National Wildlife Federation s Eco-Schools USA WOW-Wetland Audit Post-Action, Grades 6-12

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1 Date(s) Baseline Audit Conducted: Did the class/team work with resources experts and/or volunteers? Yes No Please list if applicable: Compare these average survey responses to the baseline, pre-action responses. On a scale of 1-10, 10 being the most important and 1 being the least important: How important is a healthy wetland to wildlife? How important is a healthy wetland to the health of the watershed in which it resides? METRICS REQUIRED FOR DASHBOARD How many actions did students take in an effort to improve or support current watershed programs or initiatives? Watershed name (found in the baseline audit) Into which major body of water (ocean) does your watershed eventually empty? (Found in baseline audit) TABLE 1. GEOGRAPHIC INFORMATION 1. Confirm your GPS coordinates for your forest study site, by comparing them to your coordinates in your baseline audit? Use your smart phone s GPS or go to: to find your coordinates. Latitude N Longitude W 1

2 TABLE 2. WETLAND CHARACTERISTICS AND BENEFITS 1. What percentage of students can identify the three characteristics that define a wetland? The hydro period (how long the wetland stays wet) Soil characteristics Biodiversity of vegetation (plants) 2. What percentage of students can identify one or more benefits of a healthy wetland? Wildlife habitat Erosion control Water quality Flood protection Note: There are several benefits under each main benefit along with other benefits. To see those benefits, click here. A. 0 Characteristics % B. 1 characteristic % C. 2 characteristics % D. All 3 characteristics % % Think about the following question as you summarize the data in Table How has student understanding changed from the baseline audit to the post audit or between audit years? 2. Are students/team members better able to communicate wetlands information to authenticate audiences? 3. How have class/team survey responses from page 1 changed from baseline to post-action? 2

3 TABLE 3. TEMPERATURE AND PRECIPITATION 1. For today s date collect the weather data listed to the right. Use your local weather website or use one of the following sites. Temperature in degrees Fahrenheit and Celsius Precipitation in inches and millimeters Change Over Time and Patterns You have been collecting temperature and precipitation data throughout the school year or over an extended period of time. Insert the data below and calculate the averages for temperature and precipitation. For months where students are not in school, collect the historical data from one of the two sites listed. F C January F C February F C March F C April F C May F C June F C July F C August F C September F C October F C November F C December Yearly Average in Degrees Fahrenheit Yearly Average in Degrees Celsius CONTINUED ON THE NEXT PAGE. 3

4 TABLE 3. TEMPERATURE AND PRECIPITATION CONTINUED Precipitation January inches millimeters February inches millimeters March inches millimeters April inches millimeters May inches millimeters June inches millimeters July inches millimeters August inches millimeters September inches millimeters October inches millimeters November inches millimeters December inches millimeters Average Yearly Precipitation in inches millimeters Think about the following questions as you summarize the data in Table Looking at historical weather data, years ago, how have temperature and precipitation averages changed at this location? 2. How have temperature and precipitation data changed over the course of the school year? What patterns or relationships have students observed? 3. Describe any weather impacts on wildlife since your last visit. 4. Describe one action the class/team took to help wildlife deal with weather impacts. 4

5 Table s 4 and 5. Consider contacting a wetland s outreach coordinator (city water department) college or university, or local watershed non-profit. Their involvement is a great way to connect to the community, inspire students, demonstrate career possibilities and share resource expertise. If you cannot conduct a study at your watershed please determine the best way to gather the data, i.e. a phone call, an or ideally a SKYPE or Google Hangout with someone who works as a biologist, ecologist, volunteer, etc. at your nearest wetland. Contact the U.S. Fish and Wildlife Service s National Wetlands Inventory for contacts. Remember the water in your watershed has a direct connection upstream and downstream to your location. Whether or not you are physically able to go to your nearest wetland area, students can still collect water and soil data from samples you bring to the classroom for investigation. Invite parents and community members to participate in the auditing process. Students can take on the role of educator by working with volunteers on citizen science. This experience is a great way to build community. TABLE 4. SOIL AND WATER QUALITY SOILS 1. Soil Temperature ( 3 feet/1m from water s edge) 3. Soil Fertility At 3cm depth F C At 10 cm depth F C 2. Soil ph ph Level Acidic Neutral Basic Nitrogen Low Medium High Phosphorus Low Medium High Potassium Low Medium High Iron Fe parts per million (ppm) CONTINUED ON THE NEXT PAGE. 5

6 TABLE 4. SOIL AND WATER CONTINUED WATER 4. Water Temperature 5. Water ph 6. Salinity F C ph Level parts per thousand (ppt) Acidic Neutral Basic 7. Dissolved Oxygen 8. Nitrates 9. Ammonia Nitrogen (optional) parts per million (ppm) NO3 parts per million (ppm) NH3-N parts per million (ppm) Transparency data is only required for one of the three scenarios. Secchi disk distance from observer to: m water surface m where disk disappears m where disk reappears Secchi disk reaches the bottom and does not disappear distance from observer to: m to water surface m depth to the bottom of the water site Tube average of three measurements - cm or greater than depth of transparency tube. CONTINUED ON THE NEXT PAGE. 6

7 Think about the following questions as you summarize the information in Table Review why it s important to observe and test the soil and water at a wetland. 2. Summarize how the data has changed or not changed between the baseline and post-action audits. What patterns or relationship have emerged? What are potential reasons for change or no change? 3. After analyzing the data, what does it say about your wetland s health? 4. Describe on action the class/team took that had a positive impact on your wetland s health and how it functions? 7

8 TABLE 5. WILDLIFE ANIMALS AND PLANTS 1. How many different kinds of animals within each animal class were observed? If students know the name of a specific animal and/or the species, it s good practice to make notes in the section below. Also encourage students to draw what they observe. Never remove animals from a study site. amphibians birds fish invertebrates mammals reptiles 2. What percentage of students can provide the four benefits wetlands provide to wildlife? Shelter Place to have and/or raise young As a source of food As a source of clean water 3. How many different kinds of plants were observed? If students know the name of a specific plant and/or the species, it s good practice to make notes in the section below. Also encourage students to draw what they observe. Never remove plants from a study site. % Plants CONTINUED ON THE NEXT PAGE. 8

9 TABLE 5. WILDLIFE ANIMALS AND PLANTS CONTINUED 4. What is the plant biodiversity index at your investigation site? Biodiversity Index Learn more about the Biodiversity Index. Check one of the following: 1 High Less than 1 Low CONTINUED ON THE NEXT PAGE. 9

10 Think about the following questions as you summarize the data in Table Have student s/team member s skills identifying local plants and animals improved? 2. Is biodiversity important to the health of the wetland? Is the biodiversity index the same or different? Explain. 3. Describe one of the actions the class/team took to improve or support current wetland programs/initiatives in the community? 4. Optional: Attach photos of your wetland study site. Describe how they look the same or different from previous field visits. Review of All Data 1. Based on what you know and have learned, does the class/team think the wetland is healthy? Has it improved or become unhealthy since your last visit? 2. What patterns has the class/team observed? 3. Has the class/team been able to identify relationships between wildlife and wetland health? Explain. 10