasonable effort it is
quite pessible that the taachar‘will come to find field
trips rank hig‘iwrt among his teaching éevicer.

3 2.21 21......12 9.22:. I.........w...:>r.z 3-2.: 1 2m; 9.3. rm 5mm. :23-
m by Ewart McBunwy, in Manual For Outdoor Wratoriea.
Richard L.‘Weaver, Editar, Interstato Printers and Pabliah~
era. Danvilla. Illinois, 1959. P. 39.

Techniqmea of Sauuring Student Particiyation

Ono of tha mcat freguently voicaa criticiama of sc1~
once pragrams in an: schools i3 tho lack of what might ha
toznod vital particip&tlan an thu part of tha atudents.1
Gnu finds adminiatratian anfi teachers alike wanaaring haw
to comfiat this prwblam» An analysis of tha situaticn ap-
psarn to yeild saw or two unfierlying cauaaa far this laak
0t utudenfi participation. Ladk or intarast is one fiat:-
which 0*: tan affa ate Etna mtg. secondly there aaams ta ha
I £38! GE baing rifiiculed by othara for taking part in the
pragram.

The a are Na}: at securing graatar studant partlciga-
tion. It is with little quastian a universally accegtafi
fact that tha mare eumyletely any inéiviéaal water: inhm

given activity the more will be his enqumamt and sub-
sequent krcwladga gained tram that activity. If tha abowa
la a logical and valid assumytion, it would be trua in a3y
learning activity; .Accordiflgly. any caucatianal prngram
:hould be 90 atruc taxed am to includa a maximum of indivia-
ual e. Ffort on tha part of the stains: invalving l wifia va-
riaty of activities and a minimum cf lecture on the part of
thn teachcr. This 9911a: to any 53. gran? amd any ty?a of
class.

Gm. will find yaungar studants asaarting their natural
curiosity and eagerness mach sauna: anfl mars fraqmeatly

than older stufiantsg For oxgmgle. savenfih grain scifince

1 i in“: _.~ ‘3 J...“ ‘ "' am 4.‘ a..-
.muan w. amt-.21. 1......2;.?':~.-2: LE2- €2.23 5...: .:*?....:‘2.« :1 ”-3122

American Association for Manitn, ku‘31flal EJUthlfin, and
fiacreatian, Washingtan. 3. C., 1357, p. 12.

.7...

“adult. fairly quiver with enthusiasm while tenth grade
Biology students can easily all? into an attitude a: cam-
puma. How are In to ztlmlato these mlacent Stu-
Canto? Usually a study which can he tlmi 1n dlmctly to
hm alatlon‘shlpa am to intomt. students more than
tho lsolutod study of! one plant or animal'a physiology.
Tho nub: may be interesting to 30m students when it is
studiod solely as an mama. of a cannon protozoan. but.
prrasuntatlon of this same animal typo (amaba) and its sin
(Get. on taxman: 1n a disease such as dysentery gives ran].
Micah“ and a heightened interest in knowing th- amba
mad its workings.

' 81.x approaches for encouraging more student participa-
tion fellow. At tho outset the writer in no way claims the
list to be. minute or unvariabla. Dcmbtleaa there are nu-
“mun other techniques equally as valid and useable. So-
candly he Igaln in wars that the technique. are in no way
an or orlglnal. rather it 1. the field teaching applica-
tion to the varied appmachas that preaenta the: challenge
to him. It in hcpecl that through this study atharn will
find cncouramnt and amalgam-ca in acmllshlng increas-
ingly mm and immune! field teaching.

1. Plcld trips: These are cam-2.1213113! good because of
the umllent Opportunity at setting up ccmnittees to war}:
out details before recording and onganizing a final region.
Each student should have a reapemlbility even if it means
only carrying a thermometer 02: an animal live trap.

2. Student projecta: Projects are extremely useful
in bringing about indiviaual wart on the part of all at the
students. These projecta shanld has required using one of

moderate mlexlty or perhazss 3W§f§l in a semestar. P212622-

.3...

1m my rang. 1m relatively aimpla leaf an-i___animl col-
loot-ions to complex rafiziologioal stur‘iiea. A scionma fair
or m display of; projects in the ag’ring of the: your
brings about added incentive. mortar: several organiza-
tim such an Wutinghouso and the Elational Science Founda-
tion. which award ndmolorship: for oxoootional acionco proa-
joots. ,
3. Teaching Experiences: To some toad’aors this may
m to be a waste of tin: but actually students can €30 an
umllent job of teaching. A student may take a unit. a
topic. an animal. or giant and present the: information
gleaned as u teaching experience to the class. If “rough
preparation on the part of the atusient and um small sin-
munt of teacher guidance goes into each. a high standard
of work can be achieved. Often as a result of this the sur-
dent fools important and a lmretoforo bashful, withfirawing
student can learn to effectively express himself. For exam-
ple. a biology utuaont may elect to teach the reprmmctivo
cycle of a frog several mat-.233 hence. The stunient can 012-
tain several frogs and inject the female with pituitary eav-
tract. I! carried out in the fall the frog will ovulato
within several weeks and at such time the @393 can be
squeezed out during tho class lecture period and primced
with a pin to start cleavage. Obviously the student pro
touting the topic will need to do a considerable amount of
research and work.

4. Student reports: This ag>proach is similar to Stu-
éont Teaching excazzt that the students are asked to prepare

a two or threat minuts talk on some scientific article.

‘Scientifie American,2 Eational Geograghic, ficianca figwa.
and.Turtax fiawsa all offer passihilitiaa for rapcrta. A
Enniar High Sahool atuéeat aid a raport on an article in
Sciantific-hmerican ca11&3 'Rafilatiun ana Eaman flutatian'.
This girl ‘fiigest-d' tha articla ana presentad it £9 tha
class ccmpleta'with her own hanflmaéa Charts and diagrams.
Aggin the clasg receivaa a learning exgarience mmat of than
wwuid never hava gottan on thair own. In fact prabably {aw

£ the stufianta would have bothered to read the article.
The presentatian was t success and there was much interest
on tha part of tha class. Aftar aha finished there was a
perioa af fifteen or twenty minutes Wham questions were ai-
rected to her. Such a tadhniqag proved to be a very gosd
way to show stuaenta how they can do infiepanfiant research
and thinking.

5. Setting my taaching éavicesn Often a teachar is
so busy that valuabie displays, charts. bulletin boards and
the like never materialize. stuéonts aften can and‘will $9
a creditable jab at pragaring such teaching aids.

6. ‘WOfik Exparienceas Work expraiancea in the form.o£
a shrub planting pragram, a.pond dcvslapmant program. and
tho éavalogmnnt of outdoor nature trails afinstituto gaod

teaching.

—-v- V

ijq-w: 5-1-29! 2 west 45th Ist.. H1539! Yam 36.

 

. - Ganeral Bimlegical Sugyly House, Inc..
8230 Scuth Kayne Avenue, afiicaga 20, Illincia.

 

-19-

Tests. quizzaa. and threats have intentionally been an
titted as fievicea to encouraga mare stuaent paxticipatian.
The'writer hauever is aware that testing when wiaely used
and completaly divorced tram any fliaciplinary or punitive

role can be effective teaChing devices and can be used to

stimulate laarning. VariOus of the afiproacfiea will he dia-

cuasad more in detail in succeafiing sections cf tha paper.

Dinning Indivimml Studios

Individual otudy can ho dotinod ao'uork in which stu-
mu m tile-rod a rather no. hand in some «pact of. oci~
antitio Itndy and roooardh. -

Individual undies any oomist of projects. reports.
rooonroh. or our ooobination.o£ those. One of tho moat
col-on in tho projoct study.1 for tho purpooon of thio
study o projoct is dotinod on tho typo of study in which
tho otudont chooooo on axon or topic of special interoot to
his and Melons thin into a meaningful class report.
Thou project: any includo chart... demonstration. talks.
working models. writton topaz-ta. etc“ Many teachers as“
nigh projocto an roqnirod'wotk. Others uao project: only
to: than. otudontl who indicato an.intorost in than. 'In
null otlur instancu. project.- m used as a means or
ousting tho needs of superior utudonto. Another todhniqpo
which in comanly used in the research and/or oxporimont
typo study. Research and experiment techniques includo
Iolocting o rooearoh typo problem.in'whioh the information
nought in not readily tvailablo to the student. who stu-
dont.nuot thou dovioo todhniquoo {or experimentation'whidh
will load to a possible solution of the problem.originally
ooloctod. author than.preaonting o summarization of mate:-

iul. u o projoct might be. the research-experiment. tech~

unique is original problem solving work. This is usually

*flony'ouggootiono from.Turtox Leaflets. availdblo to
touchoro imam: General EiOIOgical Supply House
8200 South Hoyno Avenue
Chicago 20, Illinois

~11-

-12-

cuttiod out by on. pornon and involvcl a grout dual of or-
ganization and idontifla moarch. Still another uthod
oi uncanXOqinq individutl study 1: thnt of nottinq up tho
ontlrc clan: and its cuursa a: study ac that cadh mambo: is
qpocilscally ploignnd individual‘projoctn or roaearch work.
This is a noun: triad und*w111 b0 discussed more fully
latOt. It dittars from tho above in that it in a class or~
.qanizntion techniquo.
stndonta must ho guidod in thn individual atuay pro-
gram tathn: caxutully. Tho :tudent'a innate eagernasa is a
boon to the tenchor. But. vary ofton. teacher: are disap-
point-d with tho rosultn or thnir ctudanta' long and.often
not ne'wull plannodwwork. Since each student must have u
topic or projuct in.m1nd.hn should not be held‘badk. Lat
hit wildnst imagination ga to‘wotk. It in much caster to
put. down an ovcrambiticun project than_1t is ta‘build up
an undor dovolqpad aubject. ¢A£tor the ntudent has nolocted
a aubjoct area, a writtan outlino should.bo mafia. Ono 0x-
anplo at thn format at such an outline tollowa:
Titlg of Researdh Prdblan
Kama a: Student Researcher
Anticipatad Completion Data
Complete list of Enteritis Needed
Katorinls Ebofied from School Supplies
Summary of Type of Project Work Planned
Taacherfis Comments
This type of outline, which can be chedkad and cam-
unnted on by the teacher beige the ntudant fully viaualiza
and subneqpontly keep in mind the object or the prajoct.
Many ¢:hools set up an honcrs type program which could

b0 adapted £6 a limited number of sciance stuflents. In

-13.-

thla program. the student- apcnfis l mauled mount of tima
uc’n we]: on a spatial pmjaect or: mmrimont. Tim thus may
1:. takon {m study halls. lunch. hours or before or after
m1. The student outlines the work he deslma to do.
This outline in than pnnontcd to his. adviser in the sci-
oncn departmnt. The stuéant moot: the amino: firm that
to time for confomncen to also“: hit mxk. midway
through his mmrlmt and at the and. 11. presents his work
to a faculty group at an open mating. Later the projoct
can be 9:350:1th to the stth:' classmates. This exper-
lonac 311033 tho utudant to earn recognition and academic
cudlt. Often a. half master's cmfiit 1n awarded f9: suc-
mwful work of this type. Tm ante: has “an students
menu nlffamtl‘al Calculus ln frmzt at a group a: mi-
cnco and mantles teachers anti do 3: 3313333333313 331:. 3233
knwledga that th-a judging will be dam. in part. by the
faculty mitten tends to keep the student on 1113 toes.
The group pmjact method as outlined by H. z. Snyder

2 In this type a: 31:31:; the 51:31:33.3“ select

13 as tallawa.
a twin: at interest to than 1m many afftmd by the teach-
er. Them may be fiftean or more topic was from which
the atuflenta claws-93 1:233 0733 3:733 313 33:33:: 12:" temst to than.
Two stuflarta WI’K 0331113 togatiwr an this: tar-1.3 of 5330221333.
The objeat of. the gmup the 0f stung in the saiemion cf 3
project which will 313.3313 tin-.3 31:33-31:33 to 3.33.. "n e3 33:. :31 av-
bout their limiteafl pruhleia 33 3333332213. “Z3331: 6110313 64)

H. 2. Enyéar and G. throats-331:” 3“"33' 95; 1.333.313
.351 4 .' «.2 "”3 n+3 ii. "‘ “#1531; .11 3 ‘
Piéhrarlaa 3‘: d tilulite. tJfiflg an at: 33 Ur: wax-mity,
Lansing. rddhig3n. p93. 2‘3.

     

-14...

thopmjoct inmohauythatthomtot thoclaucm
hour. 20.1. sec. oporato or in coou'uay gain. in no tartan
is pooniblo. tho can. oonooptn no did thooo who actually
wort-4.0n tho ptbjoct.

In all at that. studontn caporienoes. the tcaoher
thould be readily availablo to guide. to‘holp. but not to
push. students can to work well when than is a teacher
Ivaildblo for poaniblc assistanoo. Tbs temptation on tho
putt o: the teacher in sanctum: almost worwimlmiag to
tit. ovor'ond do for tho student engagad in project wotk.
0o. must keep in mind the fact that the student. not tho
touchot needs tho experience. Gentle guiaanco 393mm to‘bo
tho koy'word'horo. Th. following outlino lists tho imporn
twt iteam tohokcptinmimzwhcnomis uttinqupapro-
93mmto£ individual study.

I Sturfients should about. their topics as noon
‘3 ”3833313.

11 Students lhoulfl submit an outline and have it
approved.

111 Students should announce the completion date of
their projects and be held to this date. This
633311139 0.6233 a note of imortanco to the
projects.

Etta: the mothod of indivi-fiual stud-’3' has been estab-
lishod and the etudonts am aware of their ro3ponaibilitios.
than 1:33:33: my tEmn transfer this toahnicpzo of learning to
field situations. Projects. either group or inflividual.
92mld be not mg for work in the field. Poms studios.
quafirat work. ecology and habitat studies. rainfall and
erosion surveys, food 312331139. plant. and animal tongues.
and inaividual animal 3.1233333 are just a few passibilitioa

-15-

for these field Itudios. Tuchniqucu and approadh should be
unéerstood by all students beforn the actual unéertaking of
I tiald project. Weathar conditicnl hood not b. a fiat-rant
(actor aim ntndcnu may cancel: on £11: day: and work 111-
doo:8 analyzing thcir data an stanmy-aaya.

Tho touchor should nttcmgt to confer'uith ouch student
at “gun: Murals concerning tha pmyreu and problems
cunnoctad with tho projact, oxporinnnt. or research. The
class any be and should be kept up to at. on much student‘s
progrcga as oitcn as possiblo. It 1: anaumad that much of
this mark my 2‘» done in the (2133er or school building
what! tho other classol can .30 it.

813m tho clan u a whol- uhould benafit 3m tho 1.11-
dtvidual'n work noarly as Hmch :3 tbs utuaant, the indivié-
ual ltudantl should cumplato their wnrk by offering an en~
thusiuntia report to tho class. Uaually 'ginmidxa' such as
lightod ainplays, film». color 811501, rucorfiinga. and
other aufiio~visual .163 are oncouragad.3

Use of special aufiio~visual aid: anabloh the ntudon:
tamprnaant tbn revert in an interesting fashion and 1. undh
superior to the standard, recitaa. typawrittan report.

 

39301:“. 311:, 13173114332111. anfi 1733:3133 Egg“ ““3 “' 3.31.12 .1...
efffifi‘“:nal‘ln-rfi1’ £52; Lg Pq A 1 A- q! .nfi J”, 1‘

Harcourt, Braaa. haw York, 1958.

