The Spruce Beetle Trail: an Interactive Educational Program for Secondary grades. Spruce Beetles: life cycle, infestations, ecological niche, and field study methods.
From 1996 to 2001 Experiential Science 11 classes have been involved in a variety of studies about spruce beetles and the affects spruce beetles have upon forests in the Haines Junction area. As a result of an interest in these topics we have developed a wide range of related field activities. Many of these were adapted to serve as interactive educational activities that would extend many of the principles identified in the Spruce Beetle Ecological Trail.
The interpretative activities address the questions we have been studying as well as developing additional studies that could be undertaken by students. For example; we retained the standardized spruce beetle study methodology with some additional data collection, to afford students an understanding of this method and some of the strengths and deficiencies with standardized methods. We developed the interpretative activities, assembled the equipment needed for the studies, and packaged the studies for class use. We used a bank of questions as a means for organizing the following field studies.
How extensive is the spruce beetle infestation? Study Approach: Spruce beetle probes following conventional methodology but extending the trees counted to include trees greater than 5 cm DBH rather than limiting the study to trees greater than 17.5 cm DBH. Samples located parallel to each others along baselines in infested areas.
Which trees are attacked by the spruce beetle? Study Approach: Examination of factors differing between attacked (first year) trees and those resisting attack. Examination of sap flow rate, record of phloem thickness, moisture meter recording on bark probes.
Are some trees more resistant to beetle attack? Study Approach: Examination of factors differing between attacked (first year) trees and those resisting attack. Examination of sap flow rate, record of phloem thickness, moisture meter recording on bark probes.
Has the spruce beetle infestation had an affect on local woodpecker populations?
How does the spruce beetle infestation affect the visual landscape over time?
How do dead trees contribute to the forest nutrient cycle?
Has the spruce beetle infestation had an effect upon hare use of the area?
What do dendrochronology studies indicate about the growth of the forest near Bear Creek Summit?
What is happening the ground cover with the thinning of the forest because of the spruce beetle infestation
Our proposal to to prepare detailed study notes about the selected study questions. These would include the following:
Teacher notes: these would include detailed descriptions regarding the field methods and approaches that may be used to teach the principles that are the foundations to the studies.
Field journal notes: these would serve both as data collection devices and as methodology descriptions. These would allow and encourage further experimental design to address subsequent questions.
Examples of data interpretation ; These would identify ways in which data collected during study activities could be applied to specific curriculum outcomes. Data collected then interpreted is far more relevant than external data used to illustrate a point.
We will change the color of the Hare and Woodpecker symbols to a more appropriate black and place them a metre more off the trail. We needed to find some system that would identify specific sites for the studies to be of value. The need to be repeated at the same locations. The plastic wafers in the ground are the material used by the arctic institute to conduct hare turd samples. An elastic is spread between these wafers to define a specific transit. We could use another material for these wafers.
It should be no problem redoing the specific tree markings in a less colorful medium. We have heavy Al tags that could be placed at these locations. I know about the paint. We will sand or rasp it of the log. A matter of a couple of students acting without thinking. All the other features are fairly moveable of changeable. We hoped to do the final work on the trail on Sept 2 and 3. Will this be too late? If so, I may be able to arrange an outing with some students in my incoming class for the last week in August. All we hope to purchase is a Polaroid camera and a compass for the studies. I believe that we already have the rest of the gear in place.
We have 9 studies activities along the trail. These include the following:
1. Fire scar analysis: includes wafers from fire scared trees, for the area, not the trail
2. hare browse inventory
3 hare turd inventory ( nutrient recycling)
4. triangular plot, forest structure analysis
5. Spruce beetle probe method
6 course woody debris recycling
7 woodpecker census
8. Wildlife tree study
9 changing forest profile photo log
Protocols followed and resources. ES 11 classes followed the protocols as defined by the Canadian Forest Services with one exception. The ES 11 classes counted all trees with a DBH greater than 5 cm. This contrasts with the Canadian Forest Services which only counted trees with a DBH greater than 17.5 cm. The ES data included the CFS data but gave a greater insight into the composition of the forest and was more effective in differentiating beetle strikes and tree size.
