Course requirements fall into three categories:

1.  A Nature Journal and a Nature Notebook:

Participants will use their Nature Journals to record observations, descriptions, notes, drawings, and some specific assignments, and their Nature Notebooks for course handouts, homework, and most course requirements. The type of assignment will determine which method is more appropriate.

2.  Identification skills

3.  A collection of pressed or mounted specimens

The specimens and notebooks will be a record of what you have seen, heard, and learned in the course; they will serve as reference guides in years to come.

Program requirements for a topic are due and will be collected

at the class following instruction. 

Occasional other assignments, which also count as requirements, are due at the next class.

1. Program requirements to be recorded in the Nature Journal and/or Nature Notebook

Geology

* In your journal, discuss how our glaciated landscape is characteristically different from  those that have not been glaciated.

* Draw and label a map showing the two primary geological features (bedrock outcroppings or ledges, and glacial features such as till and erratics) at your study site or another site the course coordinator has designated.

* Select a rock sample. Using what you have learned about Maine’s geologic history, tell a brief story about the rock’s character and history from its origin to the present day.

Trees

* Sketch the leaves that you have pressed, label, and give field identification characteristics.

Forbs and Shrubs

* Collect and identify at least ten species of forbs and shrubs. Sketch, label, describe and give field identification marks. Note if plants are edible or utilitarian to humans.

* Sketch and label two types of inflorescences and be able to identify them on sight.

* Sketch the basic structure of a complete, perfect flower and be able to identify its various floral parts (receptacle, sepals=calyx, petals=corolla, stamens, pistils) on sight.

* Sketch and label six different seed-bearing structures and be able to identify them on sight.

Ferns

* Collect and identify at least three species of ferns. Record, sketch, describe and label, indicating field identification marks.

Lichens

* Describe/illustrate the following four kinds of lichen growth form:  crustose, foliose, umbiliculate, fructicose.

* Describe the fungus-alga-bacterial symbiosis that constitutes  the lichen.

* Collect at least four different lichens. Record, describe and sketch them, noting specific habitat and indicating important field identification marks.

* Describe a human use for at least one lichen.

Bryophytes

* Collect and identify at least two species of bryophytes. Record, sketch, describe and label, indicating field identification marks.

Mammals

* Sketch in situ one Maine mammal from any order and write at least three narrative paragraphs about the observed behavior, in situ, for that mammal.

* Sketch two mammal skulls (one herbivore and either a carnivore or an omnivore). Skulls will be available in the pre-class period.

* Sketch a pelvic girdle and describe how it is different from a skull.

* Sketch the prints/tracks of five species, according to directions to be provided.

* Dissect a raptor cough pellet (to be supplied); sort the bones and use them to reconstruct a skeleton. Identify or speculate on the prey species.

Birds

* Observe bird behavior for at least one hour and record your observations.

Insects

* Describe and sketch the five species that have been mounted (see Collection).

* Observe the behavior of at least three species of insects and record observations.

* Observe, collect and identify four different types of non-insect arthropods. Record, describe and sketch.

Ecological Systems

* Select a delimited study site such as a plot of forest, a marsh, a pond, a section of rocky coastline and name the type of ecosystem or habitat it represents.

* Describe and draw a sketch map of your site.

* Spend periodic time at your site, totaling at least three hours in each of at least three seasons (nine hours total) recording everything you observe, using all five senses.  Characterize the seasonal changes in your site both ecologically and in terms of phenology.

* Notice and describe some specific ecological interactions among the species at your site.

* Describe at least one food chain that occurs at your site (or as much of the trophic web as you can.)  Describe any other aspects of trophic structure that seem important.

* Describe how minerals and nutrients are cycled and recycled at your site, from soil to biota and back to soil.

* Describe the stages of ecological succession (if any) that have occurred and are occurring at your site.

* List and define the ecological principles and criteria of systems thinking. Give natural examples to illustrate each point.

Ecosystem Studies:

To Be Announced

Ecosystem Studies: Vernal Pools and Riparian Zones

* Sketch and describe four different species of amphibians, including at least one species of salamander. Point out field identification marks.

* Sketch, label and describe at least one larval form of amphibian.

* Sketch and describe one species of snake and one species of turtle, pointing out field identification marks.

* Watch the behavior of two amphibians and one reptile and record these observations.

2. Skill-related Program Requirements

Geology

* Identify and know on sight at least three different rocks found at your chosen location.

* Be  able to identify three major rock-forming minerals.

Trees

* Be able to identify ten species, three of which must be conifers and three broad-leaved trees.

* Be able to teach someone else the meaning of these terms: opposite, alternate, entire, toothed, double toothed, lobed, divided/compound, palmate, pinnate.

Mammals

* Be able to identify one common Maine mammal from each of these groups:  rodent, mustelid, lagomorph, canid, feline, ungulate and chiropterid.

* Be able to identify at least three species or families by tracks.

* Be able to identify at least three species of mammal by scat, skull or other sign.

Birds

* Be able to demonstrate the proper use and care of binoculars.

* Be able to identify thirty common birds using two distinguishing field marks or behaviors for each species. 

* Be able to identify ten of the thirty by voice.

Ecosystem Studies: Wetlands

* Be able to identify at least three amphibians by voice.

* Be able to identify four different species of amphibians, including at least one species of salamander.

* Be able to identify at least one species of snake and one species of turtle.

Night sky

* Be able to identify the Big Dipper, the Little Dipper and Cassiopeia.

* Using the Big Dipper as a guide, know how to locate Arcturus in the Herdsman and Regulus in Leo.

* Be able to identify Orion and, using it as a guide, be able to locate Sirius in Big Dog, Procyon in Small Dog, Pollux and Castor in Gemini, Capella in Charioteer and Aldebaran in Taurus.

* Be able to identify and find the Pleiades.

Pedagogy

* Develop an inviting, encouraging educational technique on field trips and in class.

* Demonstrate your field trip leading technique when invited to do so.

3. The Collection

Trees

* Collect leaves/needles of these trees; properly press and mount them in your collection.

* Collect and mount the seeds of at least two species of broad-leaved trees and one conifer.

Forbs and Shrubs

* Properly press, mount and label three specimens for your collection.

Ferns

* Properly press, mount and label three species for your collection.

Mammals

* Make a plaster cast of the tracks of one mammal species.

Insects

* Observe, collect, identify and properly mount representative species of at least five common orders of insects.

For courses with an Intertidal unit

* Properly press, mount and label a specimen of identified marine algae.

MMNP Course Requirements.pdf

PRINTABLE: