Displaying items by tag: Environmental Camp
Simply because they are active only at night and difficult to observe and understand, bats rank among our planet’s most misunderstood and intensely persecuted mammals. Those that eat insects are primary predators of the vast numbers that fly at night, including ones that cost farmers and foresters billions of dollars in losses annually. As such bats decline, demands for dangerous pesticides grow, as does the cost of growing crops like rice, corn and cotton.
Fruit and nectar-eating bats are equally important in maintaining whole ecosystems of plant life. In fact, their seed dispersal and pollination services are crucial to the regeneration of rain forests which are the lungs and rain makers of our planet.
Many of the plants which depend on such bats are additionally of great economic value, their products ranging from timber and tequila to fruits, spices, nuts and even natural pesticides.
Scary media stories notwithstanding, bats are remarkably safe allies. Where I live, in Austin, Texas, 1.5 million bats live in crevices beneath a single downtown bridge. When they began moving in, public health officials warned that they were diseased and dangerous--potential attackers of humans. Yet, through Bat Conservation International, we educated people to simply not handle them, and 30 years later, not a single person has been attacked or contracted a disease. Fear has been replaced by love as these bats catch 15 metric tons of insects nightly and attract 12 million tourist dollars each summer.
It is now well demonstrated that people and bats can share even our cities at great mutual benefit. As we will show through varied Year of the Bat activities, bats are much more than essential. They’re incredibly fascinating, delightfully likeable masters of our night skies.
Statement by Dr. Merlin Tuttle
Honorary Ambassador
Last summer was a very exciting summer because we got to participate in REAL SCIEN!CE Thats right in a project funded by the State of Wisconsin we raised a biological contorl thatreduces the evasive spies of Eurasion Milfoil. The milfoil weevil is a natural plant predator of some types of milfoil and has been studied by researchers as a biological control for Eurasian watermilfoil for over two decades. Weevils are commonly found the SNC lake. However, because milfoil grows so fast, natural populations of weevils cannot typically control it. Our goal was to boost the natural weevil population to sustainable levels high enough to effectively control the milfoil over the long-term.We started with 750 weevels in our 10 tanks each of which held 50gallons. We feed the weevels Milfoil during the summer and released nearly 1500 weevels. We were hoping to relaese even more but for some reason, probably a cool summer we had less breeding weevels. We will be doing the same program again in 2012 to see if we can even increase production
Mass rearing of milfoil weevils (Euhrychiopsis lecontei)
by volunteers: Pilot Study
Phase I
AMY THORSTENSON
FEBRUARY 2012
Stevens Point, WI
715/343-6215
www.goldensandsrcd.org
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Introduction
Biological control studies are currently underway in Wisconsin to improve the
science of applied biological control of Eurasian watermilfoil (EWM). Many lake groups
are eagerly awaiting the results of those studies and are interested in applying biological
control in their lake. However, for many cash-strapped lake groups, purchasing their
weevils outright would be cost-prohibitive. As we move forward in our understanding of
the biological control of EWM, this mass rearing pilot study aims to move us forward in
making milfoil weevils a more practical option for lake groups with more sweat equity
than cash. The mass rearing method (Thorstenson 2011) is labor intensive and must
be followed to the letter in order to maximize success. Phase I of this pilot study was
the first year of evaluating the capability of volunteer groups to successfully produce
weevils on a mass scale.
Methods
Study area —Lake Holcombe (Chippewa/Rusk Co) is a 2,881-acre impoundment
of the Chippewa River, with a maximum depth of 61 ft. Large parcels of the riparian
properties belong to the State of Wisconsin or paper company holdings and remain in
natural/wooded condition. The Minong Flowage (Douglas/Washburn Co) is a 1,587-
acre impoundment of the Totagatic River, with a maximum depth of 21 feet and
surrounding natural/wooded shoreline. Goose Lake (Adams Co) is an 84-acre seepage
lake with a maximum depth of 22 ft and surrounding natural/wooded shoreline.
Study Design — Weevil rearing methods were modeled after Hanson, et al.
