MINI/IllfilllIl/llfl/lll/IllI/IH/III/l/I/lll/I/II/U/lI/llfl ‘ 3 1293 10470 2351 This is to certify that the thesis entitled AN INVESTIGATION OF THE EDUCATIOIM POTENTIAL OF THE KELLOGG BIRD SANCTUARY presented by Harold Z. Snyder has been accepted towards fulfillment of the requirements for __£h._n._degree 111112111113 and Wildlife W' Major professor Date _L1L1951_M8 0-169 LIBRARY Michigan Sta t< University AN INVESTIGATION OF THE EDUCATIONAL POTENTIAL OF THE KELLOGG-BIBD SANCTUARY BY, "I I J HAROLD z.“C SNYDER AN ABSTRACT submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Fisheries and Wildlife 1961 Approved .Egézr1/LAPA/oAjc/flf Harold Z. Snyder AN ABSTRACT This study is concerned with the educational potential of the W. K. Kellogg Bird Sanctuary. The Kellogg Bird Sanctuary is owned and Operated by Michigan State university. It is located on the east side of Gull Lake, in Kalamazoo county, 12 miles northwest of Battle Creek and 16 miles northeast of Kalamazoo. The Sanctuary is a wildlife habitat in which may be found many wild waterfowl and a number of captive birds and mammals. There is also an educational museum. In addition, selected plantings and natural cover provide food and habitat for many small birds and mammals. The purposes of the Sanctuary are threefold: l, to provide an area where the public can come and view our native birds and waterfowl in as near natural surrounding as possible; 2, carry out a program of wildlife studies which.will provide information for the better management of our natural resources; and 3, to carry out a science and. outdoor education program for teachers, students, farmers, sportsmen. etc., so that they may be given insight into biology in its many phases. The emperinental part of this study deals particularly with the educational program of the Sanctuary as it relates to school groups. lach.year thousands of children and their teachers come to tour the public area of the Sanctuary. Because of the small amount of time allotted by the classes for their tour, inability of the teacher to explain or interpret the out-of—doors, shortage of personnel at the Sanctuary to conduct tours, and lack of pre—trip orientation materials, Harold Z. Snyder the children's tour of the Sanctuary often becomes a mere look and run experience. It is felt that in many cases the child leaves the area witli little better appreciation of wildlife and its importance to man than he had before he came. The chief purpose of this study is to determine how the educational potential of the Kellogg Bird Sanctuary can be more effectively utilized to produce an increase in knowledge of conservation of natural resources. This involves three minor problems: 1. To determine what other programs are now in operation that would in any way lend direction to the solution of the problem at hand. 2. To prepare and investigate the effectiveness of certain teaching aids to be used in a pro—trip orientation program. 3. To prepare recommendations. Since at the time of initiation of this study the funds available to the Sanctuary were inadequate to enlarge the educational program by- hiring additional staff, etc., the writer decided to develop an alternative. To arrive at this alternative an experiment was carried out. The experimental procedure was carried out in the following manner: 1. Development of a questionnaire designed to find out to what extent the teachers were interested in uming preparatory materials. 2. Development of Sanctuary tour guide sheets. 3. Development of a preparatory unit on waterfowl, trees, mammals, and conservation practices“ a. Development of a second unit on the specific birds and waterfowl at Kellogg Bird Sanctuary. Returns from the questionnaire indicated a unanimous desire by the teachers for preparatory materials. Harold Z. Snyder .A testing program was carried out with fourth grade classes which indicated that the groups receiving pre—trip training with preparatory helps gained significantly more from their Sanctuary trip than the untrained group. Accordingly, a second unit of a more specific nature was developed by the writer and recommended for use by the Kellogg Bird Sanctuary in its educational program. AN INVESTIGATION OF THE EDUCATIONAL POTENTIAL OF THE KELLOGG BIRD SANCTUARY l BY, .“ :‘V 1" ' t" ’1 J HAROLD z SNYDER A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State university of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Fisheries and Wildlife 1961 ACKNOWLEDGMENTS The writer wishes to express his sincere thanks to Dr. Gilbert W. Mouser for his patience, understanding, encouragement and guidance as chairman of his Doctoral Committee. Thanks is also extended to the other members of the Doctoral Committee, Dr. Peter I. Tack, Dr. Charles W. Boas, Dr. Jack A. Elliot, Dr. Wilbert E. Wade, and Dr. John M. Mason for their helpful suggestions and assistance. Particular gratitude is extended to Mr. R. D. VanDeusen, Director of the Kellogg Bird Sanctuary, for his helpful cooperation in the carrying out of this study at the Bird Sanctuary, and in the supplying of pertinent badkground information about the Sanctuary. The writer is also indebted to the teachers of the classes cooperathng in the experimental testing program of this study, since without their careful attention to the directions supplied by the writer, the test would not have been possible. Others to whom the writer is indebted include Dr. Baten, statis- tician for the Agriculture Experiment Station of Michigan State Univera sity, for his help in validating the test used in the study; Dr. Andrew' Hansson of Grand Rapids Junior College for his assistance with the statistical work of this study; Mr. Paul Schneider of Michigan State University for his assistance with photography and drafting; Miss Mary Jane Dockeray of the Grand Rapids Public Museum for supplying informa— tion on the Audubon Camps; my colleagues, Dr. Jerome Miller and Dr. Agnes Lisle of the Grand Rapids Junior College for their helpful 11 suggestions; the many staff members of colleges, universities, nature centers, etc., who supplied pertinent materials used in this study; my' parents for their financial help and encouragement; and my wife Ellen for her understanding and encouragement throughout the entire period of this Doctoral Program. 111 TABLE OF CONTENTS ACKNOWLEDGMENTS LIST OF TABLES LIST OF FIGURES LIST OF MAPS Chapter I. INTRODUCTION The Problem. The Need for the Study. History and Development of the Kellogg Bird Sanctuary. Staff, Program and Facilities of the Kellogg Bird Sanctuary. Information Concerning the Type, Size, and Numbers of Groups Presently Visiting the Sanctuary. II. REVIEW OF SOME OUTSTANDING NATURAL SCIENCE-CONSERVATION EDUCATION PROGRAMS IN VARIOUS PARTS OF THE UNITED STATES. Crab Orchard Lake Preserve. Glen Helen. The Academy of Natural Sciences of Philadelphia. The Children's Museum at Nashville, Tennessee. Sacramento Junior Museum. The Audubon Nature Center of Connecticut. The Stamford Museum and Nature Center. Arizona Sonora.Desert Museum. Rock Creek Nature Center. III. DESCRIPTION OF THE EXPERIMENTAL PROCEDURE AND RESULTS ASSOCIATED WITH THIS STUDY An Analysis of Questionnaire Results. Development of Area Tour Guides. Development of First Preparatory Unit. Testing the Preparatory Materials. Development and Use of Second Preparatory Unit. IV. CONCLUSIONS AND RECOMMENDATIONS BIBLIOGRAPHY APPENDIX A APPENDIX B .APPENDIX C iv Page ii vi vii viii 23 31 53 57 60 63 69 TABLE OF CONTENTS (continued) Page APPENDIX D 82 APPENDIX E 111 APPENDIX F 111+ Table II. III. IV. VI. VII. VIII. II. II. XII. LIST OF TABLES Public Use of the Sanctuary Investigational Projects for the Five Year Period 1955- 1960 Types of Registered Groups Attending Kellogg Bird Sanctuary During 1957, By Months Types of Registered Groups Attending.Kellogg Bird Sanctuary During 1958, By Months Types of Registered Groups Attending Kellogg Bird Sanctuary During 1959, By Months Summary of Questionnaire Results Schools Cooperating In the Study Summary of Observation Check Lists Data for Interpreting Reliability of Difference Determination of Standard Deviation and Mean for Group I Determination of Standard Deviation and Mean for Group II Determination of Standard Deviation and Mean for Group III vi Page 20 21 22 32 #1 1+3 1+5 1*? LIST OF FIGURES Page 11 13 13 1h 1h- Figure 1. Part of the water front at Kellogg Bird Sanctuary 2. Students accompanied by their teacher and the writer leave the sandhill crane pen 3. Biologist R. D. VanDeusen instructs a school group on bird banding h. Sign at the entrance of the Sanctuary 5. Sanctuary office 6. Pheasant and pea fowl pen 7. Deer yard 8. Red pine plantation providing erosion control, bird habitat and landscape improvement 9. Two of the four area signs constructed by the writer vii 37 Hap LIST OF MAPS Kellogg Bird Sanctuary Page 12 Numbers of Groups Visiting Kellogg Bird Sanctuary for Respective Counties for the Year 1957 17 Numbers of Groups Visiting Kellogg Bird Sanctuary for Respective Counties for the Year 1958 18 Numbers of Groups Visiting Kellogg Bird Sanctuary for Respective Counties for the Year 1959 19 viii I . INTRODUCT I ON The Problem The chief purpose of this study is to determine how the educa— tional potential of the Kellogg Bird Sanctuary can be more effectively utilised to produce an increase in knowledge of conservation of natural resources. This involves three minor problems: 1. To determine what other programs are now in operation that would in any way lend direction to the solution of the problem at hand. 2. To prepare and investigate the effectiveness of certain teaching aids to be used in a pro—trip orientation program. 3. To prepare recommendat ions. The Need for the Study The Kellogg Bird Sanctuary is a unique place. It is situated in the midst of wild land and farm country which contains much forest and many ponds and marshes. This is a condition which is conducive to the attraction of waterfowl and other birds, both during nesting seasons and migration flights. Specifically, the Sanctuary is located on the east side of Gull Lake, in Kalamazoo county, 12 miles northwest of Battle Creek and 16 miles northeast of Kalamazoo. Wintergreen Lake, around which the Sanctuary is built, lies one mile north of M 89. Large cities such as Battle Creek, Kalamazoo, and Grand Rapids are within an hour's driving time. Small cities such as Hastings, Marshall, Albion, and Vicksburg are only a short distance from the Sanctuary. These cities, along with many others, both nearer and farther, contain thousands of young people and adults who are interested in seeing wildlife in a natural setting. Almost every day throughout the year people are seen walking through the public area of the Bird Sanctuary appreciating the sights and sounds of this wildlife haven (Figure l). The Sanctuary is especially crowded on weekends, particularly in the spring and fall when waterfowl migration is taking place and hundreds of waterfowl are stopping off at the Sanctuary. Many groups visit the Sanctuary. Families and their friends come because of their own interest or for a sightseeing tour. Many club groups visit, including children's nature clubs, women's clubs, men's sport clubs, boy scouts, girl scouts, campfire girls, etc. Most of the groups visiting the Sanctuary come from the public schools. Thousands of children visit with teachers to learn about the wildlife (Figure 2). Judging from a careful observation of many of these groups it may be said. that most of these classes come to the Sanctuary as part of a.day's tour which includes visits to the Kellogg and the Post Cereal Companies in Battle Creek and the Kellogg Experimental Farm near the Sanctuary. Because of the small amount of time allotted by the classes for their tours, inability of the teacher to explain about the many exhibits and varied waterfowl, shortage of personnel at the Sanctuary'to conduct tours, and lack of preparatory helps, the children's tour of the Sanctuaujr often becomes a mere hurried, look_and-run experience. It seems likely- that often the child leaves the area with little better appreciation of wildlife and its importance to man than he had before he came. When this study was begun, it seemed evident that adequate funds and an increase of personnel were not available to enlarge the educational. program of the Sanctuary. In order for the Sanctuary to provide a better educational experience, an extended program, utilising existing personnel and funds, seemed desirable. Figure 1. Part of the water front at Kellogg Bird Sanctuary. .0 Figure 2. Students accompanied by their teacher and the writer leave the sandhill crane pen. History and Development gf_the Kellogg Bird Sanctuary The Kellogg Bird Sanctuary was started in 1927 by Mr. W. K. Kellogg. The initial project was chiefly an aviary display of foreign pheasants, peacocks, quail, swans, geese and ducks. On January 1. 1930, the Sanctuary was given to Michigan State uni- versity. Its first director was Dr. Miles D. Pirnie. The operation of the Sanctuary was at first under the direction of the Division of Applied Sciences. (1931—l9h3). In l9h3 it was put under the supervision of the conservation Institute of Michigan State University. When the Con— servation Institute was dissolved in 1951, the Sanctuary administration was taken over by the Department of Fisheries and Wildlife, through‘which the Sanctuary is presently being administered. Dr. Pirnie served as director of the Sanctuary from 193l-19h7. When he returned to the campus, the leadership was assigned to Dr. Arthur E. Staebler, who is presently asso- ciated with Fresno State Teachers College in California. Dr. Staebler served as director from 19h7-195h. The present director, Mr. R. D. VanDeusen, was appointed in 195“. The Sanctuary has changed somewhat from the original plan as envisioned by Mr. Kellogg. As the captive native waterfowl began to raise families and become established, the Sanctuary became less a display of exotic birds and more a place where large flocks of migratory waterfowl gathered. Through the years the waterfowl have increased to the extent that now, during fall and spring migrations, thousands of ducks and geese may be seen on Wintergreen Lake.1 There are still many captive foreign species at the Sanctuary, but lDr. Miles D. Pirnie. Report of the w. x. Kellogg Bird Sanctuary of Michigan State College, 1931-1947, p. 2. they are now outnumbered by the native birds and mammals. Since many foreign and domestic species are caged. their exhibition has proven useful for visitors wishing to learn more about Michigan birds and mammals. Public attendance at the Sanctuary has increased greatly during the past twenty-nine years from 70 in 1931 to 180,000 in 1960 (Table I, p. 6). The Sanctuary is seen as a unique thing by Dr. Pirnie in his 19“? Sanctuary report: "To a great extent a 'bird sanctuary' is what;you make it. For the past 15 years our chief aim and objective has not been protection alone, but also to use this unique set-up to foster greater appreciation of the outdoors, a necessary preliminary to understanding the details of wise land use and other effective conservation."2 These objectives are still being carried out by Mr. R. D. VanDeusen. the Sanctuary's present director. Through the years the Kellogg Bird Sanctuary has served as a place for wildlife research projects. A record of the varied and.many investi- gational projects for the years 1955-1960, as furnished by the present director, appear in Table II. p. 7. The Sanctuary has provided many services and activities. It has given guided tours to groups by appointment. It has played host for conferences in fields related to wildlife management. It has offered special lectures by the Sanctuary director. It has provided advisory service for numerous sports clubs. It has made available photographs to newspapers and periodicals, and has loaned slides and films to teachers and community leaders. 2Pirnie. 