Spring Monitoring - April 2011

 Macroinvertebrates: Students use D nets to take water samples from the wetlands to see if there is evidence of macros.  Students found several mayflies, water boatmen, and other insects which show a healthy environment.

 

Wetlands Mapping: Students explore the wetlands looking for changes in vegetation and landscape since last season.

Riparian Mapping: Students choose an area to measure, observe, and draw a map.  The maps from previous seasons are compared to note changes in the riparian zone.



Wildlife Tracking: Students are reminded about animal tracks and signs before exploring the area to see what signs of wildlife they can find.

Students find evidence of elk.  Plaster was mixed and poured into the animal track.

 Water Quality: Students measure the pH and dissolved oxygen of the Tualatin River water to see if it is healthy for fish, macros, and animals living in the habitat.

 Microscopy: Students take samples of the wetlands water and magnify it with the aid of microscopes.  Students get a close up look at the living organisms in the wetland water.  Plankton is one of the living things they are able to observe.

Video documentation: A group of students took videos and photos of the students at other stations working and collecting data.

Photo Point: Students take photos at a specific location each season.  The photos are used to compare and contrast the changes that take place.

Fall versus Winter: Students at work monitoring the wetlands...

  

September 2010

October 2010

 

January 2011

Wetlands Mapping

Wildlife Tracking

Riparian Mapping

Microscopy

Photo Point 

Water Quality

Video Documentation

 Macroinvertebrates

The Bulldogs Write about the Winter Monitoring at Jackson Bottom Wetlands

“I went to Jackson Bottom.  I went to Riparian mapping.  I drew a map of an area.  I did wildlife tracking.  We put our tracking stations on a hill.  I went to water quality.  I loved going to Jackson Bottom.” (K. T.)

“I went to Jackson botton wetlands.  When I was there I went to video. In mapping I found some snacke skin.  It was cool.  I went to video documentation.  I got to use a camera.  It was fun.  I also went to microscopy I saw a snail, a lady bug, a spider, and a worm it was fun.“ (G. H.)

“My class went to Jackson Bottom wetlands.  I saw a Mayfly, Water boat men and tadpoles at the macro station.  I went to wetlands mapping. I got to use binoculars. I went to microscopy.  I saw through a microscope  and saw things up close.  It was  so fun I would like to go to Jackson Bottom again.” (M. C.)

“I went to Jackson Bottom Wetlands.  I went to water Quality.  We got to get water from the river a if it was healthy for the fish.  I also went to tracking.  We put our ink tracker stations on the hill and we are going to see if any animals leave tracks.  I then went to photo point.  We got to get a camera, a compass, and a measuring tape. We got to take pictures.  I had a good time at Jackson Bottom.” (Ma. D.)

I was at Jackson Bottom Wetlands. I went to vide documentation. I was using the boom mike. I Intervewed J. H. We also intervewed K. T. I had to crouch down so the watchers wooldn’t see me. I went to micro-scopy. I looked at a spider.  When I was at Riparian Mapping I saw a worm.  I had fun on the field trip.” (A. A.)

  “I went to Jackson Bottom Wetlands.  I went to video documentation first.  It was awesome. I worked the video camera. We took an interview of riparian mapping and macro.  I also went to riparrian mapping.  I got mixed up with the bushes. Our group got interviewed. Then I went to wtare quality.  Our team and and the other team had to make the water sky blue. When we got to school I almost fell asleep” (G. S.)

“I went to Jackson Bottom Wetlands.  My stations were Wildlife Tracking, Poto Point, and Macros.  My ink traker was the first one done.  I put mine on the hill first.  At Poto Point I got to hold a thing that looked like a phone.  I got to take two pictures.  At macro I got to use the D Net.  I got to a lot of bugs and other things. I had fun at Jackson Bottom Wetlands.” (Mo. D.)

The Bulldogs Write about the Fall Monitoring at Jackson Bottom Wetlands

We went to Jackson Bottom. I was at Video documentation. I was the recorder. I wrote down what the photographer took of the wetlands. I went to water quality. We used Kool-Aid. We tested for pH. I went to Riparian Mapping. We drew a picture of the wetland. We measured the wetlands. It was fun. (J. P.)

We went to Jackson Bottom Wetlands yesterday. I went to Riparian Mapping. We measured in 15 feet at where we make our maps. We also got to color. I went to Video Document. I was the Director. I also got to switch with the video camera. Next I went to microscope station. We could see things closer. It was cool. It was fun at Jackson Bottom Wetlands. (R. S.)

We went to Jackson Bottom Wetlands yesterday. I was at the tracking station. I used an ink tracker. We also got to talk about animals. We looked at pictures. I went to the Riparian Mapping place. We got to draw a map and measure. I visited the Water Quality station. We got to test the water. It was freezing cold. It was fun at Jackson Bottom Wetlands. (G. V.)