1995, with modifications based graduate work conducted by Amy Thorstenson at UW-
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Stevens Point (Thorstenson2011). Hanson, et al. reported that an outdoor stock tank
performed just as well their indoor, controlled 20-gal aquariums, with less management
time invested. Thorstenson’s studies found similar results, and developed a simplified
method for outdoor, mass rearing.
Each lake group set-up and maintained 10, 370-L “Freeland poly-tuf‟ stock tanks
(79cm W x 132cm L x 63cm H), stationed in an outdoor area where full sun and access
to a clean water supply was available. The sunniest location available was selected to
keep the milfoil stems (food stems) healthy, but water temperatures were monitored to
ensure they did not approach lethal temperatures (34 C / 93 F). Water temperatures
were monitored with aquarium thermometers and recorded regularly. Fresh water was
added as needed to top off the tanks. NoSeeUm (0.033 cm mesh) light duty fiberglass
screening was used to cover the tanks and pools. While the primary use of the
screening was to exclude predator/competitor insects and birds, it also functioned as
light shade to reduce peak temperatures in the tanks during sunlight hours.
EWM stems to be used for food were collected from the same lake that would be
the recipient of the weevils reared. Stems were collected from the deepest milfoil beds
available, farthest from shore, where naturally occurring weevils were less likely to be
present, in order to avoid the inadvertent introduction of unaccounted for weevils. To
minimize the introduction of predator or competitor insects, the collected food stems
were laid thinly over a mesh screen and sprayed with a hose and nozzle at a pressure
sufficient to clean the milfoil but not damage it. Cleaned stems were then be floated in a
wading pool of clean water, sorted and untangled. Because weevils lay their eggs on
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apical meristems, only stems with apical meristems were retained for use; stems that
had gone to flower or had broken tips were be discarded. Stems were trimmed to a
length sufficient to reach from the base of the rearing chamber to the surface of the
chamber’s water (62 cm). Stems were then bundled together in groups of fifteen stems,
and attached at the base to a rock with a rubber-band to weight the stems down and
achieve vertical orientation in the rearing chamber. All chambers received an initial
stocking of milfoil food bundles, with stockings repeated every 21 days to keep the
weevils supplied with actively growing milfoil (Table 1).
Table 1
Weevil feeding schedule.
# of EWM
stems to feed
per tank
Day 0
Day 21
Day 42
105
165
225
The “starter batch” of weevils were purchased from EnviroScience, Inc., Ohio.
EnviroScience Inc. provided weevil stock from northern Wisconsin, in order to ensure
weevils with winter-hardy genetics. Each tank was stocked with 0.19 weevils/L (72
weevils per 100-gal tank). The purchased weevils arrived as eggs and early instar
larvae attached to bundles of milfoil stems in sealed plastic bags. The estimated
number of weevils in each bag was written on the outside of each bag, however the
number of weevils inside were assumed to be unevenly distributed amongst the milfoil
stems within. Therefore, the stems were placed into a large tub of water and counted to
derive an estimated average of weevils per stem. Stems were then selected randomly
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to accumulate the number of weevils needed to stock each rearing chamber. Thus, the
number of weevils initially stocked to each rearing chamber was an estimated average.
Chambers were maintained for approximately 55 days, allowing enough time for
producing two generations. Prior to releasing the weevils to their recipient lake,
subsamples were extracted to estimate total production. A 10% subsample of the
weevil-containing food stems were extracted from four of the ten tanks (selected at
random), preserved in 80% isopropyl alcohol, and refrigerated until laboratory
examination. The preserved subsample stems was examined by Thorstenson by
floating stems in water in a glass pan over a light table, with 3x magnification goggles.
Each stem was carefully examined for weevil eggs, larvae, pupae, and adults and the
total number of weevils recorded. The assistance of a higher power (30x) Carson
MagniscopeTM was used for identification of specimens when needed. Specimen
vouchers were preserved in sample vials in 80% isopropyl alcohol.
Data Analysis — For the each rearing site, average return rate and total estimated
production was estimated based on the 10% subsamples. Total estimated release (total
production – subsamples) was also calculated. Temperature records were analysed to
calculate min, max, mean, and 90% confidence intervals, to evaluate whether volunteers were
maintaining optimal water temperatures.