10c. g$§.. P. 3 TABLE 1‘ PUBLIC USE OF THE SANCTUARY 1931—60 Years Number of Persons 1931—“2 70 to 100,000 19u9-5o 119,000 1952-53 133.000 1956-57 150,000 1959-60 180,000 Annual Visitation to W. K. Kellogg Bird Sanctuary 1931.42, 1564}? Average 70 Groups 19148—54 Average h0-60 Groups 1955-60 Average 97.279 Groups gggistered Group Visitations A; 1. K. Kellogg Bird Sanctuary The above averages include all grade levels as well as university and college classes. Adult extension classes. home demonstration groups, school officials, garden clubs, farm organisations and service clubs are also included in this number. Groups are coming from greater distances. Chartered bus trips are more common today; attraction to large companies nearby lends added incentive for a trip. Registered groups make up approximately one-third of those visiting the area. ‘Compiled by B. D. VanDeusen mm: 11* INVESTIGATIONAL PROJECTS FOR THE FIVE YEAR PERIOD 1955-1960 Armstrong, William H. MS Thesis Brooke, Rainer H. MS Thesis Caldwell , Larry MS Thesis Geis, Aelred D. PhD Thesis Geis, Aelred D. & Earl L. Atwood Manuscript Gillem, Lowell Manuscript Mainone, Robert F. Manuscript McNeil, Richard Jerome MS Thesis Rudersdorf, W. J. 8e R. D. VanDeusen Manuscript Schlichting, H. E. a T. W. Porter Manuscript Schlichting, H. E. PhD Thesis Smith, Herman a. R. D. VanDeusen Manuscript I'Compiled by R. D. 1957 1957 1955 1956 1957 1956 1957 1957 1955 1955 1958 1958 Resting and Food Habits of the Long—Eared Owl in Michigan An Evaluation of Strip Census Methods for Cottontail Rabbit Populations In Southern Michigan A Nesting Study of the Mourning Dove In Kalamazoo County, Michigan A Population Study of the Cottontail Rabbit In Southern Michigan Problems Associated With Attempts to Increase the Recovery Rate of Waterfowl Bands The Painted Turtle A Student of Zoological Parks Looks At Portions of the W. K. Kellogg Station of Michigan State University Ecological Distribution of the Herpeto- fauna of Kalamazoo County, Michigan A Suggested Technique For Making Waterfowl Neck Bands Using Rubber-Styrene. Presented 17th Annual Midwest Wildlife Conf. Dec. 12. 114, 1955, Purdue Univ., Lafayette. Ind. Res earchpKellogg Biological Station The Role of Waterfowl In the Dispersal of Algae Progress Report On the Acceleration of Pairing of Canada Geese Following Inject ion With Testosterones Proportionate and Pelleting With Estrogen VanD eusen Smith, Herman at R. D. VanDeusen Manuscript VanDeusen . R. D. Manuscript VanDeusen. R. D., J. L. Wagier do R. H. Winkler Manuscript VanDeusen, R. D. Printed VanDeusen, R. D. Print ed Wood, Jack S. Manuscript Wood, Jack S. MS Thesis TABLE II (continued) 1958 1958 1958 1959 1956 1957 1958 19 58 1960 Preliminary Investigations of the Suitability of Various Breeds of Chickens and Certain Crosses For the Production of Feathers For Fly—Tying Progress Report On Habitat Improvement For Canada Goose Management of Small Wet Lands Preliminary Test of Driving and Herding Waterfowl By Aid of Swimmers Development of New Bands and Markers For Use On Experimental Stock At the W. K. Kellogg Bird Sanctuary. Modern Game Breeding, pp. 6—8, July, 1959 The Michigan Christmas Bird Census Publ., Jack Pine Warbler, March, 1957, March, 1958, and March. 1959. Effects of Land Utilisation On Waterfowl In the Kellogg Bird Sanctuary Area Land Use Changes In the Gull Lake Area and Their Influence on Waterfowl Use Staff, Proggam gag Facilities g£_Kellogg Bird Sanctpggy The Kellogg Bird Sanctuary is under the direction of Biologist R. D. vanDeusen (Figure 3). All administration and experimental work is under his immediate direction. The administration of the Sanctuary itself is the responsibility of the Department of Fisheries and Wildlife of Michigan State University, and Mr. VanDeusen works closely with the staff of this department in directing the activities of the Sanctuary. Two full_time maintenance men are employed to carry out the actual animal care and building-and—grounds maintenance. A part-time secretary helps with the clerical work. Other part—time help is employed during the periods when work is heaviest. ~v7—.——vvi ._.,- i‘f—‘g‘r #——.— Figure 3. Biologist R. D. VanDeusen instructs a school group on bird banding. 10 The Sanctuary, including Wintergreen Lake, consists of about 180 acres. The area is divided into a public and non—public area. The map on page 12 shows how the area is laid out, and the pictures accom. panying the map show some of the buildings and pens. It may be seen from the map that the public area contains the water front where the waterfowl are fed by visitors. the lakeside museum and the many pens of birds and mammals, the director's home, and the red pine and spruce plantations. The back area provides secluded spots for nesting waterfowl and other birds and a private location for the lodge which is used for waterfowl observation, conferences, study groups, etc. The back area is also used for experimental plantings which not only provide food and shelter for animals, but also demonstrate a type of erosion control and generally improve the landscape. Most of the people visiting the Bird Sanctuary spend their time in the public area but groups on request may be taken on a mobile guided field trip through the back area. The program of the Sanctuary is threefold. It provides an area where the public can come and view native birds and waterfowl in as near natural surroundings as possible. Also. wildlife research studies are carried out here to provide information for the better management of our natural resources. Finally, a science and out—door education program is being carried out for teachers, students, farmers and sportsmen so they may be given an insight into biology in its many phases. This phase of the program is somewhat limited because of shortage of funds and staff. 17, 11 The Sanctuary is open during the daylight hours every day of the year (Figure 4). During these hours both scheduled and unscheduled groups tour the Sanctuary. Groups which register before coming to the Sanctuary receive the services of the director who spends time orienting the group concerning the things which can be seen and the experimental work which is being carried out at the Sanctuary. Another service of the Sanctuary is evidenced in the special lectures and demonstrations given by Mr. VanDeusen. These lectures are given at the request of schools, teachers' groups, women's clubs, Sportsman's clubs, etc. The proximity of the Bird Sanctuary to the Kellogg Biological Station makes an ideal arrangement for students and conference groups to make use of the Sanctuary for increasing their knowledge of conser— vation practices and wildlife management, techniques, and policies. michigan State University "0/4 nnu‘; you In th- .lufr ,!~' A, . BIRD“ S‘A Inlul-II'JIr-I In .’\\1 |\.'Huqq Inlqn'a'. ' ms. .,,..~.\b L .t ”Hum-Hum Figure 4. Sign at the entrance of the Sanctuary. .38 823692: .3 35 as was x .3 . s 30 GO 5&8 m ft.‘ a... bags as: no as: on» as sausages quwooMmsepxoa sum .3 wwwaflwmm w 3 as guoqmm on» :93 as name H.356 we unswmonm .NH nemump .maoaagwm .m j 98.5 H3558 :3“ mucosnmonmom .: 16.2033 deck .04. maoou umom .m Edema: 033st .m ooammo N omsuoum .m venom 5 poagm 359$ we: «at» “W {at aw$a A)... sued 4 2:3 Iv 12 1.: 13.1 ‘ “I 0.x ‘OHQ\U ( 1‘ 4k... Suorusaafxad I .( III ’I )l ’.\ I)‘ )\ I ll J\ ).\ I ”240 Jr: v4¢§$dq 1010 .9Q om. «(£36 macaozg $5 303: .x .3 13 L H—. v Figure 5. Sanctuary office Figure 6. Pheasant and pea fowl pen Figure 7. Deer yard W, - #7‘ ”w. v_ - v; ._‘ d,,d s hr, Bed pine plantation providing erosion control bird habitat and landscape improvement 15 Information Concerning the Type, Size and Numbers of GIOUPB Presently; Visiting the Sanctuary The maps and tables on the following pages have been included to show how the Kellogg Bird Sanctuary has been used during the years 1957-1959. The maps show the number of groups coming from the various counties in Michigan. A few groups come from outside the state. Tables III, IV. and V show the number of groups attending classified according to specific grade, undetermined grade, high school, college, church, or club or adult groups. These tables represent the years 195?, 1958 and 1959 respectively. It may be seen from the map and tables that numbers of groups attending the Sanctuary were lower during 1958 than in either of the other years. This is likely due to the state financial situation in 1958, at which time schools had difficulty in obtaining their funds from the state. As a result, many schools our. tailed their transportation outlay and thus field trips such as the one to the Kellogg Bird Sanctuary were eliminated. It is interesting to note that in 1959 the Sanctuary had more groups coming from greater distances than in either of the other two years. It may also be seen that the Sanctuary is being used by many different grade levels and many kinds of groups from all over lower Michigan and by some groups from out of state. The adult groups, as well as many youth clubs, often arrange to have use of the Sanctuary lodge where, after their tour of the Sanctuary, they may have their refreshments and a program, perhaps with Mr. VanDeusen present to lecture or show slides or films. Persons within these groups represent only part of the thousands of visitors who come to the Sanctuary. Many of the visitors, both indivi- duals and groups, do not register since, as previously indicated, the l6 Sanctuary is open to the public every day of the year daylight to dusk; and, thus, they come at their own convenience. The numbers of the groups shown on the maps and tables do not necessarily represent the complete . number of grades attending since some groups contain several classes of the same grade. Also, some of the schools do not give their grade when they register or they may be a rural school: thus they are listed in the tables as undetermdned grades. These educational helps are designed to serve primarily those groups represented in these tables, the pro—registered groups. These are the groups who likely could gain much from their trip if they had some materials to orient them before they came to visit the Bird Sanctuary. This applies primarily to the elementary and Junior high school groups since many of the high school and college groups have their own study plans in mind as part of their work. lain \ m\\ 17 MICHIGAN No. no '- a \ I I 2 I I I 4 I 5 I c I 7 I a I s I 10 I u I 12 I 18 I 14 / v - - 9 A. ~ . . 2. II umbers of Groups Vls 1t :Lng Kellogg Bird Sanctuary for Res oect 1ve s t ' A A Go ties for the Year 1957 n... .... as"... B COUNTY OUTLINE 3 h Scale of Miles 0 20 «I so C C MAP N0. 220 .\ _ , _. Isu: mu ~ Ixszwssmw) \ '0 W D " - . \~. fl E .~' / A K U p \,. M _ t L W \ O / KEWEENAWW 8 '\ 3 i 4’ ~. W / / \,. _ HOUGHTON _ / o \ .. r . I? r ONTONAGON BARAnA GOGEBIC MARQUETTE MW LUCE . G \~ mow ALGER CHIPPEWA G \ .. scnoommn . — ._ \. DICKINSON MACKINAC DELTA - s ‘ ' . 2. n x n H COII III I I MEN- / III Cull-n) OMINEE / n—ud r..— |--- \ __ {-7 as“ D. “EN 556 I X? \ um Wu I. s s . “Linn 7 02-: n a . I “l: f; r: 2‘; ' ~W \. ‘ mm *w I I I . '1' PRESQUE s new as]! I . .4 . , ISLE I— "? $1: :3 - \ - sum u was x a . ’ CHARLEVOIX “W" “‘ “1 ° ' K / I, W orsmo MONTMO- ALPENA ‘- 0 i ’ J 3 z 0. Il ANTRIM RENCY \ I 3 II I I: " LEE - .. I - Ian I I W NA '_‘ mm“ T3.“ A I: N ' U U KALKASM CRAWFORD OSCODA ALCONA — Cllfl‘m )l I” R It} / GRAND 3:?“ 55,93; 3': BENZ'E TRAVERSE . I l vac-m us“ H - i I 10a (1 (‘1) D ID z/ I '. 3:3: 132:; «II: ANISIEE WEXFORD MISSAUKEE ROSCOM - OGEMAW IOSCO —. . awn: m I In . MON I .— BIL 2‘ D"! G l I ma IMWRM I A. B '1” I Ian-m a) :9 :o o ' MM \ L L 2W“ Jr's-m f"; I ‘~ MASON LAKE osceoLA CLARE GLAowm ARENAC . .- wnm 11 In: L I: HURON I: $1 _ an“ '. .4 .'; . \_ :3? 23:52 E ” ~I BAY .- I in“; IE: ‘2}: ' OCEANA NEWAYGO MECOSTA ISABELLA MIDLAND c r mm “15:, : : I 2 TUSCOLA 5‘” Her 2% n s . “In" 15“! ( A z . "‘ M”; 5.157 L s WW “I“ ~13 . MUSKE. MONTCALM GRATIOT SAG‘NAW / lEIWU 5&7 J I mum“ an q II I GON . N lnwaYDu ram ~ I. . KENT EER . N 32'. I»: 9;: 3 3 GENESEE ST, cu”, m :44 O I} _ __ mans I323 Z I: I OTTAWA IONIA CLINTON Sign um _ m I r ' - I: _' I . Lu MB 3“; :2 :2 | 10 1 1 1 oflum umo 0 "MD 1') M? I 10 I 0 xx“ '3 ;; num~ mmv umN .mnu “figs ”Villa H 0” N 9 H rTgm Us? )H k r n — . m '2; :1 .. .._.. ' 1U 1v 5 16 Mom OI? E ENAw WAY” 1’ serum '23: TI: VAN BUREN KALA- CALHOUN JACKSON WASP” P harm on: r 1 V ' MAZOO 1 “LIMA I177) L 9 _ :1. :3. I 5 109 57 10 1 — CHAIR 73 751 8 "ROE mm In ALE LENAWEE M0 mm}, 1:3: I; N 3 CASS STJOSEPH BRANCH HILLso W W _ o 15) 5” I I] O. M 0 IV I! mm :33? :2 ' BERRIEN 1 l l \ uzcn v 93‘: an .+ c I --— .l . . I _ — H minis“ man II II afay et t e ’ Ind . 1 IN M|2 i m. ml: I” Angola, Ind. 1 Toledo, Ohio 1 I “VII 1 ‘1‘} V l l 3 mm 18;; ~ . Huntington, Ind. 1 Go shen Ind- / l | a l l l 4 l I I o l 1 I s o I 10 I u l 12 I u l 1442' ‘Compiled by R, D. VanDeusen 18 MICHIGAN N0. no \ 1 2 s 4 s s 7 s s 19 u 12 u 14 / C 3 . Numbers of Groups Vi sit ing Kellogg Bi rd Sanctuary for Respect ive A A Go oties for the Year 1958 C L E A. R T Y P E COUN I Y OUTLINE 3 Scale of Miles 0 2.0 49 69 [g _’ C DMPNazm «mm: 4 AMERICAN MPANY, INC OIICIIAVOIS WNW cuuugggm muggy I»: - D m—N :- s 0-7.!“ ~ 1“ 5. ya}? :21: E F ‘ ' GOGEBIC MARQUETTE W LU“ . G \ IRON CHIPPEWA G O -. \. \ . ¢ DICKINSON \ ‘ V e a ‘5 cl H coumus } MEN- Iu Cm) ‘ OMINEE C wan-d hut-I- :1- \ ALCDNA 5.956 I I? .s 7 ‘ 2:55.. 1°25: 2: S - mg l ALPENA z: 189 J l') g ': ‘ MVP“! 10.721 J 9 ‘ Mime sea L II I g m 5037 I ‘ M 5*" 22:2: 2:: ") ...... \ V . sum 5.306 K s K I ; CHARLEVOIX M . “9911A ”5.701 O 7 - snmclzn some 0 9 c) / l ‘w “E: OTSEGO Moggsgy ALF E c J I 222:“ 3 z ' '. a... an mm" \ Cumuoa ”435 ) 9 / \- ‘0 3’ 5: 22m“ :13; 5:: ‘ gag; .6 ,2 ~ -. CLARE min L Io N ' .7 ‘5 5' KALKASKA CRAWFORD OSCODA ALCONA CLIN‘ON 31.195 N10 / GRAND 33"” 32:51:; 5'? BENZ" TRAVERSE _ K I (”CURE-0N .74 a“ H s 0 I ”You won 0 Io 1', ~" A (UM wag. 2:33: 1.: pAANISTEE wexroso MISSAUKEE ROSCOM — OGEMAW Iosco GLADWIN 9,451 L 10 . MON ‘ mam . 27.05! c, I . m0 TIAVER5528 g.” x B I \ WY . M L HIlLS'gArILE :13ng 3:: 0' GLADWIN ARENAC m L HOUGNION 39.771 (A : MASON LAKE OSCEOLA CLARE -‘ some 33 I49 Ln HURON mm 1721”] 0-” \ 0m- )8 158 N I ' USCG IO.“ 2 IRON ”5'.” :13 ~’ 4-— BAY , I. I :33 $331 :13 . OCEANA NEWAYGO MECOSTA ISABELLA MIDLAND A I" W 1‘ [IO . musu “259; I 2 l 2 l ruscou SANILAC KENT m5)? N I . ummw am :4 2 . UM 5,237 l U I urns 3'.» m I. u ' . MONTCALM GRATIO‘I’ 5‘9”" LICLAMU 364’ J 3 MUSKE LENAWEL u, 629 o n GON l N memon 26.72!» MI . KENT LAPEER I: N LIKE 81.7 G U 2 GENESEE mmm 9w »9 I mfium move 54 as o. ' - Hams”! 11352: I ‘: OTTAWA IONIA CLINTON Saga mourn! 41,654 or s - “M 20.47‘ 7 accosu [8.91:8 I: 9 “3| 1 13 3 1 1 LAND W WINE! 35, ()AK 0 fimo ”3 3£ . O . m u! 7.4‘ - lounge )5 6;: 31: ALLEGAN WY EATON ING HAM LIVISIMISE)N WITCH” 31.013 fl. 9 WIMMY 4.12% J H k —-I WEE“)?! I 5‘5 N- . a... 2..., .. z . . . _ . 1° 1 8 5 1 m 390001 0-12 0cm 3 NAW WAYNE P ecum- ‘21131 :1: I VAN BUREN KALA- CALHOUN JACKSON WASHTE P ONTONAGON 10232 r 2 ' MAZOO 1+ 2 cataou 13197 L 9 (I 6 35 29 m 3.134 oruco sus 5:3 '-‘ onAwA 71m 0 s “5"“ "‘1 “’9‘ ‘“ I CASS ST.JOSEPH BRANCH HILLSDALE LENAWEE MONROE mm ”5.916 K-IO N M mm” 153,5 '3 Q :7. CLNII 9L5?» :3 . l 1 2 '0 Q 51. mm sum 0 9 BERRIEN mm 3033! III) .L n—l- I—I I_--—l . O. . WIN"! 9 1‘8 G 7 ' I — . -— "— — ___1 INMVIASSEI'. 45.967 n- H mm» am an i afayette’ Ind’ 1 VAN MN 39 184 I B l mu... m... Goshen, Ind. 1 3 mm ZAJ'J 1"“ P II "2:22 .531”. Clinton Community, Ind. l / 1 s a 4 s s 7 s s m u 12 u u \ *Cnmni 1 Ad hv p Tl Van'n avian“ ___, . .T. I w, I I\ . I l9 a a 4 5 o 7 s a "Lulu 4. Numbers of Groups Visiting Kellogg Bird Sanctuary for Beepective Co ties for the Year 1959 CLEAELYPE COUNTY OUTLINE MICHIGAN Salooulilea o 20 4o 4. A A MAP N0. 220 W AMERICAN OIIGIIATOIS' cugugum . O I ”Cuba . $11- I, -‘.'~?~ / KEWEENAWW HOUGHTON ' M O \,O o - c- W m P’ . 1 s“ l/ ' ¢ M ONTONAOON eARACA *fi:::§£§£;’ MARQUETT: W LUCE CHIPPEWA \' \. J DICKINSON ‘V‘xJ A ~ C on I I I I 3 MEN- I m cm) OMINEE / hi I* C \ ‘12:: m. '13:: 'o\ ALC , .. , . CHE- 11° 1 1 5 mm .. ALPLNA 22.189 .I I2 . . Ammu mm I 9 RE 6 mm '.(-Jl l 11 P 8‘”. “‘5‘ 3‘0), F 5 ,4 v ISLE Wm 2mm 0 9 ‘ v \ I w luv 384:“ M II . fl .1 v, IENIIE II we II III w 9 I, ~ CHARLEVOIX “m" ‘,“:‘ ’9‘ ° ’ 9: . / , .-- OTSEGO MONTMO- ALPENA DIVINE" 30:02. I} a 3.: O | ‘ I I m RENCY mnwu ”mm P 9 . o W “ ANTRIM 4:455 25 155 o a ‘ (M # cmmmxz I‘IUS J 9 L. ‘ u W CHwIICAN um I I0 W / ~ LEE — g ’1; CHPleA 2s 2r 610 M ‘ ANAU '0 cm:- 102:; I .o m ‘ x. ' ”7 L ‘5 é" KALKASKA CRAWFORD oscooA ALCONA CLINION 31195 ~10 w I GRAND csmrouo 4. m u m m. am can )2 on u s W BENZIE TRAVERSE DICKINSON 24544 P1 5 u ' - “You won 0 I0 o~ I.l M (Hun I6 534 I 9 emu: man I. 12 MANISTEE WEXFORD MISSAUKEE ROSCOM - OGEMAW IOSCO cuowm mm L Io . MON . cognac 27053 c I cum: TRAVERSI I mm It a GRATIOT .51 4.39 '4 lo 0 . - M LSOALC 3 - L :tuomou $151 3'? I MASON LAKE osccou CLARE GLADWIN ARENAC """ HURON 33 149 I. II mm I72 9n 0 II 1 l HURON vow 33m A 9 0 ~ 0910 I0 «I, n I2 ‘ IRON ”.692 G 3 N, 1— BAY " menu 2am IA l0 , ”050,. mm“ P m . OCEANA NEWAYGO MECOSTA ISABELLA MIDLAND M LAC nun-4200 126 to" p a a’ SAM mmu 4.597 x» 9 I V TUSCOLA um 288292 N. a 1+ uwumw 25.18 t 4 2 ml 5 '57 L 5 g . mm as?» u n musxs- MONTCALM GRATIOT 5‘3“” LILLANAU 8647 J a I GON LEN‘WII M (”‘9 O 11 Lrvmcsrm 26125 N II Lua 3m 0 a ‘ ' KENT WINAC 9237 H 9 I GENESEE Income 184 9m 01! ' _ mm“ Ie's'u II a OTTAWA ION" CUNTON VSJANSASEE 2 amoucm 47.4.54 C s u W 20474 L 7 KCOSH new u. 9 Li.) a 15 1 2 umumu 25.299 N 5 OAKLAND mouno 35.662 II 10 . ”Us“ “11'. 