We went to Jackson Bottom Wetlands yesterday. I went to the Macroinvertebrates station first. Our group caught six tadpoles. B. H. caught one tadpole. Then I went to Wetlands Mapping. I tied the tape on the plant. Then I measured 15 feet. Then I went to Microscopy. I looked through a microscope. I saw a stink bug. It was fun at Jackson Bottom Wetlands. (N. N.)

We went to Jackson Bottom Wetlands yesterday. I was at the microscopic place. We could see things you can't see with your own eye. I also got to go to the Photo Point place. We tok pictures of Bobcat Marsh. I also got to use the boom mic. I also got to go to the Wetlands Mapping place. I got to measure stuff. We drew a picture of stuff. We drew what we saw on the ground with our pencils and a clipboard. It was fun at Jackson Bottom Wetlands yesterday. (G. M.)

I went to Jackson Bottom Wetlands yesterday. I went to the tracking station. We made a plaster cast. We also put out our ink trackers. The second station I went to was the Photo Point station. I got to use a camera. I was the first photographer in the group. The last station I went to was the macroinvertebrates station. B.B. caught two fish. We got to see water snails. It was fun at Jackson Bottom. (A. L.)

Jackson Bottom Wetlands Fall Monitoring

Agenda: October 21, 2010

9:30 Students begin arriving at Jackson Bottom Wetlands

9:30 – 10:00 All student meeting to discuss student groups/rotations

10:00 – 11:00 First Station

11:00 – 11:30 Lunch under covered area

11:30 – 12:30 Second Station

12:35 – 1:35 Third Station

1:35 – 1:45 Students regroup to debrief/discuss day

1:45 Students return to school

Stations: 

Water Quality : Students will take water samples from the Tualatin River and the Bobcat Marsh wetland area to test for Temperature, pH, and Dissolved Oxygen.  Students will learn how these tests indicate a healthy environment.

Macroinvertebrates : Students will conduct macro sampling and prepare a survey of the macro insect population.  Students will learn how macroinvertibrates can be an indicator of a healthy environment.

Microorganisms: Students will observe water samples under a microscope. Students will learn what microorganisms live in water and be able to more closely investigate macroinvertebrates.

Wildlife populations/Tracking: Students will make observations and place ink tracking stations in the Bobcat Marsh study area to collect data about animals that live in the study area. Students will learn how wildlife populations change and take surveys of wildlife based on signs such as animal tracks, scat, and other markings.

Wetlands Mapping:   Students will take measurements of the Bobcat Marsh study area. Students will draw a map of the study area and include habitat observations including the vegetation, plant life, substrate, and animal signs. Students will take note of any invasive plant species in the study area. Students will learn to make observations and compare and contrast change that occurs long-term.

Riparian Area Mapping:   Students will measure a 50 foot study site within the riparian zone of the Tualatin River. Students will then draw a map of the study area and include habitat observations including the vegetation, plant life, substrate, and animal signs. Students will take note of any invasive plant species in the study area.  Students will learn to make observations and compare and contrast change that occurs long-term.

Photo Point Documentation/GPS tracking: Students will choose several location points within the study area to take still photographs.  Students will mark the photo points using a GPS tracker so that subsequent photographs will be taken in the same location. The photographs will be used to compare/contrast changes that take place during the duration of the project. Students will learn to use technology to document changes that take place in the environment over time.

Video documentation: Students will move between stations to document the overall project.  This may include interviewing student participants and filming activities taking place at all other stations. Students will learn to use technology to document changes that take place in the environment over time and keep a record of the overall project.

In the beginning....

Just weeks after the school year began, both classrooms received a letter from Sarah Pinnock, the Education Coordinator at Jackson Bottom Wetlands Preserve, requesting help and inviting the students to visit and learn more.  Of course, both classes accepted and prepared for our new partnership.   The Swallows prepared interview questions and practiced interview skills in anticipation of our meet and greet with our new partners, the St. Thomas More Bulldogs.  The Bulldogs prepared a get-to-know-you game that showcased knowledge and appreciation of water studies.

We arrived at the wetlands for the first time this year and the just-introduced "buddies" settled down for lunch and into comfortable conversation.
 In between bites of bologna and cheese and pb & j there was the hum of new friendships forming.

Sarah Pinnock, (our letter writer), then welcomed us and guided the students on an interactive tour to learn more about the restoration project and the need that we would fill.
We learned that there was restoration project underway in a part of the wetlands and that Jackson Bottom needed help monitoring the restoration to measure environmental impact.
Of course, we accepted the project and on October 21, 2010, we will undergo our first extensive wetland  data collection.