Category: Education

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An Ice Fishing Learning Journey

An Ice Fishing Learning Journey: Ice Fishing Basics Courtesy & Copyright Edith Bowen Laboratory School (EBLS) Experiential Learning Eric Newell Director & Photographer
Ice Fishing Basics
Courtesy & Copyright Edith Bowen Laboratory School (EBLS)
Experiential Learning
Eric Newell Director & Photographer

Teaching Yellow Perch Survival Structures Courtesy & Copyright Edith Bowen Laboratory School (EBLS) Experiential Learning Eric Newell Director & Photographer Teaching Yellow Perch Survival Structures
Courtesy & Copyright Edith Bowen Laboratory School (EBLS)
Experiential Learning
Eric Newell Director & Photographer

Fish Mathematics Courtesy & Copyright Edith Bowen Laboratory School (EBLS) Experiential Learning Eric Newell Director & Photographer Fish Mathematics
Courtesy & Copyright Edith Bowen Laboratory School (EBLS)
Experiential Learning
Eric Newell Director & Photographer

In 2019 my friend Josh Boling shared his perspectives on place-based education beyond the walls of a classroom in a Wild About Utah piece titled “Why I Teach Outside.” I sit here today with another colleague teaching second grade at Edith Bowen Lab School in Logan, Dr. Joseph Kozlowski, who has unpacked the potential of teaching children outside.

Dr. Koz, tell us your story.
Well, first, thanks so much for having me on. I am excited to be here. I grew up in an outdoor family. My dad was a wildlife biologist with the Forest Service, so I appreciated being outdoors growing up. Then later, my uncles introduced me to hunting and fishing, and that became a big part of my life where I found problem-solving and a sense of connection to nature. When I got my first job in northern Wyoming, I became involved in a group called Adventure Club. On Fridays and weekends we would take students from the school on experiential learning trips to historically-relevant sites in the area such as Devils Tower, Jewel Cave, the Battle of the Little Bighorn area, and really help these students connect to the place that they live and the culture and the history. So, those kinds of experiences are really what help kids connect learning and connect who they are to where they are. A lot of my philosophy is behind John Dewey who talks about rich experiences being the foundation of thinking and for learning.

Can you give us an example of an experience that embodies this philosophy?
Definitely. Last year, our second grade class at EBLS set up a trip to Hyrum Dam to take the students out ice fishing. We partnered with DWR (Utah Division of Wildlife Resources) employees, expert parents, and Dr. Eric Newell, our director of experiential learning. We wanted to go out there to help students connect with that place but also learn about characteristics of animals, what they need to survive and traits of the habitat. The students were out there on their buckets, ice cold fingers, ice developing on the top of those little rods, so focused on watching one little bounce of the line, hoping to catch a fish. We ended up being able to have a rainbow trout and a yellow perch, getting to look at the different colorations on the body and these black vertical stripes on the perch and talking about how that blends into the dark reeds on the bottom of the reservoir. And the mouth structure, how one has these sharp, aggressive teeth and one has wider teeth and a wider mouth. Then, finally we looked inside their bellies where different food were in different types of fish, little minnows in the trout belly versus macroinvertebrates and little snail-like things in the perch belly, looking at how those matched the different parts of the water that those fish would live in. That type of a thing is an example of how students connect to this place in this very authentic and meaningful way.

How do you justify this type of teaching and learning in the current educational landscape?
Basically, from an ‘academic accountability’ perspective, there is not a shortage of research, specifically in early childhood where I work, which links rich at-home vocabulary, at-home math experiences, and in general rich experiences with later academic success.

Providing hands-on learning that fosters rich connection to place makes so much sense and is engaging as well. We are Shannon Rhodes and Dr. Kozlowski, and we are wild about Utah.