7158 9 - maize mos 3.2 ' ALLEGAN BARRY EATON INGHAM LIVIsNrgN uoNIrALu 3mm N 9 uoumomncw 4115 I II WSIUDN mus. N 7 Mg 11+ 6 6 12 NEWAVW 2] 567 M 0 - . _ W . — . OAKLAND mom 0 I2 YNE scum wASHTENAW WA 06mm "$3.": 11.: . VAN BUREN KALSb CALHOUN JACKSON ourommu Iu n: r 2 osaou ”.797 L 9 (I 87 38 6 3 _ wow 1134 K II p ammo 6.435 I I0 :- '_" OTTAWA 73.751 0 8 E .~.\ ,9. "m“ "u “”5 I“ 5 as smosem BRANCH HILLSDALE LENAWEE MONRO 4m ROSCOfiHOfi 5.916 I. I0 .4 3' MM . . 9.0mm 153.515 AMI 1" x 0 WV Q SI CLAII 11.5% N l! . 5 1 ~ 0 :1 Ioszm mm o. 9 BERRIEN L L - \ smut sonar an .¢ ._.— I_I ad I—I -_ V .1 . senor-Lann sun 6 7 " , al 180 Ind. 1 I— — — __ sow-mast: 45.99) N II w 8.1. Iuscou 33.253 III: ‘ w p ’ . mu sum 39184 I a mwmwumm W South Bend, Ind. 1 mm: 2 any; 9 )3 3 "1°31: .5111: H goghen 1;Ind & 1 2 a 4 54—0 7 ' s o 10 u n u :4 \ Compiled by R. D. VEnDeusen 20 TABLE III TYPES OF REGISTERED GROUPS ATTENDING KELLOGG BIRD SANCTUARY DURING 1957. BY MONTHS 1:: ’55 a 1. . .. .. é“ . H a o ... :1 :1 § 1 :2 a 11113533133313 Jan. 3 5 Feb. 1 Mar, 2 2 1 Apr. 1 l 1 1 1 1 2 8 3 May 8 11 9 16 11 3 7 3 1 h u 1 5 4 June 3 6 5 1+ 1 2 2 2 2 h 12 July 8 10 Aug. 2 1 6 Sept. 1 1 11» Oct. 2 2 2 2 1 h 2 3 2 3 Nov. 1 1 h 1 1+ Dee. l 1 1 Total 13 19 16 23 115 5 11 10 3 11 18 7 ‘40 58 21 TABLE IV TYPES OF REGISTERED GROUPS ATTENDIEG KELLOGG BIRD SANCTUARY DURING 1958, BY MONTHS o A Month 12' 5° €115 55132“ u§5£§§§§§§§§3E333§§§ «Jan. Feb. 1 Mar. 2 2 1 .Apr. 1 1 1 1 1 1 l h u may 3 6 9 1t» 11 1 6 2 2 6 3 June 1 1 2 3 1 2 1 1 13 July 8 Aug. 8 Sept. 3 6 Oct. 1 3 2 1 1 1 3 5 5 Nov. 5 1 3 Dec. Total 5 8 13 21 114 1 12 2 1 3 8 6 19 52 Month Jan, Feb. 1Mar. Kay June ‘I 22 TABLE V TYPES OF REGISTERED GROUPS ATTENDING KELLOGG BIRD SANCTUARY DURING 1959. BY MONTHS o d 11211111135315111325 uzamsasxaaasgassséas Jan. 1 Feb. 2 Mar. 1 l 1 2 Apr. 1 LI 3 II 1 II 2 MIN h 2 5 15 5 13 6 h 7 3 5 8 1? June 1 2 2 1 h 2 2 8 9 2 July 7 2 7 1 Aug. 2 1 h Sept. 2 2 2 2 1 7 2 Oct. 3 2 u 3 1 5 5 1 N07. 1 2 2 2 1 8 2 1 Doc. 1 Total 5 8 11 16 6 22 17 8 17 18 5 36 #5 26 23 11. REVIEW OF SOME OUTSTANDING CONSERVATION EDUCATION PROGRAMS IN VARIOUS PARTS OF THE UNITED STATES As a prelimdnary portion of the study a survey was conducted to determine the existence of educational programs being carried forth in any natural area specifically set aside for study, preservation.and public enjoyment. Three types of information were sought: (1) the location of the area (2) whether an organized educational program was being conducted within the area (3) identification of associated educational procedures which.night well have a counterpart in the program under study. The investigation showed that many and varied types of natural areas throughout the United.States are being set aside and designated as pre- serves. sanctuaries, demonstration areas, out-door laboratories. field campuses. school camps, etc. More significant were the educational programs other than those being administered in the areas indicated above. These were also located. (Pp. 221.31). By far the most significant finding in each case was that of outstanding educational techniques. Accordingly, by way of presenting and summarizing the findings, educational techniques are listed and identified with the organization credited with.enploying the technique. The list is not presented with the idea of evaluating educational programs, but rather with the intent to list unusual and appropriate educational techniques for teaching conservation of natural resources. Each technique or illustration cited has been considered significant and applicable to the problem for one or more of the following reasons: ‘2 pen”! J Bird 54 or p08 the 53: N appro ’d of the make it such a °rganiz 2h 1. The area and associated physical surroundings (buildings, pens, etc.) which are being employed compares directly with the Kellogg Bird Sanctuary and is operated as an off—campus type of natural area or possesses many comparable plant and animal forms to that found at the Sanctuary. 2. The techniques represent a type of educational endeavor appropriate to any natural area and thus is applicable to solution of the problem. 3. The technique possesses some particular feature which would make it especially applicable to the problem at hand. h. The illustration emphasises an unusual type of use to which such a natural area might be put. Through information gained from leading cum-door and conservation educators who have reason to work with or be in contact with such organizations across the nation, 25 such projects were found which would have bearing upon this study. Letters were sent to each organization; 13 responded and, of the 13 respondents, 9 seemed to present facilities or programs sufficientLy similar with the Kellogg Bird Sanctuary so as to be of value to the study at hand. Listed are the significant findings designated as ”Items”. Crab Orchard Lake Preserve, Carbondale. Illinois]- Item 1. Southern Illinois University has at their command several thoumand acres in this preserve. Large acreages of land. water, and unrestrained wildlife are to be found in the area and are available 1Information Packet, Department of Recreation and Outdoor Education, Southern Illinois university. 25 for study. This program has special significance to the problem at hand in that 21 college courses are, at least in part, taught at the preserve. Glen Helen Facilities, Yellow Springs, Ohio2 Item 2. Facilities include a "Trailside Museum", a lodge, and housing facilities for camping groups. Over 5,000 school children and adults spend time living and studying at the center. This area, like the Kellogg Bird Sanctuary, has a forest and a farm making up part of the area. The area differs from the Kellogg Bird Sanctuary in that wildlife is not a feature to the extent that it is in the program under study. Much teacher training is carried on in the camp at the Glen. Perhaps the most significant development, outside of the college programs, in the effort to promote an understanding and appreciation of our natural resources has come through the efforts of John Ripley Forbes, the promoter. founder and present director of Nature Centers for Young America. Some extremely fascinating work is now being done in these nature centers in various parts of the United States. Collec— tively, the contributions of several centers illustrate many good teaching procedures and it is with such the remainder of the list is concerned. % Acadegz g; Mural Sciences 93; Philadelphia3 Item 3. The Museum features four floors of exhibits. depicting plant, animal and prehistoric life. 2Information Packet and personal letter received from Jean R. Sanford, Director of out-door Education Center, Antioch College, Yellow Springs, Ohio“ 3Information Packet and personal letter from William R. Overlease. former chairman, Department of Education, The Academy of Natural Sciences of Philadelphia. 26 Item #. The museum sponsors and directs regularly scheduled field trips to areas of outstanding and unusual natural history interest. Staff'and guest professors are directing the study. Item 5. A free film program for children is conducted weekly on Saturday in the fall of the year. Item 6. A film program of a natural history travelogue nature for older youth and adults is also offered. Item 7. A program of illustrated talks and demonstrations for elementary and junior high school children is given during the week (school time) at the museum. Such.demonstrations are designed to acquaint the young student with.wildlife in general and natural history of the Delaware Valley in particular. Special effort in this phase of the museum program is extended toward covering topics of special interest to individual classes not otherwise covered in the regular museum Lessons Program. Item 8.. The museum Lessons Program consists of special lessons taught by museum teachers for classes of children who come to the museum from the schools of Philadelphia and nearby cities. Each lesson lasts about an hour. These lessons may be used for (1) Motivation for a new unit of study, (2) A source of renewed interest in a unit already' begun. (3) A climax or review of the unit of study. Visual aids, including specimens, slides, films, museum exhibits and often live animals are used in teaching the lessons. Classes may tour the exhibit halls in the museum at the close of the lesson. Preliminary sheets are available for most of the lessons and are sent to teachers when they make an appointment. 27 Item 9. Field training for high school student. A trip is offered to students who qualify in an essay contest on any phase of aquatic biology or geology. This is an all day chartered bus trip to oumstanding natural science areas. Activities consist of collecting, studying, and identifying specimens, and discussing college problems and career opportunities with men now working in natural science researckn Item 10. The Museum Summer Workshop consists of a series of ten meetings for children. There are two series, one in natural history for ages 9—12 and one in astronomy for ages 10-1h. Some activities of the Academy are free and others carry a small fee to cover operation expense. The Children's Museum gt_Nashyille, Tennessee“ The museum offers, along with similar services as listed relative to the Philadelphia Museum, the following additional services: Item 11. Publication of a "Teacher's Bulletin" containing: a. Information about the museum. b. Direction and suggestion concerning museum trips. c. A list of subjects and materials which are expected to be of interest to each grade level. d. An appointment blank. Item 12. Pet Shows - (Could include a fish, a frog, etc.) Item 13. Loan of pets for children to take home. (Service includes training on how to care for the particular pet.) “Information Packet, Children's Museum, Nashville, Tennessee. 28 Sacramento Junior Museum, Sacramento, California5 Item 14. Participation in educational television programs. The Audubon Nature Center 9§_Connecticut, Greenwich, Connecticut6 Item 15. This program is similar to those of the various museums except that it is administered in a semi—rustic and natural outdoor setting in “30 acres of natural habitat for deer, fox, mink, racoon, skunk, opossum, and 90 species of nesting birds. A 127 acre wildflower sanctuary is also part of the teaching area. Item 16. At the trailside museum are found large habitat murals, work-it-yourself exhibits and ingenious display tables. Item 17. The Graded Field—Trip Plan: In order to ayoid repetition and to gear the field trips to the children's ages, different trails and themes are used with each.grade from Grade 3 through Grade 12, Typical field trip topics are: Plant and Animal Homes; Adventurous Plants and Animals; The 3 P's - Prey, Predation, Population; Rushing Waters and Living Soils; Rock Stories and How to Read Them; and Habitats and Inhabitants. The Stamford Museum and Nature Center, Connecticut7 Item 18. This museum offers a farm program which was established and organized so that children of the region might observe as well as actually participate in the farm work by assisting in chores and other forms of farm animal care. SInformation Packet, Sacramento Junior Museum, Sacramento, Calif. 6Information Packet, Audubon Center of Connecticut, Greenwich, Conn. 7Information Packet, Stamford Museum and Nature Center, Inc., Stamford, Conn. 29 The Stamford Museum also has: Item 19. An Astronomical observatory Item 20, An amateur radio and camera club Item 21. An exploration club Item 22, A Winter Guided Walks Pragram Item 23. Exhibits for loan to schools Arizona Sonora Desert Museum, Tucson, Arizona;8 This unusual museum enables visitors to gain knowledge in several hours that would otherwise require years of wilderness searching. The following items are found here: Item 24. A display of over forty species of small birds native to the area, in circular aviaries. Item 25. A small animal room with living creatures ranging in size from centipedes, scorpions, and tarantulas to rodents in cut—away cages. Item 26. The most complete collection of desert snakes and lizards extant. Item 27. A unique underground tunnel which takes the visitor twelve feet below the earth's surface for close—up looks into the daytime hiding places of living desert animals. Included are the smaller mammals such as the kit fox ring—tailed cats and badgers, a beehive. an extensive ant exhibit, and a rattlesnake den. Also featured is a large bat cave complete with stalactites and a colony of fruit eating bats. Exhibits of plant root systems help complete the story of life underground. Item 28. Nature trails in a botanical garden. Item 29. An Amphibian Room with four living dioramas complete with painted backgrounds, showing life in different types of aquatic communities 8Information Packet, Arizona Sonora Desert Museum, Tucson, Arizona. 30 Item 30. Small tanks displaying aquatic insects. Item 31. An aquarium exhibit of nine tanks which provide the country's first display of native desert fishes. Item 32. A collection of local rocks and minerals, including one section with specimens that visitors are encouraged to handle. Item 33. A watershed exhibit. Water Street is the center of the first comprehensive watershed exposition in the world. Eighteen exhibit areas offer a wonderland of electronic instrumentation, spotlighting our most critical resource, water. The purpose is to show dramatically the importance to mankind of such natural forces as evaporation, erosion, infiltration and other related factors. This unique project was constructed by the Charles Lathrop Pack Foundation, with the cooperation of the U. S. Forest Service, U. 8. Soil Conservation Service, Armour Research Foundation, and the University of Arizona. Item 3h. AA "Beehive House" such as Papagp Indians once used, is on the museum grounds. Constructed by the Indians themselves, it is authentix: in every detail and includes what is probably the only Papago sand painting on permanent public exhibit. Item 35. The wildlife blind, said to be nationally famous, offers members rare opportunities for photographing elusive desert animals. Item 36. The desert Ark is a.mobile menagerie that takes semi—tame wild animals to schools, other youth groups, service clubs, etc., for programs designed to promote an interest in and a respect for wildlife. According to Hal Gras, public relations director, the approach used is this: ”Fear promotes needless killingvand unhappiness: respect promotes fuller enjoyment and greater happiness; the best way to change fear 31 to respect is by learning the truth."9 This program in Arizona is an excellent example of the use of mass educational media. Hundreds of thousands of dollars have been spent to produce some of the most ingenious live exhibits and self education devices found anywhere in the United States. Rock Creek Nature Center, Washington, 2, 9,10 Item 37. Reading corner. Item 38. Glassed beehives. III. DESCRIPTION OF THE EXPERIMENTAL PROCEDURE AND RESULTS ASSOCIATED WITH THIS STUDY The Procedure and Results The experimental work was carried out in the following manner: A questionnaire was designed to find out first, whether teachers wanted orientation materials; second, how much help they desired: and thirdly; what understandings or concepts they wished the students to gain from their Sanctuary trip. Other questions were included which helped determine something of the teacher's interest and past participation in the Sanctuary trip. Teachers who know something of the present program would likely have more understanding of what is needed now. During the fall of 1958 this questionnaire was sent to 68 teachers of both upper and lower elementary grades. Most of these teachers had visited the Sanctuary the previous year with their classes. (The questionnaire appears in appendix A, pp. 61-62) 9Personal letter from Hal Gras, Public Relations Director, Arizona—Sonora Desert Museum. Tucson, Arizona. lolnformation Packet, Rock Creek Nature Center, Washington, D. c. Sixty—eight questionnaires were sent out; 32 forty—four were returned. The questions and the tabulations of the answers appear in Table VI below TABLE VI SUMMARY OF QUESTIONNAIRE RESULTS Range gf_Answers O to 25 33 yes; 10 no 19 yes; 23 no 7 yes; 35 no 37 yes; h'no (1) (2) (3) (h) 2 13 1a 1a 20 yes; 23 no “3 yes; 1 no 25 yes; 10 no 6 yes; 31 no First Second Choice Choice 1 O 3 3 20 3 3 12 h 11 b 6 10. 