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Minnesota School Nature Areas:

NOTES ON BENEFITING THE BIOMES by Matt Nielsen and the School Nature Area Project

INTRODUCTION Where Are You?...... 3 How to Use This Booklet ...... 3

PART ONE BIOME BASICS The School Nature Minnesota: Touched by Three Biomes ...... 4 Area Project (SNAP), Climate ...... 6 a program of St. Olaf College, assists schools Landform ...... 8 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ in establishing and using Vegetation ...... 11 outdoor learning sites for Prairie ...... 12 environmental education. Deciduous Forests ...... 14 If you would like more Coniferous Forests ...... 16 information on this publication, the School Aquatic Communities ...... 18 Nature Area Project, and grants that may be PART TWO BOUNDING THE BIOMES available for schools to 1854 – 1907 ...... 21 plan and fund school Surveying the United States ...... 21 nature area projects, please contact SNAP at Organizing the Landscape for Buying and Selling ...... 23 1520 St. Olaf Avenue, “Eyewitnesses to Wilderness” ...... 24 Northfield, MN, 55057, Surveyors Instructions ...... 25 by phone at Today: Protecting What Remains ...... 26 507-646-3599, or visit Effects of Settlement on Vegetation Patterns ...... 26 our World Wide Web site at http://www.stolaf. edu/ Biome Remnants – Protected Sites in Minnesota ...... 26 other/snap PART THREE SITE CHECKLIST: Guidelines for Planning School Nature Areas SNAP wishes to thank the Diversity ...... 30 following for their Limited Fragmentation ...... 31 assistance and generous contributions in the Native Plants ...... 32 production of this booklet: Rare Species Management ...... 34 Minnesota Department of Reasonable Access ...... 35 Natural Resources, the Wildlife Habitat ...... 36 Minneapolis Star Tribune, Dean Savola, University of Minnesota Press, St. Olaf PART FOUR A STEP BY STEP GUIDE FOR CREATING SCHOOL NATURE AREAS College, the Trygg Land Obtain a Base Map ...... 39 Office of Ely, Wild River Identify the Stakeholders ...... 39 State Park, Maria The Six Step Process ...... 39 Thompson, The Cannon 1. Gather Site Information ...... 40 River Watershed Partner- ship, Beth Holmes of 2. Analyze Objectives ...... 42 Holmes Art and Design, the 3. Plan Projects ...... 42 U.S. Environmental 4. Create a Site Plan ...... 44 Protection Agency, the C.K. 5. Implementation ...... 45 Blandin Foundation, and 6. Evaluation ...... 45 the Legislative Commission on Minnesota Resources of the Minnesota State CONCLUSION A Final Thought ...... 46 Legislature.2

Introduction Produced Spring of 1996, Reprinted in Spring, 1999 ○○○○○○○○○○○○○○○○○○○○○○○○○○○ How to Use This Booklet

INTRODUCTION Whether you are begin- ning a new school nature area, or enhancing an established natural area, this booklet will assist you. The four sections take you from learning about Where Are You? Minnesota’s ecological regions to incorporating this information into a Simply— you are here. But where is here? project plan of your own.

Put your finger on the map of Minnesota where you and your home and your Part 1 will familiarize you with the Biomes of nature area are. Imagine flying high above your nature area. Looking far beneath Minnesota from 10,000 you, what do you see? years before present to the time when European