     

hoarding and ”porting

In my fluid trip Iltuation. it noon: apparent that
on: record. taping mm be done} Rather than hm the
anti” class talc. no“. u individuals. it is usually just
II buntioial to all if a few students do the recording.
I! the class in divided into cmitteea beforehand with
doflnito jobs assigned. tho “emu-y usually falls heir to
the ”cording job. Tho secretary may want: to have a hols»:
to aid in moord keeping. an. should not got bagged dorm
in tho field notodaklng but ran. method of record hedging
Ihmld be utlllzod. tithe: by individuals or by the group.
Included in this outlino are several forms which chould be
md in tield trip reporting. both in tho field and in
tollow up work.

field work lend: ital: naturally to pawmgraphio 20-
oord keeping. om or two photography nindod atudonta can
provide an cxoellont series of photogragzhs of the fiold
trip activities. These photos my be prooeoood in I school
dammed and enlarged for easy viowing or. they may be done
as partial fulfillment of. a project. Polaroid camera. an
excellent. Perhaps one or mm of the students can locate
Inch cameras. Black and white film should be used 11! pos-
tlblo since color film is very expensive arid difficult to
Process privately.

Camittoos with chairman, moordora, workers. etc. work
loot. very well in 1 field study. Usually it helps to make

Rm; :2; 2.1313 3213:; 533 W wen Benton
and William Werner. Burgoas Publishing Co” Mizmoapolin.

MO. 1957. 993. 49. 50.

-16 u-

-17-

clan: that tho entire cmittu will receive a grade on
their work and therefore all should work equally hard.
Hoot often this in successful. There arc many ways of of-
!iciontly reporting'back information. Photographs which
or. large enough to soc readily are one way. I have coon
{novio films which students make or the field exporiences.
Those urn good. but. they ore also expensive. Tape record-
ings of field sounds may be utilized by some groups. The
reporting may be done only by the chairman an a summary of
cvoryono'a work. or each ccmitteo manager may report sopr-
ratoly. This latter method room to ho the most logical
and fair.

Another effective method of reporting on field trip
experiences is to hava one commdttoo hold responsible for
reviewing and later leading the rant 0: tho class on a
similar fiold trip. After the teacher has spout all tho
time poosiblo in the field. 3 committco may lead tho roviow
by taking the clan: back to the particular tron studied.
Then the comitteo may take sections of the class and test
themnwith field questions or just load the class in a gon-
oral review. The teacher simply observes and participates
as little as possible. The selected review committee than
receives a grade brood on how'woll they carry out the re-
View.

The teacher may decide that it in more advantagouo to
have atndonts summarize the findings of the field trip
right on the spot. in an ixifommal gathering.2 Thin in a

Y

2131.41.31 331.3233 3.12234: 9.3% ~«- ~. ~ . Martha Mum:
and Paul Brandwein..Mcfiraw~Hill Book 00.. flow York, 1960

P. 74.

 

good way to tie togethor Malawian rm! to ivdicato defi-
csicnoioa in the information which should to gathered before
tho stow-onto leave the field.

It stu-fiont loaéors are to be used on tho field trip.
M nut grown for the trip in advance. It is good to
allow that station: to beam I 'ainor authority" on em
met or study which is to ho covered during the trip.
m entim class may benefit by reading and stuayizxg in ad-
vuwo of tho trip. Sana loaders allow thoir students to
talc. reference cards. prepared in navanoo. into the: field.
An outlino shoot consisting of simple. help quartiona or a
gulch or outlino of. things to look for may 12919 in ro~
cording and reporting back information. Student roooréiara
my be appointed prior to the trip. One of! their functions
should be that of writing {Scam all mammmd goostiom
along tho way. These may later be used by tho Clara for
manMuttrcrh..3

Any of those foregoing methods should he more inter-
eating and oftoctivo than just having indiviouals report,
in tho claasroom. what was heard and soon.

0239 should strive for tho unusual in clams reports.
It in also Warrant to mummy: that accurate: and cmpleto
moords must be taken for good regrorts to he tame.

 

3mm m A

want of Conservation, meing, 1:519:11" 1355. P. 17.

  

t: 9 .7: i’feiifii for Egifiirfis, Siddmigan Bhopal -

mun-00'

-1g-

Yiald Trip Summary Eheet

Name: Date:
Location: Time agent:
wwathex: Tamp.a

.A__

Summary of work flan. on field trip. things seen and/or
collected. £011aw~up Btu“ .

 

-20..

Cannittea Quaimtan' I Workahaet

 

 

Chairman's Eame: , 13.3th 4
when I
Ito-cords: 3 Equipment. gather-era 3

 

Equipment needed :

Work 620:»: today :

 

-21-

Final Plaid Report (t0 be handed in)

Name : Class 3 Date a

Location of Area Studied:

Concepts Learned or Observed:

Summary of W field Work:

Quantions For Future Field Trips:

Teacher‘ is Remarks I

-22-

Record Shoat
Ham 8 Data :
Weather: 'l‘emp. a
Tim 3 Class I

Spock: loan or @0110an mailbox and plum

LA__A_‘ L

 

33?}..113" abundant. mfisiéo
Maple strut

Bullfrog several. Miller‘a pond

Romy H3913 Leave. abundant. achool 1mm

Unknown $2919 Leaves scarce, school 1m

Mayfly larva moon. amm‘a creek

 

 

Tochniquan of Collccting Ind Identifying

In nay “may of. living thingu. a collection of the i-
t... to be studied in desirable. Kany teachers will spam:
tucks 612ng the physiology 0: plants and assign my
chapter: of. finding on tho subject. than when satiety has
bean reached, the teacher lcundhcc into a dcscriptivc~lcc~
tut. of animal phyciclogy.

Pncmtcd hut m uvcrgl cathod- ct identification
and colloction which can add considerable interest to my
Icicncc course. Some gestural remarks on collecting:

try to impress the students that they are: making
their collccticnc to facilitatc thoir learning. Thaw are
proper way: to collect: cm do“ not rip loaves or: trans
willywnilly no: doc: one piCk all pretty wild flawcrc.
Studcnto should collect only what they need and no mm.

familiarize then with “dam and state laws to-
ending collecting priviligcs. As an example, at the and
of this cutlinc is included a partial list of protected
wild film-tors. '

NOU“VI shall ccnaidcr keys. Many teachers think of
taxonomic Roy. an entirely too difficult; Thin may be dug to
Wren“: o: detailed and caught-.9 keys used in college.
Th. hays prancntcd her! as examples are cacigncd to be uccd
by any W student. Tiny are mimic in mchanics.
phramlogy. and u a tumult. an (ax- fm complete. If
your Itudonts are ready ind ya“ want them to can detailed
taxoncmic kayo. many arc availAblc. Try to impress upon
tho ctudcnt that keys are used to W ccmathing. an un-
known plant or animal in this case.

In the fallowing pagan tccfiniquas useful in ccllccting

-23-

.24..

a particulu typo of plant or halal m outlimd. Your
unevent- will ourpriu you with uni: intcnut: their col-
lecting and colloctionn will apron and bacon. nor. nun-

Willi-o

HOV To flak.
A
Loaf Collection

It one is going to m. a collection. don't unto time
and otfort by just putting things toqothor haphourdly. Do
a good job by having 1 «unit- pattern and order. ‘It will
1:. worth Ito-ping to: this oouru and for (“turn on.

£392 1 Colloct loaves urly.‘*choosing only that portact
on». have: which or. tux-1113;; color add interest to the
book. Gather at least two mm W of most: kinds.

It in vino to take a mgazino or old book when collect-
1:19. By placing loaves in it immediately. any curling due
to wilting. can he stoop-d. Sou lam: curl n .0011 as
they or. picked.

mg 3, Processing Loaves. Leaves should be processed on
ooon utter gathering at oouiblo. The following steps will
givo a good loot mount;
1. Place the leaf. batman two pieces of. wax paper.
(broad woman an very good for this)
2. Plus I piooo of newspaper over this.

3. Press the led with a slightly warm iron, EGT 391'.
until the wax has melted off the paper onto the
loot. Tho mpg”: shoula keep tho wax of: the
iron.

.25-

6. Plooo tho low! on the mounting or scrapbook. page
ond prooo again with tho worm iron. Tho loaf
ohould ho noxt to the page and a pioco of wax pa-
pox over the leaf with the iron. pxowctod with o
pioco a: newspaper again. This melts tho mm on tho
oido of tho loof mt to tho pogo and whoa it cools!
the wax will halt? the leaf in place.

5. Allow tho loot to cool thoroughly.

6. woxod lomo will loot I long tioo it tho won in
not brokon or crackod opon. Tho wax pmsorvoo

them. “amnion: tho paged would be haudeled
cox-orally tron now on.

7. A: on odéxod protection one could givo the leaves
moral coats of white oholloc. (It ohould be
noted Mover that or: preparation applied to o
lea! will alter tho true texture dnarocteristics.)

a. Large leaves may be folded to fit the page.

£232 1 Arranging the leave: on the pogo. Hero on some

ruloo to make tho collection hove oyo appeal and loss monot-
(my.

1. Bo onto tho two leavoo mountod aro good and that
one shows the under side or the back of the loo!
and the othor shows tho front. This in important

oinco ammo leavoo oro rooogniaod‘by their unéar
eifioo or dull slot.

2. In tho mo of ooallot loaves om my wish to show
1 «group or leaves as they are on tho trees. with
the tip of the branch attached. This 15an act-9o
intoroot to the collection.

3. Arrongo tho loaves differently on each page so
than is no monotony. Placo them as if they wore
falling from the two or: same pages. gloating on

china. and so on. Uoo originality in getting oyo
appool.

4. Mon mounting small loavon it may baa hotter to
hmro more than two of a kind“ on the pogo so that
tho page will be fillod but not. crma-fied. Each

-26 :-

pogo ohould appear to Mvo tho om amount on it.

w 1 Labeling and doacribinr; loovoo. It is o sign 0:
good work who-o tho collection lo properly ooxcrimd.

l. Ploco lobcls in tho lower right hand corner of
tho pogo having tho mood loovoo.

2. Write o coaupleto description of the lava: on they
vex-o when colloctod: include ~7- color. also (in
inchoa). place (town, outs. backyard. etch). num-
ber of leaflets. otc..

M 3. fitting the leavers in order. Sort loaves according

to the follow 19 diagram when oamnmling the mounted leaves.
This will put the colloction in a systematic oréer.

I Simplo Loaves (Having only one blodo)
A Entino
Oval uhapo
smooth
oorrato It in important to roalino
double that it is not roccaoary to
Ovato have a loaf like ouch of thoso

smooth listed.
narrate

double

Heart. This lo surely tho way
smooth or the oréor in whi ch
serrate they should hypoal- it

doublo all wars present.
Eoltoifi

swath
oorrato Theao collected will
rkjublo have. to be in this career.
Spatulalo
amt}:
aerroto
éoulplo
Gblong
[mo-0th
aorta to
double
B 161$. z’!

{‘37

Oval or Oblong ’31e. fiaart. or Deltold
Imnoth smooth
narrate serrnto
(30'4le m1:

1! Compound Leavaa (Having nor. than on. blade)
A Those having leaflets caming-fram a common joining
to tho atemgot the leaf.

8 Those having leaflets camlng of: the stam.ogposito
one another like rungs on a lnflder.

II! Cone-Bearing (theaa arm the Evergreens)
A Pines

Spruce

Fir

Hemlodk

TamaIRCR

Cedar

Ornamental

anmunu

Elam ‘Ia liaka A Twig Collection

Wigs an hast. collect“! in the winter cm “to: they
hm shed their unabarm leaves. 0113 will need a pair of
pming slmar: or a sharp jasflmifc to cut the twigs. Do
not: collsct from ame'a prive ornamental shrub or at-
tmt to take a six-{oat lmth o: bmch. Ripping of!
btanczhes {ran a tree or 221mb 60¢. the-an camicierablo and
swath-ma demuvsly (image. Even along Wifiufl unit in
fairly open places. try to trim a twig 11m com concealed
place on the plant no the acct will not show. Care must he
ta‘man in selecting a twig so that a :13: inch matting of a
tip twig la fisogan. Thu cutting about} be selected as an
averagm tip twig of the Plant. 5133 will then offer acme
clue as to What the twig is. ' _

Aftar the twigs have been aollactad and ifiantifiec’i,
they should be mountad in a uniform am: mat mmr. In-
formation should be given an to location. tam in Which the
twig is found: and stata). size of km or shrub, and name
of plant. The tw1§f3 my ha mud an car-camera} poatar
paper. car in cigar hams. Wigs may be vanished or shel-
lacked to premé tlmm. Again it should be noted that the
shellac: will alter thc natural text-um. Hemmer. if a
collectian is warm: doing, one should trike the tin; to do
it neatly and acmrately.

(tailgating Frogs and Tomas

Tamra am fem gearrml atnt‘mnta that can be mac: eon-
earning the callecting of 15mg: and toaa‘w. One should ro-
maine: haemver. that com flags are protected! by law. Bea-
cmwa of. tha great varivaty cf habitats. one may com acmszza
fmgs and teach! practically anywhere. many peoplo thin};
that theta mfishibiana will always be found in or rm: water.
On that centrarj. many {was and toads: are found miles 1m
«mantis: habitats. 0m dang not “sneak‘ my on a frog or
toes: rs their eyes are perchaa on tap of their heads and
they see almost as well to the rear u may do fowucia.
Therefare. it a hand is put in front of the 1m; he will
hay forward into it. sigma ha has no reverse. Enlikc other
amok-Jens Wraith may be pmased or preserved in one fashion
or another. m run into difficulty with frog: and toads.

In the interest or maceration and humane“. why collect

these whibium? Live rmcimna may be taken back to the

clans to he iéantifiad and perhaps drawn or phMogrwhed.

This mid ha one good we}! of. keeping a rte-cord. Perhaps

the class may want to heap a tarrarimn with m firoa-s in

it all winter, but be cure that there is an cream proof

91509 far the callocticm. I! (ma appraxilnates their natur-

al mimnmmt as men as maaible. tMy should live and

remain healthy. A very nice pmject for mm or several sta-

dantn would be tha follaring. Set up a want camar of the

chasm or 8135»er roan (perhazas a storage rows) with a ‘
tensed in area. (use chinfizen vim aha-mt four fart by six I
twat.) Construct a metal or woo-ion mm which will serva an

the floor and whisk will hold #:2191333} water t0 13511323 63:10-

mas at all tuna. This 32mm be “3&3 to £93.31: 3 314393 from

fl

-30-

four inch-ea down to the floor level. r111 this frog pen in
with loamy son on a pebble and charcoal ban. had a large
pool or pan for than swimming area, and any living plants
that: will survive the activity of the mahitants. Any

freq or toad is a fussy cats: and usually'will not éat by
himself nah” the food is alive and moving. I: such food
1: ant poeaible. each animal will have to ho fed i.nd1v1.£».2.alm
1y using gruba or mm. I

Colltcting Turtles

Turtlas arc often fauna at the edges of wet places
such as bogs. ponds. rivers, and swamps. Thay lit. to sun
lees on offshorc lag: and rocks. One should look for
land turtles in Open woods. edges of fields. garéena. and
mma pasture». Sea turtles are twat often scan in the
spring when they are moving around looking for a place to
lay their eggs. They urn also oft-en to be seen after a
rain. In the intense heat of amt. they usually will go
into rotirermnt (aeativation). In early fall. the turtles
m on the move again and readily seen. Mars-y types of tut-
tles are lzegt as pets. Examples of such pets are tha Nap,
Painteci. Red-cared. Snapping (This animal will attack one).
Warm, and 8m: turtles. Sm atatea forbid the capturing
and keeping of wild turtles. Check the state and federal
laws befora collecting. If. one collect: turtlas and wants
to keep them as pets. the following suggmtiona my be he 1p-
m. The diet of: a young turtle shoula inclurlo finely chop-
ped raw meat. fish. worms. and occasional greens. Add a
drop a! vitamins or a pinch of bone meal at least onca I
week. Provide some water in tbs Genuine: so that the tur-
tle may swim or eat unfier water am am turtles have to do.
but do mat lat tbs watar get dirty. Keep the containm-
vam, even at night (75 to 80 degrees). Do not paint a
turtlo'l bad: as the scale: will be deformed. If n turtl-a
is bought which has been painted. scrape off: the paint.