Results
Goose Lake – Expected return rate was 9.6 weevils out per weevil stocked, and
Goose Lake’s return rate was 0.6. (Table 2) 720 weevils were initially stocked to the10
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rearing tanks, and total production was estimated at 400 weevils. Lab examinations
observed: low occurrence of miscellaneous insects; substantial mixing of hybrid milfoil,
M. sibiricum, and M. verticillatum stems; dead or bacteria-engulfed pupa; low
occurrence of pupation sites; and low evidence of weevil damage on non-M. spicatum
stems. Due to an acute lack of available M. spicatum in Goose Lake, M. sibiricum and
hybrid milfoil were also collected as an optional food choice when it became necessary.
Water temperatures were monitored but not recorded. Tank temperatures were
moderated by adding fresh groundwater as needed.
Minong Flowage - Expected return rate was 9.6 weevils out per weevil stocked,
and Minong Flowage’s return rate was 1.8. (Table 3) 720 weevils were initially stocked
to the10 rearing tanks, and total production was estimated at 1,300 weevils. Lab
examinations observed: low occurrence of miscellaneous insects; no non-M. spicatum
mixed in; heavy weevil damage to stems in some tanks; and fused, deformed milfoil
leaflets and hardened, opaque stems (indicative of exposure to herbicides) in some
tanks. Tank temperatures were moderated by adding fresh groundwater as needed.
Water temperature ranged from 60 - 80 F, with a mean of 71 F. (Table 4) These
temperatures were similar to temperatures expected (per Thorstenson 2011), but lower
than the temperatures optimal for weevil production. (Figure 1)
Lake Holcombe - Expected return rate was 9.6 weevils out per weevil stocked,
and Lake Holcombe’s return rate was 3.1. (Table 5) 720 weevils were initially stocked
to the10 rearing tanks, and total production was estimated at 2,090 weevils. Lab
examinations observed: low occurrence of miscellaneous insects; no non-M. spicatum
species mixed in; poor stem health; heavy weevil damage to stems in some tanks;
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limited available oviposition sites; and fewer eggs than expected. Tank temperatures
were moderated by adding fresh groundwater as needed. Water temperature ranged
from 70 - 90 F, with a mean of 82 F. (Table 6) These temperatures were higher than
temperatures expected (per Thorstenson 2011), and similar to temperatures optimal for
weevil production. (Figure 1)
Discussion
Goose Lake production was substantially lower than expected, and the optional
feeding on non-M. spicatum species was likely the key problem. Temperatures were
closely monitored (although not recorded), and not believed to be a problem.
Subsample observations noted few miscellaneous insects, ruling out a predation
problem. Subsample examinations confirmed several species of milfoil were used in
feeding, including: M. sibiricum, hybrid milfoil (northern x M. spicatum), M. verticillatum.
M. heterophyllum is also present in Goose Lake and may also have been fed, although
subsample examinations did not confirm this. Subsample examinations noted problems
with pupation (bacteria-laden pupa, dead pupa, few pupal chambers observed), and
weevil damage observed on M. spicatum but not the other species that were mixed in.
Weevil developmental time is longer, and developmental performance is poorer, on M.
sibiricum than on their exotic host, M. spicatum (Newman et al. 1997). Research in the
Midwest has found that weevil performance on hybrid milfoils was intermediate between
the native hose (M. sibiricum) and the exotic host (M. spicatum) (Roley & Newman
2006). Weevil developmental time is significantly longer when reared on M.
verticillatum than on M. spicatum (37 days versus 21 days) (Solarz & Newman 2001).
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Additionally, oviposition (where they choose to lay their eggs) preference was
significantly less for M. sibiricum and nearly absent for M. verticillatum in females that
were reared on M spicatum (Solarz & Newman 2001). Weevil development on or
preference for M. heterophyllum is unknown. Therefore, the optional feeding of other
milfoils, although unpreventable due to an acute lack of M. spicatum in 2011, was likely
the main factor in low production.