○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ settlement was just beginning. This section Perhaps you would describe winding roads surrounded by nature. If you look closely, illustrates three main cutting through forests, or bridges across you’ll discover that where you are is an ecological regions of the lakes and wetlands. Perhaps you’d describe a amazing natural community of living things. state, how they came to be complex “checker-board” of fields, forests, People, green plants and brilliant flowers, and the plant and animal communities that are and city blocks surrounding your nature area. browsing animals and darting birds, insects unique to them. It will help Each of these is certainly a part of where you and spiders and tiny bacteria each have a you locate your nature are. But your nature area is much more. From place where you are. area within them. towering blufflands, rolling prairies, wet- This booklet was produced by the School Part 2 is about the lands teeming with life, ancient bogs, dark Nature Area Project (SNAP) to help you Bounding of the Biomes forests and rocky shores, to fence-rows, farm discover your school nature area’s place in a and illustrates the pace of fields, mown lawns and city blocks, you are world of living things. It will assist you in change within the biomes planning a nature area that is beneficial to in the years following European settlement. It you and Minnesota native plants and animals. explains the system used By exploring the landscape of your nature to identify the biomes’ area, you’ll discover just how natural it is. resources and how the You’ll see how each animal and every plant, biomes’ plant and animal communities have fared. each person past and present, Part Two also provides a has connections to the list of organizations that landscape where you are. protect the best examples Through this connection, of Minnesota’s woodlands, wetlands, and prairies. you may address real environmental problems Part 3 is a Checklist for a and discover ways to protect Natural Area. It suggests and enrich your nature area. Most the general qualities of ecologically healthy nature importantly, involvement in your areas. nature area will provide an opportunity for a closer personal connection with nature. Part 4 is a Step by Step The pages that follow are filled with Guide to creating school nature area projects. It resources that will aid your effort to look at explains how to document your nature area in Minnesota and answer the the existing features of question “where are you?” With the turn of your nature area and how every page useful publications and programs to use this information in a project plan of your own. are identified to assist you in finding more information about your nature area and the larger landscape of which it is a part — what its past was like, what it’s like today, and what it might be like tomorrow. 3

Introduction ○○○○○○○○○○○○○○○○○○○○○○○○○○○ PART ONE

BIOME BASICS

BIOME BASICS: Climate, Landform and Vegetation Patterns

Minnesota: Touched By Three Biomes

Your nature area in Minnesota is a part of one, two or even three large ecological regions, or biomes, that cover over 84,000 square miles of land and ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ inland waters in Minnesota. A biome is a major type of ecosystem with distinctive organisms determined by climate, soil, and landform. Minnesota’s location on the North American conti- nent at the merging of the northern coniferous (or Boreal) forest, eastern decidu- ous forest, and the prairie resulted in tremendous diversity. Each ecological region supports distinct plant and animal communities that together include over two thousand five- hundred species of plants and animals. Although the changes in the past two hundred years have drastically reduced the popula- tions of plants and animals distinct to each biome, the Coniferous conditions that influ- Forest ence their distribution remain.

Deciduous Forest

Prairie 4

Part One ○○○○○○○○○○○○○○○○○○○○○○○○○○○ North American Prairie Minnesota is on the northeastern edge of the North America Prairie. The mountain ranges of North America block a large amount of the moisture that moves across the continent from the west. This rain shadow creates a dry, arid climate on the downwind side of the ranges, providing conditions favorable for a mixture of prairie grasses and forbs – or prairie wildflowers. In the west, where there is little moisture, a short grass prairie thrives. As moisture increases toward the east, and the prairie is able to grow taller, a mixed- Minnesota’s Natural grass prairie results. Minnesota is in the Heritage: an Ecological Perspective tallgrass prairie region characterized by John Tester. 1995. $29.95 vegetation reaching six feet or more. The Univ. of Minnesota Press 11030 S. Langely Avenue Chicago, IL 60628

○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ 1-773-1550 1-800-621-8476 (fax) www.upress.umn.edu

Unfolding chapter after chapter are the stories of Minnesota’s familiar ecosystems - lakes, rivers, forests, prairies, and wetlands. The books informa- Deciduous Forest tive text and many engaging The North American Deciduous Forest is an maps, diagrams, and ecological region of trees, shrubs and herba- photographs illustrate the ceous plants that are characterized by the loss ecological processes and relationships happening in our of leaves in the winter. Minnesota is on its own backyards. northwestern edge. In Minnesota deciduous forests are found primarily on glaciated soils where there is adequate rainfall and moderate temperature variation. In Minnesota, this Minnesota Volunteer biome forms a boundary between the grass- Magazine lands to the west and the coniferous forests to Minnesota Volunteer the northeast. Circulation, MN - DNR 500 Lafayette Rd St. Paul MN 55155 800-766-6000 (toll free) 651-296-6157 www.dnr.state.mn.us Minnesota residents may request a free subscription to this attractive and informative magazine that presents timely articles and stories about issues affecting Minnesota’s ecological regions. It includes a feature called “Young Naturalists.”

