This syllabus is being used for the 2011-2012 course, held at the Chewonki Foundation in Wiscasset. Courses will vary slightly in order to focus on important local features (intertidal zone on the rocky shore, for example, or riverine ecology inland) and take advantage of local instructional talent.

Journaling

Pre-class reading (read the first and skim the second)

The Naturalist’s Journal: A Resource Guide for using the naturalist’s journal as a tool in teaching

by Dr. Tom Howick, Director of Education, Chattahoochee Nature Center, Georgia

www.uga.edu/marex/aquarium/CL08docs/journaling.pdf

Natural History and Naturalist Skills

by Amber Parker, Great Smoky Mountains Institute

http://www.gsmit.org/downloads/NaturalistSkillsReading2012.pdf

Class activity

Introduction to keeping a Nature Journal

Maine Coast Geology

Pre-class reading

Surficial geology map of Maine; bedrock geology map of Maine

Class and field activity

Lecture: surficial and bedrock geology

Lecture: Sedimentary, metamorphic and igneous rocks

Guided walks at two sites

Recommended post-class reading

Roadside Geology of Maine, pages 1-23, 51-89 plus any other section of interest

Maine Flora

Trees

Pre-class reading

Pages 14-19 of Forest Trees of Maine, review one-page handout (key)

Objectives

Learn to use the key in Forest Trees of Maine.

Learn some common Maine species.

Learn the meaning of these terms: opposite, alternate, entire, toothed, double toothed, lobed, compound, palmate, pinnate.

Class activity

After a brief presentation, use fresh and pressed specimens with self-guides.

Trees in Winter

Pre-class reading

Review handout: Winter Twig Identification Guide for Deciduous Trees in Maine

Objectives

Learn the meaning of these terms: leaf scar, bundle scar, bud (terminal, lateral, false terminal), bud scale, pith (solid, diaphragmed, chambered), catkin.

Learn to use key.

Learn to identify some common Maine trees by using winter key.

Class activity

After a brief presentation, use specimens to identify to species.

Forbs and Shrubs

Pre-class reading

Pages x-xviii of Newcomb’s Wildflower Guide

Objectives

Learn to use key in Newcomb’s Wildflower Guide.

Learn some common Maine species.

Activity

In the fall: After a presentation, use key to identify fresh specimens, pressed specimens, photos and/or drawings.

In the spring: Use field guide on May field trip to identify spring ephemerals.

Post-class reading

Review information about rare plants at: http://www.maine.gov/doc/nrimc/mnap/features/rareplant.htm

Forbs in Winter

Pre-class reading

Pages 1-4 and browse remainder of Winter Weed Finder

Objectives

Know the difference between these dry structures: pod, capsule, silique, calyx, bract, burr.

Become familiar with the key for identifying dry plants in fall and winter.

Class activity

After a brief presentation, use the key to identify specimens that are accompanied by self-guides.

Ferns

Pre-class reading

Pages 1-7 of Fern Finder

Review two handouts (key to common Maine Ferns; key to Maine ferns)

Objectives

Learn to use key in Fern Finder.

Learn some common Maine species .

Learn these terms: blade, pinna, pinnule, stipe, rachis, sori, indusium, fertile frond.

Class activity

After a brief presentation, use key to identify fresh and pressed specimens accompanied by self-guides.

Lichens

Pre-class reading

Review the sections on lichen ecology at: http://www.lichen.com/

(This site supports the book of Lichens of North America by Ernie Brodo.)

Objectives

Know the difference between a lichen and a bryophyte, a vascular plant and a fungus.

Learn to use a basic key to identify to identify some common lichens.

Class activity

Use basic key to identify common lichens found on Chewonki Neck

Maine Fauna

Mammals

Pre-class reading

Mammal skull identification handout

Mammal scat identification handout

Threatened and endangered handout (to be emailed)

Skim Maine Mammal Profiles (document to be emailed)

Pages 1-13, 22-23, 32-33, 46 in Track Finder

Objectives and activities

Learn the differences between a carnivore, an herbivore and an omnivore by examining representative skulls in terms of shape, eye placement, size of auditory bulla, shape of rostrum, and dentition.

Learn to identify carnivores and herbivores by their scat using specimens with self-guides.

Learn to identify mammals through other signs and by inspecting animal hides.

Learn to use the key in Track Finder and be able to identify mammals by their tracks; activities to include presentation of basic material, use of prints and tracks in classroom with self-guides and in field.

Birds

Pre-class reading

Hand-outs, on-line reading, review Sibley’s Field Guide to Birds, Eastern North America

Objectives

Become proficient using field guides.

Know what is important in leading a birding field trip or a nature walk with birding.

Become proficient at listening to bird songs and calls, and learn to identify common birds by vocalization.

Be prepared to explain the phenomenon of migration.

Know the difference between structural coloration and pigment coloration.

Know the law about possession of birds, feathers, and parts.

Class and field activities

Discussion and demonstration

Further reading (See list at end of document)

Reptiles and amphibians (See Wetlands)

Insects and other terrestrial arthropods

Pre-class reading

Handouts to be provided (perhaps as downloads), including simplified key to common insect orders

Objectives 

To know how arthropods differ from other kinds of animals; to know how insects differ from other kinds of arthropods.