11. Questions How many times have you brought groups to the Sanctuary? Was the trip a part of a unit of study? Ex., birds, plants, conservation. State the specific title of your unit.‘ Was your visit planned as a separate educational trip rather than as a part of a definite unit? Was the trip a result of a precedent already set by the school? If adequate helps were provided by the Sanctuary, would you.like to incorporate them and the trip as part of a unit of study? Would you.prefer to use the Sanctuary (1) as a beginning activity in the unit of study, (2) as a conclusion, (3) as an activity in the course of your study, or (4) all three of them? If you.could be certain the children could gain something in terms of new interests, understandings and enjoyment each time they came, would.you be likely to visit the Sanctuary more than once during the school year? (Series of trips). If your answer is no, why?“I Would you.use pre—trip preparatory materials in your school if they were ayailable? Do you think your school would be interested in a progressive series of trips and materials, so that students could have sequential training at the Sanctuary possibly through grades thO? Do you feel children would get more from.their trip if they could discover more about the wildlife at the Sanctuary for themselves, rather than being told about it? Which of the following do you.feel are most desirable in terms of understanding gained from a day at the Bird Sanctuary? 1) History and background information on the developments of Kellogg Bird Sanctuary. 2) Discussion of research projects and activities as they pertain to individual birds and animals. 3) Factual knowledge of birds and other animals. h) Factual knowledge of plants, as well as birds and other animals. 5) Understanding relationships involving both plants and animals. 6) Conservation understandings. 33 TABLE VI (continued) I”Titles of units listed in questionnaires Birds 11 Conservation b Birds, Trees and Conservation 1 Seeds and Signs of Fall 1 Birds and Wildlife 1 Living Creatures, Their HOmes and Habitats 1 Birds and Signs of Spring 1 Nature Study 1 Michigan 2 Birds and Animals of Michigan 1 Birds and Conservation 1 Bird Migration 2 Wildlife 2 Out-door Education 1 " Of those that said no, many replied to the m of the question by saying they could afford only one trip per year. An_Analysis g: Questionnaire Results An analysis of the results of the questionnaire appears below in order of the questions. 1. It is evident that many of the teachers who returned the questionnaire had been to the Sanctuary a number of times. For this reason they would likely understand something of the educational needs of the Sanctuary program. 2. Over two-thirds of the teachers who returned the questionnaire use the Kellogg Bird Sanctuary trip as a part of a unit of study. This is evidence that the Kellogg Bird Sanctuary does play some part in the science instruction program of many schools. 3. The returns on this question are not too helpful, since there seemed to be some misunderstanding of the question. One might logically assume, however, that some schools do use the Sanctuary trip as an over-all educational trip, rather than as part of a definite unit of study. 34 a. Over three-fourths of the teachers indicated that the Sanctuary trip was of their own doing and had not been a part of previous school policy. This indicates that the teacher personally feels that the trip is of value to her teaching program. 5. Over three-fourths of the teachers indicated by their response to this question that they would use Sanctuary helps as part of a unit of pre—trip study if they were available. This would seem to indicate that the teacher would like a closer tie—in between her study materials and learning opportunities at the Sanctuary. 6. The replies to this question indicated that the majority of the teachers would use the Sanctuary trip either as a conclusion of their study or as an activity in the course of their unit of study. (This may have something to do with the time that they are able to make the trip.) 7. The responses to question seven, regarding making more than.one trip a year, were divided about equally. It seems logical to assume that the ”yes" answers were from those who are closer to the Sanctuary and have the freedom to make more than one trip a year. These people evidently feel that if the Sanctuary could offer more in an educational process, they would be happy to take advantage of it. 8. All but one of the teachers said that they would use pre—trip materials if they were available. This does not necessarily mean entire units of instruction, but rather preparatory helps to orient the class before their trip. 9. More than half of the teachers indicated that they would be interested in seeing a progressive series of trips developed so that students could have sequential training at the Sanctuary, This indicated 35 that some teachers feel there are adequate resources at the Sanctuary to benefit students in their natural science education during grades four to ten. 10. Most of the teachers did not feel that the students would gain more by exploring the Sanctuary by themselves rather than being told about it. The response to this question is interesting since with the present large numbers visiting the Sanctuary it is impossible, with the limited staff, to give adequate personal guidance to a tour. Thus groups touring the Sanctuary are learning, whatever they do gain, by themselves. The writer has observed that the teachers supply very little help to the children in terms of interpreting the out-of-doors. The answers to this question further indicate that the teachers feel the need of being directed in their tour by someone who knows the answers. 11. From.an analysis of the responses to question eleven it is evident that teachers feel a combination of items three, four, and five is most desirable in terms of understandings to be gained from a day at the Sanctuary. Putting the three items together, one comes out with the following concept as the most desirable understanding to be gained: an understanding of factual knowledge concerning plants, birds and other animals and a.knowledge of some of the relationships between these organisms. Several things become apparent from the foregoing analysis. They may be stated as follows: 1. The teachers responding to the questionnaire are familiar with the Sanctuary and its program. 2. Many of the teachers use the Sanctuary trip as part of a unit of wildlife or natural history study. 36 3. Most of the teachers would like preparatory materials for either use in a unit of study or for general orientation purposes. b. Most of the teachers take the Sanctuary trip because they want to and not because they have to. 5. Some teachers would like to visit the Sanctuary more often if there were something new to be gained by each trip. 6. Most teachers are primarily interested in having their students gain “an understanding of factual knowledge concerning plants, birds and other animals and a knowledge of some of the relationships between these organisms." Since the answers to the questionnaire indicate that many teachers who have visited the Sanctuary would like orientation study helps, and since it is within the purpose of this study to prepare teaching aids and investigate their effectiveness, the writer subsequently developed several study helps. In the following pages each of these helps is described with reference to its development and use, Development 2: Area Tour Guides The material described here is found in appendix B, pages 6h-68. The public area of the Bird Sanctuary is somewhat naturally divided into four different area; therefore, study guides were developed in the same way. A symbol was chosen to represent each area, and each symbol was placed on a sign pointing to the particular area (Figure 9, page 37). The symbol that was placed on the area sign was also placed on the tour guide so that the student could associate the tour guide with the proper area. Each tour guide tells the student to look for the sign of the particular animal or plant which is on the area guide. Each. symbol represents an important component of the area. 37 Figure 9. Two of the four area signs constructed by the writer. The purpose of these area guides is to show the students where things may be found at the Sanctuary, precisely what may be found in each area, and what the students should observe carefully in the area, To accomplish this the writer developed a map for each area and numbered and listed each major item in the area. Following the map, the things to look for in the area were listed. In order to encourage close observation the writer developed a series of questions about the wildlife which should be answered by the student as he observes the animal, These questions were kept simple so that in most cases they could be readily answered by simply observing the animals and, in area four, also the trees. The questions were designed to help the‘ student identify the wildlife and trees, and to help him gain more concepts concerning conservation. 38 Development 9: First Preparatory Unit This unit appears in appendix:D, pages 8h-110. The development of this unit was guided by several criteria. The first one was that the analysis of the questionnaire indicated that the teacher's desire was that the children gain an understanding of factual knowledge concerning plants, birds, and other animals in addition to gaining knowledge of some of the relationships between these organisms. The second criterion was that the unit should contain actual work experiences that the student can do, so that he will enjoy it more and learn about the living things while doing his work. The third criterion is that the unit should not involve the teacher in a lot of extra work in finding answers to questions that are in the unit or that might arise from the unit. The unit is intended to be a help to the teacher, not a burden. To help solve this problem the teacher's unit includes additional material which does not appear in the student's unit. This material consists of an overview of the different sections of the unit providing general and specific information about the living things and also information on how to use the unit. The unit is of a general nature and is intended to focus the child's atten— tion upon Michigan mammals waterfowl and trees, and upon good conserva. tion practice. With this type of orientation the student will likely be better prepared to gain new understandings from his tour of the Sanctuary. The unit, entitled ”Studies of Some Michigan Mammals, Trees and Conservation Practices”, is composed of four sections. The section on mammals includes pictures of sixteen well known mammals found in Michigan‘ The names of the mammals are listed on a folded flap on the bottom of the page. The student is instructed to cut out the names and place 39 than under the right pictures. The idea is to keep the child's interest focused on the animals throughout a working period. Thus, he is likely to become familiar with them and will be prepared to identify the mammals he sees at the Sanctuary. The second section of the unit is on waterfowl and seeks to acquaint the child with the various kinds of waterfowl he may observe at the Sanctuary and also seeks to give an idea of how these birds differ in their feeding habits. In the study of ducks, the child is instructed to color in the head and shoulders of the line drawing of the bird on the right side of the page. He is to use the natural colors so that he can give accurate identification. He is also instructed to state whether the bird is a diver or a dabbler and to place the common name of the bird under the picture. With the waterfowl other than ducks the child is to color the bird on the right side of the page with its natural color, state to which group the bird belongs, and give its common name, e. g,, Geese : blue goose. The manipulative work of this section enables the student to focus his attention upon the bird for a period of time and thus gain informa— tion which should help him in future waterfowl identification. The other information is required in order to give the child an idea of the difference in habits of waterfowl and to show that all waterfowl are not included in one grouping, but may differ considerably from each other. The third section of the unit is on trees. Here attention is directed toward the identification of the leaf and the fruit. Further study is required of the student so that he may find out the uses of these trees by man and to animals. There are many species of interesting trees at the Bird Sanctuary. It is felt that a study of some of these trees prior to a tour through the Sanctuary might develop in the mind of the student an appreciation of the relationship between trees and animal life. The fourth and last section of the unit is concerned with good and bad uses of natural resources. Various activities are suggested to the student to help him gain an understanding of proper conservation prac- tices. A study of conservation practices prior to a Sanctuary trip may cause the student to observe various good uses and bad uses of .1and as he travels to the Sanctuary. It may also enable the student to be more conscious of the conservation practices which are in effect at the Bird Sanctuary. This unit was developed to teat the effectiveness of teaching aids in producing increased knowledge of conservation of natural resources. Testing the Preparatoreraterials The experimental work was carried out in the following manner: Twelve fourth grade classes were selected for the test. Four classes were put in each one of the three following groups: group I (handled as all other registered groups in the present program, group II (received tour guides and pro—trip study units, group III (received tour guides and’study units to use as a follow.up study). The classes were assigned to a group in their order of registration to give a random sample effect. Some adjustment was necessary, however, to assure that there was not a loading of one group with schools from high income status and vice versa. There were approximately 100 children in each group. The cooperating schools appear in Table VII, p. #1. b1 TABLE VII Group I Group II Group III Teacher: Mrs. Pangburn Teacher: Mrs. Carr Teacher: Mrs. Chapin School: Bently, Flint School: Gordon, Marshall School: Wilson, Number of children: 17 Number of children: 28 Kalamazoo Number of children: 27 Teacher: Mrs. Winfield Teacher: Mrs. Camp Teacher: Mrs. Brownell School: Lakeside School: Gordon, Marshall School: Wilson Grand Rapids Number of children: 29 Kalamazoo Number of children: 25 Number of children: 26 Teacher: Mrs. Ambs Teacher: Miss Klomparens Teacher: Mrs. Miller School: Colon School: Lakeside School: Woodcliff Community Grand Rapids Grand Rapids Number of children: 27 Number of children: 25 Number of children: 21 Teacher: Miss Parlberg Teacher: Miss Bergh Teacher: Mrs. Blanchard School: Lakeside School: Sibley School: Woodcliff Grand Rapids Grand Rapids Grand Rapids Number of children: 26 Number of children: 31 Number of children: 22 Group I was handled according to the plan used for several years. Under this arrangement the teacher registers her group for a visit on a particular day. When the class arrives at the Bird Sanctuary. the director, Mr. VanDeusen, orients the children on the purpose, history, animal life, management practices, etc., at the Bird Sanctuary (Figure 3, p. 9). The various areas and exhibits to visit are pointed out to the class and they are then free to roam the public area with their teacher. Neither the tour guides nor any of the preparatory materials ever got into the hands of students or the teacher of this group. Group II received tour guides and the study unit. The tour guides were given to the class two or three days before their trip so that they might become familiar with the area and know what to look for. The study unit was given to the classes approximately three weeks prior to #2 their trip to the Sanctuary. An attempt was made to get the units to the teachers sooner, but this was not possible since most of the teachers did not know for certain if and when they were going to make the trip until several weeks before the actual trip, This procedure was used to determine if children who had these teaching aids to study before their trip would gain more than those who did not have such aids. This group received no orientation aid from Mr. VanDeusen, but was accompanied by the writer throughout their stay at the Sanctuary. Group III received the tour guides a few days before attendance. The study unit was given to the teachers after completion of their tour and was used as a follow-up study. This procedure was employed to determdne whether there was an advantage in receiving materials after the trip as compared to receiving them before the trip. Group III was also accompanied by the writer throughout their stay at the Sanctuary, and no orientation aid was received from Mr. VanDeusen, The tour guides were used with 8 fourth grade classes to see to what extent they would be used by the students. The classes received the guides 2 to 3 days'before they came to the Sanctuary. Each group ‘was then accompanied as they toured the Sanctuary and was observed in this: to what extent did they use the guide? The observation check lists appear in appendix C, pp. 70-81. The results were quite disappointing. See Table VIII, p. #3. In almost every case the students simply carried the guides with them.and used them very little or not at all. The teachers made little or no effort to help the children answer the questions or use the tour guides at all. The children, as well as the adults, seemed interested “3 only in looking at the wildlife, feeding them where possible and, in some instances, taking pictures of them. Some teachers mentioned that they went over the questions in the classroom after they had had their trip and that some children returned on weekends with their parents and used the guides at that time. TABLE VIII SUMMARY OF THE OBSERVATION CHECK LISTS g E 5 a. .9 h.