Minong Flowage had lower than expected production, possibly due to a
combination of factors. One factor may have been food stem quality. The Minong site
was the shadiest of the three sites, and subsample examinations noted stems in very
poor condition, some limp, as if they did not get enough sunlight. Additionally, some
tubs had stems that were deformed (fused leaflets, tough, opaque stems) as if exposed
to herbicides. Food stem collection was in an area of the Flowage that had not been
treated with herbicides, but was within the same bay (Serenity Bay). (Appendix B) It
would be possible that residual herbicides were insufficient to kill the milfoil there, but
yet sufficient to cause growth deformities. These deformities may have negatively
affected the plant’s qualities as a host plant for successful weevil development. (Note
the dead pupa recoded in the same tub that had the deformed stems.)
Lake Holcombe had lower than expected production, probably due to weevil
development time being shorter than expected. The rearing site was in open prairie,
with all-day sun, which allowed the tubs to warm more than expected. Volunteers
managed the temperatures frequently, adding fresh, cool groundwater twice a day if
needed to keep tanks from getting too hot during heat waves. Their temperature
records reflect that effort, with tank temperatures hovering around a mean of 81 F, and
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a tight 90% confidence interval of less than 1 degree. We were expecting tub
temperatures to average around 71 F, as in Thorstenson 2011, and for the full life cycle
to take about 21 days. Lake Holcombe’s temperatures were closer to optimal
temperatures for weevil development (84 F, Mazzei et al. 1999). At this temperature,
the full life cycle takes only 17 days (Mazzei et al. 1999), which means the weevils
should have been fed four days sooner, at each feeding cycle. Subsample
examinations found heavy feeding damage, a shortage of healthy growing buds suitable
for egg laying, and a shortage of healthy, fat stems suitable for pupation sites, all
evidence that the weevils were running out of food and habitat, which certainly led to
reduced production rates.
Although the results of this study were well below expected, the problems
encountered can be adjusted for with modifications to the methods. In future studies, it
is recommended to:
select rearing sites that have a minimum of 6 hours of sunlight to maintain
healthy food stems;
collect food stems well away from potential herbicide residue areas;
avoid the optional use of other milfoil species;
and to monitor temperatures regularly and shorten feeding cycle times at very
sunny sites where optimal temperatures are attained.
Acknowledgments
This study was funded by an Aquatic Invasive Species Grant (#AEPP-304-11)
from the Wisconsin Department of Natural Resources. This study would not have been
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possible without the dedication of team leaders at each site: David Blumer, SEH, Inc.,
Reesa Evans, Adams County Land Conservation Department, and “Doc” Dougherty,
Lake Holcombe Association; and their dedicated volunteer crews at Goose Lake
Association, Swift Nature Camp, Minong Flowage Lake Association, and Lake
Holcombe Association.
References
Hanson, T., C. Eliopoulos, and A. Walker. 1995. Field Collection, Laboratory Rearing
and In-lake Introductions of the Herbivorous Aquatic Weevil, Euhrychiopsis
lecontei, in Vermont. Vermont Department of Environmental Conservation,
Waterbury, VT.
Mazzei, K.C., R.M. Newman, A. Loos, and D.W. Ragsdale. 1999. Developmental rates
of the native milfoil weevil, Euhrychiopsis lecontei, and damage to Eurasian
watermilfoil at constant temperatures. Biological Control. 16:139-143.
Newman, R.M., M.E. Borman, and S.W. Castro. 1997. Developmental performance of
the weevil Euhrychiopsis lecontei on native and exotic watermilfoil host-plants. J.
of the North Amer. Benthological Soc. 16:627-634.
Roley, S.S., and R.M. Newman. 2006. Developmental performant of the milfoil weevil,
Euhrychiopsis lecontei (Coleoptera: Curculionidae), on northern watermilfiol,
Eurasian watermilfoil, and hybrid (northern x Eurasian) watermilfoil.
Entomological Soc. of Amer.
Solarz, S.L. and R.M. Newman. 2001. Variation in hostplant preferences and
performance by the milfoil weevil, Euhrychiopsis lecontei Dietz, exposed to native
and exotic watermilfoils. Oecologia 126:66-75.