~31-

Tim Mel-rat: An lygmach To ma fitudy 0f Ecolmjy

Ecology my ha define-cl as: the ctudy of tha rclhtimm of
orguxim or grows o: organim to their aarmum‘iinga or
mimtmnt. Th3 quacirat. or self containhd emlcrgy Ittlfly,
bu lean {sauna ta be one gmi anwex to tha pmhlem oi? hm
to ctudy than ralh-ticnshigaa. A Qua-flat is a stated cut,
stamina piece of land. its aiza ehmcdng on the. plants anal
animals being stutiicfl in it... Fm: high schema attzfifimm. a
unstable gmclmt aim is 2 x 2 fact. This is mat 63:13in
and thcmghly cm'cmd in the wwmt of tism available t9
most high achccl Classics. @1329 the bmmfihriaa ci' this qui-
nt are daterwinad. the khan is ta observe: and macaw as
my living cmanimw in it as passibla. mic. man-fl will
then be cams-area with ether, diffcrhnt quirks 2212-23 at cm-
pariaon can be mxkeé out. Erma thaw (Emma-along. vari-
Gus conaan'aticn princig-less can he taught. 3mm of (mast arc
the concepts: tint specific kin-:15 of land gummy: amcifiic
kinda 0! 115a, that erasicn can be started of: tl'martefl by
man‘s effcct an theae amas. tlmt in any area other than

these that mam fatal-5m cr math: fmrgmnts, max hm a - mat

h

in£lm~nco an the nature and ccnditic-n of the living items,
that cultivation c: lanai? ccgping ache dramatically effi-‘act
living orgmzistms. that coil is wrath-mad by minutc organisms
mulch am flea-avatar}! for all life.

filmy camels will ha fertunata casually}: tc be lccathaz
near wvcral contrasting plant cucchssimhl Magma. fine-
cessicml stagaéa us these Eartha which are undergoing
changes in tfims ma nmfiwzt of planta and animals. T338159
successiawl stagca madam-c matil a paint is rimmed wig-am

no further czmnge is pleasihlc in that ghrtimlar area. cm-

-32-

vimmont, ooil typo ond climato. Thi- ia callod tho cli-
m otago and will tannin u ouch until oltere-d by an or
noturo in tho tan 0: tiro. orooion, floods. oad tho lino.

Tho print-y purpooo of thin study in to not up appur-
priotoly oiud quodroto to: tho nojoxt otogoo of plant ouc-
ooooion. “no at thou oro collod. tho pionoor wood otogo -
‘ tho tint plants to gm on horo ooil: tho ohmh otogo -
Iloll clnotoro a: woody plonto with mom! otomo to o clu-
otox nthor than no main trunk oo in o troot twenty
troo otogo - m. up 9: mil trooo (ooplingoh climax for-
out ougo - tho ultiuto growth in that aroo. ununlly mdo
up at uturo growth which won onco tho proviouoly mntionod
”Plinth.

Tho tiold work it; thooo vu‘iouo otagoo may be carried
out on tollawos vood atago - lint wood which might be found
in tho oroo undo: otudy. These might ho qnamo. sedge...
any Annual ond potonniol wild flavors ouch as Queen Anna;-
loco. nay Lily, Yarrow, Wild Phlox. Buttorfly Weed. Thistle.
luttorcup. otc. Then on mm: found along a roadside.
I! ooil of o modsido has been recently disturbed those
plants will ho among tho first to pioneer. After thio
mo io locotod and tho quadrato oro measured out. tho otu-v-
donto ohmld collect any specimens they oro unablo ta idea-
tity in tho iiold and roturn than to tho classroom for fur-
tho: study. A ooil analysis may ho made. This should con-
oiot of o ooil profilo. acidity toot, temperature. and
mition. Thou tochniqueo will bo discussed in detail
in lotor chwtoto.

Tho ohm): otago io choracterizcd by low growing plants.
intonodioto in oiza botuoen tho woods and tho saplings.
Mo light ho found on a roadside 0: on the fringe of a

.3‘-

mount. Bug-horn me lo o typicol ropxooontotivo box-o
along with pinoo. com; and other coniforo. In thio oroo.
ottor tho quodroto hm boon oot up, otudonto any colloct
oomloo to: lotor mlyoio. mlyoo tho ooil oo obovo. ond
oopnnccdioouozuhionthopmioityozthiomo
to o tomt or woody mo.

'l'ho Wary troo otogo io choroctotiood by tho oop-
lingo o! who: my boas-o tho clinok “toot otogo of thio
oroo. 9390341119 on tho clinto and tho toqion at tho coun-
try. thooo ooplinqo any ho opocioo of uplo. ooko. ooh.
hickorioo. or poploto pluo othoro. Thio dooo not nocoooor-
ily noon thot oll of thooo will main into tho climax otogo.
Mtlm my thooo will undcubtodly oliminoto oooo alto-
qothor. Alto: tho otudonto hm ootabliohod thoir quadroto
in tho tooporory or“ otago. thoy should count tho number
of opocioo roproocntod and rocord thio umber for futuro
atom. 'i'hoy night ootinato hm Inch offoct tho ohodow
that each angling cuto hao on tho undorgrowth. Again, I
”ll oulyoio ohmic ho undo. A tcmratuzo io likoly to
vary fathotopctthooaplinqo downtothoirhooo and
thou to tho region undo: tho comm. Thoreforo. oll ton-
ponturoo ohould ho tokon at tho om lovol ot each chock-
lug ototicn.

m climax troo otogo io choractorizod by autum-
otomiro of tx'ooo which have dovolcpod firm am of tho lap-
lingo proooat in tho towards-y tree stage. Sinco tho cr-
gonio. undo: otudy horo on larger than the previcuo moo.
it i- odvioohlo to onlorgo tho quadrant. size to get o mu
roprooontativo oampling of organisms. A 10 x 10 foot oizo
io anally odoquato. Station” should carry out o soil
wolyoio ond thou examine any stumps in thc cm: tc deter-

«35-.

amino ago. Stumto ohould ho adviood to dotoroino which
opocioo o: trooo oro prosont out! which o1 tho-o zoprooont
tho alts-3.

In oovorol indoor ooooiono ono can con: me night
a. round in cm. qua-ants} List, up mll min. in-
oocto, roptlloo. arthropods. birdo. otc.. that might livo
with, mo another in thou quanta. Thio. of mm. could
bring out o dotoilod otndy of tho lito cycles. lntordcpom-
donco of organism, and. in short. tho wholo idoo of whot
ocolosyy means. 'mio material lo roconhd oo it io colloctod
and later my ho duplicated for class uoo.

When tho tirat field trip is taken to establish the
quack-rats. tho students could mako good use of their timo by
according their obsorvationo on data sheets previously pro-
pond. (example on last page of tho maptcr)

Rot only are otudento looking for actual sightings of
organism but also for clues indicating their presence.
Thou clues may ho in the form of gnawings, traks. drop~
pings. dust baths. nests, etc.

Every rainy day might be spent in analyzing what has
boon observed. and colloctod. Food chains might be detox-
mined tor various animals in the quadrats. This is also an
opmrtunity to loam tho mechanics of taxonomic keys. Storm-
,7 doyo are also useful for discussing what the next quac‘lrnt
will ho. By using the woat‘nor to advantago, the students
may havo throo or too: days in the field at. a time and ono
or tun dayo in the classroom.

18enton and Warrior, W": {-2 3;)!“ 1.". . m E iglfi ”‘1‘ “‘93: m
mrgoss Publishing Comgamxy, Minus; aoolia. Minn"

 

1957.

{0.

-340 a

Thom is o definito shortage of teacher rofomnco
notoriol in this area of! gunfirat studios. Much has been
writton on thin oubjcct but little of this new diroctly
opplicablc to a high school biology clues situation or any
otho: oolencc teaching situation. Iterofoi-o. one may havo
to rely upon my oouzceo for information. The teacher
will hovo to CEO much searching of tho literature to find
molly useful matcrial.2'3 {mo information pmsented bozo
it only intended to ho a stimulant to oaks teachers ammo

of what could be done with some effort on their part.

A

-——..——

’ vmmm~

Morholt. Bracken, 35.39913. 3% $03 ”43.3%

 

 

3Benton and Werner. 22.. £25.-

Sarawvt, Bruce and Company, New York. 1958.

 

 

 

 

 

 

 

 

W v =mt

W A A Tam A fiWmtmzL. +
W M-“ f f A ALW h __ T‘
wspatula» W Growth typo :(plant) f A 1% of ;; Occumnce

 

A—

 

 

 

 

Patterns of Woodlot Quadrats

group III runs group I runs group IV runs
quadrats NW-SE quadrats N-S quadrats NE-SW

group II
runs
quadrats
W-E

 

 

Moturc True (3

Soplmgs 0% 0°

5 bush

 

_38_

A 30113 Fffilfl Trig
I

A very definite advantage eyista in acila field trigs
ovlr‘vnrinue other typfis 0f tr‘ps. Swab a trip éees not
have to be to a far away plaua since 5011 i3 ahufidant on
all sides of almost ary 963001, ena a Inert trip irto the
country will adfl aypreciably to the type ann quality of the
etufiy that can‘ba carriad on.

There are nertain basic fiacts that should be part of
the uIdIIStanding of any studnnt of hiclagy. Such miflht ha
bxoadiy grouped urflwr the following:

I, Scam afl tha lama obvious relaticns of soil to
life.
2. Soil-w*ater relations.

3. Phyaical characteriatica oi soil.

4. Facts about the soil profile.

50 ”Ll-flit 1V"? 3 alJl‘L t1? anda “fiit1r as mlat Gd to
plant growth and availability of certain p1~wt
natrients.

Life in tha soil:

A3169 fram tine fact IIIII £911 is the bauis of all
life, it is composed, at least partially.o fliring organ~
imma and deIivaa certain n“trIcnt fauImra firum'biolagic au~
tion of these organimmm. Io ha sure, many of thesa organ~
isms are microacapic in aiza and to 3&6 than one Haulé b3
rnquirad to employ highly specialized cultural techniquas.
Hovavar. many forms woulfi In visible to the nakad eye. Acv
corfiingly, one might taka a twfilva inch cuba of Iail from
tbs aurfaca and axamina it for livfing orgaIia ms. Tue sail
night'ba subjacted to thfi follawing:

1. 31dking agart

3. “to:

to sort out and drivu out way living organiunn it might
contain. A systematic catmrizing at the varied tam .-
lwg with an analysis of that: function- in thc nail should
ho undo. ’ '

8011 Ind water relations

Certain soil: will perwdt wutar to infiltrato rather
rapialy. other: 1.0: rapidly. A.serion of test: can be
.Ilda in the following manner. Select several tin cans and
cut out both tn. tops and tho bottoms. Caution ahauld be
taken to select can: of equal size. Select sites as men~
timd balm and won: the can: one half to threw-quarts“.
of an than into the ground again.mmking aura in each all.
that tbs can is forced into Eh. ground the same fiiatancc.
Care Ihauld alao'bo taken not ta disturb the ground any
lam than it absolutely neceasary. Then pour a measured
amount a: water in.each can and record the time it taken
for all tho'water to enter the 9011. Test the following
0011 areaa: (See Diagram #1)

1. Cultivatad field

2. ULplowad fence raw

3. Road way or éflnufled playgrounfi

4o Garéen

5. Lawn

5. ha wide a vaIiIty of sail types as is avail-
3711130

A test for absorbing prnperties of soils:
Materiala:
Glass beakars
Ruck soil
Sanay soil
silty 6011
Clay soil

Loam coil
mixers

Fill the respective haakara to within one half an inch
of the top with soils to be tested. Put only one type of
wail into a beaker. With the aid of a graauatad cylinder
.pofir an much water into the respecfiive soil as the soil and
containar'will take. Refill thn graduated cylinder cadh
tin» and measure the mm: the respective soils will Id)"
garb. . '

A tfifit to chow“water'il mars or less continuaualy car-
rying wail particlea:

materials:
Quart mayonaise jars
Collect samples of'water fromwvarious streamu.
Allow tha water to stand for twenty four hours and compare
the reapectivo amounts of safiiments.

‘A test to Show tha‘bamb~like explosive action of tha

ralndrog. V
Materials:

3-S'wbodan stakea three feet lang
3—5 piecwn a: whita carabcard four by thirty
invzes lsng

Erive the stakas in the followin laces:
q P

A hsavily 30631 let

A sparsely safled lot

An area of bara auil but mat recantly tilled
An area cf hara sail racently tilled.

Paatan a strig of cardbcara to each staka. After
a rain at 3 Simulated rain, observe the respective heights
of nail 3pc: stains an {ha variaus cards.
A tast t0 detarmine soil particla size:
Katerialsx
Quart mayonaisa jar

~42-

‘flll the jar two thlrfia full of watcr. Pour in
3011 until tho 3:: to almost full. not the jar stand until
the .011 nettlos. Put white page: behind the jar and mark
of: the layer! of settled out soil. Diagram this. (See
diagram 11)

A test to dotormdna tbs effect of organic matter on
call:

Eaterlalnu

TWO‘VidB mouthed glafia jars

Two small bafiketa of one-quarter inch haréwara
Clath

Ccllect lumps $1 3011 just under sod tram a natur—
al sod fenc: corner and a cultivated field that has baan
farmad heavily. Th. lum9a uhoulfi be egg-sized. Place tho
toll lumps in baskets and lower those into the jars of wa-
ter. Watch closely and notisa what hagpens.

Test to comgaxa the water holding ability of diffar~
ant B0113!

Raterlalna

Twn olfi~£ashiomad lamp Chimneys.
Two small cloth squares
TWO one-quart maaon jazz

Tim the cloth square over the top a! each dhlmney,
invert tham and fill them about two~thirds full of 3011.
can sell typo shquld Gama fram a £1915 or garden that has
been cultivated for several ymara aad lacks organic matter.
Tho other nail should came tram a.well managed field whet.
grasses and legumes have been grown. Ba sure the soils are
equally éry. Place the chimneyn in the mascn jars. Pour a
pint of water in each dhimnay. Kate how long it takao tha
'water to begin to arip into the jars. Haw much water came:
through each soil and how 10mg the water cantinuas to drip

~43-

in each soil should be noted. ($430 diagram In)
rent to show how crop m: affects soil loss:
Material"

M small boat" sixteen by twelve by four in-
ches chop. Those my be used for other activ-
itiu and so an worth making and keeping on
hand. flake the boxes watertight by lining
with plastic (such as gamut bags). At one
and or each box cut I V-notch on. to on. and a
halt inches deep and fit with a tin spout to
draw run-off. watt: into a container.

