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Biodiversity
Field Studies
The Paul F-Brandwein
Summer Leadership InstituteEcology in Action:
Biodiversity Field Studies
The Paul F-Brandwein
Summer Leadership Institute
July 28 - August 6, 2000
Kathleen A. Rapp
The Paul F-Brandwein Institute
Unionville, New YorkCopyright © 2001 by the Paul F-Brandwein Institute. This volume may not be reproduced in whole or in part in any form without written permission from the publisher. Requests for permission should be addressed to the Paul F-Brandwein Institute, PO Box 13, Unionville, New York 10988. Telephone (845) 856-8230 The Brandwein Summer Leadership Institute program is supported by a grant from the Toyota USA Foundation, The Brandwein-Morholt Trust and the Pocono Environmental Education Center. Designed by Thomas Thornton
Contents
4 A Paul F-Brandwein Institute Vision of
Effective Professional Development
5 Mission Statement
The Paul F-Brandwein Institute
6 Paul F-Brandwein (1912-1994)
Scientist, Teacher, Author,
Humanitarian, Philosopher,
Conservationist
8 The Brandwein Summer Leadership
Institute Sites
9 Summer Leadership Institute Overview
12 The Brandwein Summer Leadership
Institute
26 BSLI-2000 Teacher-Participants
46 Brandwein Summer Leadership
Institute Resource People
50 The Paul F-Brandwein Institute
Board of Directors
51 The Paul F-Brandwein Institute Staff
52 The Paul F-Brandwein Institute Fellows
53 Internet ResourcesE C O L O G Y I N A C T I O N : B I O D I V E R S I T Y F I E L D S T U D I E S
A Paul F-Brandwein Institute Vision
of Effective Professional Development
The Brandwein Institute (BI) supports teachers learn anything when you are the one who is
who use the environment as a context for asking all the questions?” At the Brandwein Summer
instruction and learning through exemplary Leadership Institute, teachers initiate research
education programs at the Brandwein Summer questions, collect data, interpret data, and present
Leadership Institutes (BSLI). BI is building a the results. The facilitators, through their
presence for environmental science education by instructional strategies, reflect science as it is
increasing knowledge and stewardship of cultural practiced, a legacy of Dr. Paul F-Brandwein.
and natural resources in national parks, BI core beliefs regarding professional
conservancies, and land held in trust. Since the development embody the following concepts: the
teacher is the key to student success, enhancing primary purpose of teaching is to facilitate learning;
teachers’ knowledge of the environment is an teachers possess specialized knowledge; and the
important way to help improve student practice of teaching is complex. Hence Brandwein
performance. Paul F-Brandwein, a founder of the workshops are structured so that inquiry-based
Pocono Environmental Education Center (PEEC), learning lies at the heart of what teachers are
noted that teachers, like students, best learn science provided.
by doing science, by investigating for themselves Teachers possess a body of knowledge of
and building on their own understanding. This content, the students they teach, the forms of
philosophy was the keystone for the first Toyota instruction and assessment strategies used, and the
USA Foundation-sponsored Brandwein Summer global context in which they teach. Teachers
Leadership Institute that was convened at PEEC in attending summer leadership institutes expect to
July 2000 for 20 outstanding science teachers. continue learning throughout their careers and
Attributes of effective methods to engage improve their practice by choosing and attending
students in environmental science are authentic appropriate professional development learning
science learning, cooperative learning, hands-on opportunities. Teaching is a complex practice that
learning and inquiry-based learning. Authentic requires planning, acting, observing, assessing, and
science learning involves students by engaging them reflecting. It requires constant and consistent
in actual, ongoing science research currently being decision making. Teachers build on their own
conducted. Cooperative learning involves students experience and expertise, and through the BSLI,
in group projects and learning activities, whereby have the opportunity to learn in part from the
they develop the skills necessary to improve the collective wisdom and experience of colleagues and
learning of one another. Hands-on learning engages others. BI affords teachers the opportunities for
students in learning through direct involvement and collegial reflection.
interaction with materials, rather than by rote Beliefs about professional development have
memorization of facts. Students engaged in changed over the years. Today’s approach embraces
environmental science experience the process skills not only the teacher, but also the school and
of observing, measuring, recording, classifying, community to which the teacher belongs. Effective
interpreting data, inferring, predicting, investigating, professional development efforts value teachers
and making models. learning and sharing together. However, it takes
What is unique to the Brandwein Summer commitment and involvement of school systems to
Leadership Institute experience is that the teacher- promote continuous learning by providing teachers
participants, in addition to experiencing the above the time for in-depth field science investigations,
process skills, discover the joy of analyzing what collaborative work, and reflection. In short, the
Never doubt that a they are investigating. BI’s inquiry-based approach Brandwein Summer Leadership Institute enables
small group of to environmental learning engages teachers in the teachers to use the environment to advance inquiry-
thoughtful citizens
can change the
full processes of science. Teachers choose and based learning, conduct field investigations and
world. Indeed, it’s conduct environmental research projects guided by problem solving activities, and apply new
the only thing that a mentor and their own inquiry. This concept is knowledge–an approach that fosters in-depth
ever has. reminiscent of a Phi Delta Kappan cartoon caption understanding.
– Margaret Mead in which a student asks his teacher, “How can I
by John (Jack) Padalino
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Mission Statement
Reflecting the wisdom of healthy and healing environment. BI programs
Paul F-Brandwein–author, teacher, scientist, help all learners develop an understanding of the
publisher, conservationist, and humanitarian–the symbiotic relationship between humans and the
Paul F-Brandwein Institute educates people to environment.
recognize their responsibility for sustaining a
About the Paul F-Brandwein Institute
Established in 1996 as a collaboration “ecology of achievement,” allowing ideas to form
between the Brandwein-Morholt Trust and the and be tested through meaningful research and
Pocono Environmental Education Center (PEEC), fieldwork. BI educational programs integrate the
the Paul F-Brandwein Institute (BI) perpetuates natural wealth of biodiversity at the Rutgers
the legacy of Paul F-Brandwein through Creek Wildlife Conservancy (Greenville, New
environmental education. BI programs nurture York) with scientific investigation, creative
the gifts and talents of all learners at all levels analysis, and state-of-the-art technological
and foster skills, concepts, and values basic to research tools. In this way, education and
environmental decision making within a global conservation of the environment become
context. By bringing together students, educators, intertwined.