Coniferous Forest Minnesota is touched by the southern edge of the Northern Coniferous (or Boreal) Forest. Pines, spruce and fir are typical in this ecological region where the growing season is short, the winters severe and the soils shallow from repeated glaciation. 5

Part One Vegetation Se- ○○○○○○○○○○○○○○○○○○○○○○○○○○○ quence: 11,000 Years Before Climate: Present Precipitation and Temperature in Minnesota

Glacial Lake Agassiz

Glacial Lake Upham Aitkin

Spruce

11,000 Years Ago Coniferous Forest Glacial Lake

Agassiz Spruce ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○

Pine

Deciduous Forest Oak-Elm

9,000 Years Ago

Oak/Prairie Pine

Prairie

Prairie

Present 7,000 Years Ago

Pine Minnesota ecological regions were not always where they are today.

Oak This sequence of illustrations shows the shifts in the biomes as temperature and moisture levels changed during the past 11,000 years. Generally, a cooler climate Prairie favored the spruce and pine forests; a warmer, drier climate favored grasslands and prairie species. Deciduous forests formed the transi- 5,000 Years Ago tion between the coniferous and prairie communities. Have pine trees ever grown where you are now? Have prairies? List the ecological regions that have been a part of your place and when they Pine occurred. Oak

Prairie6 Maps adapted from H.E. Wright Jr. et al., 1992. The Patterned Peatlands of Minnesota. University 3,000Part Years One Ago of Minnesota Press, Minneapolis. ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Climograph of World’s Major Biomes The world’s biomes, including those in Minne- sota, are formed in part by 50.80 the interaction of tempera- ture and moisture. Where 76.20 there is low moisture and 55.88 71.12 high temperature, deserts are found. Where there is high moisture and high 60.96 temperatures, tropical rain- 66.04 forests are found. What 50.80 71.12 would a climograph for Minnesota’s prairie, deciduous woodlands, and coniferous forests look like? Average Annual Precipitation (cm) 66.04 Where is the driest part of Minnesota? 450 76.20 400 Where is it the wettest? Can you draw any 71.12 350 conclusions about the different moisture 300 55.88 250

60.96 requirements of Minnesota’s biomes? ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ 200 150 Map redrawn and modified to metric from Baker and 66.04 100 66.04 Strub, Climate of Minnesota, 1965. 50

Average Yearly Precipitation (cm) Yearly Average 0 -15 -10 -5 0 5 10 15 20 25 30 Average Yearly Temperature (C0) 55.88 60.96 Rain Forest Desert 71.12 71.12 Deciduous Forest Savanna 66.04 Tundra 76.20 81.28 Prairie Steppe Conifer Forest

Climate Resources

Minnesota Weather Keen, Richard A. American & World Geographic Publishing P.O. Box 5630 2.22 Helena, MT 59604 3.33 406-443-2842 2.22 $14.95 + S&H www.montanamagazine.com Average Annual 3.33 ° Interesting stories combined 4.44 Temperature (C ) with maps, bar graphs and Places within Minnesota have tables provide data on very different temperatures. Every Minnesota’s diverse species of plant has a temperature range weather patterns. 4.44 within which it thrives; temperatures outside 5.55 of this range may be tolerated for a time, but Weather Station Equip- 5.55 will eventually reduce the plant’s ability to ment compete with other species that are better Down to Earth Rt. 1, Box 135A adapted to that temperature. Notice the Gordon, WI 54838 difference in average temperature from the 6.66 southwest to the northeast corners of the Supplier of weather related 6.66 resources including state. How might temperature interact with observation notebooks, precipitation to influence the distribution of cloud charts, weather curriculum, barometers, and 7.77 Minnesota’s grasslands and forests? psychrometers. 6.66 8.88 Map redrawn and modified to metric from Baker 6.66 and Strub, Climate of Minnesota, 1965. 7.77 8.88 7 7.77 Part One ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Landform:

Minnesota’s Topographic Features Can you identify any of the landscape The vegetation of Minnesota’s terrestrial formations that have biomes is also influenced by complex portions of the state, terminal moraines and given shape to your landforms. Between two million and twelve outwash plains are familiar to Minnesotans nature area? thousand years ago glaciers scoured most of today as hilly lake country and flat agricul- Minnesota. Grinding as they moved across tural fields. the earth’s surface, the ice lobes contained The other major land form types – lake billions of tons of rock, gravel, and sand. plains, glacially scoured bedrock, and stream With the final retreat of the ice around – dissected lands – also relate to the state’s 10,000 years ago, all of Minnesota – except glacial history. They provide variability from the extreme southeast and southwest – was the predominantly flat till plains and mo-

○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ covered with landforms created by the raines of Minnesota’s core. Located in the glaciers. The typical landforms include four corners of the state, these landform types terminal moraines, sandy outwash plains, enrich the state’s diversity with areas of vast ground moraines, and broad glacial lake wetlands, sharp topographic relief, and plains. Covering most of central and southern bedrock devoid of glacial debris.

Map and descriptions adapted with permission, Minnesota’s Endangered Flora and Fauna. © 1988, University of Minnesota Press.

For more information on the origin of Minnesota’s landforms, read:

Minnesota’s Geology Ojakangas, Richard W.; Matsch, Charles L.

(out of print)

Contents include Minnesota’s place in geologic history. Examines Minnesota’s mineral resources and explores the state’s regional geology through landmarks found throughout the state. Terminal Moraines and Highlands

Outwash Plains

Ground Moraines (Till Plains)

Lake Plains

Ice Scoured Bedrock

Stream Dissected Lands

Map adapted from Wright 8 in Sims and Morey, Geology of Minnesota: a Part One Centennial Volume, 1972. ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Minnesota Landforms Fall Into Six General Categories

Terminal Moraine Lake Plain This glacial feature, common to the Minne- In the northwestern sota landscape, is formed of glacial debris corner of Minnesota, deposited at the edge of an active ice sheet. old beach lines and Hilly, high and often studded with lakes, lake sediments these moraines form dramatic relief com- covering glacial till provide evidence of pared with the extensive flat plains of ground ancient Lake Agassiz, which once extended moraine. For example, the rugged terrain of far into central Canada as the largest freshwa- the Alexandria Moraine reaches 500 meters ter lake on the continent. This lake gradually above sea level, the highest elevation in receded as ice-dammed outlets to the north western Minnesota. The moraine’s varying and east of Minnesota were opened. Lake topography has had interesting implications deposits of considerable depth and abandoned for the development of vegetation, due in beach lines of former lake-shores remain as ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ part to its effect on wild fire patterns. Since evidence of this former lake. Today waters in the location of the prairie/forest border is this part of the state flow north through the determined largely by fire, the topographic Red River to their eventual outlet in Hudson relief of moraines has played an important Bay. role in determining the patterns of distribu- In the saturated soils of the poorly tion of prairie species from the west and drained, gently sloping lake bed, extensive deciduous forest species from the east. peatlands developed. A peatland is a water- logged terrestrial ecosystem in which a layer Outwash Plain of organic matter (peat) accumulates to a Formed by glacial melt-waters carrying a thickness of at least 30 cm. (12 inches) suspended load of rock flour, pebbles, and because of perennial saturation with water. cobbles, an outwash plain is a topographic They exhibit extensive patterns when viewed feature characterized by its sandy soils and from above, and are recognized worldwide as flat relief. The Anoka Sand Plain just north a unique landscape feature. These peatlands, of the Twin Cities metropolitan area, the a composite of bog and fen habitats, formed largest sand dune area in the state, is an as a result of a complex interaction between example of this landform type. Sand dunes, topography, surface and groundwater created by wind action after glacial outwash hydrology, and vegetation. streams ceased to exist, provide habitat for pioneer species adapted to disturbance. The Glacial Scoured Bedrock community that develops on these dunes is The bedrock of the Border Lakes and the characterized by species tolerant of the Northshore regions in the northeastern corner drought conditions and the relative infertility of the state forms a rugged, almost mountain- of the shifting sandy soils. ous terrain compared with that of the rest of the state. Elevations in Minnesota reach their Ground Moraine lowest level (183 meters above sea level on During times of rapid glacial retreat, broad the shore of Lake Superior) and highest level plains of glacial till were deposited, forming (701 meters above sea level at Eagle Moun- level to gently rolling topography known as tain in Cook County) in this region, all within ground moraine. This feature explains the a distance of a few kilometers. Here, repeated generally flat topography throughout much glacial scour exposed resistant Precambrian of the state. In south-central Minnesota, rich rocks. Water action from stream flow and prairie soils have developed on such broad wave action continued the modification of the till plains. This highly fertile land has bedrock surface. Because the history of this undergone extensive alteration because of its area is one of glacial erosion rather than of value as agricultural land. glacial deposition, little if any glacial drift covers the rock. 9