Contact person and more detailed information Yukon Forest Services (Rob LeGaure), Bob Sharp Alain Dalaire, Kevin O’Connor, Kelly Choy, David Benton
From 1996 to 2001 Experiential Science 11 classes have been involved in a variety of studies about spruce beetles and the affects spruce beetles have upon forests in the Haines Junction area. As a result of an interest in these topics we have developed a wide range of related field activities. Many of these were adapted to serve as interactive educational activities that would extend many of the principles identified in the Spruce Beetle Ecological Trail.
The interpretative activities address the questions we have been studying as well as developing additional studies that could be undertaken by students. For example; we retained the standardized spruce beetle study methodology with some additional data collection, to afford students an understanding of this method and some of the strengths and deficiencies with standardized methods. We developed the interpretative activities, assembled the equipment needed for the studies, and packaged the studies for class use. We used a bank of questions as a means for organizing the following field studies.
How extensive is the spruce beetle infestation? Study Approach: Spruce beetle probes following conventional methodology but extending the trees counted to include trees greater than 5 cm DBH rather than limiting the study to trees greater than 17.5 cm DBH. Samples located parallel to each others along baselines in infested areas.
Which trees are attacked by the spruce beetle? Study Approach: Examination of factors differing between attacked (first year) trees and those resisting attack. Examination of sap flow rate, record of phloem thickness, moisture meter recording on bark probes.
Are some trees more resistant to beetle attack? Study Approach: Examination of factors differing between attacked (first year) trees and those resisting attack. Examination of sap flow rate, record of phloem thickness, moisture meter recording on bark probes.
Has the spruce beetle infestation had an affect on local woodpecker populations?
How does the spruce beetle infestation affect the visual landscape over time?
How do dead trees contribute to the forest nutrient cycle?
Has the spruce beetle infestation had an effect upon hare use of the area?
What do dendrochronology studies indicate about the growth of the forest near Bear Creek Summit?
What is happening the ground cover with the thinning of the forest because of the spruce beetle infestation
Our proposal to to prepare detailed study notes about the selected study questions. These would include the following:
Teacher notes: these would include detailed descriptions regarding the field methods and approaches that may be used to teach the principles that are the foundations to the studies.
Field journal notes: these would serve both as data collection devices and as methodology descriptions. These would allow and encourage further experimental design to address subsequent questions.
Examples of data interpretation ; These would identify ways in which data collected during study activities could be applied to specific curriculum outcomes. Data collected then interpreted is far more relevant than external data used to illustrate a point.
We will change the color of the Hare and Woodpecker symbols to a more appropriate black and place them a metre more off the trail. We needed to find some system that would identify specific sites for the studies to be of value. The need to be repeated at the same locations. The plastic wafers in the ground are the material used by the arctic institute to conduct hare turd samples. An elastic is spread between these wafers to define a specific transit. We could use another material for these wafers.
It should be no problem redoing the specific tree markings in a less colorful medium. We have heavy Al tags that could be placed at these locations. I know about the paint. We will sand or rasp it of the log. A matter of a couple of students acting without thinking. All the other features are fairly moveable of changeable. We hoped to do the final work on the trail on Sept 2 and 3. Will this be too late? If so, I may be able to arrange an outing with some students in my incoming class for the last week in August. All we hope to purchase is a Polaroid camera and a compass for the studies. I believe that we already have the rest of the gear in place.
We have 9 studies activities along the trail. These include the following:
1. Fire scar analysis: includes wafers from fire scared trees, for the area, not the trail
2. hare browse inventory
3 hare turd inventory ( nutrient recycling)
4. triangular plot, forest structure analysis
5. Spruce beetle probe method
6 course woody debris recycling
7 woodpecker census
8. Wildlife tree study
9 changing forest profile photo log
Protocols followed and resources. ES 11 classes followed the protocols as defined by the Canadian Forest Services with one exception. The ES 11 classes counted all trees with a DBH greater than 5 cm. This contrasts with the Canadian Forest Services which only counted trees with a DBH greater than 17.5 cm. The ES data included the CFS data but gave a greater insight into the composition of the forest and was more effective in differentiating beetle strikes and tree size.
Contact person and more detailed information Yukon Forest Services (Rob LeGaure), Bob Sharp Alain Dalaire, Kevin O’Connor, Kelly Choy, David Benton