and scientists, education at the BI encourages an
c5CE C O L O G Y I N A C T I O N : B I O D I V E R S I T Y F I E L D S T U D I E S
Paul F-Brandwein (1912-1994)
Scientist revolutionizing the way science was taught
Born in 1912, Paul F-Brandwein immigrated throughout the country. Disappointed with
to the United States from Austria prior to WWII. lecture and textbook-based teaching, Paul
Paul’s interest in science began quite early, developed classroom materials based on
partially owing to the time he spent in hospitals investigation, research, and analysis. His widely
with childhood arthritis. Though the condition used grade-specific series, Concepts in Science,
cut short a career in piano, his pioneered the style of
love for the instrument hands-on, investigative,
remained strong throughout his science education that
life. PFB became an assistant at generations of students have
the Littnauer Pneumonia come to experience as the
Research Laboratory in New norm. Even so, Paul
York where he worked while remained aware of the
completing his bachelor of limitations inherent in any
science from New York textbook. To forward
University. This early start in innovative education
original research had a great methods, he joined with
impact on the direction of his scientists and educators on
studies and philosophy on the Sputnik science project.
education. By 1940, upon Additionally he served on
completion of his masters and the Steering Committee of
doctorate studies at NYU, PFB the Biological Sciences
was secure in the belief that “the best way to Curriculum Study, as chair of its Gifted Student
encourage the young in science was to help Committee, and as consultant to the Physical
them early to do original work.” Science Study Committee. Through these
committees, PFB strengthened the presence of
Teacher programs designed to interest high school
Paul’s experience as an educator began at students in science through “originative” inquiry.
George Washington High School. He moved on,
through the 1940s and into the mid 50s, to serve Humanitarian
Always concerned with and committed to a
as a member and later as chair of the science
vision of equity in education, PFB strived to
department at Forest Hills High School. Here he
improve education for the students he believed
piloted a program encouraging students to do
to be most neglected: the disadvantaged and the
original work in science. It has been suggested
gifted. He once said, “We do pretty well for the
that more of Paul’s students won the prestigious
80 percent of the students in the middle. But the
Westinghouse Science Talent Search than those
10 percent at the top and the bottom: we grind
of any other teacher.
them under our feet!” Based in his belief of
Author equal access to opportunity, he promoted self-
An accomplished author, PFB began selection by interested students–rather than
publishing science textbooks in 1946, assignment based on testing.
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Philosopher
Evelyn Morholt (1914-1995)
Lifelong research and experience with
education led Paul to develop the concept of an
“ecology of achievement” whereby “the school-
E velyn Morholt was a long-time friend
of Paul and Mary Brandwein, and a
former science teacher with PFB at Forest
community ecosystem acts in mutualism with
Hills High School. Over the course of her
cultural and university ecosystems.” With this
long career, Evelyn served as editor of The
analogy to the relationship of students,
Teaching Scientist (Federation of Science
educators, scientists, and the community at large,
Teachers, New York City), chair of a New
PFB expressed the necessity for integrating
York City high school science department,
education with life and community. Drawing a
and acting examiner for the New York
distinction between “schooling” and “education,”
Board of Education. She wrote nine books,
PFB emphasized the impact of the community
and the most recent (in 1986, with PFB),
on the school rather than vice versa. Refusing to
A Sourcebook for the Biological Sciences
allow schools to shoulder the blame for society’s
(3rd ed.), is still an important resource for
ills, he saw the quality of schools as
science education.
symptomatic of the state of the community.
“Specific communities get the kind of schools
Evelyn Morholt bequeathed her home to
their economic and social conditions permit; it is
the Brandweins in 1994. Her house, which
simplism itself to blame schools for the plight of
is close by the Brandwein residence,
the community or of society.”
currently contains the BI offices and
Conservationist herbarium.
In addition to his involvement with primary
and secondary education in the United States, Pennsylvania. This position combined
PFB participated in many roles with graduate his interests in education and
and undergraduate institutions throughout conservation. The Rutgers Creek Wildlife
the world. He was education director Conservancy, established by Paul and his
and later co-director of the wife Mary, has been administered by the
Pinchot Institute for Brandwein-Morholt Trust since Paul’s death
Conservation in 1994. In affiliation with the Pocono
Studies at Grey Environmental Education Center, the
Towers in Conservancy serves as a site for
Milford, educational programs and research. The
Paul F-Brandwein Institute advances
Paul’s intention for the land as a place
of learning and discovery for students,
teachers, scientists, and those interested
in natural systems and the
environment. We cannot solve
the problems that
we have created
with the same
thinking that
created them.
– Albert Einstein
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The Brandwein Summer Leadership Institute Sites
The Rutgers Creek Wildlife million people have visited PEEC since it was
Conservancy established in 1972.
Greenville, New York Its 38-acre campus sits on the escarpment of
the Pocono plateau and within the 67,000-acre
The Paul F-Brandwein Institute is located on
Delaware Water Gap National Recreation Area (a
the 77-acre Rutgers Creek Wildlife Conservancy
National Park). Surrounding parklands and
preserve, with its offices in the former
Nature Conservancy lands offer visitors over a
residence of Evelyn Morholt. The Conservancy
quarter million acres for study. PEEC, a nonprofit
land was farmed until the 1960s, and is now
organization, works in partnership with the U.S.
wooded and houses diverse wildlife habitats.
Park Service.
The land is traversed by stone walls marking
The Delaware Water Gap
the former fields, and is bisected by Rutgers
National Recreation Area
Creek. Active dairy farms and growing
offers a distinctive
residential development surround the preserve,
combination of natural,
which is located in the rolling, wooded hills
cultural, and recreational
near Greenville, New York, close to the New
Jersey and Pennsylvania state lines. It is NY features providing
opportunities for public
used by students, teachers, The Rutgers Creek use and enjoyment in
scientists, and other lifelong Wildlife Conservancy
Greenville, New York an increasingly
learners for environmental
urbanized region.
studies. Two houses sit
Rich in
on the property: the
resources,
former residence of Pocono Environmental
Evelyn Morholt and
Education Center
Dingmans Ferry, Pennsylvania
NJ wildlife, and
bounteous forests,
the Brandwein
current theories suggest
home, a farmhouse PA that humans may have
dating from the mid-
inhabited the area as
1850s. In addition to
early as 8500 BC.
the BI offices and
Approximately 40 miles of
herbarium, the Morholt residence will
the exceptionally unpolluted Delaware River lie
eventually house laboratory, exhibit, and
within the Park’s boundaries. The area’s geologic
classroom facilities.
and natural features form scenic landscapes and
typify landforms and biotic areas of the
Pocono Environmental
Appalachian Mountains. The park encompasses
Education Center
elevations from 500 to 1,500 feet, which contain
Dingmans Ferry, Pennsylvania
diverse habitats for plants, invertebrates,
The Pocono Environmental Education Center amphibians, reptiles, birds, mammals, and fish.
(PEEC) is the Western Hemisphere’s largest The park’s mission is to provide outdoor
residential environmental education center. PEEC recreation opportunities while conserving its
annually serves more than 22,000 students, natural, cultural and scenic resources by working
including children, families, teachers, scientists, cooperatively with surrounding communities and
and other lifelong learners. More than half a the public.
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Summer Leadership Institute Overview
The Toyota USA Foundation, with the Paul F- scientists, educators, and resource specialists
Brandwein Institute, supports the Brandwein participate in the BSLI. These individuals present
Summer Leadership Institute (BSLI) program, sessions, facilitate ecological fieldwork and
offering environmental fieldwork and workshop technology training, and serve as mentors to
experiences to K-12 teachers nationwide. The BSLI teachers in the field and after the summer
goal of the BSLI is to develop a cadre of institute. Teachers are afforded opportunities for
teacher/scientist mentors who, as lifelong informal sharing and collegial reflection during
learners, will share their expertise with teachers the BSLI. In addition, there is time to explore the
and students cultural and
nationwide. natural features
Each year, 20 of the area,
teachers are including a day
selected from a in New York
pool of City.
recognized At the close
outstanding of each
science teachers. summer’s BSLI,
A committee Brandwein Summer Leadership Institute 2000 Teacher Participants participants are
composed of inducted as
master teachers, field scientists, and members of Brandwein Fellows, a select group of scientists
the BI advisory board select the institute and educators recognized by the Paul F-
participants from the applications received. Brandwein Institute. As Brandwein Fellows, they
Various criteria are considered, including their take on the task of sharing PFB’s philosophy to
experience implementing student fieldwork, their educate and mentor others to recognize their
interest in environmental education and inquiry- responsibility for sustaining a healthy and
based teaching, and their desire to share their healing environment.
knowledge and expertise with other teachers. To help them do this, BSLI participants each
receive $1,200 and are expected to provide at
The 9-day BSLI concentrates training in least three workshops to share what they
four areas: learned at the BSLI. Additional funding is
• Implementing long-term ecological available over the next two years to continue
research by students and expand their outreach.
• Using the latest technology and integrating Brandwein fellows remain in contact
it with field-based inquiry throughout the year via an e-mail list service
• Exploring assessment strategies to measure where they share resources, experiences, and
field-based learning ongoing projects. In the spring, the Brandwein
• Learning to pursue further funding to Fellows convene at the NSTA National
sustain student research Convention to share their outreach experience
The BSLI focuses on activities that provide and community-based projects. This luncheon
teachers with science content knowledge and meeting is held following the Brandwein
help them develop strategies for facilitating Lecture, a featured event at the National
student/scientist interactions. A variety of Convention.
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list service for BSLI participants and resource
The BSLI Focus
people was set up. This forum enables teachers
to share resources, files, and discussions. After
At the first Brandwein Symposium in 1997, a
the summer institute, teachers continue posting
forum of scientists and master teachers discussed
to the forum, sharing resources and developing
and determined priority needs for improved
new collaborative projects for sharing student-
field-based science education. This symposium
collected data over the Internet. This online list
included several Toyota TAPESTRY awardees,
service is an easily-accessible means of
and was the first meeting of Brandwein Fellows.
continuing the collegial relationships formed
The BSLI is designed to address needs identified
among participants and resource people during
by the Brandwein Fellows.
the BSLI.
While in the field, BSLI teachers use hand-
Implementing long-term held Global Positioning System (GPS) units
ecological research within their study quadrats, and transfer these
data into a Global Information System (GIS)
At the Rutgers Creek Wildlife Conservancy,
mapping program. In computer labs, teachers
BSLI teachers learn to conduct long-term
learn to merge field data with databases
ecological research techniques for use with
containing geological, soil, topographical, and
students. The first BSLI (BSLI-2000) focused on
other data to create rich “overlays” of their study
terrestrial biodiversity studies using the
sites.
Smithsonian Institution’s Monitoring and
Representatives from companies such as
Assessment of Biodiversity (SI/MAB) protocol for
PASCO, Inc., demonstrate high tech water quality
establishing and monitoring biodiversity plots.
testing devices. Teachers use the equipment
The SI/MAB protocol has been implemented by
themselves, and then learn to graph and analyze
scientists and educators at 62 sites around the
the data.
world.
In addition to terrestrial studies, BSLI teachers
conduct aquatic studies in Rutgers Creek. Both Exploring alternative
low tech and high tech approaches to water assessment strategies
quality data collection are used.
Increased student test scores is only one
measure of a program’s success. It is more likely
Integrating field-based inquiry that quality environmental science education
with the latest technology programs will be assessed, in
part, by measuring increased
Teachers need access to and training in the
understanding of
latest technology used by scientists in order to
environmental principles by
share with students authentic science
the public. BSLI participants
experiences. With this in mind, the BSLI is
discuss and devise methods to
designed to provide ample opportunities for
measure the
teachers to use technology and explore ways of
success of
integrating it successfully into student field
problem-based,
The job of the studies. At the BSLI, teachers work with the
citizen is to keep environmental
latest software for analysis, mapping, displaying
his mouth open. science field study.
and communicating results.
– Gunther Gra They create
Prior to the BSLI-2000, a web-based e-mail
c 10 CT H E P A U L F-B R A N D W E I N S U M M E R L E A D E R S H I P I N S T I T U T E
instruments to measure field-based learning and facilitating ecological fieldwork and technology
evaluate alternative assessments and training, and serving as mentors to BSLI teachers
performance-based examinations. Participants in the field and after the summer institute.
find ways to measure not only what students Teachers take their BSLI training back to their
have learned, but also whether their learning has schools, where they mentor students and other
had an impact on them, on their society, and/or teachers in ecological field studies. In addition,
on the environment. Teachers and scientist teachers are encouraged to contact resources in
review different models and metrics to enable their community, and bring in scientists and
them to demonstrate effectively the success of others who can mentor students.
the inquiry approach to field investigations. To maximize the BSLI’s impact, participants
are selected from a pool of recognized
outstanding science teachers including
Exploring funding resources Presidential Awardees in Science Teaching, GTE
Sustainability is a key point for teachers GIFT Awardees, and Toyota TAPESTRY
attempting to implement long-term ecological awardees. By drawing from this group, the BSLI
field studies. Many teachers do not know where includes many teachers who have already
to begin when it comes to locating funding demonstrated excellence and leadership in their
sources and writing grant proposals. The BSLI profession. In addition, BSLI participants have
includes sessions to help teachers in this area. done extensive student field studies, have
The sessions provide grant-writing tips and demonstrated an interest in the environment and
resources, and advice and perspectives from eagerness to share their knowledge with
successful grant writers and grant readers. BSLI colleagues.
participants test their own grant-writing skills by BSLI participants agree to do a minimum of 3
preparing a proposal for use of their $1,200 workshops to share the fieldwork protocols and
Brandwein outreach grant. help other teachers implement similar projects.
Each Brandwein fellow is expected to reach a
minimum of 90 additional teachers through post-
The BSLI Impact BSLI training sessions in the coming year.
There is a reluctance to teach environmental Venues for these outreach activities include
education in a great many school districts today. presentations at national and regional NSTA
The leading reason for this resistance is the lack conventions, state and local teachers meetings,
of teachers prepared to teach scientific principles and school and district inservice days.
in the context of the environment.1 The BSLI Over the course of Toyota funding, the BSLI
addresses this need by building a cadre of will provide training, resources, and mentoring
science teacher leaders who are trained in for environmental fieldwork to an estimated
environmental field techniques and who then 7,500 teachers nationwide.
mentor numerous teachers and students
throughout the country. This group will grow to
include 60 BSLI-trained teachers during the
three-year period of Toyota funding.
Paul F-Brandwein said that mentoring was a
1
Teaming with Life: Investing in Science to
key ingredient in successful science education.
Understand and Use America’s Living Capital.
Scientists, educators, and resource specialists President’s Committee of Advisers on Science and
participate in the BSLI, presenting sessions, Technology. OSTP. March 1998.
c 11 CE C O L O G Y I N A C T I O N : B I O D I V E R S I T Y F I E L D S T U D I E S
The Brandwein Summer Leadership Institute
July 28 - August 6, 2000 studies, and briefly described the terrestrial
studies that he planned for the teachers at
Rutgers Creek.
The Online Discussion Forum
BI Assistant Director Dan Foord posted links
The inaugural Brandwein Summer Leadership to various readings to spur discussion prior to
Institute (BSLI) was held July 28 through August the BSLI. Teachers discussed changing
6, 2000. However, the participants, facilitators, perspectives on conservation and the
and Brandwein Institute (BI) staff began environment after reading a 19th century
communicating regularly several months prior to examination of a New York county. Teachers
the Institute via an e-mail list service. also read and discussed online documents
The forum was set up on describing National Park Service
eGroups and U.S. Geological Survey
(http://www.egroups.com) in ecological studies in the
late May 2000, and enabled Delaware Water Gap National
teachers to share information Recreation Area (DWGNRA) in
about themselves, their preparation for their visit to the
locations, and their interests area.
prior to actually meeting. Said
Allen Bone, a BSLI participant,
“It is almost like we are going The BSLI-2000
to know everyone before we
Friday, July 28, 2000
get together, but maybe that
was the original intention!” Several BSLI teachers
BI staff used the e-mail arrived early and spent Friday
forum for general exploring the grounds around
communications, informing PEEC, hiking a variety of trails,
teachers about what to bring to experiencing oak-hickory
the BSLI, where to meet at the forests, pine plantations, and
airport, and other logistical details. hemlock groves, as well as viewing scenic vistas
In addition, the eGroups list service enabled and tumbling waterfalls.
the BI staff and facilitators to assess teacher Some early arrivers were treated to a private
needs and experience in areas such as tour of Grey Towers, the Pinchot family mansion
technology use and grant writing. Teachers and National Historic Landmark, located near
shared their experience with CBLs, various Milford, Pennsylvania, just up the road from
probeware, and kits for water quality studies, PEEC. Aside from enjoying the beauty of the
and voiced where they wanted more training. chateau-like mansion, teachers learned about the
They also discussed their familiarity with grant work and legacy of the Pinchot family, including
writing, which helped facilitators tailor the grant- James Pinchot, who endowed the Yale School of
writing sessions to teacher interests. Forestry, and Gifford Pinchot, an early
Via this list service, BSLI fieldwork facilitator conservationist, friend of Theodore Roosevelt,
Dan Bisaccio introduced himself to the teachers, and first Chief Forester for the U.S. Forest
explained his background in student biodiversity Service.
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BSLI participant arrivals were staggered look for bats and listen to frogs on the beautiful
throughout the day and into the evening on late summer evening.
Friday. Teachers welcomed one another as vans
arrived from the airport, and helped each other Saturday, July 29, 2000
settle into the cabins at PEEC. BSLI participants A group of about 10 BSLI
put names with faces during informal socializing teachers awoke early to join
on the cabin porches. PEEC naturalist Wendy Potter
Upon their arrival, teachers received a for an early morning bird
Brandwein Institute tote bag containing a walk on woodland trails.
number of items. Teachers were given a copy of The group heard and saw
“Into the Field,” a book about field journaling, ovenbirds, pine warblers, eastern phoebes and
along with a sketch diary for journaling. The blue jays–a treat, especially for the Westerners in
reference texts “Terrestrial Ecoregions of North the group.