“ a e .3 3° t gas 3% A; o it: °tts§ 55* at... s "as ”gaze at. 2:. U2 gen-a gdef-L Had oar! "as °ssss at? §s£ 2H0 EDI-4024’ 00¢ aHE-c Bently Good Little Colon Good Little (Group I did not Lakeside Good Fair receive the Tour Group I Lakeside Good None Guide) Lakeside Good None None Neutral Siblgy Fair Little Little Neutral Gordon Good A little Some Positive Group 11 Gordon Good A little Some Positive Woodcliff Fair A little Some Positive Woodcliff Nair ' A little Some Positive Wilson Good None Little Positive Group 111 Wilson Good None Little Positive Several conclusions arose from this observation of the classes and experiment with the tour guides. The first was that perhaps the guides were above the level of interest and understanding of fourth gade children. The second was that one smaller, simpler guide might have been more easily handled than four separate sheets of paper. The third was that teachers do not seen interested in guiding the children or conducting a field trip. They seem nainly interested in keeping order and meeting their time schedule. A test was devised by the writer in order to find out how the groups compared with each other in terms of factual knowledge, attitudes, and understandings gained from their Sanctuary trip. This test is found in appendix E, Pp. 112-113. The test is a true—false test. The test items consist of information which can be gotten by a trip through the Sanctuary. Thus, a student who did not receive any preparatory helps would not lack an opportunity to gain the necessary information to answer the questions correctly if he were pro— perly motivated. The test must be nade up of such items in order to make the test results valid, since the object of the experiment was to see to what extent, if any, learning at the Sanctuary was increased due to the use of pre—training and orientation materials. This test was approved by Dr. Baten, statistician for the.Agriculture Experiment Station of Michigan State University, and considered adequate and valid for its use. The test was administered to the classes for a testing of more permanent understandings, those understandings that were apt to stay with the child longer. The test results were analyzed statistically and computations are shown in Tables I, XI, and III. A further statistical analysis of the data revealed that there is a significant difference between the pre—trained group and the non—trained group and between the pre—trained group and the group receiving follow—up material. In the first comparison it was found that the mean for the pre-trained group was 37.50 and the standard deviation was 5.53, while the mean for the non.trained group was 35.23 and the standard deviation was 5.82 (Table IX). A comparison of these data (see Computation of Degree of Reliability, p, #9) reveals that the difference of the means is significant at the .56% level. That is to say that in only .56% of the cases could this difference have occurred through chance alone. In the 45 second comparison (see Computation of Degree of Reliability, p, 50) it can be noted that the difference is even more significant. In this case it was found that the mean for group III was 3h.75 and the standard deviation was 5.78, while the mean and the standard deviation of group II were as in the first comparison, 37.50 and 5.53 respectively (Table IX). The difference of the means in this case is significant at the ,1% level. Thus in the second comparison in only .1% of the cases could this difference have occurred through chance alone. From this data it can be concluded that the group which received pre-training was better oriented for their trip to the Bird Sanctuary than the other two groups and thus they retained more in the way of factual knowledge of trees and animals and understanding of conservation concepts. It should be noted that the information in the study unit apparently' did not affect the validity of the test since group III as well as the pro—trained group, group II, had access to this information before the test was given. Thus the pre—trip study unit apparently served as an orientation device to enable the student to gain more from the tour of the Sanctuary than he would have gained had he not had this help. Inasmuch as group III had the tour guides before their trip (as did the pre—trained group) and inasmuch as there was still a significant difference in the means of the two groups, it seems logical to assume that the study unit was more influential in causing the difference between the means than the tour guide was. TABLE II DATA FOR INTERPRETING RELIABILITY OF DIFFERENCE Group Mean Score Standard Deviation Standard Error Number of of the Mean Cases I 35.23 5.82 .59 90 II 37.50 5.53 .57 95 1+6 TABLE I DETERMINATION OF STANDARD DEVIATION 8: MEAN FOR GROUP I Interval (h) Frequency (f) Deviation (d) fd fd2 50-52 47-49 ##uhé h 3 12 36 41—43 11+ 2 28 56 38—140 20 1 20 20 35-37 12 0 32-34 18 -l -18 18 29.31 9 -2 ~18 36 26-28 8 -3 —2’+ 72 23.25 2 -u - 8 32 20—22 3 -5 -15 75 17-19 __ __ 2 _ N = 90 s fd = ~23 m =345 Standard deviation 2 I Mean . M 4' = {$9.2 '- (lfl )2 , h or 9" = .332- (2312—. h N N 90 9o d~ = 5.82 Point of arbitrary origin = 36 MSAO-t fd. h N “8369- -_21.3 90 M a 5.82 1»? TABLE XI DETERMINATION OF STANDARD DEVIATION & MEAN FOR GROUP II Interval (h) Frequency (f) Deviation (d) fd fd2 50-52 b7—h9 3 4 12 “8 144.146 10 3 30 9o hl-ufl 15 2 30 60 38—140 22 1 22 22 35-37 20 0 32—3“ 13 -1 -13 13 29.31 7 -2 -1u 28 26—28 2 -3 -6 18 23—25 2 -U -8 32 20-22 -5 17-19 .1. -6 _:_6_ .16. N - 95 tfd . 47 m2 . 3&7 Standard deviation = d~ Mean 2- M d- .212- (idf‘v. h or d.: W.( . N N 95 95 fi ' 5.53 Point of arbitrary origin = 36 M-Ao.-£i . h N M236 fl . ’95 3 M- 5.53 TABLE XII DETERMINATION OF STANDARD DEVIATION & MEAN FOR GROUP III Interval (h) Frequency (f) Deviation (d) fd fd2 50-52 “7-49 hh-h6 1 3 6 18 #140 13 2 26 52 38—40 20 1 20 20 35-37 22 0 32-31} 12 -1 ~12 12 29.31 12 -2 -21» #8 26.28 8 -3 -21» 72 23-25 h -h -16 6h 20-22 2 -5 -10 50 17-19 .1 -6 :_§ _}§. N = 96 tfd a -Lto 1:de - 372 Standard deviation a at Mean a: M 9‘: 3.9.6 " (.13.)‘ - h or 9‘ = 122 "’ (9.9? N N 96 96 K- 5,78 Point of arbitrary origin - 36 M=A0+£§i h M: LII—0. 36+ 90 3 M 8 34.75 “9 COMPUTATION OF DEGREE OF RELIABILITY FOR COMPARISON BETWEEN THE MEANS OF GROUP I AND II Standard error of the mean Standard deviation Number of cases Standard error of deviation “S.E.MI) - (S.E.MqI)? 4 (.59)? - (.57)Z S.E.D. .82 Degree of reliability is determined by dividing the difference between the means, 2.27, by the S.E.D., .82. The standard error of difference (the figure resulting from the division), is then used with the table defined as the 'Fractional parts of the total area under the normal probability curve'.’ The figure obtained of .h972 is then multiplied by 2, since it represents only half of the probability curve. The degree of reliability is then found to be .99M or 99 a. _u_L_t_ %. 100 *Henry E, Garrett, Statistics IQ Psychology, Table A, p, #2“, 50 COMPUTATION OF DEGREE OF RELIABILITY FOR COMPARISON BETWEEN THE MEANS OF GROUP II AND III Standard error of the mean Standard deviation Number of cases Standard error of deviation «TS.E.M.H)2 - (S.E.M.In)2 fie??? - (.61)2 S.E.D. .83 Degree of reliability is determined by dividing the difference between the means, 2.75, by the S.EgD., .83. The resultant figure, the standard error of difference, 3.3, is then used with the table defined as the 'Fractional parts of the total area under the normal probability curve'.‘ The figure obtained of .4995. is then multiplied by 2, since it represents only half of the probability curve. The degree of reliability is then found to be .9990 or 99&_22%. 100 *Henry E. Garrett, Statistics In Psychology, Table A, p. GZH, Becaus orientat ion committee t Kellogg Bir the Sanctua 51 Because of the apparent value of the study unit as a pre—trip orientation method, the candidate decided after consultation with his committee to construct a second study unit for recommended use by the Kellogg Bird Sanctuary in its services to teachers planning to visit the Sanctuary. Deve10pment and Use g§_Second Study Unit This study unit (found in appendix F, pp. 117-175), is more specific in nature than the first unit in that it deals only with the particular birds and mammals that are to be found at the Sanctuary. There is much emphasis upon waterfowl since there are very few places in Michigan where one could so conveniently study many different kinds of waterfowl in a natural habitat. It does not include any material on trees as did the first unit, since it was felt that tree study could likely be done in the children's own school area. This is not to say that tree study is not recommended at the Sanctuary, but it was found from observation of the previous study groups that many groups do not have enough time to cover tree study in their Sanctuary tour, This unit is designed for distribution to teachers with the suggestion that they use it as a reference from which to develop study sheets or student units. The teacher can adapt the material to her particular grade level. The unit is composed of three sections: waterfowl, birds of prey, and mammals. More material is included in the unit than a teacher would likely be able to cover in one pre—trip orientation study. It is felt, however, that some teachers may want to focus on one section and some on another. Each section contains an overview of the subject 52 including factual information and general conservation understandings, sketches of the native Michigan wildlife found at the Sanctuary, selected information about the animals, student research questions, and answers to student research questions. The section on waterfowl has information on bird migration and waterfowl hunting regulations in addition to the other materials. At the end of the unit is a list of selected films, books, and pamphlets which the teacher might find helpful in her study. All information in this unit was chosen so that the teacher could thereby give the students a.knowledge of the animals at the Sanctuary. Thus, the student will know something of the importance and position of the organisms in nature and have a general understanding of the conservation concepts applying to them. It is felt that a student who knows many interesting things about the organisms, and who knows how to identify them, will be likeky to gain much more from his Sanctuary trip than those who merely look at the wildlife having little or no understanding of them. Judging from the way the tour guide was used by the test groups, it is evident that a more thorough preparation of the student and the teacher by use of units such as suggested here is of more value to the class than the placing of something in their hand to use when they arrive at the Sanctuary. 53 IV. CONCLUSIONS AND RECOMMENDATIONS Since the major purpose of this study has been to investigate the educational potential of Kellogg Bird Sanctuary, and since the educa— tional potential of such a place as the Kellogg Bird Sanctuary is so great in that it essentially involves the whole of the out-odeoors, it has been possibly only to begin the investigation in this study. Because of the apparent desire for preparatory helps on the part of most of the teachers replying to the questionnaire, it was considered advisable to devote the majority of this study to developing and testing materials to see how significant they were to the students in terms of learning, appreciation, and attitudes gained from their visit to the Sanctuary. It has been shown on preceding pages of this study that the use of preparatory material has produced significantly better results in learning, appreciation, and attitudes than occur without their use. Because this is true, the second, more extensive unit was developed for recommended use by the Sanctuary. None of these materials are at present in use by the Sanctuary. The writer recommends that, upon conclusion of this study, the teaching aids entitled "Tour Guides”,"Studies of Some Michigan Mammals, Waterfowl, Trees and Conservation Practices", and ”Conservation In School and At Kellogg Bird Sanctuary" be put out in sufficient quantities so that they are available to all schools requesting them. The materials for producing these are all owned by the Fisheries and Wildlife Department of Michigan State Uhiversity. Inasmuch as there will be expense involved in producing these units, it might be well to require the schools to pay a small fee to cover this. 5h The tour guides should be made available to the students. The preparatory unit on waterfowl, mammals, trees and conservation practices is designed for individual use also. The unit entitled "Conservation In School and At Kellogg Bird Sanctuary" is designed for distribution to the teachers only. Since this unit provides more material than a teacher would likely be able to cover in preparing one class for a trip to the Sanctuary, the unit is intended to be used as a reference for the teacher. Instructions in the unit suggest that the teacher use only certain sections of the unit at any particular time. It is suggested that the teacher use this unit as a master and produce student's units from it on ditto run-offs. The students can make their own covers and thus incorporate some art work in their study. The unit is intended for use with later elementary students, and perhaps could even be used at the Junior high level. It is conceivable, however, that a teacher could, in reproducing student units, adapt the work for use with younger children. Any teadher possessing this unit could, with some effort on her part, provide a good orientation study for her class before they visit the Kellogg Bird Sanctuary. These preparatory helps are intended for use by the teacher who sincerely desires to spend some time on pre—trip study to make the visit more profitable to the children. There have been and likely will continue to be teachers who take this trip as an outing and a look-and—run experience in the spring of the year. The type of help suggested in this study will be of little value to these teachers. To make the various helps and aids which the Sanctuary has available to the public, the writer recommends that a leaflet be sent out to the schools who registered the previoum year. This leaflet should contain 55 general information about the location, purpose, facilities, and staff of the Sanctuary, and also a description of the materials available to the school for pro-trip preparation. .A blank should be enclosed providing: a place to check those items desired and a place to put down a choice of first, second, and third dates for attending the Sanctuary. When the Sanctuary receives these requests, the materials requested can then be mailed back with a confirmation of the date for attending. For those who do not receive this leaflet because of not having been on the previous year's registration list, it would be advisable to provide in the administration building a display of these materials and services that are available with a brief description of how to obtain them. As indicated in an earlier part of this study there are many excellent conservation education programs throughout the Uhited States. The activi— ties of these programs are similar in that they all are aimed (at least in part) at more and better means of educating the public concerning the conservation of our natural resources. The methods are varied, however, since the areas, the groups served, the finances available, etc., all differ to some extent. Some things being done in many of these programs are noticeably absent from the Kellogg Bird Sanctuary. This, if desired, would be corrected by satisfying the following recommendations: 1. Develop several good nature trails in now restricted portions of the Sanctuary. (See item 17, page 28.) 