Thorstenson, A.L. 2011. Biological control of eurasian watermilfoil (Myriophyllum
spicatum) using the native milfoil weevil (Euhrychiopsis lecontei). M.S. Thesis.
University of Wisconsin-Stevens Point, Stevens Point, WI.
As we near Earth Day 2012 it is important that
we all realize that the planting of 1 tree can make a difference.
Read more about How trees change our life
The information provided is in reference to urban forests, but these benefits and values also apply to rural forests.
Canopy, or tree canopy, is a term used to describe the leaves and branches of a tree or group of trees. In an urban forest, tree canopy is important to the potential benefits the forest may provide. In general, the more area it covers and the denser the canopy, the more benefits the trees can provide. Although one tree is better than none, 100 are better still. Whether the benefits are from one tree or many trees, they are all still real and most can be quantified in some way. Often, forest benefits are divided into three categories: social, economic, and ecologic. It is difficult to divide the benefits that the urban forest canopy provides into these categories because so many benefits fall into more than one.
Social Benefits
Just as with a rural forest, an urban forest provides many benefits. Numerous studies have been done about the social
and psychological benefits of “green” in urban environments. The findings of the studies make a strong case for the
importance of urban forests. Urban public housing residents who lived in buildings without trees and grass nearby were
asked about how they cope with major life issues. They reported more procrastination and assessed their issues as more
severe than residents with green nearby.
A study done with children with Attention Deficit Disorder (ADD) found that children with ADD were better able to focus
and concentrate after playing in natural, green settings, than in settings where concrete was predominant.
Apartment buildings with high levels of greenery have been shown to have approximately half the number of crimes
than those with little or no greenery. The results proved true for both property crimes and violent crimes. A similar study
found that residents living in areas without nearby nature reported more aggression and violence than those living with
nearby green. In addition to these specific studies, access to nature also provides humans with other social benefits.
Parks and other green spaces provide a space for people to play, walk, jog, birdwatch, or just sit quietly. These activities
are good for our physical health in a society that is increasingly sedentary. It is also good for our mental health by
providing a place to unwind. Trees also reduce noise levels.
Economic Benefits
The economic benefits of urban forests are increasingly being documented. Economics often becomes the language
used when it comes to urban forest management. Budgets of municipalities must cover an array of services, and the
benefits of an urban ecosystem must often be proven to secure funding. In a study that considered the costs and
benefits of municipal forests in five U.S. cities, the researchers found that for every dollar spent on trees, the benefits
returned were worth from $1.37 to $3.09. A little math tells us this is clearly a good investment.
Trees save money through reduced energy costs. Cities create what is referred to as a heat island. The concrete, asphalt,
buildings, and other surfaces absorb and hold heat from the sun. During hot summer days, cities can be five to nine
degrees warmer than surrounding areas. Shading, evapotranspiration, and wind speed reduction provided by trees help
conserve energy in buildings. A study conducted in Minneapolis, Minnesota, showed that trees placed in the proper
location can reduce total heating and cooling costs by eight percent.
Homeowners not only reduce costs of heating and cooling their homes, but increase the value of their property by
planting trees. Research suggests that property value can increase three to seven percent when trees are present. Trees
also make homes and neighborhoods more desirable places to live. One economic benefit that urban trees can provide,
but often don’t, is one based on products. Municipalities and tree services across the country have come up with ways
to use the wood that is cut from an urban forest. Products range from specialty furniture, to musical instruments, to
lumber for park shelters, to artwork. The income from selling products from the wood of trees being removed could be used to defray the cost associated with the removal, making trees an even better investment.
Trees and Climate Change
The information about how trees impact climate change is taken from the National Arbor Day website
http://www.arborday.org/globalwarming/treesHelp.cfm, and the American Forest Foundation website
www.americanforests.org/resources/climatechange/
Deciduous trees, planted on the west, east and south sides, will keep your house cool in the summer and let the sun
warm your home in the winter, reducing energy use.
Just three trees, properly placed around a house, can save up to 30% of energy use.
Trees or shrubs planted to shade air conditioners help cool a building more efficiently, using less electricity. A unit
operating in the shade uses as much as 10% less electricity than the same one operating in the sun.