Credits:

Images: Courtesy & Copyright Edith Bowen Laboratory School (EBLS) Experiential Learning Eric Newell Director & Photographer https://edithbowen.usu.edu/
Audio: Courtesy & © J. Chase and K.W. Baldwin
Text: Shannon Rhodes and Dr. Joseph Kozlowski, Edith Bowen Laboratory School, Utah State University https://edithbowen.usu.edu/
Additional Reading Links: Shannon Rhodes

Additional Reading

Boling, Josh. Why I Teach Outside. 2019. https://wildaboututah.org/why-i-teach-outside/

Boling, Josh. You, Too, Can Teach Outside. 2020. https://wildaboututah.org/you-too-can-teach-outside/

Gibbon, Peter. John Dewey: Portrait of a Progressive Thinker. 2019. National Endowment for the Humanities. https://www.neh.gov/article/john-dewey-portrait-progressive-thinker

Utah Division of Wildlife Resources. Four Great Waters to Ice Fish in Northern Utah This Winter. 2022. https://wildlife.utah.gov/wildlife-news/42-utah-wildlife-news/834-find-a-baby-bird-heres-what-to-do.html

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Hands on Stoneflies and Sculpin

Hands on Stoneflies and Sculpin: Exploring the Logan River Courtesy & Copyright Edith Bowen Laboratory School (EBLS) Experiential Learning Eric Newell Director & Photographer https://edithbowen.usu.edu/
Exploring the Logan River
Courtesy & Copyright Edith Bowen Laboratory School (EBLS)
Experiential Learning Eric Newell Director & Photographer

Benthic Macroinvertebrate Harvest Courtesy & Copyright Edith Bowen Laboratory School (EBLS) Experiential Learning Eric Newell Director & Photographer https://edithbowen.usu.edu/ Benthic Macroinvertebrate Harvest
Courtesy & Copyright Edith Bowen Laboratory School (EBLS)
Experiential Learning Eric Newell Director & Photographer

Merriam-Webster Benthic: of, relating to, or occurring at the bottom of a body of water

Student with a Stonefly Nymph Courtesy & Copyright Edith Bowen Laboratory School (EBLS) Experiential Learning Eric Newell Director & Photographer https://edithbowen.usu.edu/ Student with a Stonefly Nymph
Courtesy & Copyright Edith Bowen Laboratory School (EBLS)
Experiential Learning Eric Newell Director & Photographer

Stonefly Courtesy & Copyright Edith Bowen Laboratory School (EBLS) Experiential Learning Eric Newell Director & Photographer https://edithbowen.usu.edu/ Stonefly
Courtesy & Copyright Edith Bowen Laboratory School (EBLS)
Experiential Learning Eric Newell Director & Photographer

Sculpin Courtesy & Copyright Edith Bowen Laboratory School (EBLS) Experiential Learning Eric Newell Director & Photographer https://edithbowen.usu.edu/ Sculpin
Courtesy & Copyright Edith Bowen Laboratory School (EBLS)
Experiential Learning Eric Newell Director & Photographer

I remember my father on wintery Saturdays mounting his fly tying vice on the kitchen table, and then, from the cavern under the stairs, he’d emerge with his hooks, pheasant and peacock feathers, and other magical threads. I’d watch him spin intricate flies but never realized as a child that they were imitations of creatures I would meet and teach in the wild. When he took me to lakes and rivers to fish, we just used worms and pink marshmallows.

On an animal adaptation learning journey at Wood Camp along the Logan River this fall, our Edith Bowen Laboratory School first graders turned over river rocks, sweeping up all sorts of aquatic critters with nets and buckets to then probe playfully with tweezers and bare fingers. Trip Armstrong, Assistant Director of the National Aquatic Monitoring Center at Utah State University’s Department of Watershed Sciences, led our young investigators and several adult volunteers in identifying these benthic macroinvertebrates, especially the stonefly nymphs we found in every scoop.

These especially intrigued the children because they resemble something from outer space scurrying about on six legs. Stoneflies, both the nymphs and the adult insects, are large compared to mayfly and other critters you find in a river sample, so they stand out in a crowd. The adults have long wings, thus the Greek name Plecoptera meaning “braided wings,” but they are known to be poor fliers. The larvae have two tails or what biologists call cerci, while mayflies have three. Stoneflies have two hooks on their legs; mayflies have one. Stoneflies like oxygen-rich water flowing through their gills along their thorax and under their legs. We noticed some doing push-ups in the bin of river water, indicating it was time to return them to their habitat. Both mayfly and stonefly nymphs are pollution-sensitive, so finding them in such large numbers indicated that this part of the river was very healthy.