2. Develop many self—operating or self—interpreting outdoor educa- tional media. Many of the outdoor-education centers across the United States employ self.operating and self—interpreting devices ‘ to teach about natural resources. The work being done at the 56 Arizona Sonora Desert Museum is particularly outstanding. Much could be done along this line at the Kellogg Bird Sanctuary, both in the present public area and in the above proposed nature trails. Develop more pre—trip and follow.up orientation and study units for teacher and student use. Some of the conservation education programs studied had several types of tours of the natural area. This necessitates study helps, both pre—trip and followaup. Thus, as the field trip program expands at Kellogg Bird Sanctuary so must the development of educational helps be increased. Set up graduate assistant stipends in order to obtain.graduate assistants during the fall and spring term (when visitation is heaviest) to conduct organized tours. The majority of the outdoor— education centers studied by the writer had sufficient staff avail- able to conduct pre-registered groups on guided field trips. This type of activity was an important part of the conservation educa. tion programs of these nature centers, since it provided outdoor interpretation which the children's teachers were not able to give. Develop several types of tours so that a class might profitably visit the Sanctuary several times. (See item 11, p. 27 and item 17. p. 28.) Restrict unregistered groups to attendance on weekends and holidays: this would eliminate running, noise, and disturbances which have a. tendency to interrupt study groups. Eliminate picnicking and selling of ice cream, pop, and candy from the Sanctuary proper so that the Sanctuary atmosphere may be more secluded and wild. Move more rapidly in the direction of replacing all foreign bird exhibits with.native Michigan wildlife. 57 BIBLIOGRAPHY BOOKS Ashbaugh, Byron and Muriel Beuschlein. Things tg_Dg_in Science and Conservation. Danville: The Interstate Printers Inc., 1960. Bathurst, Effie G. and Wilhelmina Hill, Conservation Experiences for Children. Washington: U. S. Department of Health Education and Welfare. Bulletin No. 16, 1957. Blanchan, Neltje. The Nature Library—Game Birds. New York: Doubleday, Page and Company, 1904. Bradt, G. W. and Charles E. Schafer. Michigan Wildlife Sketches. Lansing: Michigan Department of Conservation, 1955. "Birds, Ducks, Geese, and Swans", World Book Encyclopedia, Vols. B.D.G.S. Chicago: Field Enterprises Inc., 1953. Cartwright, B. W. and Angus E. Short. Know Your Ducks and Geese. New York: Sports Afield, 195“. Eifert, Virginia S. Invitation tg_Birds. Springfield: Illinois State Museum, 1948. Garrett, Henry E. Statistics Ip_ngcholggy. New York: Green and Company. 1953. Kortright, Francis H. Ducks, Geese, and Swans g§_North America. Harrisburg: Stackpole Company and Wildlife Institute, Washington, 1960. Lincoln, Frederick C. and Robert Hines. Migration g£_Birds. Washington: U. S. Department of the Interior, Circular 16, Fish and Wildlife Service, 1950. Michigan Waterfowl Identification Guide. The Mississippi Flyway Council. Vermont: Lane Press. Otis, Charles Herbert. Michigan Trees. Ann Arbor: The Regents, 1931. Peterson, Bogsr Tory. A_Fie1d Guide tg_the Birds. Boston: Hbughton Miflen Company, 1956. Pirnie, Miles D. Michigan Waterfowl Managgment. Lansing: Franklin DeKleine Company, 1935. 58 Smith, Norman F. Michigan Trees Worth Knowing. Lansing: Michigan Department of Conservation, 1952, Vantyne, Josselyn and Andrew J. Berger. Fundamentals gf_0rnithology, New York: Wiley and Sons, 1959. PERIODICALS Gebler, Charles J. "A Nature Center In the Nation's Capital“, New Horizons Magazine. Spring-Summer Issue, 1959. Taylor, Frank I. ”Want to Borrow a Pet?" The Saturday Evening Post, 195“, a reprint. MANUSCRIPT Pirnie, Miles D. "A Report of the W. K. Kellogg Bird Sanctuary". l9h7, BULLETINS Audubon Camps of America. Audubon Center of Connecticut. Arizona—Sonora.Desert Museum, Tucson, Arizona. Children's Museum of Nashville, Tennessee. Michigan Game Law Digests, 1955-1960. Rock Creek Nature Center, Washington, D. C. Sacramento Junior Museum, Sacramento, California. The Academy of Natural Sciences of Philadelphia. The Stamford Museum and Nature Center, Stamford, Connecticut. LETTERS Ashbaugh, Byron L. Supervisor of Field Services, Nature Centers for Young.America. Brainerd, John W. Chairman, National Committee for Natural Areas for Schools. Dockeray, Mary J. Director of Field Services, Grand Rapids Public Museum. 59 Gras, Hal. Public Relations Director, Arizona.Sonora Desert Museum, Tucson, Arizona. Hibbs, Clyde W. Supervisor Outdoor Practicum, New Jersey State School of Conservation, Branchville, New Jersey. Overlease, William R. Chairman Department of Education, The Academy of Natural Sciences, Philadelphia, Pa. Sanford, Jean R. Director, Outdoor Education Center, Antioch College, Antioch, Ohio. Smith, Julian W. Project Director, Outdoor Education Project, Michigan State university. Will, E. L. State University Teachers College, Oneonta, N. Y. 60 APPENDIX A 61 MICHIGAN STATE UNIVERSITY or AGRICULTURE AND APPLIED SCIENCE - EAST LANSING DEPARTMENT OF FISHERIES AND WILDLIFE .A est 0 re For The ose of Stu. Educational Po enti ls.At e Kellggg Bird Sanct11_ar_y The questionnaire at hand is an initial step preparatory to a doctoral study of "educational potentials" at the sanctuary. The study is being directed by Dr. G.W. Mouser of the department of Fisheries and Wildlife, Michigan State University. The project will be conducted with the cooperation of Mr. R.D. van Deusen, Biologist in charge of the Kellogg Bird Sanctuary. The results of this study should indicate how we my most profitably expand our services to the public schools, clubs and service groups at the Kellogg Bird Sanctuary. It is the departments desire to develop various educational helps to be used at the school and at the sanctuary. We hope to have parts of this service available for spring visitations and in order to accomplish this, we do need your help. Woujlgjou kindly fill in the Questionnaire and return it to me at the address shown below. 1. How many times have you brought groups to the sanctuary? Yes NO 2. Was the trip a part of a unit of study? Eramples—birds, plants, conservation. State the Specific title of your unit . Yes No 3. Was your visit planned as a separate educational trip rather than as a part of a definite unit? Yes No 1:. Was the trip a result of a precedent already set by the school? Yes No 5. If adequate helps were provided by the sanctuary, would you like to incorporate them and the trip as part of a unit of study? 6. Would you prefer to use the sanctuary (l) as a beginning activity in the unit of study, (2) as a conclusion, (3) as an activity in the course of your study, or (4) all three of them? Yes No 7. If you could be certain the children could gain something in terms of new interests, understandings and enjoyment each time they came, would you be likely to visit the sanctuary more than once during the school year? (Series of trips) If your answer is no, why? ‘ " . a '. . 'a- I . ...'. . _ . . , . I.‘ A ' . fr... I. . . ;.. l . ~ . n . ‘ ‘ ' ’ J ' " 4 L.' ‘ ‘ . L . " . . .. 'u' .I. p...” ‘ '. ‘ “h h I I - ‘I' \ . - 1 u .‘4’, ’ l. N- ‘ . . s .. ' ‘ o . - . ‘ ‘ ~ a. ‘ , M - c . I - , ~ . I v ’ ‘ ' ' . ~ I ’ ‘ . .. . u ' . L. . I‘ I ‘ v '1 ' ' , a r . . I' .. . .o’..._'_..‘ ‘.. . I. ‘ I (I ' .‘II.' 4 I ' I I _ A . I .. ‘I v r — u ‘ I I I I II ’ " ‘- ..“_. .. . . » . . . .L - ,__ .‘ ' . ' >I I. ‘ ' - I I o . r e l a). . . ,‘ 4. , > . V ' ' p -' e ., "\ x I I -' . ‘ ‘ - , A ' ,- . , ... _ I l- - . . ' y e'. \.-A' ' - ‘ , . . ' - C . . _ . ' . - . I . u I .A w ., a . ' . . ' ‘ ' . I _ 1 . h. , I. ,i . - . \~.“ ’ ..'. ‘ ~_ ’ . ' ’ ’ ' .‘ ' _ e A» e , , v . v . - -. ' L‘ .‘, . . 1 _ . . , _ , . ‘ . . . . ‘ . ‘ . ' n . e - -' I . ' ._ I I I III I ‘I ' P'Il 1 - , ‘ ‘ I' .‘ r . . - ._~_.‘ ', ~ . . _ ~ \ '4" 1" . ‘ . ' ‘ . 0 .~ I , . . , _ -. . ' e. - p I ' -— V ' n' . I. :‘ _.. , {l . . l_ . _ ‘ 1' - , . 4 _ . _ 1 , . L V v . l - j . . .. ,' e . ‘ a . ,,. _‘ . s ‘ ‘. I' ~ 3 . § . r - ‘ . , . . - ‘ _ . _ .. , ~ ‘ ‘ ‘ 4 | . ' . . I . . — . ‘ o ‘. . . - 'wO \.p~ - . . _ n , e‘I - ’ . , . . v , f _ ~ .. . . . 1 In . .,_ _ t . I ‘ " "' '- ‘ I‘ ! 1* a i. , - . ,. > I‘ I ’ I . I ‘ .~. v ‘ . A ' v’ ' t\’l - «» . . , x . ’ . . ' .‘. . . ’ . .. . ' - > A .. i ' - ‘ .1. . _ . - I , _ .- . t a. . ’-. ' . . . , w . - ' ~ A T e. , 1 , . ‘5‘ .- . . ‘,- n . v . ~._ . .. _r ‘ I ,~ .- . ~1 .‘ . * . ‘ . . . ' . . '~ 0‘ ' I _ . _ . . . . _ - ‘ - . ' , .‘ ‘ ' . , I ,. . I II I ‘I ‘ ‘ t ‘ » \ e . - . - , - . .. , , , ' . ‘ 'l .‘ I | u ' . . .- _ . . 4. . . ..- ... u .. . __ I. , > . e » . . I .1 \ \ ‘ r . ‘ L e . ' ,~ ‘- . r» a IJ ’- . .' ' ‘- .-. -7 . _ u. . . , < . a , . . e . . . ' .- . _ . - F , '—. .s . . '* " 3 ‘ "v: , ‘ " ‘ ’ A ' ‘ . ~| , . .. ' .. . J . , ., , r . . - _ “-7 .w.‘.~—- a.) .I Z _ _ r _ . ~ . .. . _ . ' v .. - . , .. ,7 . .. J , .. .' 0 ' - - . J , . ..., .- . , . - u”. m. , ...—-. ~~-..»_ . v.’ , - - . . ‘ . -‘ .. . .. , .4 .. ._ . . . ' ‘ \ . ' ‘ ‘ I 4- I ' ~.. ‘ .I‘ . ‘ ‘ I IN -:--l.--'-l , ..-v I - I. - . . r ‘ _ .- , . . , ' 3,. . a. p . , 4 . ‘ . . . . v -, . , - v v‘ ~ - 1 i '. - o , - . 1 .« . ' . - u ' . 'x.- - ' . . '. l ‘ _ ‘ ‘ s . 1 . p ’ ‘vr ‘ v _ H .q ’ e .- —-w. ,,. .-.—-~ , c an- 4 a A (J ' t 9.. . . . - .. . .u. - ~ ‘ ‘ ‘ ,- ' . , | I ~ ' ‘ ‘ “, ' . . ,' ‘ ' .".‘ 'J . I “r I' ‘ ' . ‘ . . . . . . . - .«x', . . 5 K . I I . . < I. —..w A.‘—'F - , , . I ' u' -\ ' ' . .. ' I . - .. , . _. . v . . N , 7‘ . ‘ . A . . , . e - ~. .‘ , . . _ oe ", \ . I ‘ . . . . e s -_ - 4 ' e - e - e ‘, f .v ,' ~..- . .. . , ’ ..~.\. . a... .... . . ‘ I ,_\ . . . , \ T yr 1 .. . r - 1 . I . . . . .. - '5 :-,r,"' "4" -. _ r ' -‘ . \ ' .‘ . . ., . ~ ‘ I I .1...‘ m-v ~-» ”— . . . ‘ n t \ ' ~ ‘ : ' r.‘ ' . \ - r. . .e - ~ I' ‘ .. , .l‘ . . “ I \ I l 4 “ . ' ..' - \,‘ . _ . ‘ . .l , . , ' l. e . . . .; - ~p _ v ' x: 4 - l - " ’. ’ ‘I ‘ . " . ~ ‘ I. ,‘ e - . , -. . , . . I o (. ' . o ’ ‘ . ‘ ,. _, V v a. . , 4 , A ‘ - - - . ‘1 r, . r- . I. '1 ~ " . I H... ' _ . ._4 J , ‘ , . . _ ~ - .-. H "a- .. _..._. . t, . . . _ ~. . I I ' ‘ - ’I " '-. I .- '.'». 4 'Q ‘ v . ‘ n ‘ - A. . ‘ l , I- ' ‘ V ‘.' v I.’ '. . '. . .- . ‘ ‘ ‘. . I ‘.‘, _ . -a e g . \ I , p ‘ v ,- ., .. ' . . 4 g . a . I I II . I e " -' u ‘ , ._ ~ . . .__ , . 1 ' ‘. . . .. v. ' - "e ‘.. I r: ,. _ . , - . l - - - ' .—, . J u ,- ,' . ~« . .v’ ‘1 ' .. l . v: e ‘ ‘7 u' . , . _ _ ,1. . . '- 1 . - s. " --.-‘4 . . . _‘ ‘-I 3 ‘ 4 - . .' .' '._ ' , - -. 4 _. I “ e a . 'e 5—»... ,,.U.'~_ ’_- I ‘v‘ .‘ ‘ 3 ~ .. w. .-... . . p ' " -- . v . _ - . _ __. . ,. -...-.-....... w . ,., . a.-- . <. .... r- ,.. . , .--. Yes Yes Yes No We 9. 62 Questionnaire-Kellogg Bird Sanctuary _ 2 - Would you use pro-trip preparatory materials in your school if they were available? Do you thinkzyour school would be interested in.a progressive series of trips and materials, so that students could have sequential training at the sanctuary possibly through grades “-10. w: 10. Do you feel children would get more from their trip if they could discover more about the wildlife at the sanctuary for themselves, rather than being told about it? 11. Which of the following do you feel are most desirable in terms of understanding gained from a day at the bird sanctuary. Please number in order of importance. 1. History and background information on the developments of Kellogg Bird Sanctuary. 2. Discussion of resen.rch projects and activities as they pertain to individual birds and animals. 3. Factual knowledge of birds and other animals. n. Factual knowledge of plants, as well as birds and other animals. 5. Understanding relationships involving both plants and animals. 6. Conservation understandings. PLEASE RETURN TO: HAROLD Z. SNYDER 357 Bailey St. East Lansing, Michigan . , . . . s . . a . a . . . . . . . e .\5 VI . e I 0 . r v ‘d a v.’ . s . 4 r H . U. . y - . P . . . . . . . s . v .r . \ .. . . . . r s u . . . . .I . . . . . I . u r . Q t. . . . .v . e . . . . I. I. . . 4. . L I . . a _ I I v n s . . . . .u\ l . . . w . D a a . . C e I e . I ~ I . 4 s a . O . .. . . a n e s V t . . , a .. I ; — . . . f .. J a .. a . . . r . a . . I t I _ e. . n. . I. . . ,. . .. I ~ . . . f . ; . u a .L . . er a . I . a: .. , v x . . . l . . . r . . .- .«e 63 APPENDIX B Materials Used In the Compilation of the Tour Guides on the Succeeding Pages Are From the Following Sources: Michigan Wildlife Sketches, published by the Michigan Department of Conservation. Michigan Trees, by Charles Herbert Otis. Kellogg Bird Sanctuary Map, produced by R. D. vanDeusen. LOFFICE . zonescroes HOUSE aemocuuss 4.WATERFOVIL CHART aulsanuou can? snouamuu ZTURKEYVULTURE SHAWK3.0WL8 a£A6L£ nouns“): uuszuu bi ’\ AREA ONE LOOK FOR THE SIGN OF THE CANADIAN GOOSE HERE YOU WILL FIND WATERFOWL* GEESE Canadian goose Hutchins goose Alaska cackler Barnacle goose Blue goose Snow goose White fronted goose Chinese goose Egyptian goose SWANS WhooPer swan Whistling swan Mute swan Black swan DUCKS GREBES Black duck Mallard duck Wood duck Pintail duck Canvasback duck Redhead duck Ring-necked duck Lesser scaup duck *Waterfowl periodically feed in back areas and nearby fields and thus all may not be seen at once. EDUCATIONAL BULLETIN BOARDS ‘Migration Chart Waterfowl Chart LAKESIDE MUSEUM Wildlife Exhibits: Swan Display Birds of Prey .Migratory Ducks, Coot, Grebe &.Mergansers Life History of Canada Goose Mammals of Michigan Pictures of various sanctuary activities and research projects carried on at the sanctuary. Automatic projector with 30 color slides showing general activities of the sanctuary. Nature books and teaching aids on sale weekends and.holidays, available at . office at other times. ‘ Michigan game law digest. (YOur teacher may take a few back to your classroom) LARGE BIRDS OF PREY Bald Eagle Osprey Great Horned Owl Redtailed Hawk Turkey Vulture THERE IS MUCH TO SEE HERE WATCH THE WATERFOWL . Are swans bigger than geese? Are geese bigger than ducks? There are several kinds of swans. How many can you count? There are several kinds of geese. How'many can you count? There are several kinds of ducks. How many can you count? Some of the birds have plastic or metal bands on their necks or bills. Why do you think this is? How'many kinds of these birds do you think we can hunt? If you want to know more about this, have your teacher pick up a few Muchigan game law digests in the lakeside museum. Some waterfowl dive down under the water looking for food. Others look for food by tipping their tail up and putting their head under the surface. Can you tell which ducks are divers and.which ones are dabblers? LOOK CLOSELY AT THE BIRDS OF EREY Can you tell which parts of the birds body assist them in attacking their prey? If these birds are ”bad? as some people think they are, why do you think our game laws protect them? What reasons can you think of for these birds being in cages while the waterfowl are not? I. BULLETIN BOARD . RACCOON . E ND RED FOX SZWHITE-TAILED DEER LOOK FOR THE SIGN OF THE RED FOX AREA TWO HERE YOU WILL FIND PHEASANTS AND PEAFOWL COYOTE RED FOX RACCOON WHITE TAILED DEER Blue peafowl White peafowl Golden pheasant Lady Amherst pheasant Chinese Ringneck pheasant Blacknecked pheasant Mongolian pheasant Mutant pheasant Francolin GET AQUAINTED WITH THE PHEASANTS AND PEAFOWL One kind of pheasant is hunted in Michigan. Can you tell which one? Some birds are raised like chickens and turned loose on farms to hunt. Do you think the pheasant would be a good bird to use for this? 0-7911 Where do you think these pheasants would go if released from their pens? From observing these pheasants in their pens, can you tell what would be a good food to put out in your backyard for them in the winter? What animals in this area are enemies of the pheasant? Why do you think the peafowl do not go away from the area? ; Do you think it would.make any difference if they were all letout? Do the bright colors of the peafowl fit in better with Michigan surrounding or tropical surroundings? Do you think the peafowl are native to Michigan? WAIS OF THE COYOTE.ANDJRED FOX These animals are called mammals because they have hair and nurse their young. Do these animals eat meat or grain? Do you think these animals are helpful or harmful to our game animals which we hunt? These animals have a bounty placed on them. 'What does this mean? What part of these animals' bodies would enable them to capture and.kill other animals? HABITS OF THE RACCOON Raccoons often dip their food in water before they eat it. Is this because q they are naturally clean or do you think there is another reason? Raccoons eat small animals such as frogs and insects and may also prey on young ducklings. Study the raccoon fur. Why do you think it would make a nice fur coat or coon skin cap? What distinctive markings do you look for when identifying the raccoon? THE WHITE TAILED DEER FAMILY Are these deer in a habitat which is natural to them? By seeing the area in which the deer are found, can you tell what they feed on? Are there any "bucks” among these deer? Do you think we should allow no hunting of deer in Michigan? If your answer is no, can you give good reasons why? What parts of a deer's body does he use for escape and protection against his enemies? fee? 6? N ’\ I. RESTROOMS 2. OFFICE 3. REFRESHMENTS 4. SOUIRRELS AND SMALL BIRDS 0F PREY 5. SPRUCE PLANTATION 6. SKUNKS AREA THREE LOOK FOR THE SIGN OF THE FOX SQUIRREL HERE YOU WILL FIND FOX AND BLACK SQUIRREL SPARROW HAWK SCREECH OWL SKUNK OBSERVATIONS TO MAKE IN THIS AREA--HERE WE HAVE MUCH TO LEARN SEE THE SQUIRRELS How do the fox and black squirrels differ, other than in color? What parts of the squirrels body enable them to collect, store, and eat nuts? What animals do squirrels sometimes molest? Do you think the houses provided here are similar to the ones squirrels use in nature? Are we allowed to hunt these squirrels in Michigan? 0-2812 VISIT THE SPARROW HAWK Why do you think this bird is called a sparrow hawk? Do you think this hawk could kill animals bigger than itself? How is this bird equipped to attack its prey? Do you think this bird is more harmful than good? STUDY'THE SCREECH OWL What kind of a noise do you think this owl makes? How does the owls vision differ from other birds? What can you remember about this owl to help you recognize it if you should see it in the wild? If you watch the owl blink, you can see a second eye lid. What do you think this is for? WATCH THE SKUNK Why don't these skunks squirt pe0ple with their "perfume"? What is the main value of skunks to man? Which of the following foods do you think the skunk would eat? Insects---Grain--ince---Birds WOuld a skunk be likely to attack other animals with his claws and teeth? g 2. PHEASANT AND OUAIL 3. SANDHILL CRANE I. RED PINE PLANTATION x 4. OAKS ’AREA FOUR LOOK FOR THE SIGN OF THE MAPLE LEAF HERE YOU WILL FIND PHEASANT, QUAIL.AND RARTRIDGE TREES Bobwhite Japanese Walnut Red Mulberry California Valley Quail Redbud Red Cedar Chukar Partridge Hickon ' Pignut Hickory Versicolor Pheasant White Cedar Chinese Chestnut Reeves Pheasant Black Walnut White Birch MongolianéReeves cross Heart nut Largetooth Aspen Mutant and White cross White Pine Black Locust Golden pheasant Pecan Weeping Willow Lady Amherst hen Scotch Pine Spruce Plantation Silver Pheasant Japanese Crab Apple Red Pine Plantation Oak Grove (Red Oak) DO YOU KNOW "Homer" the SANDHILL CRANE 0-2813 This bird is a native of Michigan. Why do you suppose this bird has such a long bill and long legs? What kind of a habitat would you expect this bird would enjoy? Do you think this bird would be a swift flyer or a slow one? Why doesn't this bird fly out of his pen? _. Which of the following kinds of food do you think this bird would eat? Frogs ---Mice---Seeds ---Water Weeds Why do you think the birds nose openings are located so far up his beek instead of down at the end? STUDY THE PHEASANTS, QUAIL AND PARTRIDGES All of these birds, except the Bobwhite, come from outside of Michigan. Do you think the color of these birds would allow them to blend in well with plants and other objects of the fields in Michigan? What do we mean when we say a bird is a native of Michigan? Do these birds look anything like our Michigan quail or bob-white? Do we have any partridge in Michigan which are considered native to our state? HOW SOME OF OUR REES DIFFER MANYOFTHETREES INTHISAREAAREIMPORTEDFROMOUTSIDETHESTATEANDARE NOT NATIVE OF MICHIGAN. FIND: A pine tree with two needles in a cluster. A pine tree with five needles in a cluster. A large group of evergreens with short needles. Trees whose leaves look like this. ,.,«x ., «at; 69 APPENDIX C 7O OBSERVATION CHECK LIST TEACHER Mrs. Pangburn GROUP I SCHOOL Bently SCHOOL LOCATION Flint GRADE Fourth NUMBER OF CHILDREN IN GROUP 18 NUMBER OF ADULTS IN GROUP ’4 TIME SPENT AT THE SANCTUARY One hour and a quarter ATTENTION AND INTEREST OF CHILDREN Good AMOUNT OF OUT-DOOR.INTERPHETATION SUPPLIED BY TEACHER Little USE OF TOUR GUIDE Control group did not receive it TEACHERS INTEREST IN TOUR GUIDE Did not receive it NUMBER OF CHILDREN WHO HAVE ATTENDED KELLOGG BIRD SANCTUARY BEFORE WAS THE SANCTUARY TRIP PART OF A SERIES OF STOPS OR THE ONLY STOP? One stop 0 TEACER Mr: SCHOOL CO7 SCHOOL LOCA‘I' GRADE HUMEER 01' CH DEER 01" AD‘ TENS-E SPH‘I‘I‘ A' ATTEITICH Alfi AMOUNT OF OU’ 1'53 01? TOUR I :ncms marl ”9E3 01? CHI “5 THE sac-z One St op 71 OBSERVATION CHECK LIST TEACHER, Mrs. Ambs GROUP I SCHOOL Colon Community SCHOOL LOCATION Colon GRADE Fourth NUMBER OF CHILDREN IN GROUP 27 NUMBER OF ADULTS IN GROUP 7 TIME SPENT AT THE SANCTUARY One hour ATTENTION AND INTEREST OF CHILDREN Good AMOUNT OF OUT—DOOR INTERPRETATION SUPPLIED BY TEACHER Little USE OF TOUR GUIDE Control group did not receive it TEACHERS INTEREST IN TOUR GUIDE Did not receive it NUMBER OF CHILDREN WHO HAVE ATTENDED KELLOGG BIRD SANCTUARY BEFORE WAS THE SANCTUARY TRIP PART OF A SERIES OF STOPS OR THE ONLY STOP? One stop 72 OBSERVATION CHECK LIST TEACHER Mrs. Winfield GROUP I SCHOOL Lakeside SCHOOL LOCATION East Grand Rapids GRADE Fourth NUMBER OF CHILDREN IN GROUP 25 NUMBER OF ADULTS IN GROUP 8 TIME SPENT AT THE SANCTUARY One hour ATTENTION AND INTEREST OF CHILDREN Good AMOUNT OF OUT—DOOR INTERPRETATION SUPPLIED BY TEACHER Fair USE OF TOUR GUIDE Control group did not receive it TEACHERS INTEREST IN TOUR GUIDE Did not receive it NUMBER OF CHILDREN WHO HAVE ATTENDED KELLOGG BIRD SANCTUARY BEFORE WAS THE SANCTUARY TRIP PART OF A SERIES OF STOPS OR THE ONLY STOP? Part of a series of stops 73 OBSERVATION CHECK LIST TEACHER Miss Parlberg GROUP I SCHOOL Lakeside SCHOOL LOCATION East Grand Rapids GRADE Fourth NUMBER OF CHILDREN IN GROUP 26 NUMBER OF ADULTS IN GROUP 10 TIME SPENT AT THE SANCTUARY One hour ATTENTION AND INTEREST OF CHILDREN Good AMOUNT OF OUT~DOOR INTERPRETATION SUPPLIED BY TEACHER None USE OF TOUR GUIDE Control group did not receive it TEACHERS INTEREST IN TOUR GUIDE Did not receive it NUMBER OF CHILDREN WHO HAVE ATTENDED KELLOGG BIRD SANCTUARY BEFORE Not determined ‘WAS THE SANCTUARY TRIP PART OF A SERIES OF STOPS OR THE ONLY STOP? Part of a series of stops 7n OB SERVATI ON CHECK L I ST TEACHER Miss Klomparens GROUP II SCHOOL Lakeside SCHOOL LOCATION East Grand Rapids GRADE Fourth NUMBER OF CHILDREN IN GROUP 25 NUMBER OF ADULTS IN GROUP h TIME SPENT AT THE SANCTUARY One hour and a quarter ATTENTION AND INTEREST OF CHILDREN Good AMOUNT OF OUT—DOOR.INTERPRETATION SUPPLIED BY TEACHER None USE OF TOUR GUIDE None TEACHERS INTEREST IN TOUR GUIDE Mildly interested NUMBER OF CHILDREN WHO HAVE ATTENDED KELLOGG BIRD SANCTUARY BEFORE WAS THE SANCTUARY TRIP PART OF A SERIES OF STOPS OR THE ONLY STOP? Part of a series - . ... ..‘-- 5"" Saab/\- F,"ALI I r in»: \ .6- 75 OBSERVATION CHECK LIST TEACHER Miss Bergh GROUP II SCHOOL Sibley SCHOOL LOCATION Grand Rapids GRADE Fourth NUMBER OF CHILDREN IN GROUP 31 NUMBER OF ADULTS IN GROUP 5 TIME SPENT AT THE SANCTUARY One and one—half hour ATTENTION AND INTEREST OF CHILDREN Fair AMOUNT OF OUT—DOOR INTERPRETATION SUPPLIED BY TEACHER Little USE OF TOUR GUIDE Very little TEACHERS INTEREST IN TOUR GUIDE Neutral NUMBER OF CHILDREN WHO HAVE ATTENDED KELLOGG BIRD SANCTUARY BEFORE 0 us THE SANCTUARY TRIP PART OF A SERIES OF STOPS OR THE ONLY STOP? Only stop 76 OBSERVATION CHECK LIST TEACHER Mrs. Carr GROUP II SCHOOL Gordon SCHOOL LOCATION Marshall GRADE Fourth NUMBER OF CHILDREN IN GROUP 28 NUMBER OF ADULTS IN GROUP 7 TIME SPENT AT THE SANCTUARY One hour ATTENTION AND INTEREST OF CHILDREN Good AMOUNT OF OUT—DOOR INTERPRETATION SUPPLIED BY TEACHER A little USE OF TOUR GUIDE Used it in part TEACHERS INTEREST IN TOUR GUIDE Positive reaction to it NUMBER OF CHILDREN WHO HAVE ATTENDED KELLOGG BIRD SANCTUARY BEFORE 5 WAS THE SANCTUARY TRIP PART OF A SERIES OF STOPS OR THE ONLY STOP? One stop only 77 OBSERVATION CHECK LI ST TEACHER Mrs. Camp GROUP II SCHOOL Gordon SCHOOL LOCATION Marshall GRADE Fourth NUMBER OF CHILDREN IN GROUP 29 NUMBER OF ADULTS IN GROUP 5 TIME SPENT AT THE SANCTUARY One hour ATTENTION AND INTEREST OF CHILDREN Good AMOUNT OF OUT-DOOR INTERPRETATION SUPPLIED BY TEACHER A little USE OF TOUR GUIDE Used it in part TEACHERS INTEREST IN TOUR GUIDE Positive reaction to it NUMBER OF CHILDREN WHO HAVE ATTENDED KELLOGG BIRD SANCTUARY BEFORE WAS THE SANCTUARY TRIP PART OF A SERIES OF STOPS OR THE ONLY STOP? The only stop 78 OBSERVATION CHECK LIST TEACHER Mrs. Miller GROUP III SCHOOL Woodcliff SCHOOL LOCATION East Grand Rapids GRADE Fourth NUMBER OF CHILDREN IN GROUP 21 NUMBER OF ADULTS IN GROUP 3 TIME SPENT AT THE SANCTUARY One hour ATTENTION AND INTEREST OF CHILDREN Fair AMOUNT or OUT-DOOR INTERPRETATION SUPPLIED BY TEACHER A little USE OF TOUR GUIDE Used it in part TEACHERS INTEREST IN TOUR GUIDE Positive reaction to it NUMBER OF CHILDREN WHO HAVE ATTENDED KELLOGG BIRD SANCTUARY BEFORE WAS THE SANCTUARY TRIP PART OF A SERIES OF STOPS OR THE ONLY STOP? Part of a series of stops 79 OBSERVATION CHECK LIST TEACHER Mrs. Blanchard GROUP III SCHOOL Woodcliff SCHOOL LOCATION East Grand Rapids GRADE Fourth NUMBER OF CHILDREN IN GROUP 23 NUMBER OF ADULTS IN GROUP 3 TIME SPENT AT THE SANCTUARY One hour ATTENTION AND INTEREST OF CHILDREN Fair AMOUNT OF OUT-DOOR INTERPRETATION SUPPLIED BY TEACHER A little USE OF TOUR GUIDE UBed them in part TEACHERS INTEREST IN TOUR GUIDE Positive reaction to it NUMBER OF CHILDREN WHO HAVE ATTENDED KELLOGG BIRD SANCTUARY BEFORE 3 WAS THE SANCTUARY TRIP PART OF A SERIES OF STOPS OR THE ONLY STOP? Part of a series of stops 80 OBSERVATION CHECK LIST TEACHER Mrs. Chapin GROUP III SCHOOL Wilson SCHOOL LOCATION Ralanazoo GRADE Fourth NUMBER OF CHILDREN IN GROUP 27 NUMBER OF ADULTS IN GROUP 3 TIME SPENT AT THE SANCTUARY One hour ATTENTION AND INTEREST OF CHILDREN Good AMOUNT or OUT—DOOR INTERPRETATION SUPPLIED BY TRACER None USE'OR TOUR GUIDE Very little TEACHERS INTEREST IN TOUR GUIDE Positive reaction to it NIEBER OF CHILDREN WHO HAVE ATTENDED KELLOGG BIRD SANCTUARY BEFORE 5 WAS THE SANCTUARY TRIP PART OFAA SERIES OF STOPS OR THE ONLY STOP? Only stop 81 OBSERVATION CHECK LIST TEACHER Mrs. Brownell GROUP III SCHOOL Wilson SCHOOL LOCATION Kalamazoo GRADE Fourth NUMBER OF CHILDREN IN GROUP 28 NUMBER OF ADULTS IN GROUP 3 TIME SPENT AT THE SANCTUARY One hour ATTENTION AND INTEREST OF CHILDREN Good AMOUNT OF OUT-DOOR INTERPRETATION SUPPLIED BY TEACHER Nona USE OF TOUR GUIDE very little TEACHERS INTEREST IN TOUR GUIDE Positive reaction to it NUMBER OF CHILDREN WHO HAVE ATTENDED KELLOGG BIRD SANCTUARY BEFORE 2 HAS THE SANCTUARY TRIP PART OF.A SERIES OF STOPS OR THE ONLY STOP? Only stop 82 APPENDIX D 83 Materials used in the Compilation of the Uhit Shown In The Succeeding Pages Are From The Following Sources: Michigan Wildlife Sketches. published by Michigan Department of Conservation. Michigan Trees, by Charles Herbert Otis. Michigan Waterfowl Identification Guide. published by the Mississippi Flyway Council. New York State Conservationist. Dec.—Jan. Issue. 1958-1959. STUDIES OF SOME MICHIGAN MAMMALS, WATERFOWL TREES AND CONSERVATION PRACTICES ) MICHIGAN STATE UNIVERSITY DEPT. OF FISHERIES AND WILDLIFE COVER PICTURE USED BY PERMISSION MICHIGAN DEPT. OF CONSERVATION 85 ON THE PAGES THAT FOLLOW ARE THINGS TO DO WHICH WILL HELP YOU LEARN MORE ABOUT MICHIGAN PLANTS AND ANIMALS. BY USING SOME BOOKS THAT YOUR TEACHER WILL KNOW YOU CAN FIND OUT ALL THE INFORMATION YOU NEED TO COMPLETE THIS UNIT. READ THE DIRECTIONS BEFORE YOU START. 86 ALL MAMMAL PICTURES IN THIS BOOKLET ARE FROM MIC HIGAN WILDLIFE SICETCHES AND HAVE BEEN USED WITH THE PERMISSION OF THE MICHIGAN DEPARTMENT OF CONSERVATION 87 TO THE TEACHER We have planned it so. and sincerely hope that this unit will not require lengthy lesson preparation time. For the most part. the students can complete the work on their own. It will be necessary for you to familiarize yourself with the unit and read the brief information sections entitled "For the Teacher”. You.then will need to be a resource person to guide the children in the use of suggested references. This material is not intended to supplant your science program. rather to supplement it. We offer this to you to use as you see fit as an aid to learning in conjunction with your visit to Kellogg Bird Sanctuary. 88 FOR THE TEACHER Information to Accompany the Mammal Sheet Actions and antics of our Michigan mammals rarely fail to get an audience with young and old alike. Recognition of our mammals is relativeLy easy. However, there are many fascinating facts about these interesting animals that have remained obscure to the average individual. Here are some facts you.might like to help your children discover. Answers will be found in Michigan Wildlife Sketches. 1. 5. 6. 7. 9. 10. Which animal is the size of a.Michigan nayy bean at the time of birth? Opossum Which.animal has been in some instances forced to move its home from hollow trees (which are no more) to field tile? Racoon Which of the animals belong to the dog family? Fox. coyote. wolf. Which animal probably does most of its hunting from trees yet catches its food on the ground. Bebcat Which.animal or animals get much of their food from trees? Squirrels Which animal is old man "ground hog". Woodchuck Does the raccoon always wash its food before eating it. Generally, but not always. Which is the most valuable fur bearing animal? The muekrat. since it outdistances all other animals in number and total value of pelts marketed. Which of our Michigan mammals have disappeared from Michigan? p. 57 Which.anima1 can cause another to be temporarily blind? Skunk 89 Here are ways to group these animals: A. J K. L Night feeders Day feeders Ground dwellers Tree dwellers Water dwellers Meat eaters Vegetable eaters Meat and vegetable eaters Those that have several young at a time Those that have one or two young at a time mtmmu Dog family Uses to man (Conservation) grouping: Predators to keep pest animals such as mice under control. Meat for man. Furs for man. Sport in hunting them. Nuisance animals--wa? Are they always? SOME MICHIGAN MAMMALS HHAVHH XOtI CIHH .LV‘dXSflW ELLOAOO )INFDIS NOOODV‘d .LVDHOH WHSSOJO )IDnI-IDCIOOM SEHnIOII-I IHQIH :HI Minun aICHJ filth! 0'11”“;- qu HN DIETA'IOAA SHOT/N TENNIn‘oS 91 FOR THE TEACHER Instructions for the use of Bird Sketches There is real satisfaction in knowing Michigan's waterfowl: l. A simple outline of study: A. II. Some A. B. Clues for recognition Behavior Patterns Uses and Abundance Management Techniques suggestions for the teacher: Recognition 1. Your students have been supplied with.a set of pen and ink drawings which if studied provide simple yet adequate ”quick check" clues to the recognition of a goodly number of Michigan waterfowl. Effective use of these sketches along with a set of flash cards should set the stage for an interesting experi— ence at the sanctuary, as practically all of these birds are to be seen at the sanctuary. You can acquaint your students with the main groups of waterfowl since representative species are included in the sketches--these also are to be found at the sanctuary. Behavior Patterns 1. Some ducks are surface feeders or dabblers—-their characteristics are as follows: a. They tip up to feed. b. Their legs are placed near the center of their C. 92 body-—they can walk on land. c. They usually swim with their tail held clear of water. d. They spring into the air as they take off from the water. 