Part One ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Stream-Dissected Land highland rises 200–275 meters above The stream-dissected lands of southeastern neighboring till plains to the northeast. Its and southwestern Minnesota are also prominence relates primarily to a thick cover intimately related to the glacial history of of glacial drift on a bedrock upland. The crest Minnesota. Although today both areas of the plateau is formed by the Bemis exhibit a landscape formed by stream Moraine, which is an important drainage erosion, the evolution of these landforms is divide. Streams flowing to the northeast are quite distinct. The southeastern corner of the tributaries of the Minnesota River. Streams state, commonly referred to as the “driftless flowing to the south and southwest lead into area” is more accurately identified as the the Des Moines and Big Sioux rivers, all a Paleozoic Plateau. This area is underlain by part of the Missouri drainage. These streams flat-lying limestone rocks and is covered in flow through channels obviously cut in a time varying thickness with glacial debris dating of much greater water-flow. Stream erosion, from earlier glacial advances, as well as by both past and present, has dissected the windblown silt (loess) from the outwash topography and in certain areas exposed the plains of the last glaciation. Visually, the pink quartzite bedrock. most remarkable features are the steep As its name suggests, the Prairie Coteau’s ravines and valleys that have been cut 100 to thick mantle of drift once ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ 200 meters through glacial cover exposing supported a rich prairie ecosystem much like the limestone beneath. Although this region the one that covered the broad till plains to was not directly impacted by all glacial the north and east. With the exception of a advances, large volumes of glacial melt- few preserves specifically established to water from adjacent lands dissected the protect remnants of this once diverse and gently rolling uplands, leaving behind steep extensive system, all has been transformed by valleys that wind their way to the Missis- agriculture. Although not directly affected by sippi. agricultural development, other habitats in the The stream-dissected landscape of region are indirectly impacted by erosion, southwestern Minnesota is dominated by a siltation, or grazing. plateau known as the Prairie Coteau. This

10

Part One Illustration by Maria Thompson Vegetation: ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Minnesota’s Plant Communities