When a student approached from the river’s edge with a larger specimen cupped in her hands, I was stunned and a little spooked. “It’s a sculpin,” Armstrong said. These are bottom-dwelling fish that some say are basically big mouths with tails and have unflattering nicknames like “double uglies,” yet I learned later they are quite common. I’d just never met one. In fact, although biologists have determined that the Utah Lake sculpin has been extinct since the 1930s, the native Bear Lake sculpin and sculpin living in the Logan River are sources of food for the Bonneville Cutthroat and other trout.

I guess the lesson, as a wise first grader reminded me this week during our opinion writing session, is “Don’t yuck somebody’s yum.” Stoneflies and sculpin: flyfishers and bigger fish love them. I’m thankful for opportunities to teach in Utah’s wild places because every time I do, I learn something new.

I am Shannon Rhodes, and I’m wild about Utah.

Credits:

Images: Courtesy & Copyright Edith Bowen Laboratory School (EBLS)
Experiential Learning Eric Newell Director & Photographer https://edithbowen.usu.edu/
Audio: Courtesy & © J. Chase and K.W. Baldwin
Text: Shannon Rhodes, Edith Bowen Laboratory School, Utah State University https://edithbowen.usu.edu/https://edithbowen.usu.edu/
Additional Reading Links: Shannon Rhodes

Additional Reading

Beaudreau, Andrea. 2017. Why I Love Sculpins (and Why You Should Too). Coastal Fisheries Ecology Lab. https://annebeaudreau.com/2017/09/05/why-i-love-sculpins/

Bouchard, R.W. Jr. 2004. Guide to Aquatic Invertebrates of the Upper Midwest. 2004. https://dep.wv.gov/WWE/getinvolved/sos/Documents/Benthic/UMW/Plecoptera.pdf

Curtis, Jennifer Keats with Stroud Water Research Center. 2020. Arbordale Publishing. https://www.arbordalepublishing.com/bookpage.php?id=CreekCritters

Dickey, Amy. Water Quality and Macroinvertebrates. https://deq.utah.gov/communication/news/water-quality-macroinvertebrates

Larese-Casanova, Mark. 2013. Aquatic Insects, Harbingers of Health. Wild About Utah, https://wildaboututah.org/aquatic-insects-harbingers-of-health/

Leavitt, Shauna. 2017. Bear Lake Sculpin. Wild About Utah, https://wildaboututah.org/bear-lake-sculpin-cottus-extensus/

National Aquatic Monitoring Center. https://qcnr.usu.edu/research/namc/ (was https://namc-usu.org/)

Pennsylvania League of Angling Youth. 2006. PLAY. https://www.pa.gov/agencies/fishandboat/education/activities-education-portal/aquatic-macroinvertebrates.html (formerly: https://www.fishandboat.com/LearningCenter/PennsylvaniaLeagueofAnglingYouthPLAY/Documents/AquaticMacrosEnaElpaMayflyPondstream_Allpages.pdf)

Stroud Water Research Center. Macroinvertebrate Resources. https://stroudcenter.org/macros/

Utah Division of Wildlife Resources. Five Aquatic Species You May Not Know Live in Utah. Mottled Sculpin. https://wildlife.utah.gov/guidebooks/962-r657-29–government-records-access-management-act.html

Utah State University Extension. Bugs Don’t Bug Me. https://digitalcommons.usu.edu/extension_curall/1170/ (formerly: https://extension.usu.edu/waterquality/files-ou/Publications/AllBugs.pdf)

Zarbock, William. 1952. Life History of the Utah Sculpin. Transactions of the American Fisheries Society. https://www.tandfonline.com/doi/abs/10.1577/1548-8659%281951%2981%5B249%3ALHOTUS%5D2.0.CO%3B2

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25th Anniversary Nutshell History of the Founding of the Stokes Nature Center

25th Anniversary Nutshell History of the Founding of the Stokes Nature Center, 1997 Stokes Nature Center Logo Courtesy & Copyright Kayo Robertson, Illustrator

1997 Stokes Nature Center Logo Courtesy & Copyright Kayo Robertson, Illustrator25th Anniversary Nutshell History of the Founding of the Stokes Nature Center
“This logo was chosen because the Dipper was Al Stoke’s favorite bird. There used to be an active nest beneath the old bridge by the Nature center. As we all know the sweet, early March, water-flowing song of the Dipper lifts winter-weary hearts with its spirited promise of coming spring.” — Kayo