Neighborhoods with well-shaded streets can be up to 6–10° F cooler than neighborhoods without street trees, reducing
the heat-island effect, and reducing energy needs.
Shaded parking lots keep automobiles cooler, reducing emissions from fuel tanks and engines, and helping reduce the
heat-island effect in communities.
Trees absorb carbon dioxide (CO2), the primary gas causing global climate change. Trees retain the carbon (C) from the
CO2 molecule and release oxygen (O2) into the atmosphere. The retained carbon makes up half the dry weight of a tree.
Forests are the world's second largest carbon reservoirs (oceans are the largest). Unlike oceans, however, we can grow
new forests. One acre of forestland will sequester between 150 - 200 tons of CO2 in its first 40 years.
Recently I was poking around the web and I saw this article about the benefits of choosing a science summer camp program over some other type of summer camp. Being that this is what Swift Nature Camp does, I found it extremely informative and I hope you will too.
What about science?
Science Summer Camps and programs let students get close to areas of scientific inquiry in a way that isn't always possible in the classroom.
Does science come to mind when you think about summer camp? All of our campers know It should,
You might be surprised to learn that hundreds of camps and programs across the United States offer science as part of their summer-fun lineup—and in support of an increasing committment to supporting and strengthening science, technology, engineering, and math (STEM) skills.
Like all other summer camps, science-related summer programs are an American right of passage: hours of fun with friends, away from parents, no textbooks, no tests, no homework. The difference is that a summer science camp also offers students of all ages an opportunity to reallyexplore science in all its hands-on, fun, goopy, messy, glory, without the burden of needing to know the 'right' answer for Wednesday's quiz.
Science camps come in a wide variety of formats. There are day and residential camps focusing on every aspect of science and engineering you can imagine: robotics, chemistry, the environment, zoo animals, architecture, space science, and dinosaur fossils, to name just a few! These programs use fun and play to help teach and introduce science and engineering concepts. For example, a week-long day camp focusing on amusement park physics might have kids exploring centripetal force, and kinetic and potential energy, while riding real amusement park rides and building their own mini versions from LEGO blocks, buckets, string, or foam tubing. When done right, science camp is a combination that is super fun and engaging, and fosters learning and creativity.
Why attend a science camp?
Science camps fall under the umbrella of what is commonly called informal science learning. Recent studies show that informal science learning is one of the most effective ways people learn science. Students who participate in these types of activities are more likely to have an above-average understanding of science, and pursue science-related careers.
For younger children, science camp can introduce them to many different areas of science and give them the confidence and inspiration to embrace science at school. Older students, who are already interested in science, may use science camp as a way to explore what a specific science-related career would be like, or to meet mentors and role models in the field. Such connections could lead to other opportunities, like internships, or become a featured event on a resume or college application.
For all students, science camp can be the opportunity to explore a branch of science that might not be available in their school, like marine biology or aeronautics, or to cover a topic more in depth than they'd otherwise be able to.
How do I choose a summer science camp or program?
Through innovative hands-on activities and demonstrations, students can explore a range of scientific fundamentals and areas of science at summer camp, from chemistry and microbiology to aeronautics, electronics, and computer science.
Choosing a summer science camp is similar to choosing any other type of camp. You have your usual considerations about cost, distance from home, and amount of time, along with the question of finding the "best fit." For science camps, the "best fit" often boils down to figuring out what science topic(s) are of interest and finding a camp that does a good job of implementing those.
Figure out what science topics are of interest.
- Older children might already have a clear preference. Perhaps they're keen on video games and would love to go to a camp where they could design and program one. Or maybe they're into hiking and wildlife and are looking for an outdoor experience as a junior park ranger. Their hobbies and reading choices are often a good indicator of their interests.
- Younger children might not yet have a clear preference. If they don't, then look for camps that offer a wide variety of science and engineering topics for them to explore. For example, a day camp that has a new science theme every week, or a balance camp that has a blend of science, arts, and physical activities.
Determine the level of "academics" you want.