America’ and “Aquatic Ecoregions of North After breakfast, the BSLI program began with
America,” were provided. In addition, teachers an introductory session by Dan Bisaccio. Dan
received a LaMotte Low Cost Green water talked about his Toyota TAPESTRY-funded
quality monitoring kit, and a PEEC water bottle. HabitatNet project, designed for students to
Friday evening, the BSLI group convened at collect data, conduct research, and have an
PEEC’s main building for a welcoming reception. impact on an important global issue: biological
There, the BSLI teachers mixed with the diversity. Dan explained how the TAPESTRY
multigenerational (grandparent/grandchild) grant led to many opportunities and ultimately
Elderhostel group also at PEEC for the week. changed his teaching. Based on his reputation
Both groups were welcomed by Jack Padalino, for student field studies, the Smithsonian
president of PEEC. Afterward, Pat Lynch from Institution contacted him to use their SI/MAB
the National Park Service welcomed everyone to (Smithsonian Institution’s Monitoring and
the DWGNRA, and spoke about the importance Assessment of Biodiversity) protocol for
of the park and conservation in the area. Pat biodiversity field studies. Dan explained that the
quoted a statistic that shocked many of the BSLI SI/MAB protocol would be the basis for the
teachers: 60 million people currently live within terrestrial fieldwork they would do over the next
a six-hour drive few days at Rutgers Creek.
of the park, and After Dan’s session, each BSLI participant
by 2020, that described their personal work with student field
number is studies, often using PowerPoint presentations
expected to and slides. A few used posters, which were
double. displayed in the PEEC classroom for viewing by
Preserving park all.
woodlands and In any moment of
Lunch at the PEEC dining hall provided an decision the best
recreation areas BI President, Jack Padalino welcomes opportunity for teachers to digest the thing you can do is
for this growing BSLI 2000 Participants the right thing, the
information they were learning about each other. next best thing is
population is a Many noted how invigorating it is to hear what the wrong thing,
priority and continuing challenge for the NPS. and the worst
other teachers do. thing you can do
Following the reception, everyone enjoyed After lunch, teachers viewed a brief video is nothing.
the outdoor barbecue catered by the PEEC about Paul F-Brandwein and the Brandwein – Theodore Roosevelt
dining hall. After dinner, a small group of Institute, which provided some background on
teachers hiked to the ponds on PEEC grounds to
c 13 CE C O L O G Y I N A C T I O N : B I O D I V E R S I T Y F I E L D S T U D I E S
the Rutgers Creek land. The video explained teachers need to market themselves effectively,
Paul and his wife Mary’s vision for the Rutgers explaining in detail how they are prepared to
Creek Wildlife Conservancy, which was complete the proposed project and including
verbalized in a trust and assures that the land be relevant press clippings and resumes of project
available for the perpetual benefit of the general staff and resource people. She advised teachers
populace. to follow proposal guidelines explicitly, avoid
Teacher jargon, highlight the uniqueness and creativity of
presentations their ideas, and limit themselves to realistic plans
finished up in the with a concrete end product. In addition, Marily
early afternoon, provided handouts and a long list of Internet
and everyone resources for teacher grants.
took a brief break Jack Padalino and Steve Case contributed
before traveling their viewpoints to the grant-writing session.
in vans for a field Jack shared his experience as a Toyota
trip to Teachers sort and classify benthic TAPESTRY judge for the past 10 years. Steve
macroinvertebrates
Raymondskill Case provided insight as a National Science
Falls, reportedly the highest falls in Foundation grant reviewer. He told teachers that
Pennsylvania. After hiking back from he wants to see passion for a program in the
Raymondskill Falls, a brief drive brought the grants he reads. He reiterated Marily’s advice to
group to Silver Thread Falls and the scenic avoid jargon, define terms, and he added that for
Dingman’s Falls. Teachers enjoyed the beauty of NSF, collaborations and in-kind support are very
the waterfalls, and observed with interest the important, since they are crucial to a project’s
nearby rocks, lichens, mosses, and flowering sustainability.
plants, including native rhododendron. After the grants session, the BSLI group
Saturday evening, the BSLI group crossed the gathered for a bus ride to the Rutgers Creek
Delaware River at Dingmans Ferry, and enjoyed Wildlife Conservancy (RCWC) near Greenville,
a lovely dinner at the Walpack Inn, in Walpack New York.
Center, New Jersey. The dining room features a Once there, botanist Bill Olson explained his
wall-sized picture window with a view of the work developing the RCWC Herbarium. Bill
rolling countryside and a herd of white tail deer described collecting and recording the locations
that approach within several yards of the of plants, and demonstrated the process for
restaurant to feed. identifying, pressing, and mounting specimens
for the Herbarium, and entering data about them
Sunday, July 30, 2000 into a computer database.
After breakfast, the BSLI reconvened in the The Herbarium currently
PEEC classroom for Marily DeWall’s presentation, contains 810 sheets,
“Proposal Development and Grants for representing 302 species
Teachers.” Marily shared her experience writing of vascular
grants and working with judging panels for the plants found
Toyota TAPESTRY program. She provided in the RCWC.
teachers with practical hints on how to get Bill explained
started, how to develop an idea into a project that the point
plan, how to identify potential funders, and to of the
write a formal proposal. Marily suggested that Herbarium
c 14 CT H E P A U L F-B R A N D W E I N S U M M E R L E A D E R S H I P I N S T I T U T E
collection is to record the plants that are in the what made that organism’s habitat unique.
RCWC now as a baseline, so that long-term Teachers returned to PEEC for dinner, and
changes can be studied. In the future, it will be then Jan Rethorst from the Pike County Raptor
possible to examine changes in Center presented
species occurrence within the an evening session
Conservancy, and look at how varying about raptors. She
ecological conditions brought several
affect a species’ growth live birds,
and habit. Bill including various
demonstrated how he owls and a Bald
uses the U.S. Geological BI Chairwoman, Mary Brandwein Eagle, and spoke
Survey mapping software (left), Teachers debrief after a about bird
morning field session (above)
MapTech to record the rehabilitation and
location of each plant conservation issues.
collected in the RCWC,
and the North Carolina Monday, July 31, 2000
Botanical Garden’s database of plant names and On Monday morning, Dan Bisaccio talked
taxonomies to record the scientific name of each more about his experience with student
specimen. fieldwork in tropical ecology, their use of the
The Herbarium session was followed by an SI/MAB protocol and contribution to the
outdoor luncheon hosted by Mary Brandwein in Smithsonian’s BioMon database. He explained
her beautiful garden. Mary was a very gracious how the BSLI teachers would use the SI/MAB
hostess, welcoming the BSLI participants for a protocol in the field and described the
tour of her home and telling stories about many procedure for tagging and mapping trees within
of her interesting collections. Mary provided their 20 meter by 20 meter study quadrat. In the
copies of two books by Paul F-Brandwein, as field, they would record the location and other
gifts to the teachers. These were “The Gifted information about each tree, and later transfer
Student as Future Scientist” and “Gifted Young in these data and map them using the Interactive
Science–Potential Through Performance.” Habitat program developed by Joe Russo. Dan
After lunch, the teachers received an explained that in the Mid-Atlantic region, they
introduction to journalizing in the field. An would typically find 30-40 trees per quadrat.