Stokes Nature Center Courtesy & Copyright Jack Greene, Photographer

Stokes Nature Center, Logan Canyon
Courtesy & Copyright Jack Greene, Photographer

Allen & Alice Stokes Courtesy Jack Greene

Allen & Alice Stokes
Courtesy Jack Greene

In the fall of 1995, having already successfully envisioned and fostered the establishment of the Ogden Nature Center, and undaunted by multiple false-starts, Bridgerland Audubon Society Trustee and Education Chair Jack Greene launched a final successful round of appeals to establish a nature center in Logan Canyon. The first step of partnering with the First Presbyterian Church helped in securing a U.S. Forest Service conditional use permit to rehabilitate the disused Logan Canyon facility of the Cache Valley Council of Boy Scouts.25th Anniversary Nutshell History of the Founding of the Stokes Nature Center
The second step of forming the founding board of trustees of the Logan Canyon Nature Center with representatives from both Bridgerland Audubon and First Presbyterian, led to the election of Jack as president, and, importantly, to the writing of the business plan for an independent 501(c)(3) nonprofit organization.

Successive Bridgerland Audubon Society presidents Brigit Burke, Robert Schmidt, and Bryan Dixon tackled the arduous task of raising over $100,000 in funds, soliciting over $55,000 in donated building supplies, and wrangling over 200 volunteers for over 5,000 hours of perilous and thoroughly unglamorous labor of blood, sweat and tears to transmogrify a dilapidated and vandalized seventy-year-old American Legion building into a 20th century nature center. A standout in this community effort is biologist Glen Gantz, who donated over 1,500 hours serving as the general contractor, coordinating the work and finding subcontractors. Local educator, writer, and artist Kayo Robertson designed the logo featuring the American Dipper, Al Stokes’ favorite bird. Peggy Linn of the U.S. Forest Service was a key player, and fundraisers including Mae Coover, Terry Barnes, Wendy Gaddis, and Jacqueline Henney, and generous donors including Sally Sears, Randy Wirth, Nate Hult, Campbell Scientific, Thompson Electric, and Cache Valley Electric, ensured success.

Two years later, on November 1, 1997, the Logan Canyon Nature Center was dedicated to Bridgerland Audubon Society founders Allen and Alice Stokes, pillars of the local environmental conservation community. Al had been Aldo Leopold’s student and Alice had been Aldo’s personal secretary, so it is fitting that the Stokes Nature Center embodies the Leopold Land Ethic of caring about people, land, and the ecological conscience which binds the two when connecting people to opportunity. Twenty-five years later the mission of the Stokes Nature Center “To provide nature education and promote outdoor exploration of our natural world” is thriving, the vision is shining as “People of all ages appreciate and are stewards of our natural world,” and Al’s American Dippers are still dipping in the Logan River.

Twenty-five years later Jack Greene still serves as a docent and leads bird walks and nature programs, and the community continues to support this beacon for connecting people to nature through the study of the ecology of the land. Here’s looking forward to the next quarter century of strengthening community bonds through collaborations for nature exploration and appreciation!

I’m Hilary Shughart with the Bridgerland Audubon Society, and I am Wild About Utah!

Credits:
Images: 1997 Stokes Nature Center Logo Courtesy & Copyright Kayo Robertson, Illustrator
Early Stokes Nature Center, Courtesy & Copyright Jack Greene, Photographer
Allen & Alice Stokes, Courtesy Jack Greene
Featured Audio: Courtesy & © Anderson, Howe and Wakeman and Courtesy & Copyright © Kevin Colver, https://wildstore.wildsanctuary.com/collections/special-collections/kevin-colver
Text: Hilary Shughart, President, Bridgerland Audubon Society
Additional Reading: Hilary Shughart and Lyle Bingham, https://bridgerlandaudubon.org/

Additional Reading

WildAboutUtah pieces by Hilary Shughart, https://wildaboututah.org/author/hilary-shughart/

Strand, Holly, The Stokes Legacy, Wild About Utah, March 31, 2009,
https://wildaboututah.org/the-stokes-legacy/

Links of Note:
Allen and Alice Stokes Nature Center
Bridgerland Audubon Society
First Presbyterian Church of Logan
Cache Valley Electric
Campbell Scientific
Thompson Electric

Stokes Nature Center, Bridgerland Audubon Society, https://bridgerlandaudubon.org/our-projects/stokes-nature-center/

Stokes Nature Center, Logan, UT, Website & Facebook Links:
https://logannature.org/
https://www.facebook.com/StokesNatureCenter

Also note that Wild About Utah was organized in 2008 as a joint project with Utah Public Radio by the Bridgerland Audubon Society and the Stokes Nature Center.