- Science camp should always be fun. A good science camp will allow students plenty of time to do hands-on exploration. This is part of the informal component. How much additional formal education a science camp has varies. Programs that incorporate lectures from distinguished professors or professionals might be appropriate, inspirational, and informative for older students who are interested in a specific field. Younger students are more likely to benefit from group activities, projects, and interactions with informed camp counselors rather than lectures.
Search for camps that fit your needs.
Once you know the range of science topics you'd like the camp to cover, the level of academics, the general geographic location, and the time and money commitments that are right for your family, you're ready to start searching.Cogito and The Connectory are two great national science camp directories and a fantastic place to begin your search.
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Local parenting magazines and websites might also have lists of camps in your area.
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Science museums, zoos, aquariums, planetariums, and state or national parks are also great resources, as they often run their own camps and/or link to science camps with similar interests.
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Many colleges and universities also run summer science camps. A simple search for "summer science camp" on a local academic institution's website is a good way to find these.
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Simple web browser searches can also turn up a wealth of information.
Make sure you choose a camp or program with qualified counselors.
Once you've located some camps that meet your search parameters, you should do some legwork to make sure that the counselors—the people the campers interact with all day long—are knowledgeable about science. For example, a knowledgeable counselor can transform a simple day of splashing in the creek into an adventurous treasure hunt for local plants and animals, andincorporate substantive and engaging lessons about food chains and the interconnectivity of different habitats.
Ask the camp or program director questions aimed at making sure the counselors have had ample formal training in the subject area(s) and excel at explaining the science in an engaging, age-appropriate manner. Ask the camp or program director questions aimed at making sure the counselors have had ample formal training in the subject area(s) and excel at explaining the science in an engaging, age-appropriate manner.
Register Early!
- While summer might seem a long way off, it's time to start thinking about summer camps. Many top camps offer "early bird" registration discounts in the January-March timeframe (check camp websites for specific camp deadlines).
Find Out More
- National Research Council of the National Academies. (2009). Learning Science in Informal Environments: People, Places, and Pursuits. Retrieved December 1, 2010, from http://www.nap.edu/openbook.php?record_id=12190&page=1#
- Folk, John H., and Dierking, Lynn D. (2010, November-December). The 95 Percent Solution: School is not where most Americans learn most of their science. American Scientist. Volume 98, Number 6, Page: 486. Page: 486
- Summer Camp Advice- Empowering Parents to Make Informed Decisions
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Catching frogs is one of favorite things to do at this children’s summer camp. One of the best hunting spots is the lamp poles at night. You see the frogs come up from the pond at night looking for food and all the bugs hanging around the light will do just fine.
One might wonder are you eating all these favorite catches. Nope they gan spend on night up at the Nature Center Zoo where they hang with the other animals anc catches then its back to where they were caught at. Next summer, join us for some serious frog catching..
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click to see more photos
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| The Wisconsin No Child Left Inside Coalition is working to develop an Environmental Literacy Plan for Wisconsin that will address the environmental education needs of Wisconsin's pre-kindergarten through twelfth grade schools and will pay special attention to creating more opportunities to get kids outside. The Plan will recommend a comprehensive strategy to ensure every child graduates with the environmental skills and knowledge needed to contribute to a sustainable future.
Wisconsin has a strong environmental education foundation already established, with active schools, supporting organizations, and abundant opportunities to get outside in rural and urban settings. The Environmental Literacy Plan will build upon these strengths, and suggest priorities for present and future attention. It will lay out the next steps towards fulfilling on our State's commitment to ensure all people in Wisconsin are environmentally literate. Currently, the Wisconsin NCLI Coalition is made up of representatives from: the Wisconsin Department of Public Instruction, Wisconsin Center for Environmental Education, Wisconsin Environmental Education Board, Wisconsin Environmental Education Foundation, Wisconsin Association for Environmental Education, Wisconsin Department of Natural Resources, Wisconsin Environmental Science Teachers Network, Milwaukee Public Schools, the Green Charter School Network, and the Environmental Education and Training Partnership. State Superintendent Evers has formally asked the Coalition to develop the Environmental Literacy Plan for Wisconsin. Wisconsin’s Environmental Literacy Plan will be compliant with the pending national No Child Left Inside (NCLI) legislation. The No Child Left Inside Act requires States develop, implement, and evaluate a State Environmental Literacy Plan in order to be eligible to receive funding associated with the Act. Currently, the bill suggests an appropriation of $100 million to support the State Environmental Literacy Plans. You can learn more about the |
WASHINGTON, DC -/PRNewswire/
With summer fast approaching, parents are now focused on planning fun, family activities — determining the best activities to keep kids and parents busy and entertained during the summer months. Nature Rocks is an ideal solution to this need, as it has been designed to ensure that all families – regardless of budget, kids' ages or experience – can plan affordable and fun activities in nature that encourage family bonding ......