example was given of sketching a dragonfly, The BSLI teachers then bused to RCWC and
beginning very rough, and as the observer grows hiked out to the woods. At the first of four pre-
more skilled, progressing in stages to a very established study quadrats, everyone gathered as
detailed drawing. After the introductory exercise, Dan helped the first group of teachers begin the
the teachers took their field notebooks and process of mapping trees. Then, the teachers
hiked to Rutgers Creek where they spent about divided into groups, and hiked to the other
an hour thinking about field journalizing and study quadrats to begin recording data. Teachers
applying what they had read in “Into the used portable GPS units to locate trees within
Field.” They used all their senses to the quadrats, densitometers to measure canopy
experience their surroundings and recorded density, and a Wildlife Pro 35mm camera with
these observations in their journal. They were motion detector to photograph passing wildlife
asked to select an organism and examine it each night (several portraits of white tail deer
in the field, writing in their journals about resulted).
c 15 CE C O L O G Y I N A C T I O N : B I O D I V E R S I T Y F I E L D S T U D I E S
The Terrestrial Studies
HabitatNet: A Global Biodiversity Project Conservancy while offering selected teachers the
Field Report #1: Rutgers Creek Nature opportunity to learn established field research
Conservancy, Greenville, New York USA – protocols. Several research questions were posed
September 2000 that comprised issues related to the integrity of
Submitted by: Dan Bisaccio, HabitatNet Project biological diversity found within those plant
Director communities over time. Those questions consisted
of viewing long-term biodiversity measurements as
Abstract: they relate to: urbanization, introduction of exotic
species, natural vs. anthropogenic disturbance,
Twenty (20) outstanding educators from across
and global climate change.
the country were selected to participate in the first
Using the Smithsonian Institution’s Monitoring
Paul F-Brandwein Summer Leadership Institute
and Assessment of Biodiversity (SI/MAB)
(BSLI) during late July/early August 2000. As part
protocols, four (4) initial quadrats were surveyed
of the institute, the teachers were trained in the
during this institute. During the weekend of 15
Smithsonian Institution’s
May 2000, David Foord and
Monitoring and Assessment
myself walked the Rutgers
of Biodiversity (SI/MAB)
Creek Conservancy property
protocols while conducting
and chose the sites based on
primary biological diversity
differences in plant
research at the Rutgers Creek
communities found within the
Nature Conservancy.
higher terrain and lower
Four (4) SI/MAB quadrats
riparian communities. A high
were surveyed. Two quadrats
terrain and riparian site were
were upland mixed BSLI Participant Anne Tweed measures chosen on each side of
deciduous forest habitats, a tree’s diameter
Rutgers Creek. Each site,
while the other two were riparian habitats. An
measuring twenty (20) meters by twenty (20)
upland and riparian quadrat from each side of
meters was surveyed and marked. The site was
Rutgers Creek was surveyed. The intent was to
named Rutgers Creek 2000 (RC00) using SI/MAB
establish a SI/MAB Biodiversity Plot, known as
protocols for naming sites.
RC00 (Rutgers Creek, year 2000), as well as gain
Subsequently, Joe Russo (ZedX, Inc.) was
some insight about the plant communities found
developing a web-based analysis program that
within the conservancy. Additionally, several target
would enable the teacher/researchers to input
questions for further research were articulated.
their plant community data into a database that
Those questions concern:
would support on-going analysis and hypothesis-
a. biodiversity with regard to encroaching
testing using an ortho-digital map of the field site.
urban sprawl,
The teacher/researchers were assigned
Those who b. biodiversity with regard to the introduction
quadrats and began the SI/MAB research during
contemplate the of exotic species,
beauty of the earth the week of 31 July–1 August 2000. Quadrat 1
c. biodiversity with regard to natural
find resources of (riparian) and Quadrat 29 (high terrain) are
strength that will disturbance, and
located on the north side of Rutgers Creek, while
endure as long as d. biodiversity with regard to global climate
Quadrat 17 (riparian) and Quadrat 28 are located
life lasts. There is change.
symbolic as well as on the south side of Rutgers Creek. Facilitators
actual beauty in and consultants rotated and worked with each
the migration of Discussion: quadrat team during the survey period.
birds, the ebb and
The focus of the biodiversity assessment for Trees measuring a minimum of 10 cm.
flow of tides, the
folded bud ready this first Brandwein Summer Leadership Institute diameter at breast height (DBH), defined at 1.3
for spring. (BSLI) was to begin a systematic analysis of the meters above ground, were surveyed. DBH, status,
– Rachel Carson plant communities found within the Rutgers Creek continues
c 16 CT H E P A U L F-B R A N D W E I N S U M M E R L E A D E R S H I P I N S T I T U T E
The Terrestrial Studies (Continued)
and identification of the species were measured and long-term) will allow us to more fully
by quadrat teams and compiled. Overall DBH understand and appreciate the wisdom of Aldo
averages, tree species density, and tree species Leopold in the following notes from A Round
frequency were calculated for these four (4) River Journal:
quadrats. Tree acronyms were defined by using “If the land mechanism as a whole is good,
SI/MAB definition (the first 3 letters of the Genus then every part is good, whether we understand it
followed by the first 3 letters of the species). or not. If the biota, in the course of eons, has
Overall, fifteen (15) tree species and a total of built something we like but do not understand,
seventy-eight (78) individuals were identified in then who but a fool would discard seemingly
the four (4) quadrats. useless parts? To keep every cog and wheel is the
first precaution of intelligent tinkering.”
In addition to the basic research and
Concluding Remarks: investigations afforded by this project, a primary
Certainly, this report is just a beginning. Much affective hope is to reacquaint students and
more fieldwork needs to be done as well as the teachers with nature so that we may all better
interpretation of the present and future data. Basic understand our fundamental role and
taxonomic work complemented with continuing responsibility in safeguarding global biodiversity.
investigations of species interactions (both short
Summaries of the four (4) quadrats follow:
Quadrat 1 – Riparian GPS 41 20’ 37” N, 74 35’ 71” W
Canopy Density: 80% Ground Cover: 15% detritus, 75% herbaceous, 10% open
Tree Species: 6 Total Individuals: 24
Quadrat 17 – Riparian GPS 41 20’ 30” N, 74 35’ 81” W
Canopy Density: 75% Ground Cover: 35% detritus, 40% herbaceous, 25% open
Tree Species: 7 Total Individuals: 15
Quadrat 28 – High Terrain GPS 41 20’ 28” N, 74 35’ 70” W
Canopy Density: 100% Ground Cover: 55% detritus, 45% herbaceous, 5% open
Tree Species: 7 Total Individuals: 20
Quadrat 29 – High Terrain GPS 41 20’ 31” N, 74 35’ 57” W
Canopy Density: 93% Ground Cover: 35% detritus, 40% herbaceous, 25% open
Tree Species: 9 Total Individuals: 19
A number of experts joined the teachers in is wonderful.”