of vegetation that existed in your nature area Nature’s Heartland: Broadly influenced by landform and climate, in the past provides clues to the plants and Native Plant Communi- Minnesota’s biomes contained diverse plant animals best suited to your site today. ties of the Great Plains (out of print) communities. Influenced by localized factors In limited areas across the state, very Bill Boon and Harlen Groe such as soil type, the vegetation in each specialized communities occur where (1990) community was continually modified by particular or adverse local environmental Iowa State University natural disturbances such as fire, windstorms, conditions restrict typical vegetation develop- Press, 2121 South State Avenue insects, and disease. Throughout the state fire ment. These sites range from loose sand to Ames, IA, 50014 was the most important agent affecting bare rock and are characterized by little or no www.isupress.edu vegetation patterns before European settle- true soil development. Three classes of these ment. The complex interaction of fire with primary communities are recognized in Contents include descrip- climate, soils, and topography created a Minnesota: cliff, rock, and lakeshore. tions of native plant ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ communities of the dynamic landscape characterized by a Although uncommon in distribution, they Midwest including those constantly shifting mosaic of vegetation harbor a large number of the states endan- found in Minnesota types. gered species. including: dry prairie, marsh-pothole prairie, wet The following pages describe and locate prairie, oak savanna, the most common vegetation types in maple-basswood, Minnesota at the time of the Public Land Maps and descriptions of vegetation types reproduced woodland flower, pine-fir- Survey from 1854-1907. Knowing the type with permission, The Natural Vegetation of Minnesota at birch, and floodplain forest. the Time of the Public Land Survey. © 1988, State of 1,400 color photographs of Minnesota, Department of Natural Resources. native plants and plant communities in all seasons. Not all species listed are native to Minnesota. About Fire Historically fire was an integral and necessary part of Minnesota’s forests and prairies. In the absence of towns and cities a natural fire could burn unchecked across a tremendous area until rain, humid wood- lands, or a natural barrier stopped its progress. Without periodic fires sweeping through them, the grasslands of the prairie and savanna quickly became woodland, and the northern pine forests could not regenerate. Minnesota’s prairies frequently burned. Occasionally lightning strikes set the vast grasslands on fire. In addition, Native Americans set fires to herd animals or create corridors for movement. Seemingly destructive, fire benefited the prairie. Burns increased productivity by removing the dead plant material. Removing the litter increased the soil temperature in the early spring, allowing prairie species to emerge sooner. In addition, the burn removed small woody plants and brush, keeping the burned area open and unshaded. The burned vegetation increased microbial activity in the soil which, in turn, released more nutrients earlier in the growing season. While a prairie plant may project several feet above the surface, much of the plant is safe below ground. Prairie grasses and forbs have root systems that may extend as deeply as 15 feet, and many also The Natural Vegetation of possess underground stems, or rhizomes. Grasses and many forbs also grow “rosettes” for much of the Minnesota at the Time of growing season, sending up tall leaves, but keeping the vulnerable shoot tip close to the ground until the the Public Land Survey stem elongates at flowering time. When fire (or grazing animals, or lawn mowers) destroys the above- ground parts of the plant, the plant regrows from the protected shoot tip, or from buds on the buried Wendt, Keith and rhizome. Barbara Coffin Fire was also common in Minnesota’s forests. It sometimes burned the forest canopy; sometimes, the Minnesota’s Bookstore ground layer beneath the canopy; sometimes, both. Fire opened pockets within the forest allowing for a 117 University Ave. continuum of forest types and ages important for wildlife and biodiversity. In addition, some species require St. Paul, MN 55155 fire to release seeds. The pine cones of the Jack Pine, for instance, remain tightly closed until the heat of a 1-651-297-3000 forest fire opens them. The seeds fall onto newly burned mineral soil in sunny openings created by fire. $2.00 Today, in natural areas, fire is used as a management tool only under tightly controlled conditions. www.comm.media.state.mn.us Periodic controlled burns are used to manage examples of Minnesota’s prairies, savannas, and wood- lands. Burns are usually scheduled in early spring or late fall. Weather is the key to a successful burn. This six page color Relative humidity, temperature and wind are particularly important. Generally the best day for a controlled pamphlet describes burn is one with a relative humidity between 45 and 60 percent, an air temperature between 40°F and Minnesota’s natural 60°F, and a wind speed less than 10 miles per hour. communities and maps their occurrence through- In many communities, burn permits are required and fires must be supervised by local fire officials. If out Minnesota at the time burning becomes important to your school nature area be sure to remember the following: of the public land survey 1. Secure appropriate permits. from 1847-1907.11 Map 2. Involve local fire safety officials in burn planning and execution. includes county line 3. Have students inform neighbors about the importance of burning and what to expect. references.Part One ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Vegetation Types of the Prairie

Upland Prairie Tallgrass prairie, at the time of the public land survey, covered one-third of the state. It occupied a wide variety of landforms, including beach ridges and swales, glacial lake beds, morainic hills, steep bluffs, and rolling till plains. Along these landforms, important variations occur in the plants and animals that compose the prairie ecosystem. The most striking indicator is the predictable change in dominance of a few major prairie grasses. The distribution pattern of these ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ grasses coincides with differences in soil moisture levels related to topography. In general, prairie cordgrass, big bluestem and Indian grass occupy the deep fertile soils of the moist uplands; little bluestem and sideoats grama occur on the thin soils of dry uplands.