2. Some ducks are divers or deep water feeders. a. They dive completely under the water. b. Their legs are placed far'back on their body;- they experience difficulty in walking on land. c. They usually swim with their tail held close to the water. d. They run on the surface of the water in their take off. 3. Individual species of ducks have other interesting behavior patterns. The following books tell other interesting facts about ducks. (See list below). USe and Abundance Some of our ducks are more palatable (tasty) than others. Some ducks have values other than meat for the table. Individual research.will shed more light on these tOpics. l. The Ducks. Geese and Swans gf_NOrth.America. c.f. color plates in back of book. By Kortright. pub. by Am. Wildlife Institute. 2. Audubon Bird Guide. Doubleday and Co., by Richard Pough. 3. A_Field Guide to the Birds. By R. T. Peterson. Pub. by Houghton Miflin Co. The following aids are being supplied for teacher reference: 1. Michigan Waterfowl Identification Guide. Pub. by Mississippi Flyway Council. 2. Know Your Ducks §_Geese. Pub. by Sports Afield. 93 IDENTIFYING WATERFOWL ' EEN HEAD YELLOW HILL WHITE COLLAR RUDOY BREAST BILL COLOR VARIES FROM SOLID GREENISH YELLOW TO HIGH (H E YELLOW DEPENDING UPON AGE AM) SEASON KILLED J, A» BROWN HEAD Directions: The birds on the right are the same as the ones on the left. Study colored pictures of these birds and color in the birds on the right. Be care— ful to put their natural colors in. Under the picture on the left state whether the bird is a diving bird or a dabbling bird. Under the picture on the right, write the bird’s common name. In part from Waterfowl Information Guide published by The Mississippi Flyway Council. O~2763-l 91$ . (HESINL‘I HEAD ‘ ' j ‘ LONb SLOPING PROFILE, BLAOI BILL . 5 _ " ' ‘l 5 “<1 ' ¥ .- ‘ » . - ‘ é»: A > ‘ , »__ , M ALK RFEASI p; . BROWN HIAD WHIIE MARX SLIGHI (PESI #7 BLAO< HEAD WIIH PURPLSH TINGE GRAY BACK BROAD BLUE GILL emu may / LIGHI PLANKS 02763 -2 In part from Waterfowl Information Guide published by The Mississippi Flyway Council. 95 d war PAICH ADULI MALE HIGHLY (OLOICD (HESTNUI HEAD IGH ABHUPI FOREHEAD BLUK ILL. not w BLACK gnu“ ‘ commuous ILL RING HiSINUI COLLAR /BI.AO( BREAST WHI‘IE PAKH In part from Waterfowl Information Guide published by The Mississippi Flyway Council. 04763-3 I‘.\y..K\-. I IINILI I IIIIIII fl... 96 METALLK GREENISH-BLA(K NOT (RESTED NOSTIIIL POSITIONED NEAT! (ENTER ‘ OI' BILL want BILL «uni PATCH / SLATE GRAY BODY 2" n ADULT HEAD Directions: Place the name of the group to which the bird belongs under the picture on the left and the common name of the bird under the picture on the right. example: geese Blue Goose Color in the birds on the right according to their natural coloration. In part from Waterfowl Information Guide published by The Mississippi Flyway Council. 02763 A u .r . ’Kl. n.1, .Yh.s1¥d‘.li/ vir’d’laycrlh‘wh... IV. 1......7 V... ,. In w ‘ H I— } . I n v . .a . . I. u. .1. \ 9? IMMATURE BIRDS HAVE GRAY-WHITE PLUMAGE WITH DULL PINXISH BILL BLACK BILL SEXES ARE SIMILAR (ARMS NECK HELD ERECT . V BLACK BILL WHITE PAKH ILACK NECK / , _ BLACK HEAD, PURPUSH IKIDESCENCE BLACK BILL WHITE RIBEED WHITE BREAST AND BELLY / In part from Waterfowl Information Guide published by The Mississippi Flyway Council. 0-2763-5 98 FOR THE TEACHER Instructions for using the tree plates The four pages of tree leaves and their fruits are examples of common trees in Michigan which are useful to man and animals alike. One of the common means of identifying trees is by the shape of the leaf. By studying the examples of leaves and fruits shown and comparing them with the trees shown in the references provided, the student should be able to properly identify the trees. It is good when a student can identify a tree but still better if he knows something of its value to man and animals. For this reason, the exercise calls for two examples of what the tree is used for and two examples of animals which receive food from the tree. In certain instances any given animal may secure food fronimore than one of the trees shown. This information may be obtained by the student when he reads about the trees in the references provided. It is very likely that the students will gain additional informan tion and appreciation concerning trees while they are seeking the specific answers. References provided to aid in tree study: 1. Michigan Trees Worth Knowing. Pub. by Michigan Department of Conservation. Cost 30¢ 2. Golden Nature Guide. some COMMON mess AND THEIR uses Directions: In each of the above examples there is shown one or more leaves of a common Michigan tree and the fruit of that tree. On the first line below the picture write the common name of the tree from which the leaf and fruit come. On the second line give two examples of what the tree or its parts can be used for. On the third line give two examples of animals which use some part of this tree for food. 100 101 A. 103 THINGS TO DO WHEN STUDYING THE NATURAL RESOURCES CHART Good Use 1. Talk about natural resources with the teacher. 2. Study the part of the chart which shows good land use. List the numbers which have to do with.tree conservation. 3. List the numbers which have to do with soil conservation. a. List the numbers which have to do with conservation of fish and wildlife. 5. List the numbers which have to do with conservation of water. 6. Many of these practices will be found in the area of the sanctuary. After you have been to the sanctuary, make a list of those you saw in the area. Misuse I. Study the part of the chart showing misuse of the land. Tell why you.think each example of misuse is harmful. 2. What is your responsibility in keeping our country from looking like this area? 10h FOR THE TEACHER -- SUGGESTIONS FOR USE OF THE NATURAL RESOURCES CHART. Read these information sheets. They should serve as a guide to pointing out good and bad use of the land as illustrated by the chart. ADDITIONAL EXPLANATIONS OF THE LEGEND SHOWN ON THE NATURAL RESOURCES CHART. Good Use 1. Fire protection-—During the dry season look out men keep watch on the acreage assigned to them to detect rising smoke. If further inspection reveals a forest fire, men and equipment are immediately sent to put it out. 2. Watershed Protection——Water runs to the rivers and lakes from the higher elevations. The combined hills which provide this water are termed the watershed. Trees, shrubs and grasses help reduce the rapid run-off of water from these areas. Protecting these plants against destruction is actually protecting the watershed. 3. Good forestry-—Selective cutting is shown in this area. Trees that have reached adequate growth are cut out, leaving room for younger trees. h. Fenced woodlot-This woodlot has been fenced in so that cattle may not graze in it. Farm animals in a woodlot destroy the young trees. injure roots of older trees and make paths that serve as paths for water as well as animals. Thus encouraging galley erosion in the woodlot. 5. Fencerow covers—When the farmer does not new or cultivate close to the fence but allows weeds and small shrubs to grow along the fencerow, the animals may receive food and shelter (cover) in these areas. 6. Farm pondp-Farm ponds are good on most any farm. Farm animals may obtain water here, fish may be stocked for fishing, wild animals may find water to drink and habitat here. Scenic beauty is also added to the farm. 7. Gudly cover-~Growing grasses and shrubs or trees in a.gmlly pre— vents further erosion and provides food and shelter for wildlife. 8. Contour farminga-Plowing, cultivating and planting around the slope often referred to as on the level, instead of up and down, reduces water run—off and soil loss. 9. Watershed reservoirs for town—-Because of good cover on the land the water runs off slowly and constantly or percolates into the ground and can be stored in ample supply for the town's needs. 10. ll. 12. 13. lb. 15. l6. 17. 18. 19. 20. 21. 105 - 2 - Public fishing+-Good clean waters may be used for producing good game fish. Many other uses can be made of clean bodies of water. What are they? Wildlife marsh—-5hallow waters if not polluted are good habitats for wildlife such as the muskrat, ducks. geese and various song birds. Clear streamn—Cover on the land and protection from pollution keeps this stream clear and useful to man and animals. Stream bank deflectors--8tones and logs may be used to protect the banks from eroding but do increase the speed of stream flow at that point. Rapid flow increases the oxygen content and serves other functions which attract trout. V;damp—Increases the speed of flow. thus increasing the oxygen content and attracting trout. Also directs main stream of flow to any desired point or course. (Stream bank cover-_This protects the banks from erosion and pro— vides shade to keep water cooler. Good farm.with.pond--Wise use and planned management of the soil, water, forests and wildlife on a farm result in a productive and beautiful farm. Reforestation on steep slope-~Some slepes are too steep for field crops so serve best for permanent forest type cover. Lumber may be harvested from this and wildlife find shelter here. Trees protect soil and conserve water. Public beach. bath houses and parking lot——At this point the stream.has been dammed up to produce a small lake. Its proximity to the town makes it a good area to use for this purpose. Good land use for recreation. Sewage treatment plant—-This illustrates the right way to deal with sewage materials that will eventually make their way into the stream. The release of untreated sewage into rivers and streams produces pollution with all associated problems. Industrial waste purification——Treatment of industrial waste renders them less harmful so that they cannot pollute the rivers and streams so readily. Clean river and bank cover--The clean river below the city is unusual and is a credit to the city's good conservation practices. The bank cover serves to prevent bank erosion and crumbling. 22. 23. 2a. 25. 26. 27. 28. 29. 30. 31. 32. 33. 31+. 106 -3- Strip farminga-This allows for planting crops which would not otherwise be grown on a slope. The short distance between strips prohibits the fast flow of water (makes running water walk). The cover strips catch any small amount of soil which.might run off. Fishing in river-—Good clean game fish may be caught here because the river is clear and as a result has a good food chain developed of which the fish are a part. Wildlife food and cover.-Cover near the fields of grain allows the animals a chance to get their fair share of grain thus producing a good hunting crop. Woodlot with wildlife openings-—The openings provide for growth of shrubs with tender shoots for wildlife food, grasses for grazing of deer, shrubs with berries. etc. Herd of healthy deer-—This habitat provides ample food and cover for the develOpment of a healthy deer herd. Deer huntinga—Part of the wise use of natural resources involves harvesting the surplus animals which might otherwise overpopulate the area. Good crops-~This piece of land is fertile enough and level enough for growth of a grain crop. Marsh area on lakes-Such an area provides habitat for aquatic insects, frogs, reptiles and such small animals which contribute to the food chain of the lake. Woodduck nest boxa-Woodducks naturally nest in a.cayity in a hollow tree. Where this type of situation is not present it is a good thing to provide nest boxes which substitute very nicely for the hollow tree. Clear lake—-The lake is clear because the banks are not being eroded and the stream emptying into the lake is clear water. Lake fishing for game fishp—Unpolluted waters provide habitats for game fish. Fishing provides good recreation and food for the table. Game plentiful-.Small game abounds in regions where adequate food. water, shelter and cover protection are found. Adequate harvest of game-—Harvest of surplus game is good conserva. tion and provides recreation and food for the sportsman. 107 - h - 35. Grass sod—-No erosion.-Continuous cover on the land is one of the most effective ways of reducing erosion. 36. Cottontail at woodchuck hole—-Babbits utilize abandoned woodchuck holes for daytime cover. Misuse A. Burned over forests--In areas where there has been inadequate fire protection and conservation education. burned over forests may be the result. B. Clearcut forests (poor forestry)—-This type of lumbering leaves no vegetation for existing wildlife and does not provide parent trees for re—seeding of the cut-over areas. C. Hillside erosion—.No cover in gullies and exposed soil allows rapid run-off of water which soon causes much erosion. D. Crazed woodlot-—Grazing animals kill off young plants which might otherwise replace old and dying trees. (See Number h) IE. Plow furrows with the slope--These furrows are small man made gullies which allow water to run off too rapidly and carry soil with it. F. No cover along stream—-Lack of cover allows stream banks to erode rapidly and provides no attraction for wildlife. (See Number 15) G. Poor orchard—-Run down uncared for orchards become habitat for insects and disease which infect neighboring orchards. H. Poor farm——There is usually reason for a run down farm incapable of significant production. What is probably the reason here? I. Sewage emptying;into streamp-Sewage builds up heavy bacterial growth reducing the oxygen content for useful aquatic plants and animals. Pollution also renders the water useless for bathing, city water supply. and various forms of recreation. J. Uhfenced pond and no bank cover-~Cattle wade in water causing pollution and mmddying. Banks erode because of paths and.weight of animals filling pond with sediment. K. Domestic pollutionp-Same as I. L. Industrial pollution——Chemicals and other industrial wastes poison aquatic animals and hinder growth of aquatic plants. (See I above) M. Town dump on river bank-~This produces an eye sore for the community and will likely also produce river pollution. 108 -5- Poor agricultural practices--No fence row cover (See Number 5) Abandoned farm—-The land left in poor condition may continued to undergo erosion until the land reaches a point at which it is quite difficult to reclaim. Trash along roadp—Mosquitoes breed in partly filled tin cans and the trash is an ugly mark on the landscape. Muddy. polluted river--This is the natural result of eroded hills and fields. The water emptying into the river carries much mud and silt. No roadside cover—-River banks erode and wildlife do not have cover. Bare gullya—The gully will continue to erode producing an irreparable ravine. Bare fencerowa.No wildlife will be found around these fields since there is no cover for them when fields are mowed. Eroded stream'bank—-Meandering streams cut into uncovered banks undercutting and eroding them. Eroded hill--Hills left unprotected by cover crops soon erode due to the unchecked flow of water. Small game scarce—-Wild game will not frequent uncovered land and polluted water. Carp from muddy lake-~Carp are scavengers and can live off waste products found in muddy and polluted waters. Erosion——Same as V. Eroded leeched land does not have proper mineral content to produce good crops. Obviously it becomes difficult if not impossible to operate machinery on such land. No woodchucks or burrows for cottontails-.Woodchucks will not be found here because adequate food and cover are lacking; NATURAL RESOURCES . .MBOUD USE MISUSE GOOD USE MISUSE Burned over forests Clearcut forests (poor forestry) Hill erosion. No cover in gullies Grazed woodlot Plow furrows with slope No cover along stream Poor orchard Poor farm Sewage emptying into stream Unfenced pond. no bank cover Domestic pollution Industrial pollution own dump on river bank Poor agricultural practices— no ence row cover Abandoned farm Trash along road Muddy, polluted river No roadside cover Fire protection Watershed protection Good forestry Fenced woodlot Fencerow cover Farm pond Gully cover Contour farmin Watershed reservoir for town Public fishing Wildlife marsh Clear stream Stream bank deflectors V-dam Stream bank cover Good farm with pond Reforestation on steep slope Public beach, bath houses. and parking lot T9 Sewage treatment plant 20 Industrial waste purification 21 Clean river and bank cover 22 Strip farming Fishing in river _.-—_._a—-—a_a_a_. ”NotthN—‘O‘OmflasméwN—I Eroded stream bank Eroded hlll Few, small deer Wildlife food and cover mall game scarce Woodlot with wildlife openings Carp from Muddy lake Herd of healthy deer Z Erosion <><§