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Hispanics

American Robin, Courtesy US NPS Will Elder, Photographer
American Robin,
Courtesy US NPS
Will Elder, Photographer

World Migratory Bird Day logo courtesy & © Environment for the Americas, EFTA World Migratory Bird Day logo from
Environment for the Americas
Connecting People to Bird Conservation and Inspiring the
Next Generation of Conservationists
Courtesy & © Environment for the Americas, EFTA

This WAU is intended to honor a very special demographic in our state. We have labeled them Hispanic, or more recently Latinx. I was blessed in my early Michigan years with neighbors of this ethnicity who enriched my live in many ways, including in natural landscapes. They planted a large garden to support their substantial family, some of the produce coming our way, even though they had little to spare. The family patriarch led his flock as minister for the West Side Gospel Tabernacle and found great joy in watching me spit out flaming hot red peppers.

We spent many summers swimming, fishing, frog and turtle catching, bird nest and baby mammal discovering, and reveling in a gravel pit, which had dipped into an aquifer creating some life-filled ponds surrounded by willow and cottonwood trees. This family was a major influence on whom I’ve become, with a special fondness for their rich culture and our natural surroundings.
As an educator, my Latinx students have shared their knowledge and talents on many occasions. Their leadership role for our Utah Conservation Corps Bilingual crews building trails, fences, and invasive plant control in our parks and forests has been a joy to be a part of. On one of our outings, a student revealed how saliva can quickly subdue the pleasantries of a stinging nettle encounter. I’ve found the senior members frequently have vast native plant knowledge from their homelands, so we have a lively exchange while they compare our local plant virtues with theirs found south of the border.

As seasonal faculty for a Colorado State University program, we recruit underserved college students from numerous campuses both in and out of country, many of whom are Hispanic. We take them into the national parks, beginning with Teton and Yellowstone. The students are engaged in various citizen science activities including pica and bat surveys, native plant restoration, and pollinator transects. They meet with park administration, and are invited to share thoughts on how to manage their parks in a sustainable manner.

The parks have gained in many ways from their presence, and have adopted some of their ideas. Additionally, these students have added considerably to the parks databases from their inventories and pollinator transects. They especially appreciate our diverse collection of students, several of whom have become part of the park and forest staff following the experience.
For those Latinx students and others who have an interest in birds and education, I strongly recommend visiting the Environment for the Americas, an excellent program that connects birds and people from both sides of the border.

Last weekend I offered a Bridgerland Audubon bird outing for Latinx families and others behind the Logan River Estates trailer park. Although none joined us, there will be other opportunities in the future, for I’m fully aware they have interest from many past experiences.

This is Jack Greene for Bridgerland Audubon Society, and I’m wild about Utah and how it has benefited from our Hispanic people.

Credits:
Pictures: Courtesy US NPS, Will Elder, Photographer
World Migratory Bird Day/Environment for the Americas logo: Courtesy & Copyright © Environment for the Americas
Audio: Courtesy & Copyright Kevin Colver, https://wildstore.wildsanctuary.com/collections/special-collections
Text: Jack Greene, Bridgerland Audubon, https://bridgerlandaudubon.org/
Additional Reading: Lyle W Bingham, Webmaster, and Jack Greene, Author, Bridgerland Audubon, https://bridgerlandaudubon.org/

Additional Reading:

Jack Greene’s Postings on Wild About Utah, https://wildaboututah.org/author/jack/

Environment for the Americas, https://environmentamericas.org/
Other Environment for the Americas sites:

 
World Migratory Bird Day illuminates the dark side of light pollution, UN News, United Nations, May 13, 2022, https://news.un.org/en/story/2022/05/1118262#:~:text=World%20Migratory%20Bird%20Day%20is,the%20northern%20and%20southern%20hemispheres