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WASHINGTON, DC -/PRNewswire/
With summer fast approaching, parents are now focused on planning fun, family activities — determining the best activities to keep kids and parents busy and entertained during the summer months. Nature Rocks is an ideal solution to this need, as it has been designed to ensure that all families – regardless of budget, kids' ages or experience – can plan affordable and fun activities in nature that encourage family bonding and nurture happier, healthier and smarter children.
As part of its efforts to empower parents to take their kids outside, Nature Rocks introduces its 2009 Summer Nature Staycation Planning Guide. Available at Nature Rocks , this free Guide provides parents and caregivers with information and tools to enjoy no- or low-cost summer vacations in nature that are close to home.
"The benefits of nature for children are fundamental. We have seen tremendous growth in the movement to get children back outside, as parents realize these benefits for their children, and themselves, and spread the word," said Richard Louv, co-founder of The Children & Nature Network and author of the best-seller Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder. "And, as families look for lower cost vacation options, we hope they will discover that nature offers them a personal stimulus package – the joy and cost-effectiveness of summer getaways in nearby nature – saving money while improving the physical and emotional well-being of their children."
"Nature Rocks really speaks to our passion of getting families to recreate together outside," said Sally Jewell, president and CEO of Recreational Equipment, Inc. (REI). "By combining efforts with the other organizations behind Nature Rocks, we're able to make a difference and improve the lifestyles of American families by making it easy and fun to get moving and get outdoors."
Whether seeking outdoor activities at local sites such as parks and campsites, or looking for new activities to keep out-of-school kids active in backyards and neighborhoods, the 2009 Summer Nature Staycation Planning Guide offers information and solutions for all families, including those new to spending time outdoors. Additionally, the Nature Rocks website has more than 100 activity recommendations, as well as user-friendly nature finder and social networking tools to assist families in implementing their own Nature Staycations this summer.
"The Nature Conservancy works around the world to protect ecologically important lands and waters, and we are dedicated to supporting conservation work that will not only enrich the natural world, but also better our health and our lives," said M. Sanjayan, Lead Scientist at The Nature Conservancy. "Now, working on the Nature Rocks initiative, we're able to help the next generation better their health and reconnect with nature."
"As a working mom with two young children, I appreciate useful ideas that improve my and my family's lives," said Meighen Speiser, Vice President of Marketing for ecoAmerica. "Like all parents, I want what is best for my kids. We enjoy fun and relaxing quality time together. The Nature Rocks website offers loads of easy-to-use tools, tips and over 100 fun activities like nature art, weekend camping, hiking at a nearby park or an impromptu neighborhood nature scavenger hunt. The added bonus is that these activities are either inexpensive or free."
2009 Summer Nature Staycation Planning Guide
The 2009 Summer Nature Staycation Planning Guide provides parents with a useful tool to plan a range of close-to-home activities, complete with great starter ideas and suggestions for families to use during their summer holiday. The Guide has been developed to be helpful to all families across the country – regardless of where they live, their kids' ages, time available, or familiarity with nature, or if they want to do an activity outside or bring nature indoors.
For some parents they may wish to augment your local Nature with a Traditional Children's Summer Camp experience. Swift Nature Camp is a wonderful way to have children learn more about nature while getting away from all the societal trappings that young people feel defines who they are. To learn more visit Swift Nature Camp online Nature Summer Camps
Swift Nature Camp is a Minnesota Summer Camp for boys and girls ages 6-15. We blend traditional Overnight Summer Camp activities while increasing a child's appreciation for nature and the environment at this Science Summer Camp.