Two £10m: asprin‘iflers
Taro half-gallon wiée uo‘athod jars
Two sticks of wood one inch thick
Cut a piece of! 3-0:! from a pasture or lawn and fit
it into one of 1:72.10 boxes. Trim the grass aim-m to one inch
thickness since this is easier to hamila. Fill t?» other
box with the am tag»: or soil but without the grass. Set
the boxes on a trials and prep the. sticks anger one end to
give the boxes slaps. Put the {spout ends over the jam.
:11). the two sprinklers with water and pour it over the
boxes at thc 3am time. Pour steadily and! at the am rate
for both boxes. Hold the sprinkler: at the saga height zor
oach box. (3% diagram I?)
Test ta determine haw mulch prevents 3:311 1033:
fiaterials: .
Sam boxes as) 11236921 in the preceding tast.

Fill the boxes with the same kind of tail. Flam
them on a table as before with sticks unclanmath to give
them slaps. Cover one box with a thin layer o£ straw.
grass. wood shavings or aawflzzzst. but leave the other baa:
hart. Sprinkle water on both bares using the same max-at
or water and pouring each at the lame rate and tram the
3am htight. N M how fmt and how much water was off into

«44*

each jar.
Comparison of soil: by growing plants in than:
Hatorials:

Clay flowerpot.
Lima boon soofis
Cotton

Obtain topsoil from an 015 tones corner. a pastors
that has nova: boon plowed. etc.. Pill one floweryot with
this soil. Fill the romaining pots'with soil from an orod~
ad hillside. subsoil from a dooth of three to foo: feet. a-
nother 5&le or two task-on from areas in your mgmty
soon as on old lake bed or a woodland. Plant a few‘boano
in oach pot. flbout throo or four. Soaking tho boaos ovorw
night hasten: germination. Keep tho poto'waterod and place
them'whora they will be wanm and will rocoivo some sunohino.
At tho cams tima plant thres or four baans in.moiot cotton
in another pot. Comoaro the rate or growth tor aoveral
‘UEEka. Resp 3 record of how fast tho beans in each pot
grow and.how each plant looks. Compare thoso beans with
tho ones grown in cotton. ‘

Tooting and altoring alkalinity and acidity of soil.
gall may he tested in the field'by plowino a small poise
of pr?! tap: in xmist soil and mommy the) color emu-ago.

fiatorialst

Two flower pots
Mortar and pestle
Soil from a‘hoovily orofiod bafik

Fill the pots with soil. fiix equal qgantitioa of
ammonium nitrate or ammooium sulfate and sapoxfihooghato.
(as much as can be heaped on a dimo of each). Grinfi the
fortilizor ingrodianta togethor i3 ho mortar using tho

pestle. Grinfl until the fiartiolos ago fiflo. xix this with

~45-

0011 of one pot (This is the alkaline .011 now). The Other
pot. of .011 mums acidic. Plant an eqaal number of to-
uto. bonn or corn and: in each pot. Observe the growth
rat. a! ouch. 111111 the plants to facilitate gm. Watch
tho gmth for amnl mics.

Summary
‘Inny of the princtplc: suggested at thn boginning of
this pup-r'.ru directly qulicablo to the fiald studicn
discussed in this chapter. Th. field studies and tho
tulivant princigles which should be taught are as follawn.

Lite in tha .011 - illustratea principles A-a. Ana. c—z.

3011 and water relations - principlas A-S. 5—6. A~7, Ana.
Ina.

Water carrying soil particles ~*watfir conservation princi-
913 3-5.

Raindrop action on soil n’pzinciplo A~2, an (water cono
nervation)

Sail particle size - sail conserv&ti¢n principles 3-1.
5.4. A‘s.

Effect of organic matter on soil - principlea 5-3. A~$, 3-6.

Haw crap covar effects 3011 lass «pprinciplen A~7, 3-9,
8.3. (:“2. D’l. 0-2.

Cumgarisan of $011! by grfiwing plants in them - principles
“‘5' A”? . 3‘3.

Tbnting amd altering alkalinity anfi acidity of sail -
Princiglea A—z, A-d, A«S, Ans. nae, sz, B~4. C-l, D~2.

~46“

Diagrams

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

I
I"; ,
tln cans
,_ground level
:L. bottom of can 3/4" below
ground level
Soil Chart
II
I
I
l
l
l
w « ”— L“
- W ter
_... J. ~ a
Clay
- Silt
. o 0.. o I .: . ..‘ ‘ . '. .j Fine sand
3 - ‘ ‘. "."o. ..-o..
o c o O .
¢ . ' ¢ ,, , . ' ' ‘ Coarse sand
0 . 0
t . . . . ‘ I. ..o
o ‘ ' . . 0 . ‘ 0‘
A o ‘ 4‘: o

 

III

 

water level

glass chimney
water level

 

fine soil ,
coarse 5011

 

 

 

 

 

\‘/'

 

 

 

 

 

 

 

 

sprinkle
water here

MI‘

$31, $10

 
   

 

 

 

    
   
  
  
 

I: I

‘0‘ \IIlIN

 

wooden box with sod growing

   

  
 

III
1&3“ "PM“ «(I

I 'Q? “(IQIW
WIN
(Kl/NM 1 FW’ «KW!

     
   
 
 

$2: "’13

Mal“

 
 

     
 

spout outlet

lace catch
ar here

/‘§-’

-48-

A Study of Eird East:

“any and varied types of studies have been made of
we: in this wintry. fluently field identification has
on. to the for. u a most popular mthcd of "bird study.
Illny good field guides have been written to assist the or-
Mthologlst.

Ora bird study activity Which is not so semen but.
ctlll lnfomativo. interesting and fun in nest stud-2y. Stir-
dents can learn men‘sy things amut the camera of the nests
it they cmduct individual- or class cinematic-am of the
bird at the neat.

One may learn from them nest observations, food. en-
viroatwant. reproductive and migratory habits of birds. Eco
nests should be collected until it in certain timy are no
longer in use. Since birds will use the same site but not
the some neat. year after year, there should be no conwrn
about taking the bird's nest in the fall of: use year.
Technically a nest is not a home}

The amnenying nest key will nerve as a guifl in lo»
eating 31.3.13“ 719?. and onentually taking bird nests. Once
the estate have been collecn'ed, they may be arranged and
diaslayed in the classroom mud further studies may be made
of the Gee-agents of each rest.

To facilitate the s‘aq, stagnant; sin-mm have a mall
pocket ruler fer reassuring the (.‘é-ul‘l and width of the nests

and a bag or some other container for carats; the nests se-

.‘ --‘.—

16. W. Mouser, F522; 333 E; g 3 mg;- g, regartmnt of Fish-
eries end Wildlife, :Fiichigan State mzivnr-sity, Rant Lan-
sing, Michigan.

~50-

aux-sly. Th1. mataimr should ideally ha made 0.4-." polygamy-
lm plastic no that any mite-3 from the nest: would b. trag-
pod in tho bag and net in the callectom pocket.

Th. semen for observing bird nests is firm the midals
of April to tho middle of: Auguat. Tm best time tar calla-:2-
ting nests 13 in the early fall mat: . To locate neat:
“arch thngh malles and tmes when binfia are known ta
ha. A great majority of species: nest in bushes and tms
not tar frm the grand. A nest in the thick bush is auri-
gul‘t to can and bit-:13 will intentionally build neat: when
th. bush is the thldzeat and van-are lemma mnmeal it. Cf”
ten it tho atuderzt can get inside a circle of bushes on his
hands and knees and 1061: cut. tha nests am more reaciily
loam: films we can see, neat lacttinq is conaiwrahly more
difficult Elma single field obaarvatim. Grmmd masts am
more disticult to loceta because they are mneaalad in
gran and weeds or at the bases of thick 1294513213.

Birc‘is, such an the harbour , that nest in than thick
grass of the 1923th are particularly mlaafiing. may
will often flush mall ahead of the nastnhunmr and uflmn m
10:31: in the spot where the bird azxzmamd. 9&3 find no nest.
Actually thin type (if bird ram mule: cam-r for: a cmnsivlarv-
able diatancm in order to din-m us may from the neat. A
good way to locata these rue-fits is to have um maple walk-
ing in parallel paths to each otwr, a considarala iiatanoa
apart. drawing a rope between them.3 Mum the bird films,

the nest in pwbably at the) same or near the 590‘s.

3'3Arthur A. Allan, "fig, 3mg“ 331 mg; mg, D. Van Eas-
trand Co... Inc" 566‘» York, 1934.

-51-

Tree masts are often more fiifflcult to can bacauaa of
'hnlvy foliage. Once the stuaents became better acquainted
*with the nae ting habits of a particular species. they can
go almost directly to th¢ nesting site. scan birfi help us
lemma that: new; by {1116 12:11:33 that the yemng make as thay
ax. 13a. ”any birfis will lead us to the nest: and their
young if va watch from a distance. Other birfls try many
anthofls of diverting peqple item the nesting site. The
tillage: is famous far this with its “braken wing' act.

‘fihan the nest: at. located, and are still occupied'wa
arc tarbidficn by law to collect them at that tima. fat
this 13 an ideal situation under whith to study them. In
323% yin; nests. the best work can be done by the use of a
blind 1n'wh1ch the ab server stays.é Birds soon'hecama ac-
customnd to a blind and as long as there is no mavemant,
they will‘bo content. when photOgraphy is the main Objec~
tivo, tha‘blind is ideal. Blinfis at! bulky and often hard
to carry along'vith the other equipment but VBIY“WDrth‘uhiln.
Tho blind can be any sort 02 concealment. A amall tent,
a thick mass of brush. an old stump or even a thick clump
a: cattails stuCR up in the marsh. Chicken‘wira stuxfed
with leaves and‘branchea is light and caane bent into

nny shapa.5

In studying tha nesta. one final suggestion is
afiefiad. Stufients should at all tings sit still anfl quiet

or if mnvamant is necessary. it shoulu‘be very slow. Birds
are natural acting it they are net disturbea and they'will

even adjust to a atrangm leaking monster such as a.blind.

 

" 5911:: s. Petting-5111. a... £3 .- 3; 3 3:33” 3:333.-
luAQ... (XmaLx‘QQJ: 33.1”an Publishirfi Co” Edsmeamlis.

”inn? 0. lJEOO

 

-52-

81:63 will net telemta a great deal of cafuaion around
their nests. .1: there in noise and mmmn they beam
“cited. upsat and act mzything but natural or they may
«on cleurt the nest.

After a blind has been constructed. am my use this
In a mans for close obsewaticm of the birch. A photosyn-
phic study is. idzeal hero and some little time mast be spent
an conaitioning tha bird’s to the camera. Ream-abet, the
blind may be only a matter a: several feet away from the
bird's nest. In taking still pictures. aim the camra at
the mast, through thc opening in tha wall of tha blind. and
after the bins has settled an the neat. click the camera
Ihuttsr. Do this as many times as needed so the mm will
be conditioned to the click of the shutter. Eventually the
bird will not be startlezi. Then put film in the camera and
ham pictures. A movie camera wsually profiuees mam amiss
than a still camera but the procedure is the same. Run an
empty camera near the biz-:3 until it is conditiomd to the
noise and than use the actual film.

The blind is ideal for cow-sting nmtiberas of brocé‘, 0b-
urvin-g fee-ding. nest. preparation. gwgth cf offspring etc.
“aka sufficient mm of the blind. vluch first ham-s21 infor-
Mtia‘n will be callacted.

5% Ituc'ty activities am:

1. Bulletin board or We} bean} fiisglmys 91’ beats.
Photographs and 2139321113 axticlea such as ”liature" anal
" Tatiana]. Geagraghic' may be useful here.

2. Have pugils list b11325 who live and neat in: open
fields. thickets, hedges. wmfirs, marshes, on the. gzmumi.
high my in thaw». in holes: in fiend ”91¢“de lime: er twat-m,

and in man-twee attracturea.

3. 'Cofistruction of bird houses to study nesting ac-
tivities of same comma. b.1233. (Sea acmuthg charts) .

‘4. List 22 many filffarent neat canstructian.materlals
2.2 902.2 121.3.

5.. List of mm: which do not 1mm nests but either

'borrw' mats car use: mama at all.

6 ..

The accmynaying chart illust r2103 amm- cef the birwl

that might be 2tudied in a ne2t box situation. Tharefaxa.
(11111323319223 am lncluciied.

1.73.1.1 £1212. 21.211 119:: 9.: 12:12
2101133

Exam 4' x 4"” 6' - 8" 6" 1"
Chidaaéae ' 4' x 4" 8" '- 10” 6"- 8" 1 1/63"
'1‘th 4“ x 4" 8" - 3.0" 6"- 8" 1 1/4"
Rum-ate}: 4“ x 4“ 8" - 10“ 6"~ '8‘ 1 1/4"
rhea-2.2mm
Woodpedzer 6" x 6" 14." - 16" 1.2“ 14" 2"
Tree

Waller! 5" x 5" 6" 5" 1 1/2”
Crestefi
Flycatcfimr 6" x 6" 8" ~ 10" 6" 2"

thug-so Wren. chickar we and. titzmuge houma should be. placed
five to fifteen fest 23ml»; the (52021115. fiaflmtc}: anal flym
catdmr hmzms should be: platted eight to twenty feet abava
than ground. Wanamaker-3 and swallow 11.011223 my be placed
five to fifteen feet abrwe the ground. All 12912393 should
he placed on poata or tree trunks. in the 039221 - wt in
dense fallage.

.— -—-—‘— ‘L __‘ A44 -.._.-__

fihdapted frcm figtggge by T. S. Pettit, Fay Emma of Amt-
1cm publicatian. Haw 821111221253 flaw Jamey. 1932. p. 50.

Valu- of loot m- for Wild Birds

um any h. obscured in mating habit-a airectly from.
molt-Iron. mountingboxl-ldulmdmayboplaood
m: tho school but will often be more usable 11' 1t 1-
plaood in fields noun distance from the school. This will
I110" vhltlng the met during class time or teoossltato
aligning than as extra projects. One ideal boa: typo nest
Md: may be adapted for other bird: is shown on the next
two Pages.

 

 

Diagram

of a Bluebird Nest Box

 

‘:QDNT

 

7

 

 

 

 

 

 

'Top

 

 

 

 

 

A #6

From: NaturgI og,cit,, p.46.

17—1

 

 

-\1—1

S\oas

 

 

 

$.+_____3i_____..

 

BOTTOM

 

 

 

 

 

 

 

 

Portable Bird Blind

large nut and bolt
to hold three poles

in together
in
j \
y l' \
/' I ‘ -
a l \
I l" \ 5"long sapling
‘/ I' \
I [I \
dark coloreo . I " \
fitted canvas. l' \
cover 7 l' \
ll \
7/ H \
‘I ll ‘
. I . , \
Zippered / 5 I a \
entrance 5 ll \
5 ll \
I 5 ‘Il \
,_’ H \\
I i :: \ oround level
’ : *ll \
s] f | ' ' \
[ ’ +1 “1
IT ‘J \:

 

t '0’. I I O
From: The Ornitholoqist's Guide, H.P.W.Hutson Philosophical

Library, New York{ 1956, p.165.

-56-.

 

 

 

s.