the field. Naturalist John Serrao, herpetologist Ed Following a picnic lunch at RCWC, half of the
McGowan, mycologist Dorothy Smullen, and teachers returned to the study quadrats, while
Dan Bisaccio consulted with the teachers and the others hiked to another location along
helped them identify fungi, amphibians, reptiles, Rutgers Creek for water quality studies.
insects, and mammals. Both direct sightings and Representatives from PASCO demonstrated
indirect evidence (such as tracks and scat) were probes and sensors for measuring dissolved
recorded by the BSLI teachers. Said BSLI oxygen, pH, turbidity, flow, and other water
participant Lura Hegg, “The opportunity to get parameters. In addition, Kelly Nolan, from the
out in the field with such knowledgeable people Hudson Basin River Watch, showed teachers
c 17 CE C O L O G Y I N A C T I O N : B I O D I V E R S I T Y F I E L D S T U D I E S
The Aquatic Studies
The BSLI teachers experienced both high and based in schools. Teams are often partnered with
low-tech approaches to water quality testing at local private interests, nonprofit organizations and
Rutgers Creek. Kelly Nolan, of the Hudson Basin government agencies.
River Watch (HBRW), led teachers in the low-tech
version. HBRW is an association of students, The HBRW provides recommended protocols
teachers, citizen volunteers, environmental for collecting standardized water quality data
organizations, and water resource agencies whose within a framework of three tiers of environmental
mission is to improve the water quality of the monitoring that include introductory investigations,
Hudson River and its tributaries through preliminary assessment, and rigorous assessment.
education, community involvement, and
Chemical Data Report Sheet
School/Group: Brandwein Institute Stream: Rutgers Creek, Orange County, NY
Date(s) Sampled: 7/31/00 Site#: 1
Today’s weather conditions: cloudy Water temp: 19°C
In the past 24 hours, there was: heavy rain
Flow (indicate fast reading here and calculated reading below): medium
Replicates
1 2 Average Method Used
Water pH 7.5 7.5 7.5 Pocket pal
Alkalinity (mg/) 60 55 57.5 LaMotte micro-burette
Chloride (mg/l) –– –– ––
Turbidity 15 15 15 JTU LaMotte Turbidity Column JTU
Conductivity 228 225 229 meter
Other: ________ Add Units
Nitrate-Nitrogen as N - OR 0 1 0.5 Cadmium reduction: color
- Nitrate-Nitrogen as NO3 comparitor
Nitrate-Nitrogen: report as other: Standard curve? No
NO3 (to convert N to NO 3,
take the N result and
multiply by 3
Ortho-Phosphate as PO4 0 0 0 Ascorbic Acid Reduction: color
–OR-Ortho-Phosphate as P comparitor
Ortho-Phosphate: report as Standard Curve? No
P (to convert PO4 to P,
take the PO4 result and
divide by 3)
Dissolved Oxygen (mg/l) 8.6 8.2 8.4 Winkler with micro-burette
– OR- Dissolved Oxygen
90% SAT
(% Saturation)
stewardship. The HBRW has developed a Kelly led the BSLI teachers in preliminary
comprehensive system for training volunteers, assessments at two Rutgers Creek sites. The
including school children, in how to identify water studies focused on macroinvertebrates and
quality problems; to monitor the physical, chemical tests. The results of these analyses are
biological, and chemical characteristics of waters; available online at:
and to use the information in river restoration and http://home.att.net/~volunteerstreammonitoring/
protection efforts. The HBRW is a coordinated
network of autonomous teams, with over 100
continues
c 18 CT H E P A U L F-B R A N D W E I N S U M M E R L E A D E R S H I P I N S T I T U T E
The Aquatic Studies (Continued)
Macroinvertebrates Chemical parameters
Using the HBRW protocol, BSLI teachers Using simple equipment and procedures, the
collected river bottom samples from two fast and teachers measured water pH, alkalinity, chloride,
two slow areas in a riffle, screened out debris to turbidity, conductivity, nitrate, ortho-phosphate,
dislodge the and dissolved oxygen. The preceding chart
organisms, and summarizes chemical data collected at one Rutgers
then took their Creek site.
time collecting In addition to the HBRW protocols, BSLI
the assortment participants were exposed to high tech water
of critters using quality data collection and analysis tools: PASCO
forceps, and scientific’s ScienceWorkshop 500 Data Acquisition
sorting them in Interface. Using the remote data collection
ice cube trays capacity of this interface, the teachers collected
for analysis. environmental data in the field (independent of a
With the help of HBRW sorting sheets, teachers computer connection). Data collected included
identified the organisms within families, and using temperature, pH, flow rate, dissolved oxygen,
HBRW worksheets, the teachers recorded their depth vs. temperature profiles, light intensity and
findings for analysis. HBRW provides metrics for barometric pressure. Field-collected data was then
analyzing the macroinvertebrate data. BSLI returned to the laboratory, downloaded onto a
teachers did three analyses. First they looked at computer and displayed in
the number of identifiable species of mayfly, graphic and tabular form
stonefly, and caddisfly larvae. Then they arrived at for data analysis.
a “biotic value” for each group of organisms, by
multiplying the number of individuals (for each of
11 types of organisms found) by an assigned
biotic index. Finally, they compared the number
of various organisms to a model of expected
findings for a pristine stream, and calculated the
variation. The macroinvertebrate analyses BSLI teachers collect
indicated excellent water quality at one site on specimens (top) and
Rutgers Creek, and good water quality at a site perform chemical analysis
adjacent to Minisink Highway. at Rutgers Creek (left)
how to conduct water quality studies using low characteristics of various types of clouds, and
tech, inexpensive kits and macroinvertebrate illustrated his presentation with slides. Mike
counts. talked about ground fog, valley fog, stratus,
This group later returned to the Morholt cirrus, and cumulus clouds, and various types of
home to download and graph data collected storm clouds.