Upland Prairie Prairie Wetland Throughout the prairie biome, numerous Prairie Wetland wetland communities dominated by sedges and rushes, rather than grasses, were inter- spersed with upland prairie. The glacial moraine landforms of the prairie region were ideally suited for wetland formation; their hilly knob and kettle-type topography abounded with prairie pothole marshes. Extinct glacial lake beds and present-day lake and stream margins were occupied by sedge meadow. The mixture of grassland and wetland areas provided diverse and mingling habitats. The diversity and abundance of prairie wildlife was a direct function of this vegetation mosaic.

Maps and descriptions of vegetation types reproduced with permission, The Natural Vegetation of Minnesota at the Time of the Public Land Survey. © 1988, State of Minnesota, Department of Natural Resources.

12

Part One Prairie Resources ○○○○○○○○○○○○○○○○○○○○○○○○○○○

Prairie Restoration for Schools: The Prairie Garden: Restoring the Tallgrass Prairie: A Guide to Restoration from 70 Native Plants You An Illustrated Manual for Iowa Site Analysis to Management. Can Grow in Town or Country and the Upper Midwest Murray, Molly Fifield (1996 ed.) Smith, Robert J. and Beatrice S. Shirley, Shirley University of Wisconsin- (1980) Order Department Madison Arboretum Order Department University of Iowa Press 1207 Seminole Hwy University of Wisconsin Press c/o Chicago Distribution Center Madison, WI 53711 c/o Chicago Distribution Center 608-263-7888 11030 Langley Avenue 608-262-5209 (fax) 11030 S. Langley Avenue Chicago, IL 60628 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ $21.10 + S&H Chicago, IL 60628 773-568-1550 www.wisc.edu/arboretum 1-773-568-1550 (fax): 800-621-8476 16.95 + 3.50 shipping $12.95 + S&H Shows how the process of ecological www.wisc.edu/wisconsinpress/ Describes site planning considerations restoration enables people to learn including soil and moisture require- about the cultural and natural history of Descriptions of prairie plant habitat needs, ments, as well as seed collection, the prairie and to forge a positive common names, height, flower color, propagation, and site preparation. relationship with it. Clearly outlines the flowering time, seed collection dates, Descriptions of individual grass and forb process of involving students in small seed propagation, and companion plants. species includes seed handling, scale restoration projects. Plant germination, and identification propagation, curriculum, species list, information. Appendices include appendices of resources and references Where the Sky Began: illustrated glossary of plant parts, bloom are useful. Land of the Tallgrass Prairie time, butterfly habitats, plant family Madson, John (1985) characteristics, and sources of The Prairie World Iowa State University Press equipment and seeds. (out of print) 2121 South State Avenue David Costello. (1975) Ames, IA 50014 Project Bluestem: University of Minnesota Press www.isu.press.edu A Curriculum on Prairies 11030 S. Langley Avenue $21.95 + S&H and Savannas 1-773-568-1550 1-800-862-6657 Neal Smith National Wildlife Refuge 9981 Pacific Street, PO 399 fax: 800-621-8476 Engaging literature that blends history Prairie City, Iowa 50228 $9.95 + S&H with natural science to give a sense of the www.tallgrass.org www.upress.umn.edu prairie experience. 515-994-3400 Describes in detail the history, ecology, $27.50 to Friends of Walnut Creek plants, and animals of the mid- Prairie Communities continental prairie. 244 pages. Robison, Roy and Donald White Nearly 350 pages – 75 new or adapted environmental education activities – (1995 ed.) developed by a team of classroom How to Manage Small Prairie Minnesota Extension Service teachers, naturalists, and school Fires Distribution Center administrators for use at school and in Pauly, Wayne R. (1985) 3 Coffey Hall the field. Multi-disciplinary activities Dane County Parks 1420 Eckles Ave. organized for elementary, middle and 4318 Robertson Road St. Paul, MN 55108-6064 secondary school students through 6 Madison, WI. 53714 1-800-876-8636; 612-625-8173 themes: prairie soils, prairie plants, 608-246-3896; 608-246-3898 (fax) www.extension.edu prairie wildlife, human/prairie interactions $4.00 (U of MN No. 280 AG-FO-3238-GO) and prairie ecosystem. Pre- and post- visit activities, materials, references, and www.co.dane.wi.us/parks/parkhome.htm $1.50 + S&H teachers’ background included. This booklet answers common Lists plants commonly found in Midwest questions about fire as a tool for prairie landscapes. Provides detailed maintaining prairie landscapes. information about each species: height, Describes common fire tools and their form, flower color, growing requirements, uses, how to gauge proper weather propagation techniques and the authors’ conditions for a burn, constructing fire remarks. Some species listed are not breaks, burn procedures and dealing naturally found in Minnesota. with hazards.