 

 

 

 

’IZT‘

   
     

 

 

 

     

,9}. -;~.'.
" 0

square (top
bottom _

coo

    
    
    

‘9. . . ._
”tug-V -‘ ‘ °
.~ I. a. t t
, . o "
.{n .2 . k
14:. ' ' 3
n I ‘J
x. .6. ' ' “t
.

 

..‘.
‘V-
"J'

     
  
  
  

 

' \‘Ifil‘ -" 4“'
cover - am»
. V ' - "‘ ‘
. .I . ‘:""-' ~

‘
l‘ )
. 5‘

3

. fay-y '4 » ..
wooden pegsu‘ ':r~z-. . u
3‘ {’33 ‘. “a ‘ .L

«a;

I .L
70:
, ‘ ' u‘,"--.
o ‘r " A.

 

 
  

,8.Pettingil1
'fliigiinéSTI-E“:

'—
a

a JV: 1' "13.7”

.n..‘

”Sf'tf‘

P

 

"Was. A
. .- HM, . ‘

     

   

    

 

 

Portable Bird Blind

4' x 4'

| water repellent canvas cover

\\_, wooden platform 1" thidk

 

 

 

2' x 4' cross pieces

M-

 

 

 

upright supports 25' long

/—

 

 

 

 

 

basal area 6' x 6'

 

 

1

Scale: 1/4" equals 1'. Side View is shown. All
four sides are the same.

 

From: Olin s.Pettingi11 Jr., A Laboratory ang_§;§lg
Manna] 9f Ornithology, Burgess Publishing Co.,
Minneapolis, 1950, p.215.

—58-

summary

flildlifa study is presented in man}; different. my:
travag‘amt this paper. with this study of birds, we are
finding with a specific: type of animal which is readily
available to all and easily studied with 1 ttle equip—
Ilont and technical luxmlodgo. (has section of the intro-
auction to this paper was owner-nod with wildlife tam-
«nation. In this study. it should become apparent to
the students why birds. as wildlife. mod to be pWed.
We can consider game birds, irwect eating birds. rodentc
destroying binds. oto. Scans of: the conservation principles
which are useful to the teacher in this area of bird
study are as (011%.

Water conservation ~ 8-4.
Pores-t Maservation - A43, 3.47, C-l.

Wiliilife mmervation ~ lep A-z, M3. A4. A~5. A—s, 3’7.
2-1, smz, BwE, Cwl, cmz, Cm3. c~4. Cmfi. fl~fi. C~7. flwl. D~2.

D~3 .

Detailed Study at I Patten L931

In one of the previous papers. the study or plant 0-
oology using the quadrat method 0: study was discussed.
Ono can carry the study 0! succession further by studying
tho plant and animal life preuent in a limited envirormnt
such so a rotten 109. One of the good feature-3 of such a
study is the wailuhility of rotten legs. it is not neces-
sary to go into the deep woofis to find these. as even a
roadside fence post will rot and exhibit the orgsmimns
needed for stash. In studying succession from one stage to
a more advanced stage of growth or decay on much a limited
scale and area. one my term this study udcmsuuoeasion.
Thus one or several field trips to the mamat rotting wood
may be taken to study the ndcmsuccession of a rotten log.

As the micmhahitat undergoes physical and dimes].
changes which bring clout its eventual destruction. its
romaine will boom part 0! the soil. These chmges will
be brought: abmt by bacteria. bangl. invertebrates. and
vertebrates. The begiming of the micrometers ion in a
rotten lag may be while the tree is still standing. Ira-
sects and other invertetratss will inhabit the outer mod
and bark even though the tree is still alive. Eventually
the tree will to weakened to such a point that it will fall.
By this time the bark is usually of: and the wood will be
further eaten by wring animals. and fungi tray begin to
show their effect. The new grmzp of plants and animals

~31. q .... .3
"

Benton and Werner" s ‘73:: ;-. ~;‘,_ gar Fla 3. :3, Migénm‘ sac-am
33.2121.- Burgses Publishing £30.. FAm-zeawlie. him... 335?.

111611-

cl'iango the wood entirely until I 3323:! causmnity is estab-
lluh-od in the fallen tree. 1.1.5.; :Lnulau o: the true; may be
soft and spongy #51113 the outslm': 11...: main: ha: a. Thuuu lug-a
ofton furnish living space for small normals such as the
white footed mug: and alarm. as well u aula-':¢E=m..iors emu}
llwfis. ‘ Aftur 120121353 of 63:53:31. the outer shall finally
falls apart and the log booms a part of t‘nu forest floor.
Snakes and other subterranean organisms may move in. and
final: moveswnt 005191.93 with that of Emwl a. 15:! but: fmz'ia 2511.13
a few left. over invurtubr {as will finally 125.1121; the log
éown to the litter of the fare: at floor whore it will not be
diatingmiuablu fruit: any other 535115; of the foruat'u floor.
After the tuaolmr or an advmma 25.20th 31:39 luua'teii surv-
oral rotten log-u. all of the same spooiou. flue else... 5'3 may be
takuu to uueuu 10—33 and can bugin their 33:11:55; of t3: 9 micro—-
sue-mauuion. Care a. ‘nmld bu turf. on to pick 10;:5 of tEtzu 33.1.1713
species. but after. for €135.13. of var ious stag- as: ofl auoay.
In this way. a class myez. exam-.5... :51 many of! 11.17.23 35.52.23 of! log
ducay in a flaw hours rather than ju-at om: or tax-11.3 stag-5.15.
...Ea mutuu 10-13 may bu diviuud and 65:31:35..qu in farm- 251.52 315.223:
Tho standing dead trees. thu newly fallen trot. a. tlm log rot-
tin; imaifiu but ha rd on the (:1... 9:33.33. and t“; .u mangle" ..ely rut-
tun log. {12:13 is {hunters mm fiornur'u claursifi. anon tom-1d
in Um E71..:-_.1f?="§"iv53; M

The €18.38 uhould (26.215151 vial-uh one of tin-om 53.2.5513

E.3..='>';.a~'111r 1:513:32. Eleni-:3 5.1. fits-5.935.385 137-3.)

 

5.1 1535.39: woman 13 in mail 11.3.5. .1 e 2.153.113 5:153 us: 6171113 £9.‘1C11:-11u.
2530th what 1.3 agfiparuzgt just by 1:. 3:13:53 at: tim €251,555. unani-
in; tme. It tramway: ta bu imaging. 3-..; is this: (JJViCF ...u?
h“. ..a ti"- o uni-11.5.1555: ao'i plus-rm 15.151.11.13 on tux-=3 in t}. Eiu true-3...

All of the 15.151544 cm 1.5.1.3515 1.1.1.. .. int. 6:513 tax-11.1.1. a ..ould bu
listed.

~62-

Tficso same point: may be stated about each stage of
succession that is found. Be sure that the class lists all
tbs living things found and collects thosc that are nut
known to than» Upon returning to class and examining the
data shaets. 1t*w111 be ayparant to the class that certain
change: take placc in the tree: in it: living inhabitants
nnd in thc area in whiCh tha trco'waa living.

This 1: n‘handy'umy to stuay plant and animal ccology
at the cams tbmo. The teacher is limitca to an casily‘hand-
clad situation. and the tima which is consumed.on actual
field'work Should averagc no longcr than two clacs periofia.
Parts of rotting crass may even be fircught into thc claaa-
rom 1! they are wrapped hefcrchanfl to keep the crganiszns
on tho wood and act neattercd all the way £rna.homc to
school. It iz‘wiao to use data sheets in the field and
cammittces should be oatahlishcd before the field work comp
mences. Thus reparting and cbccrvation may ha hmnfllcd badk
in the classroom.

Inclufiod‘hctu is a sample data shcat which may‘bc au-
plicated 33a used by each stuasnt or committcc for reccré-
in; field Obaervations, The firmt part is a Check list.
Th: accond half is for listing upccimana. It is auggastoa

that One sheet be usad far each aefiaxatc sfiagc.

ta cheat
$tu£y cf flatten Lag

 

m: m:
mm WM : m:
Yaa Rd
1. Is the bark atill ca tha trcc?
2. Can a nail be pcchcd into thc wccfl?
3. Are baringn agparcnt in tha‘wccd or on
the surface?
4. Arm nests oi birda uni other animals
apparent?
5. Is tree stanfiimg or fiallcn?
6. Eatimato how long it has bccn dead:
7. flwwrmany invertebrates have you scan?
8. Vertcnratas 1iviflg an at in the trec?
9. Have you ccllcctcfl c: rcccxdcd all the
arganiima?
16. D13 you 333 or collact ac? galamanjcrs
or lizards?
11. Are any mammal runways ayyarcnt?
12.

is ha wood mmict or éry in thia specimen?

 

 

 

List all crgacicmm (giant and animal) callccted‘gg,sccn.

 

fipecica

,_ m

Efitbwtsg (bf nwzfixsr preach:

 

 

 

 

 

-_ .._.__ _.__

2 .m a
Benton and Warncr, cm. cit.

«22.3-

 

Summary

In carrying out this study 0! a rotten lag (micro-
auccesslon), the teacher should be able to illustrate the
interplay between environments and the effect: of this an
living thin-gs. Conservation principles can be brought in
hers and the teacher should attampt to connnct the rotting
of this living organism to other: around it and them the
whole significance of the dying tree on the. envimmwnt.
some conservaticn principlcs which could logically be: used
are as follows.

Soil confiervation - A~3, 3-5.
Forest Conservation - 8-3, A~5. A~6, A-‘I. D—3.

Wildlife: ccmservation - n.4, 3-3, C~5. 0‘6.

 

1 Stacy a: Plant Buccccslcm rm rare soil to Prairie

when undartmking a. (213.33 stucly of plant aucmsslgn,
the teacher will find it nmceuary to gamma-at some: baczw
grams! information bafcra the class takcn ta the field.
mm; mtufgmntm tamed a clmac mummrstmnaing m! thc tan; “mm:-
ccszaion' bee-farm tray try to immanent-a cxtenaiva field atufiy.

Starting with 1mm ground and px‘occcdi-ng from them
(as might ha done in an actual fimld sitzmticn), paint out
to the classms that; plants gram hares at 0:13 tizzm but; chm to
such misturi'mmcmm am fire. grazing. and plwin‘ , there is
now ham ground. What rmgmm next 3' Tina first times a: I
pl at: that might ha ammcma to return to this ma wwla
be the mmuals similar to theme found in gardens. Romlzsicic
wads macaw sec—3:13 have blown into the arm migi‘zt £31.30 be
czngemtecl. Grasses mm mmnnimln will gct started at the
cam him and eventumlly €173;de cut: the annals. Tim new:
shape clap-anal ugwon t‘z‘m cllmtc to a g'rmmt watcnt but it in

film. goats-.3 him: the: grammes will hem da‘alnant. men

shrubs and tmma will mm in €222.21 grazlually team ever th—a
land. mama last ate-.3331: Irmy be: cf long or short duraticm
damndmg 1.1mm: the 9mm nlty of gun times amt: mmthmr amm—
dlticm, ctc, . When tit-m 8.223 has rmacima firm fineal atag‘m
and teams to has in a atatic state (although it new: 19) the
album eta-3’6 of arm-2:2 has: mama magi-mm. Farm 11mm 0313'
mturatlmn 32.2143 than chmrtwt will tmhc plan-:2.

use: fcllawing cimrtl is mrmsmztei as an {mums c: thn

l‘fai 3. Fmttit, Mat} 1mg, Bay Sccuts off [maxim P133315.-
C‘atlcm, Maw Eraumuflck, 23. J... 1352, 9. 23.

 

~66-

typea a: plant: one might axg at to find in emch step of

the succeasion.

I513»: grimgprg,fifla m gm; Q

 

Barn coil 50t1many animals, no food avail-
able. no plants.
Early’Whad stage Ragweed, plantain. faxtail, oth-

er annual weefis. Birfla such as
sparrows. larks, and.nmmmala
such as misc.

Late wmefi stag. Parennialn such an asters, puke-
weed. qaackgraas, golcienrod,
etc.. some bird nests. faw'phaas-
ant. quail. rabbits. and maaaaw
mice.

Prairia sub-climax Claver. Kantudky blue grams. a
more animals becausa of sod. in- i
sects. birds eating insects, ‘
food and cover far small rodents
and thug foofi for faxes, haka,'
etcoo

Prairie climax I: tha grass is the climax. long
lived perennials will éominata,
other species of prairia hirés
will move in and.£axas. ground
squirrels. coyotes. etc.. These
will find mhaltar suited to
their needs in the long grass.

In the actual stuay of these araas. the collecting of

various plants in each successive staga is useful. One

favorable aspect of this type of Eiald study is that these

nraaa are easily available to all. By simply walking along

ihe roadsifle, ane may saa mevsral of these stages OE suc-

eusion from bar. coil to prairie. ‘
yraaented below is a Chndk list of steps that might be

tdkmn in the otuéy at tha gauges of aucceaaicn.

«67-

1. Test the soil with pH pmer by naming a finger
bowl in. that: sell and adding water. Than test the mixtum
with a atria: 03? p31 paper and note the color. Write down
the: pH in your notes.

2. What type of mail is this? , fiandy, clay. loam?

3. I: the mail porous or comvamsed? W111 water
stand on it?

4. K’imt percentagm of the area uncle: study is covered
by plant gmth? (Make a rough gamma at this.)

5. that gamer-a1 types of plants am amen? Peremuo
8.15? Amanda? that do you know?

6. 905323 tha entire area receive aunlirght at all times?
What permmt times. not? Emmi: is the teawratum in the
Open? limo wind we locity?

7. Han: much rah-ital]. dams this area receive in a 72
hour 96:10:? (Set up a rain gum;- and leave for: 72 heart.)

£3. Fran your obsmrvationa of this area, wimt tun-313ml
1133 la a§parent?

9. Fran your o':aervati»3na of this area, what would
the next stage 9!! plant gram}; likaly be? may? Am you
ablo‘ ta me any marby gmm’th amas whim am éiffmmnt
fun this 0.1m?

10. Gallant. a sample of each uplanmm plant and placa
than in a mist container far return to this claaarocm.
Thalia-30 plants ghoul} bis ictenizifiad aha Iwauitm: far fixture

ref-arena.

In carrying out the Maya mmtiouafl, it may be nemSv
nary ta dev ism some: 53mg» la ecguigumnt wi-aich may not w on
hand or be para“ 36323313. Layla anmmmters can be mm

and rain guages an; emily mafia: fizz-3m any glams cantaimr

.63.

which has been calibrated.

Either mum in the field or later during class din--

cruwioms the aspects at 0011 emmervation as mlatad ta

31¢ stuéy juat coupleted should be filacrusaaa. Why aid the
coil mart to a naked. mxpmductiva state? Why did it take
no long for rm: plants and 32-an3 to return to the waded
am? What are the chances. of great Wt: a: valuable
top 3011 being lost when the soil has not CWEI' of plants?
What types of soil erosion warn apparent when one studied
tho ma stagea? What is the hapomamoe of plants like 13-
W3 and perennial grassas in soil and water retanticm?

In answering these and tha other questions relatea to
the stag ', the stud-Emma get a deeper anaerstanding of the
commutation upset: a: plant auccessian and my lama 1::
mm valuable in am»: stages of plant gmfth than in

oflw rs .

321mm ":17

In this study of plant succeasian fram.bara sail to
prairie. the teacher‘han anyle Qppgrtunity to illustrata
3911 conservation principlea as wall an watar conservatian.
BGM@ torast canservation and.wildll£a cansarvatian. These
cancagts may be &ir9ct1y dbtervable in the field or the
ntufients may'have ta apyly th¢m$elveo to tl‘;kiag in teams
of what could.ha§pen ta the araas unaar atufiy in certain
praéictable situations.

