Tyler Outdoor ed wetlands

I learned that to start my presentation we should ask a starter question. This question helps us get the crowds attention. It also gives the kids something to think about. Our starting question is going to be  Can anyone tell me what the difference between a dragonfly and a damselfly is. Another thing I learned is to use a whiteboard to draw pictures of what you are talking about. For the water cycle pass the board around to whom ever is not speaking and they draw what they are talking about on the board. For the green hous effect you could draw the carbon cycle. For our section we need to not tell the kids to not do things because they weren’t thinking of it until we said it. The way he explained it was Bart from the simpsons would get the idea to break the rules you had set and dare his friends to do it. He also showed us that if we can’t fit everyone on the dock to put them on the shore . He showed us if a kid goes in to go down on all fours and grab them with one hand. This work

Tomorrow, Friday the 18th. Mr.Miller will be accompanying us to our wetlands to give us a more in depth view of how interpretation works and how to do it ourselves. We will also ask two or more questions about our stations and how to run them more effectively. The two questions that i would like to ask him are; "How do you go from a fun game to talking about something serious or vice versa without ruining the setting and 5he fun mood they had?”.and my second is " if the kids at my station are horsing around to get board how do I get them to stop without making them dislike me or my peers.

On my trip I was paired with Kaelen, together we learned how to ferry, and master our flat water skills, the trip was fun but we almost went in about 4 times. Kaelen and I showed the importance of avoiding sweepers and strainers by going into them and showing what not to do. Jack was a good teacher and was very kind when we messed up and that made it a good overall day.

In the wetland we saw the different trees they have there like the poppers and our special maple. Then we went and saw the outdoor classroom with the giant raven inside of it. We looked at the ravens nest and the possible goose eggs broken outside of it. We looked at the sign that showed us all the different animals in the wetland and what their foot prints look like. Then we worked our way towards the campfire, along the way we saw a dead muskrat. When we got to the campfire and talked about safety on the dock. Then we worked our way back to the bus and went home for lunch. This was a smaller/shorter version of the interpretive tour that we will give to the little kids 1. Why our water is hard and why we have blue krill 2. A sandpit with footprints in it 3. A giant ravens nest 4. A rosehip bush 5. Dangers on the docks when doing critter dipping.

My experience was good. I had a good partner at roughly the same weight that creates a easier stability. The hardest part for me was learning the new terms because in Portage we used terms C-stroke (sweep) and remembering which stroke did what turns. I found that I enjoyed being the power because Noah and I worked well in that order. Jack Coulson said we needed bailing buckets and glasses clips along with extra clothes and shoes. 1-10-1. You have one minute to hyperventilate, 10 minutes to move around freely, and 1 hour until you are unconscious.

When we tested water we looked at the transparency, pH, NH3, water temperature, dissolved oxygen,  conductivity,  the pressure, phosphate, e.coli,  turbidity, and the depth of our wetland.                      Our transparency average was 105.6cm Our pH was at 8 Our NH3 was at .05 Our turbidity was at 3.55 Our wetland was at .762m The Total Coliform was at 160 These next ones were done with the sonde unit Conductivity= 218 Dissolved Oxygen= 11.9 Dissolved Oxygen (saturation) = 117.5 Water Temperature was at 14.69 Degrees Celsius (water had been at room temp for 1.5h beforehand) To check the full result go to  http://scecoinstitute.com/csv.php We had the same pH as baking soda.