with the PASCO probes. They returned to the Later, naturalist John Serrao brought out the
quadrat studies, while the second group of herps of the Pocono Plateau. John discussed the
teachers went to Rutgers Creek for hydrology habitats and natural history of each species as he
studies. walked around the PEEC classroom giving each
After dinner at PEEC, the first evening BSLI teacher an up-close view of the various
presenter was meteorologist Mike Mogil, snakes, frogs, toads, and lizards. He talked about
Find your place
president of How The Weather Works. Mike each species in detail, telling of the gray tree on the planet, dig
shared his fantastic web site frog, which changes color to match tree trunks, in, and take
responsibility from
(http://www.weatherworks.com/), with its many the green frog which sounds like banjo strings, there.
links to meteorological data. He described the and the wood frog, which sounds like quacking – Gary Snyder
c 19 CE C O L O G Y I N A C T I O N : B I O D I V E R S I T Y F I E L D S T U D I E S
ducks. He showed The teachers returned to PEEC for dinner,
teachers leopard and and the evening program began with Steve Case,
pickerel frogs, as well who talked about the benefits of learning
as an American toad, science while engaged in authentic, meaningful
and a bullfrog, among work. Beyond training data collectors, Steve
many others. Snakes believes that fieldwork holds many possibilities
were the hit of the and can help students become analytical
evening, as John thinkers.
displayed everything He described long-term student ecological
from a worm snake research he’s been involved in, including student
(which aptly looks very much like a worm), to a stream monitoring, and a study of
black racer, a milk snake, and a timber tardigrades–tiny organisms that live on moss and
rattlesnake, which had molted earlier in the day. lichens, and are an environmental indicator. He
pointed out his web site (http://kancrn.org)
Tuesday, August 1, 2000 which contains links to various resources for
After breakfast, the BSLI group again bused teachers and student research projects.
to RCWC to complete their mapping of the study Steve provided BSLI teachers with additional
quadrats. They were joined by field consultants advice on finding funds for student projects. He
Steve Case, Tom Formichello, Otto Heck, Ed encouraged them to be leaders, to publicize the
McGowan, Mike Mogil, Kelly Nolan, John results of their students’ research, write articles,
Poliero, and Mike Trimble. While mapping the do presentations, and generally share their
quadrats, the BSLI teachers also practiced experiences with colleagues in an effort to
observing, writing, and sketching in their field encourage more teachers to involve students in
journals. They observed the forest structure, real science.
looking for light gaps, comparing the density of After Steve, ecologist Otto Heck shared his
the understory to the canopy, and sketched passion for owls. He talked about how the
vertical tree profiles. changing environment and habitat loss have
After lunch, the teachers went to the National impacted owl populations and ranges. Otto
Park Service Peirce House for Tim Smith’s shared many facts about owls during his slide
session about Geographical Information Systems presentation. For example, most owls are
(GIS) and Global Positioning Systems (GPS). Tim nocturnal and have very keen vision and
explained the basic fundamentals of GIS and hearing. Owls can hear a beetle 100 meters
discussed specific types of software available, away, and a mouse from a 1⁄2-mile distance. He
such as ArcView by ESRI, Inc. He provided described their habits, their prey
teachers with a sense of how they can use the (rodents and birds),
tool of GPS to collect data for input into a GIS. and their diverse
Tim also presented an overview of various GPS habitats. Otto showed
receivers that are available, discussing their slides of various
applications, capabilities and costs. He covered species including
everything from “recreational”-grade GPS burrowing owls in
equipment that measures within a 5-10 meter prairies, snowy
range, to the very precise geodetic, survey-grade owls, screech
receivers, which are capable of measuring owls, and hawk
movement of the earth’s crust. owls.
c 20 CT H E P A U L F-B R A N D W E I N S U M M E R L E A D E R S H I P I N S T I T U T E
Wednesday, August 2, 2000 conservation. Their projects integrate scientific
research and training with community outreach.
After breakfast, the BSLI teachers were off to
Through exhibitions, symposia, workshops, and
the computer lab for GIS training. Along the
publications, they help to inform the public
way, they stopped for a tour of the Bear
about biodiversity issues.
Mountain Park Trailside Museums and Wildlife
The Biodiversity Hall is the Museum’s “public
Center near Harriman, New York. The museum
face” for research and outreach on biodiversity.
has exhibits on native animals, reptiles, geology,
The exhibition is designed to appeal to a broad
nature study, and local history, and the zoo is a
audience and is organized around four major
refuge for rescued wildlife.
questions:
The computer lab, at the Orange County
• What is biodiversity?
Board of Cooperative Educational Services
• Why is it important?
(BOCES), provided PCs for groups of BSLI
• What are the threats to biodiversity?
teachers to work with the Interactive Habitat
• What can we do about biodiversity loss?
software developed by Joe Russo and Mike
Meg showed slides to illustrate these questions
Anderson. Joe and Mike demonstrated
and the CBC’s work in the field, including
Interactive Habitat and described
examples from around the world.
how it made GIS technology
The Center’s field projects focus
relevant to student fieldwork and
on areas where resources are often
the teachers’ fieldwork at Rutgers
lacking. For example, they are
Creek, by incorporating maps
working in Vietnam and Bolivia to
from the Orange County Water
help governmental and non-
Authority and aerial photographs
governmental organizations apply
of the site.
information about biodiversity to make
Teachers separated into the four groups that
conservation decisions.
had done fieldwork in each of the RCWC study
Meg passed out copies of the CBC’s
quadrats, and gathered at computer terminals to
consumer guides, and had materials describing
input the data they had collected and explore
various symposia and outreach projects available
the possibilities for its analysis using the highly
for the BSLI teachers to browse through.
detailed Interactive Habitat software.
After Meg, Jay Holmes, from the AMNH
Department of Education described the
Thursday, August 3, 2000
educational programs offered by the museum,
The BSLI group got an early start for New which include all age groups from pre-school to
York City and the American Museum of Natural adult, and a variety of formats such as lectures,
History (AMNH). There, Meg Domroese, after-school courses, teacher guides and
Outreach Program Manager for the AMNH workshops, and science mentorships.
Center for Biodiversity and Conservation (CBC) Jay focused on programs he is involved in,
talked to the teachers about the research and including the after-school program, ecology club,
education that the center conducts around the and YouthCaN, which culminates in an
world. international environmental conference for
Meg explained that the CBC was established youths and presented by youths. Jay also shared
in 1993 and is part of the museum’s growing a variety of handouts including instructional
effort to increase understanding of biodiversity materials, information on student essay contests,
and promote participation in biodiversity and magazines.
c 21 CYou can also read
