National Wildlife Federation s Eco-Schools USA WOW-Wetland Audit Post-Action, Grades K-2

Transcription

1 Did the class/team work with resources experts and/or volunteers? Yes No Please list if applicable: National Wildlife Federation s Date(s) Baseline Audit Conducted: 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 habitat to plants and animals? How important is it to have clean water? 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 Geographic information should have remain unchanged from your baseline data. Please refer back to the baseline audit to help you fill in your metrics requirements. 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 at least one benefits of a healthy wetland? Wildlife habitat Water quality acts as a filter 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. How have class/team survey responses from page 1 changed 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 Precipitation in inches 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. For months where students are not in school, collect the historical data from one of the two sites listed. Optional: Attach photos or student work to the audit as evidence. F January F February F March F April F May F June F July F August F September F October F November F December Precipitation January inches February inches March inches April inches May inches June inches July inches August inches September inches October inches November inches December inches CONTINUED ON THE NEXT PAGE. 3

4 Think about the following questions as you summarize the data in Table How have temperature and precipitation data changed over the course of the school year? What patterns or relationships have students observed? 2. Describe any weather impacts on wildlife since your last visit. 3. 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) CONTINUED ON THE NEXT PAGE. At a depth of 5 cm F 2. Soil ph 3. As a class/team, come up with 5-10 words to describe how the soil looks, feels and smells. DO NOT taste the soil. ph Level Acidic Neutral Basic 5

6 TABLE 4. SOIL AND WATER CONTINUED WATER 4. Water Temperature 5. Water ph F ph Level 6. Transparency data is only required for one of the three scenarios. Acidic Neutral Basic Secchi disk distance from observer to: water surface m where disk disappears m where disk reappears m 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 Reading 1 cm Reading 2 cm Reading 3 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 are potential reasons for change or no change? 3. Does the data you collected indicate a problem? Or does that data show good soil and water quality. 4. Describe an action the class/team took that had a positive impact on your wetland s health? 7

8 TABLE 5. WILDLIFE ANIMALS AND PLANTS 1. How many different kinds of animals and plants are students able to identify? Insert a number to the right. If students know the name of a specific animal or plant, it s good practice to make notes in the section below. Also encourage students to sketch what they see. Never remove plants or animals from a study site. Animals Plants 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 % CONTINUED ON THE NEXT PAGE. 8

9 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. Describe one of the actions the class/team took to improve or support current wetland programs/initiatives in the community? 3. Optional: Attach photos of your wetland study site. Describe how they look the same or different from previous field visits. Review of All Data Things to Consider 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 a healthy wetland? Explain. 9