$011 mewation -~ A-l. 3-5, film-6, 11—7, A-S, 3-1, 3-3, (3-2,

Water conservation - A—4, B-l.

Forest conservation - A-B.

Wildlife conservatian - A~2, A~3, A«4. &~6. B~2.'C~l,
C‘B, C‘é, C'7.

«69'-

Stufiy of Plant Sucmsslms Fran Readout to Forest

When thc lawland are built up no that the sell 13
satuntad only in spring and early mt. certain species:
0: SW and um: appoax.1 Those that. tolerate waterlog-
ged nail m tho pioneers. Marple: of such piomars would
be Salk. Camus. Cephalanthus. Alnus, and Papulus. These
mm more and nor. of! the area. prancing shade am! lav-
axing the water table by building up 25011 and rapid traum-
plratlon. The resultant é‘ry, shaéad soil becomes: intoler-
able fan: the sedge-meadow species and then gradually dis-
lppear. Shade-enduring herbs resilaco them. growing Wig
the trees and shrubs. .,

The climax torest raging as: tho humus ammlatas.
8911: became filled with bacteria and fungi m3 other tram l
bagin to invade. Mixed forest. of alder, willow, cotton-
wood. hackberry, elm, ash, cast, and ahagbaflc hickory with
their aeamxpanying characteristic shrubs and herbs may ro-
ault. Gm:hally acme shifting of. the species my cum and
the intolaram‘: syncing will disappear. 1.0.. the ones which
cannot adapt. to deep shade. letter amated soil etc" A
rather pure fer-eat of can and hickorias may dwelap in
this fashion. or. if the «wen mom el‘mde eniiuring maple and
beach are present, they my replace the oaks and hickorieu.

When tha amth at": maiatura in the gratin": wraps off
manzecily. the (irought resistant oakduickory association bec-
ame: dcmfinant. 0ek~hlckary 011mm: forest rangm through

4—— .‘. A . .. - , .__- ‘ .._A L L.

 

..I 0 ~

-71-

much of than Siam: Plateau and the Atlantic and gulf
utatea coastal plain in an are flat wi‘iems Wfit‘flai‘fi to
eastern Tax”. fine walnuts of 11:32:53 oak-hickory £013.31; am
not the 02:39 thraaghout its extensivc range. but rather
than are numerous species of m. Gften thsa Cfii~lzi££;0ry
turns into a mixed msay‘hytic forest climax which includes
a can‘isinatian cf many other albecies.

Earth at the bomldary of Wisconsin glaciation than
are tha climax species a! beech-maple. These extend over
up into Wiscoaain with virgin fax-est in Midligzm. Tim 0--
riginal. toms-its «of southwst F4chigan, Indium and, (3110,
an reconstructed from: 13:16 survey racoras. were mafim-
nmplo on good sites and oak-tidcory an mama soils with
poor mistnm conditions. Thin canformn with pregnant can-
éiitions and may to callad climax and aubclimax.

The pmcefling in 3mm cf tha magma-m for: an actual
field stuck; of plant succession fm mes-ion to forest. One:
must have? in mind that: tha climax staging will vary from one
put of the canmtry to anotimr. Below is infatuation far
the land are” of north central states. Also carnal-133d
in what om; might amazed to find in thfl thme atuuiies areas

a s- a
I I '0.

into which this 1:0in my be chaliwa.

1. 723.4: 53111.1}: stag-'92 If the shmb stage gnawed: the
‘ 9:22:33. sfimfizs such as auras,
magaafras. prickly £25.52: etc. will
gram anci birds such as cardinals,
cafiliriia. indigo hawk-“153, and
Sits-:‘RETC'SWB will 21:35:: 21:32:52. “Em-r6
will he insects of varied kinds,

2. ' ,.. . . .
Md 3-. Patti-t, .Iasafiiam, Emir-g; Festival's $.43 alswric'a P'Lz-.;-lic:a-
tim, 13m! Bfixnswiu’k, 2%. J" 19:32.

.73..

and there .10 likaly to be cot-

tfii‘itfiilao
2. 5.1“le tree Treats mating Lit-"43.8 mach m3 blazer-
utmga jays. ems. flifiers. {meats-.1..-

ors. warblsrs. hawks will bi
fOmel. Insects living mafia:
.tm bar}; and in dead wad will
sigma: for the first tiara. also
hare are likely tn be clear.
sqzirrels, cpposm. mama.

.tcgg
3. Climax fomfit bimay at“ the plan-ta and animals

mantimad abova will be mum
hara while otters will be 13--
place-s3 by new plants anti animals
that find in tam forest the em-
act cmditions they m5 for
:23:th gmfix.

In attempting a field study of this type of plant auc-
w‘agsion when large tracts of law an “X16115! cmmiéerntion,
woo-£10m. fares-st. warms etc" it might be wise to point
out to the sfiuéeflts that than areas ulnar swig will have to
be limited ta a certain size. In this name: one has a
practical ama on which to work and tha atlas-jams will not
attemyt to analyze an antira tract Of faveat.

The was 0:! analysis mam: agnpragsriate to the study of:
succession Em madam to fainflt is tha qtsa-flx'a't stufir. @115
in (Slammed in another article of this series and the ma-
cl-mnica of it will not be: reapsfliacfi ham. Stuiéemts shmld
b3 allowed to callsct uzwj-zném 592335;;an of plants and re-
turn that” to the lab for further stuff. Such thing-'3 as
soil mfii'tions, tmgmratm’e of 30:11 and air, mzaiaatux‘a con-
tent and 133 «253 soil. relative hmnlfliizy, 3mm area rat-c.
nhould In all carefully ohaervafl mud Rated. :1 photagraph-

ic sturiy is aplicable hag-ma and eta-imam may mm; in graugs

..7 3..

Mag 3 phatogrwi 11¢ survey of the aumssimml stages.
These pizfitfi’grfifflm my be either black and white primes
much may be processed by the student: firmwelvea or color
slides Which the students will probably need te have cam-
mmially procaseed. _

Re a final analysis of the work that has been dame Ly
the students and a: how much usable knmleege they rave
attained. the follming tachxfiqae 15' useful. mien stuflemts
luvs finished their obeawatiens of the areas uni-jet study
and cone all tl‘zeir collecting and analye 1mg, the teacher
may ciivia‘ée the class into small gnmps with em atufient
leaJer ta a group. The gram then return to the areas the
Gt‘uc’enta have been starving. Tim swamnt leacier shame: be
able to start at the meow eta-9a and take tha reef; of his
gums) on a mi ed tour of all the plan 1:. suceeeaions studiefl.
The student [330.1163 be expected to analyze the gym}: types, '
give reamrz 9 why the aitmtioaa exist and oiharwiee con-
duct the tour as an shear: in his area. mime or four of
these creeps may be going anltaneeas... 1, having been a tart-
ed firm different points. file teadmer may then visit each
grow? and can readily weenie what haw been learned and Vfimt
113:: not. '

Sammy

In this atufiy. amyle ogmrtunity was m'ailablo for
the teacher to vividly wig-at am; «widens-es 0'5 aez’tuel $31-
virumemtal ahwugee taking place in nature. In so claim},
the teacfiwr had tin oygwrtm— “ty to also illustrate whee:-
vatien princiylea aimlimble to the made-w aituetien mad
then 611°21‘3sz principles eyglimblo to the finest mmimw
want. {Teena e: the-ea principiei era as fellows.
water wreai'vation ~ Pal, J’s—3. B-l.

Earnest cmwawatimx - A-l, «fir-2. A-J, fiwfi.

willilife meervaticn - 35-6. 6-2. (3-6.

~74-

A 8tusi‘y Of The mutimhiee
Q1 Pleat: [ma regime?» oz The si-fieeizm

In nttmytimq the study of. a “mail-gm, the cgmiirat axe-u}-
ad of away 1:: iienl. ”flute method, outline-a in an earlier:
st'ufin gives us; a rather (amine-ta web-313 (333 tie Helafiffla
{ma vessatetien c913; this (:1me ama xmciimbteciily affect: the
(fist: 1311?; 1m: 0? Kimmie . Seam 1:1 1311.313 regains treee in $77.11 £331
to build 1:32:31: nests senile others are able be neat cm the
grand in green}? areas. The unreliwea Same: heat and the
cone-tent: mtmzm to mini may meet 1m "3%; e Meme 1:. a eezflem
a'nfiimle. $5me egerdea requiring trees may $13,111 he $33.9 tea
wet in this amaa as i‘zfi'zatflfientm of the We} river bot-
tare. leak of amazes 03: water may have he limiting «ef-
fects cm mixed peyulatiene . Agricultu rel mealtimes: may
alum tend to airy eat the lam mad effing-gt may twewe the.
peyuletiens ceneiéerahly.

Ti) feeilitete eta-r333 mm or 3mm: (32.2.33 m? E5333
segmere Lwter size 3122232113 he amalglieheei. Siafiente wheel-.3
than team muff. recenfi a 3.1 flue planes 1:: this 5. ae . T'he apa-
'pms’mete height er! each kind mi? plaxm feumi in the cpzaziree
eimull be mean: 533, 351363 See x.'»1:.-;u;-te lemfiefi £21333 timr ferm-
1213 cm'gfiect and GI 13 the ire egezafx area betwmu cleave 05
green? 12: there a greet veria‘tim Eetweee Edi-"1‘3: 14:45:. in
wet and dry amaze? Are there any vmsdy planes preemfll

Trays whici'z have peevieer 1.3.3! been see: out meet: be exam-
used daily. fie mare than teentynfaezr hmre 312333123. elafnse

between 631643313, Signs at” maze-~13 simuld be mm. :21. If

 

' an. r 4'. ‘e(\ .7” v-.._ no- u H - ,0: . ' ‘ - r s -"
Beaten and Werner, Yr-‘Ariggg'I-‘g gar; Fig.1.... msg#33- . guy;
a 9 I L at" ' .- ~ ‘Ii 9.1-}.- . 4| 9‘: .
Bu;*~g;e$z Puelieg‘umg Co. , fianzmezsalwa, team. , i357.

 

~75-

435-

thero are any aamp area: in the vicinity, leak to: tha pres-
ancc of aeghibiena. ‘fiweep the vegetation for invertebrates
and record the kinda anfl relative numbers caught. 'Whet in
tho natura of tho 3011 here? Soil maps of the area may be
used to giVQ the etufienta the exact tlr . The pa should
taken. Ie the area well~drained or net?

This area lenfla itself to a nocturnal stuay. Since
many of the animals here are active at night. and many are
not active at the same time during the night. a rather new
tinsivo study must be uneerteken. Stuflents may be efivised
on the procedures neceasefy uni than an the work in grunge
on their own time or with the instructor. An epgreciatian
of the complexity of the inferreletianShips of plants and
animals may ho gained by a night's stuéy of the aetivitles
at the antmala. A.trail cantaiging several stung: or logs
or likely leaking habitats ghoula be set up befarehend by
tbs inatructor anfl stufienta. Cammencing at dusk. the cleed
will cover the trail. $tcpeiag to reward the kznds aafl new»
bar. af animals faene.2 Tia trail then may be retraced at
regular intervals throeghaut the night. Light trees and
sugar lures tc attract the insects may he need. When the
stuflsnta are net occueied in observing animals on the trail.
they can make hourly obeervetions oi the'winfi. relative hue
miflity, eveporatian rate and temperature. A eemyla data
sheet for the nacturnel at fly is outlinefi on anather page
Of this article.

afientan and Warner. 0P. cit.

~77-

Tha asammyanyinq chart shows the relationships that
exist b®tWfiflfl same plant. and animals at the maafiaw staga.3

805g. EnSXIIt

Rush Mink

Spika Rush Reduwihged Elagkkird
Babmlink

W W

Big Bluestem
Indian Grasa
Switdh Graas
Slough Graas

Grannd Heating‘birda
SEJEEEHE£§;;&1 - Prairie Mammals

Little Bluaatan Fraizl“ Imfiectfl
fiéefile Grasa
Grama Grass

3gzfigfiggg_gg_§ig;gjy, Sail Canservation Service Publi-
catian, Uhitad Stataa fiepartmant of Agriculture. Washingtan.
D. C.

Summaty

‘Whila atuéying thn plant. and animals of tha meaaow,
stufientl could, logically, becnmm involved in counting
difterent specie: collected and sighted and forgat the
actual purpooa 0f the stu&y. The affects of the various
types of’plant and animal life on each other anfi man ghoulfi
ho lodked into. Sumo a: the animals aighted.hern may also
be faund in other areaa‘quite unlike the meadaw unfier study.
Thu plant: and animals Whith.are unique to this are; are
th030 which shoula receive closer scrutiny. What vauld
haapen 1: same or all of theaa organisma were to disap-
‘paar? Why should conservation practices of various kinds t
caxriea out in an area such as this? What are mama of these
practices? Ayprqpriatu conservatian practices arc listea
here.

5011 canaervation ~ A~3, A-S. A~8. C~1. C~2.
Water canaarvatian - B~1.
Parent conservation - Ava, A~8.

'Wildlifc conservahion - A~1, Anz, Aw3, A~4, A~5. A-G.
8-2. Cwl, c~2, C-3. C~S; C~6..D—3.

.73-

fioctumal Activity Data Sheet

Location 3 _ Kate 3'“

Time 3 v ' Weather 8 ?

 

Trip 11

 

 

 

 

 

 

 

 

 

 

 

.329-

 

 

 

A Study of the Relationships
Cf Certain Plants and Animals 023?
Tim Pfooéland or Famsted Area

urban planning a. study of woodland tiara. and fauna. one
might well have intrudusztory discasaioxm with the class
pravicma to actual £1313 Hark. Much time: can be spent on
the significance 01' rand chains and amim—mntal factors.
since it is difficult to Btu-dry tha relatimhipa between
all of the plants and animals one might expect to £1,214! in
the; wwksd area. the: more oiwioua Witmxtm of these
areas ara strnsocd.

A3 in pmlmls statues, tha quafiaat method is useful
here. Guadxat aiza slmld be increased to a manageabl-
limit. A suggested size might be fifteen fazet by fifteen“!
feet. This my be increased or dacmased as the instructor
seen fit. mllka a weed warm where mas-t of the vegeta-
tion is alike in atmctum and 33.33, the fox-carat quadrant
will aflfiblt great oxtrams in size of flan and demity of
both flora am“; tam-1.23. '

hgsmxing a gems-sized millet 113.3! bazaar; chat-awn for an .
null/£113. it is rammmndad amt stuéiant tea-53m (four 91': fiva
utuéenta) mast“ out and war}; thair quasirata in an antar-
ly fashicn. (ma mam might main at the: nerth and of the
W10: and mg}: to the mautham and. This aasigmwznt of
Gimcrtions 0!: paths fer the gam‘irats to fallcm. emmurfigma
Stflfiants to éatahliflh @aaats in a Wmmar that 32101213 95333
a more representative waist sampling. In afiiitim, this
methad OLE gambling diatvuragea arbitrary chomfiag 01! quad-
rat films 133" atuéanta b33613 upon drfimas, acmrsa:&ility.
mat of cmmhino available, etc... (3% diaer)

As an 0111:1153 guii‘aa to tha quantities of tin tomat,

.530...

