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.