To recognize and name at least five different orders of insects and to know what kinds of insects belong to each.

To know the basic ins and outs of insect collecting. 

To learn some basics of insect ecology.

Class activity

Understanding insect anatomy; distinguishing insects from other terrestrial arthropods;  identification/recognition of common insect orders;  collecting, properly mounting & labeling insects for a collection; maintaining an insect collection.

Ecological Systems

Ecological Systems

Pre-class reading

Hand-outs and online documents 

Objectives

Understand the key properties of living systems.

Be able to explain the ecological principles with examples.

Be able to explain the criteria of systems thinking.

Understand the concepts of emergence, feedback loops, unintended consequences.

Be able to explain trophic webs and strategies.

Be able to explain phenology, time scales, and shifting baselines.

Be able to discuss climate change intelligently.

Understand some of the relationships in soil and their importance to life.

Be able to talk about what we can learn from reading a landscape.

Class activities

Discussion

Optional further reading (below and in addendum)

Natural Landscapes of Maine: A Guide to Natural Communities and Ecosystems by Susan Gawler and Andrew Cutko, a comprehensive survey of Maine’s 24 ecosystems and 114 natural communities

Basics of Evolutionary Theory; Linnean Classification of Life

Pre-class reading

Handouts to be provided as downloads

Objectives

Familiarity with history and basic grounding of natural history in evolutionary  ecology. Appreciation for value of Linnean binomial nomenclature as well as higher classification.

Class activity

Discussion

Reading the Landscape

Pre-class reading

Skim Reading the Forested Landscape by Tom Wessels

Objectives

Become familiar with how fire, pasturing, logging, blight, beaver and wind change Maine’s landscape.

Class activity

Presentation and guided tour looking at how these phenomena have impacted Chewonki Neck.

Effect of Climate Change on Maine’s Ecology

Pre-class reading

Climate Change and its Effects on Ecosystems, Habitats and Biota: State of the Gulf of Main Report, June 2010. www.gulfofmaine.org/state-of-the-gulf/docs/climate-change-and-its-effects-on-ecosystems-habitats-and-biota.pdf

University of Maine Climate Change Institute, from Contributions Series accessed @ www.climatechange.umaine.edu/ :

Understanding the Climate System (2 pages)

Understanding Atmospheric Chemistry (2 pages)

Maine’s Climate Future: An Initial Assessment, accessed @

http://climatechange.umaine.edu/research/publications/climate-future

Maine’s Climate Yesterday, Today and Tomorrow, (8 pages)  accessed @

http://mcspolicycenter.umaine.edu/files/pdf_mpr/jacobsonetal_V17N2.pdf

Maine Woods January 2010 issue devoted entirely to climate change (32 pages), accessed @ http://forestecologynetwork.org/pdf%20files/TMW_Jan_2010_low.pdf

Objectives

To understand the basic principles underlying anthropogenic global climate change, its major potential consequences for the ecology (both aquatic and terrestrial)of Maine and greater New England; adaptation and mitigation strategies for addressing climate change, etc.  The idea is to become conversant sufficiently with the issues so as to intelligently answer questions, encourage discussion, etc.

Class activity

Discussion

Ecosystem Studies: Intertidal Zone

Pre-class reading

Life on Intertidal Rocks

Classroom and field activity

Lecture on tide pool flora and fauna

Field trip, Pemaquid tide pools

Post-class reading

Sections of book that cover the species seen on field trip

Ecosystem Studies: Vernal Pools and Riparian Zones

Pre-class reading

Hand-outs; on-line reading

Class objectives

Know the meaning of: vernal pool, fishless lake, peatland, wet meadow, fen, bog, marsh, swamp, pond, lake, surface water, ground water.

Understand the life cycle of salamanders, frogs, toads, turtles, snakes, aquatic insects.

Class activities

Investigation of vernal pools and fishless lake on Chewonki Neck

Night Sky

Pre-class reading

Become familiar with Constellation Finder, reading pages 1-9 and reviewing the rest of the book.

Class objectives

Learn the location of major constellations

Class activities

Discussion of groups of constellations

Planetarium program “Know the Constellations”

Discussion of constellations as a projection of community values and beliefs

Optional post-class activity

To view celestial bodies through a telescope, attend a star party. The Central Maine Astronomical Society www.maineastro.com lists events open to the public and outlines star party etiquette.

Pedagogy

Objectives

Develop a repertoire of activities and ideas that can be used during post-course volunteer component

Develop a knowledge of and experience with different teaching styles

Class activities

Instructors will model teaching skills, styles and activities and invite participants to lead discussions or teach on a small-group basis as appropriate

The Environmental Movement and Maine Land Trusts

Objectives

Develop an appreciation for the efforts of others to provide stewardship for our natural resources

Class activities

Discussion

Capstone Project

Program requirement

Develop (with the supervision of your mentor or other instructor) a project that:

–  involves in-depth study of a particular aspect of natural history and/or

– develops an appropriate educational program, field experience, trail guide, or similar product that could be used at your volunteer site or elsewhere, and

– takes no fewer than twenty hours.

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

MMNP Syllabus.pdf

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