431‘-

cmzsléer the follwlxug:
Ab Cammnnltiaa in the'ground

1. Typical mambara

Algam Protozoa
Fungi Warns
Bacteria fialluscs’
Ysaot Inaactfi
M91633 5 9143:2234?
Milaewa Vartebrates

2. Community activitiaa

Soil formats

Vegetabla digintegratara
Initial links in forast angina
Water ragulatara

3 Communities an the Ground

1. Typical maritimrs

 

Plant

Algaa

Fungi Insects

Mom Splaia-ra

Ferns -xghibiana-re§tllaa
Club Home! B‘lx'cm

Barbs (wild Whipqpoordwill'
flawara) Partridg
'Wooay Plants Eutks
(1cm al'mjbta) Mfiz'ammls
2:11 we
Chigmmnk
Rabbit
Bat:

2. Cmmnunity activitiefi

Soil flatwars
Water regulatoza
éoil cons-arm 1:9
Primary lifika in faoa ahaln
Secondary lifikfi in ficad Chain
c Cummunitiam above but near tha gyOuud
1. Tittical flfi'iiUwI‘m

a; ~. -* toy-3‘
Mfim lizaizdga.

-82*

Tall shrubs Bladk and‘flhito Warbler
‘Young traea theta

2. szzunity activities

Soil comservers

Water regulators

Food consmmera

Probably final link in fcod chain

D Ccmu'wxities high above groumi

1. Typical. members

   

ELm P». ‘1’“
Haunting Birda
trees Scarlet Tanager
natura trees Baltimore Oricla
Declining tax and Gray squirrel
trues Raccoan
Hawks
Owls

2. Ccmmunity activitiqs

8011 formers
Soil connervers
Water regulators
Qmantity
anlity
Tamparatura 1
Final lifiks in foofl chain

A3 an aaditional guide to the study of plants and an~
13313 of the forest or wedded area. also §utlined are 3 se-
ries of questions wkich all the studants absuld.be able to
angwer before they finish thaix study of the area.

PEP-.IES: What is its name? What 50:33 it 109% like?
I: it a graan plant? EUW’dGes it regroéuce? fine: it have
rmots? what kind? Eves it hava leaves? What kind of

A .._

1 A
G. W} Mbusar, Egraggwggggggygfiggg.(supplamant)

Department at Fisheriaa and Wilélife. East Lansing, Hichigan.
F9“. 1‘20

$3"-

leavaw? imam-o m it grow? In water. on :03“, in can?
I: 1: has seeds. how long does it“: take them to form? that
long to gsrminato? How are thay apmafl? What an the flaw-
cm look like? How «has pollination take, place? Are male
am! tam-alt flaw-era on tho seam plmt? new (:15 6905 the
plan-t get? what 13 its mlatimhip to animals? food?
Gav-er? Does it have any particular we to man? Food?
filnr? Wood pm-‘fiucts?

213123: What 13 its name? What does it look like?
Are tha main and tomb diffamnt in appearance? Does it
Mgmte? Where 699: it spend in winter? When damn if.
m back from the loath? mien c3569 mat-.1339 take place?
Boas it go thwagh a special dance? When is its mat bunt?
What are the bird“: natal-:3], amiss? Are there: any special
conmrvation practices necessary to preserve their numbers?
What?

W‘sflfi‘filfll mat 1: in name? Mat data: it look
like? Do the male and female 190k dike? Are they the
um size? Dos: m. mammal hibernate in the winter? Wham?
If not. how does it 33311:! tbs winter? Where am it live
in figs WI? What kiwi of wilélifie cmanity? When does
mating talc. place? 5cm long befom tha young are hem?

Mn the ycung born iwmleaa and Mimi? How big tr. they
man they urn ham? my long bazaars they can take care a:
thtmselvas? aw long before they leave thfi afiulta? the
old are they before they mate? What 1:: than: mans of (See‘-
faxwe? mmt an their natural Gama-as? mat tic» they eat?
Em do tray gm: their £006.? no thay mead in fiaytime or at
night? Ara the-m any Special mnagvmnt practices mama
to maintain thair nzm’imz's or to Ramp them in“ humming
too ragiifily?

{5

W4"-

FSFWufis 3.2m A3121 Elm-IE; ; What him}? What ciovao it
look like? Whore :10 they live? ‘imat kind or wilcilifa mt-
mznity? When does mating take ghee? fire the young hatchad
from ogga or are they born alive? Can the 3mg ink. can
of thmelvea? Waist 60 aw; eat? X-Em: :30 ulay get their
fooa‘? what are their natural «names? Have they a asthma-
tiva call? What does it. sound like? time do thsy spend the
winter? “we heat of they surmr? Are they cm a: uzmau~
a]. in year area? How (’30 {filmy We? saw! 60 they gnaw? Do
they shed Uzeir axing? Are there my canwrmtian magnum:
affectmg the tumult? flint? may? 13 the aim). waful
ta man? A» faoé? As a can-hm]. of 5.1mm at rmE-emt pestflz

If any swag-mt is to mfiwr all of the Mm qzzeatiom.
he mist have a goofi knea’mfigea of the organism: being staid-
.ted. Whiz is best obtainad by first-hand caimsaawaatian eith-
er in ms area being stuaiad (2: in the lawman-amt with a
ca‘gtuma flwczimelz.

Them are a am: 63 wllacting teaimiqma which mid
be outliswd ham am} all 0.55 than mania be wag-Ed in tartan:
aitaationa. One pméicmiiuites am being particmlarly agfillcl-
able to the ftaI-E‘Efit aituaticm. am: is n pizotagraphic 3mm:
of the mortal-"nail urinals. pfimimlarly the! mmmla.3 Brief-
1y. one! set: my the: cam-22m m a trigmd, in a likely lamina;
apot. Tide fifmsrszlci he placeci in a Rat-awn trail that racmxm

or 05303311371 or some other larger mm}. frwqaent. This is

2579a 8. Pmtztit, ghve may Swzta of: America Publica-
tion. my Brumwid‘x. £5. J... 1352, 5:133. 54-7, 531-3.

«~435-

dana at night. Th9 camlra is aimad at ano spot on the trail
and than the film in advmoed and the shutter in put on the
bulb or open setting (utter dark). A thin wring mm tram
tbs tripping davico to a atako an the other aids at tho
trail. M the animal. «was by and runs into the» atrimg.

tho tripper in pullod. setting of: the flashbuifi and on.
has a picture or the intruder. The observer must return
trait. acuity hidoout and aavanoe tbs film and insert a new
tluhbulb. (Soc diagram).

Mammal: and other small nnimals may‘be trapped in livc
trays and returned to the ciassroam for atu. . It in rel~
ltively 3min to make than traps. Sketches are incluéad
on tha next pugs. Plants may b0 gathered for identification
trad studied in the usual m2. Avoid drying the plants
out baton returning them to the classroom. Setting up a
‘woods' tarrarium sametimas helps to illustrata tha living
W to atuamnts.

It should always be mambered that these plants ma
animals are balmy studied in atria: to discover what the re-
theae’ living things. I: this is
hat takan gericusly and a fan samples are collectadwwhidh

laticmshipa are

 

am not. reprosantativo of the entire area. than tha stufiy

is inadequate. Students should be enmuraged to work cut
and fliagrm food chains 9.8 the organiamu collected. Conser-
vation practices ahould be discussed and attempted. much
can be 6521: with this tyzae of mtudy and the ordinary high
school biolagy courae beams a living. breathing study
which will afipaal to all.

52mm

fine for”: maity is one of the moat complete
mks of intoraction my living organisms in this
term. may different aspects of conservation can be
brought out ham. 1! we advocate the preservation-1 at tho
tomat. then what do“ this man to conservation of tho
inhabitants of that taxes: 7 If we do my with this format.
what. will hamper: to the may living 0::ng now pmacnt
there? Will they adapt? Will they mo? Many cmcepta
alumni: to the entire conservation philmophy nhwld
be brought; out. Some of. these are listad below.

Soil conasxvation - A-2. 3-3, Pv-S, A45. 3‘7. 23-8, #9.
3-4, Cal. c-z. m2. 0-4.

Water mmawatian - Its-22. ”Eh—1.

Fewest ommermtim“; - Ami, A~2. 11-3. A4. R05. A-G. Aw'l.
A~8. 3-1. B‘“2' 3‘3, Cal. C"2. thg 9‘2. 9’3.

“1151113,“? C”;- 33W£tian " A"1g A”2. Aug. A4. Emi' cmlp
C'Z. c4. c‘?‘ D’s.

Mammal Traps

ground level

 

 

 

two foot length of stovepipe
buried in earth

arge petal can

closed at one end cut-away View to Show bait

X

 

etal plate
added to steel
spring

 

 

 

spring type rat t

 

From: T.S.Pettit, op,cit,

—87-

Flash Trap

animal trail

\
\ \\~
\ \
\ '\
\ \ I O
\\. \\\ 7 trip string
\ \\ "
\ \
\\\ \\ /
\\ \
\ ‘7\.
\ '\
'\
\
\ \
\ \ \
\ \
\ \
camera,set on ti e, \
after dark flashbulb holder

 

button release

heavy rubber band

trip strio'
FLASH ASSEMBLY

hinge

 

From: T.S.Pettit, ob,citI

Biology of Ponds. Lakes, Harsh“.
1.2.2261 like Ewe-£5.93 eh 12?; tar

1.271 an one attenggste a $2.12-] 2:223 e-zeetic rele'ti:::<1:..2hipe be-
tween plants 1:212:31 .mimala.t.21ere are wzeral 32223121122113 which
beeswne muent at the wheat. First is the awhile}; :ility
of the water ere-he. Axe tZ-eex‘e emerel £21.52 .122. 1.2221; memeen-o

trite emetic Wéitiei! 12.22 32-0221: 3113a? 11-222211 19 the a-
bility (:23? 1.1.2212 (2122221123 to 1221242.:11e the wet-.2. eitn 22:11:22.3 1:1 22111.11
they 26.111 after; find té‘begeeelvee. 212.21.11113 the peas. 21hility
that. 12.12.13 12113121: he e 212112131. £211.12 1.2.2:. at at eastg...r 12212121211“: When

(me .13 1932.12.21.12; with 1521.12.21 221.1123 0.. stash-ante near wetter,
With a little t.‘-:: 22:222...- 1213. p.122. 2.2211113, one fins}: the etlmee
{31.913415133731151 «2.2;..21 be «122222.22 ....2. = It :13 tea. .3211... 23. +2 12.2.1 tin
N11111:. r set Esra-27212.5. 12.1.3.2 121222-3223. ease or lea-1e. :11; 3.22.22.21.15 not be

' n. ' .s ...-o ,. .-...- . ‘l-1 ‘ 1. av ,
e.‘3.;21:2,3.~22e21 and that 222.22.22.12; be 22<.22-1.:.--...l 1n the e 21 2.2.2321: wee to

,::

emu: 212.:2‘2-2221‘1‘. 111*.- e been ..2mm. 7.11. 21' tented 2222' as: :2»... .me.21<-..<.1
~ 2‘: «Itw- -\ 2‘,‘ '32 . 2: . '2 I" .- 3». ..‘Ln‘,’ o'.‘-_ 'gre-._»'«2-‘-j , ,9. .11...” .2\ .20 h'v.-.-. - .l—u “
(2.1 ......1-111213 2.2.122. 3211‘; it 1.21.1.2: 12.1.22: iz..<..22::1.1; C21 1.....3 111.11.22.12 t..2.;_.t
w' 0.. -. r: -- 3. .u '- a. -'l 2 ’m .2 . q . I,“ i B“- - '~"“¢"' I. - ' .
the 2.2.2....1w.<..¢‘2_..2.1 of thee-2221.212... 1.2.1.2123 is (..2e....< 111.11. 1221.21 21.129 emit-

,,. 1,21 , 1,2,... .1.) ,1 .. 1:2 .. - 1-2:. ,,.1 .. . .. ‘ . ,2... , . ,
11.11.22 1.2:: .1222 €317;21.I:"§: chm-222.2. 2.222%: 11.1.12 aux-....eezguete 1.x...metien
‘1'

a“
1 ¢
1’3
1:;
EH
1'4
(.2

22:11.21 (2-2.1.7. veey 12.222.31.11! he v2e1...’ he £2...- 92:15:21: as:

‘4 ”5202“ are»? it m_1. Ww’4‘zwn-‘TH‘WM'2-
Jh-.§thnlu‘1mfii‘.h “1%" {Peat-.52“;{11.52152131150

I..........i 12.12.... 91 22.2223 ureter axe 111231.11 123 mm “sioue hence den
penile-g to a meet e.-s‘te.':.2" en 2:: 2.2.»:2 eert o“ the owner" in
£112.31; they are 5.182121211123321”... 17.222332, 22:22.7. 121‘: Be 053 the term “ass-2:113 to
23121.;22111112 the wet-1‘22: 12.2.1.1, 22.2.3.1 3-. 222.122... 2 12:22:12." the 11:52:;22212212;2..‘.211.221t be 1:21?
55.13.221.111: $122121 or When-1:22.. next-31:1 125.312.133.31 azaczeaitms
te’Z-m place. To be here the events wither: the emcee-212132231011 will
1.2111122... 2:32 ......m; en mum”: 1.12- 2222. 3‘..:22§10;:::2£’z;:1e:2t 1122.222 111‘ <- .232 vertiel
31-32323 wit. 1 sneeze} and eeaplete 2112-2229-0151? or Whether the we:-

tem 92111112112115! deepen free 21 1323212 in ehee to 3 1222-12122 07: many

feet in 212,321.22.

‘ ‘99-.

since the 9:.3111 deepening shore line in the more 1:-
2vereblo type for steey (team the standpoint of safety)
budcgmnd intonation for this typo of study is as follows.
for We: of Wheaties: of toxminolm. in thin
point foxth'ue chall call the impoenfiment a ”lake“.

There ere these general zone: of vegetatioe2whieh any
be studied. The“ are the emergent plants. the floating
plant- and the summed species} Early in the «volup-
nntal stage of a lake. «she-c.1111 or memeée. micmeopic
11:0 appears. These are plants akin to tree-flouting eigeo
with no roots, no 1112120223 summarizing tissue. no water rogue
Latina. ne'Vaeculer system. and an luCh they are'virtuelky
I pert of thin total aiwlmnment being mtantly bathed
in their food source. They have no need of complex reprOn
ducttve systems a: they aimely2part campany. each half go»
21m; one way or another. They are fumd in smelled and deep
water alike. As one lane the short line and beam mm
the lake meddle. an area a: submerged.plante is encounter-
ed where the water is five to ten feet in éepth. Value-
nerie is an weeph. Eheee plants have everfalflte male
plants near the batten and the Meat tamer tangle plant-.3
at time in contact with. surface activity awe-ugh their
flewere which are attached to a slender, filamentous atelt.2
3310511221. Petenmmton. Ceretophyllma. mvrieyfi‘xyllme and Penan-
culue are likewise to‘be fauna in this area. Theea plant;

 

131.65% J. D. . 1‘1..‘...3......22 2*“ 1.1222 3.2.x 1.222122%: 1.223,, The Bleekieten
Co. the... flew Yerk. 1:21.234.

zflatt' M. TI.

Rev York, 1957.

“345-2 3.2223 .2.

...; I... «glad. -‘ ..ofi ‘3’ r I a a
r-n T,..,~~,,.,-1n,m hawelllm to”

   

have no mdhanial tissue but. are rooted. Perch, blucglll.
ban. and 09th.: fish in tho sunfish legally dart. 1n and (mt
Mtg than. Fish such as bull head and md—mimm 0t. cftm
mmha Such unnamed lift gradually raises the lava!
of the barman in two ways - by organic debris and the slow-
:Lng am at nimral will that wash in.

m next song in tho floating hand zone with a depth
of two to five teat.“5 Lily pack: with lama swingly
Inn highly developed than plants. with flexible stems that
permit tha largo lama to rise and fall with tho water
deptE-x. are prevalent. Yellow pond lilies are pmunt and
flys, 353.3, and beetles are involved in the cross—pollina~
film 938 times: plants. Sunfish. ml]. cricket troga and peep-
or: bull and green frogs and certain potmnogetc’ma m :11
pmaem: in this am. 11.11 in mm plaea much the 8am bars
as it did in the previous zone.

The nut. zone is that of the amt-gent plant: in six

inches to tire: feet of water.6 Cattaila, “ages, bull-ashes,

JMIztw. A. a. and Wamer, w. 3,, pandas; LS. Eh”
mmwm . mama-mu m 6.3., New York. 1958.

4
mating. a. 3.. '1': 1“ 32.: Ems ca

w. H. Preexmx and (20., 2mm szfiiaao, 1958.

   

50613.12, 5. P... P' -...3

W. B. Saunders
C0,. Plailaéfl-lgldn. 193.39.

 

60am, Op. cit.

pic-30331 flea, and, mm leaf are cannon. These are (Elf-'v
fever“: kinda 0! plants entirely in that they have at”:
rugged Items and leaves for the greater part. Animals such
u whlzly-glg baths. back swim”. water strlfiers, drau-
gou flies, and dame]. flies m in. constant appearance.

At the edge to found an area of! constantly ahli’tlag
wiclth and convention depending on bottom characteristics.
Here are found animal footprint-t. mollusk mulls. parts of
mulls. shad insect sklns etc"? Beyond this ma than
are small willows. aldars, tartan-w: and soft maple trees.

In time. these trees will take cave: the cattail area.
The cattalls will me la on that water lilies. 'flzo water
lillzas will cram out the «real grass or Vallisnorla and in
time the eel grass Walling-la) ass-acute: will meet ems ten--
other swimmers new: the hymflmtical middle. These will
later be am tmclfien by lily pads cumming in Em all «mas.
and time in turn will give: my to cattaila which grw
into the area. 2y this time the lake is all but extinct be-
cause the area in almafly near to being too dqr for cat-
tails, and willws, asgmzm. magma, and associated unfier
atory plants will take ever. The story is not mead bem
catma the march of smclfic traa types will in tima take 0--
ver the willow. aspen. and mph pioneer types.

The progression will, at course), vary with bottom
maractaxiatlca. surrmding togzcxgraghy. climatic canal-u
tints. latitude. and other factars. 1n the event that this
pmceafi occura in prairie: ragimw. the mam-sh grmgas will

substituta for the mallow-s. myen and male and the lm

_. - _ A _.__‘ 4 A ...A

“w..— 7‘“.— W

7 .
D:._L‘v:.s~ar‘sau. P... E?.%“f‘f‘tf¥“

Iwu York, 1537.

w v fi—v

{Mfi‘F-“tgz’ T3323 $1313.25.ch 933333 CD. o

 

.93-

will become non prairie.
an. mat never foxget tho fact that m in the hay to

Especially in this true with tho tro-

tha entire new.
In a

‘ madam Garth moving equipment he powaaes today.
matter of! day! he could arrest. abolish, and start am the”
entira am of events. Water liliefi mum soon be float-

ing when: th- modland flamers have just bloomed, or the
blue-hall wild be growing where the cattails gently waved
in the Dream. Which is the mm fieairabla -- the natural

succession or the man inmced seq-exam. Only the one who

really known and muiarstands natures' intricate processes
is and will be in a position to wave: such questlom. This
constitutes significant: mason in itaelf for young studants
of biolagy to get into the field for a first hand 1903 at

biolOgical history in the making.

Suggaatad activities:
1. Locate lakas or ponds that have Ebert lines and

bottom umdltious otiwrwiao suited for and safe for youngu
er stuients to explore. Les-cute various lakes that will

best illustrate the Impact}.

2. It might ha of h‘itemmt to check t?“
ings at various dayths at vazimm tint-5:.- flux-hug the season.

we zones cf vegetation.
maratura‘ read-

 

Callect plamztan aaz‘zgles - sears directian sheet

3.
the and of thia paper.
4. fitufify plarflcton $?J:;?1@3 uncier the: micrommga in the
laboratory. 4
1 rm; the share in the Itgpact iva

‘ erate 533-5.st all

“0

mid 8.9931513 Emit-23 {6"n2' to 2--50 - as fat banana fiva

faet as poagiLl-a.)
6. Caller”: with dip 21633323..

-941:

7. with an ordinary garden rake pull in Evita: matar~
13.19 frame the respective: zones.

8. Using larga kitchan “was. @011th water and hot.-
tou lamplas firm the am areas.

9. search for frogs, summers. and snakes.

10. Colieat all species of! 91mm again kmping sepa-

rate than found in the various zones. ‘

11. 6991143 time just watching for animals that Mm up

the mum). waters of tho Why.

12. 81:26:}, as has Men state-c1, a pox-ad, a lake, or a
610i?!) will mean varying things in Airfarant parta of tin
cmztry. tha miter would Baggage that the We outline
might wall manly to May case of these water mm. Stufly
will than water 11:31.51: u‘ounsi haw twaical the area is com-

pared to the hypothatical standard. It amula be: noted} film-J:
any racenzzly constructed (ran-made) pond or lake my not be
old erwugh to wflzibit vagatative zmms. This in itself
furniahas an aypertwity to mewe acmratgly just: what
um situation is in this rm hfiwmumarzt;

Szmaary

The field stufiy of ponfla, lakes and marshes enables
one tO‘witnesn tha contiRUal change of one cnvirOnmaut
into anothar. If. a farmer or same other indiviiual wanted
to maintain a farmxpcnd in a productive state from the
,tanayoint 61 game and fiah. this person would have to be
aware of what could happen to his pom: 1: last to nature's
'& . ‘Various cansa.'ation principlas can be applied here.
Sane of her-33 am as follows.

Soil conservation - 11-3, E‘v-S. A-G. C43.
Rate: conservatian - 3-1, lbs-13. 21-4, A4. 33"}...

Wililifa conservation - Pr'z, 22—3, 13-4, 91—6. 3-4., 0-1.
c-z. 0-5. c-6. D—l. 111-2. D-a.

A Stuwy of Plant Sucwwaian Prat Watwr to Dry Lana

fine at the mi: (mallanging and intemw 31mg statues
that a claws may make: is the wtuwfiy of plant mawwwrzaion fm
one stage ta mmfimr. To urafiarwtanci. far his-Emma. the
ӣ3wa of plant auceewiw fraud avatar to my mad tha
linges of? plant enemasiw (men might wast; ta anmuntwr
are mama ham.

that ha: do 3:033 and their waociatad plant 11:39 go
throw-h their various eta-2:93. of sumaaicm? Tim allowing
outlixw illustrates this firsxmwaa czmwncing with a Vic‘s-.3
021m: pans} uni owe-tuning uningi: to dry land. ‘

Trw hydrogen 14.9 the awn-wed plant stage. mwa m
the 91mm. hawks of tram paiotrmu might: ha Elma,
Mamgeton. thin» and Ceratfiy’nyllmt. Them mi Gum}:
plazats mam-as became an (Sm-we that boating is iiiWEi"
3:13. 3:3 the plant. incmwe. the inn-gains; silt. and nan-:1 1:3
tram-r3 133 the entmglwwt and as the 9121231223 «.113 they fall
to flue human when may are may partially waxwwead.
mm fiw bat-tan hands up am: a rich substratum is :5on
”Lara the water is may 31:: to eigwt: fem: deep. floating
plants my; to appear. fimir rhiwomw aha-ml“. mat fm
shallwar water. Such plants as figmpimaa. Potwuagatma. and
Polygenm m tygcicwl. M the flaming plants meow mm
éwzwe. the sui'mrged plants mwiva laws light 33163 grar‘ «-
1y ralocdta tlmmel‘mn in 6296:1392: water. 5316 flwtim plants
have (3&th oystam of EWW and rhizawa which wilect much
Ewbrin and any other material Which wwlwa in. The: aubu-
stratun ccwtinuea ta m1ld up twoxifily until than swam plums
are walla t0 yimzwr on the game‘s-yard nwwgm m? the flaming
plant mane.

.97 a

When thia atezge 1.3 remixes} we are near the meat «tag-e.
the mad man eta-.553. Tide stage 13 tggaified by plants time
root at the Menu and are partially alumnae-5:3 but umoee
foliage 13 WW the surface. Shims. 13:93:51. emit Ewe-23-
mitee are n fen: exmwlee. film we: hazy eee 515w5wai'zte tan-'3
Zieanie. tie med-wee? plente g-zieetly wereheew the
fleeting plants and the letter disagmu. or mm mime-”aha
toweri the eaflm‘rged epeciea.

Gheiaally, men the weed—army plente £935.le ter1w1v~
63 by cellecting too reach eeéiizeeht end (1533.3, fitmyinq £01.-
iege. he the soil. bullies 1:9. tit-1.1.3 stage is mglaeeai by a
group (:55 pleats machetmzea to lees water. the eeége minim
stage. Carex. Jimene. and Bleach-aria are good 9:991:33 oz!
39%. Grefiually the mail tee-3:51:53 merely saturated with
water. mt smite-ewe. and the water level sleaze a few
thaws belt}; the surface. Ieleesfie of Catteile may mz-eiet
in x emresei a. far a 15m; time giving museum of 1
Emma: WW9.

they egeeiee begin t5: 11.11 with the J‘mwe. Came. and
Eleaeharia grew}. flmee are Menthe, Gleam. Iris. mum.
Cicuta. Eriengwm and (29:92:an All of these help to
bin-:1 the sail, acmmlete vim-t thehrie mad transpire great
fishnets 01’ water. Fix-telly file emerimmeht lemme-ea tm (2:31
fer the hyc’ixtwhytes ta th‘ri are are: they are (3’37?! ”5.4551 1y replete-
ed by We: emuty. In dry climate-a this my be greas-
lmde 3: 53m Other eerie thy) dim-x. but in mare twist
alumnae. the WM ere: Welozme. (flee aiagzem I and II)1

were an severe]. apprtzechee to this stat-32y :32.” 93.93%.
ancmmim. One mthed which my be neefl is that of mefifing

_A___ ~~ _._. A

L

{fame-5e and Cimemte .
Ce" Fm fem. 1333.

Ww V— .fi

1e. ;€?.;‘:€5w~ii§. .11 5:35:16:

 

7 °~ a1- 5-
l‘ <11” __

   

 

.953-

a photographic stuéy of. different localities. Thin can
cam to illustrate the c'zchmn-t: stages and plant repmw
tentative: madam earlier. Clue mince: night he
not up to handle planning. photographing and preparatim
a! 3116:2533 fer a such; talk. Color transparencies at. 16:19:51
for this.

gem: two twelve: tasting the clean into the me:
mtkfimd and actually showing time how the plants vary
from the summed stages timeugh the terrestrial stages.
The class 517191.114! be briefed mzitrehand an whet ta lent fer.
Time they rel-31:1: be taken to the area um: steay and allow--
6-5:! to canes: 93-211mm. take water or soil. samples. and
collect other mrtinent {feta such as tepography of the
urea. tee-quantum. relative age of! peed or bog nearer stufiy
as deteneined by depth GE me. etc... This type of £13151
etudy in time carried oer fer use as many separate stue‘y
trips as the teacher cares: to 1.15m. A suggested and week--
ehlo field trip schema in am mum:

Trip 1 - Bends ”2:11:33, a! nulxmmea and fleeting
vegetatim.

Trix) II - Pena—mew: Stufiy floating and emergent
Vfigétfitimo

Trip 111 - Bog-imam Sturiy mement and ahellw
water emcies

Trip IV - Eficge cf Boy 55 weeds: tudy dim-9 coil
species ane terrestrials.

Che hatemethzg collectien that might be merits in that
of leaves free as my éifferent plants as peeeihle that
are seen on Dec trip. These leev-ee 3124311153 he stoma! in
die-:9 cantainere to keep them fresh until they are returned
to 1:310 lab. mzem me etuehmte my We secticee 0.13 the

 

~919-

laavea elongated and may log! mrpholwy w “in m:
tho nimwpo. the diffamcaa in vuwlarization. paran-
cazym layers etc" an obvious when maxing aquatic
speck-ans to tormatrial types.

A: a film]. cup in this field away. :11th should
h- urgad to warn all was studied and than. givun one
specific malty. be aisle to forecast its futuro. If
students are nbla to Can this 31mph exercise. than they

hava grasged the {unfamntals or plant mamasim.

31m

In this Italy or: plant mac-anion tron mu: to
dryluad. itnymtbommttoflnmchcrorm
utudcnta jut how conservation principle. earn 1:- 111mm
ted. After son. auricu- mimmtim of the fallowing prin-
cipled. tho um: should hav- m difficulty in tying in
£1016 study with principlu.

Soil mention principles «- A-‘S. has.
Water mowatian principle. -- A-G, Sal.

Wildlife conservation principles «I» 3-2, A-3. A4. Cal. Cd.

Diagram I

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

. 0 r I Q , O . ' . 0 3.0 o .. . . o
,D'. P0 . ’ . 0.‘ L. , 'C:_ . .C? .. - 0 .
Diagram showing stages of peat deposits KEY

 

in lakes from open water with submerged

plants to climax forests. V
peat \§§
\\\\\

From: Weaver and Clements, Plant Ecolo ,
McGraw-Hill Book C0.. NEW York, 1938' p.77. silt

-101- sand-
gravel

 

Diagram II

 

 

Organisms diagrammed are:

q «m‘n.b(»to+a
O

cattail(Typha)
bulrush(Scirpus)
arrowhead(Sagittaria)
‘water 1i1y(Nymphaea)

two species of pond weeds(Potamogeton diversifolia and
P.pectinatus)

 

muskgrass(Chara)

The above diagram illustrates some of the emergent and
submerged aquatic plants one might expect to find in
very shallow and deeper portions of a pond or lake.

From: Eugene P.0dum, Fundamnetals of Ecology, W.B.Saunders Co..

Philadelphia, 1953, p.226.

-102-

summary

It'has long been known that students. especially thumb
of. high school age. learn by experience. This learn-by-
doing idea has reached varying stages of woman with may
types of teaching~learnlng experiences. I have found that
him school biology students are particularly susceptablo
to field work.

Students rapidly hem-am more of the looming possl~
bllltleo in outdoor*work if they are gradually introduced
to field swat: awash n2. W to ma 22.x
(article one) . The remaining articles in the series. if
used in the order pmsented, enable the washer to pron-nod
from rolntively simple field experiences to more complex
and mmingfnl ones. Above all. I have used thugs studies
with considnrnbla success and student enthusiasm. Tneso
goodies can be marked into any science curriculum either
singly or in tI-zoir entim margarine. no teacher has the
material at hand and my use or more” won it as he or
she sees flit. I do believe, hmmver. that them should be
no Msitanmr on the teacflwm part to use the material I
present here. 73113 affords: tho teacher with a start. The

stufients will provide the mast.

~103~

 

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