13

Part One

Illustration by Maria Thompson ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Vegetation Types of the Deciduous Forest ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○

Aspen Parkland

Oak Woodland-Brushland

Floodplain Forest

Maple-Basswood Forest

Aspen Parkland Aspen parkland formed a transition between the prairie and coniferous forest of extreme northwest Minne- sota and adjacent Canada. It covered vast acreage within the poorly drained flatlands left by Glacial Lake Agassiz. Sometimes referred to as brush prairie, the aspen parkland was a fire-maintained mosaic of wet prairie, sedge meadow, shrub thicket, and aspen groves. Extensive areas of this vegetation type still remain today.

14

Part One Oak Woodland and Brushland Maple-Basswood Forest ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Forest Oak woodland and brushland was a common Minnesota’s maple-basswood forest, domi- ecotonal type between the prairie and nated by elm, basswood, sugar maple, and red Publications deciduous forest. Fire, more than landform oak, occurs at the western edge of the and Programs type or climate, was the significant factor deciduous forest biome of eastern North influencing the position and extent of this America. The largest continuous area of community. maple-basswood forest in Minnesota at the The oak woodland and brushland time of the original public land survey vegetation type has often been referred to as covered over 3,000 square miles in the south- savanna. However, in Minnesota the image central part of the state. The early settlers of a tallgrass prairie dotted with trees to called this area the “Big Woods.” Smaller create an orchard-like appearance is more areas of maple-basswood occurred in the myth than fact. Careful study of the original rugged, stream-dissected lands of southeast- pubic land survey records has led to a new ern Minnesota and in the west-central part of A Natural History of Trees of interpretation. The oak woodland and Eastern and Central North the state. The boundaries of this forest were America brushland ranged from small groves of trees in a large part controlled by the frequency of Random House Distribution intermixed with open prairie to a chaparral- fire. The dominant trees are highly fire- Center 400 Hahn Road like community of scrub forest and dense sensitive and were restricted to areas where Wesminster, MD 21157 shrub thicket. The structure of the commu- natural firebreaks such as rivers, lakes and ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ 800-726-0600; 617-351-5000 nity was largely determined by soil condi- $19.95 rough topography prevented the spread of fire ISBN: 0395-581-745 tions and fire frequency. Oaks, especially from the adjacent prairie lands. bur oak and northern pin oak, were the Succinct, non-technical description of each species: leaves, flowers, dominant trees. In the southeast, white oak Maps and descriptions of vegetation types reproduced fruit and geographic range: and black oak were also common. with permission, The Natural Vegetation of Minnesota at followed by an essay on each the Time of the Public Land Survey. © 1988, State of tree’s place in historic and Minnesota, Department of Natural Resources. contemporary culture. Floodplain Forest Floodplain forests line major and minor Trees of Minnesota MN DNR - Forestry watercourses throughout the state. They are Minnesota’s Bookstore especially well developed in the valleys of 117 University Ave. St. Paul, MN 55155 the Mississippi, Minnesota, and Red rivers. 1-651-297-3000 The lowland sites occupied by these forests Department of Natural Resources $5.95 + S&H are subjected to periodic flood and drought. Provides information on 50 tree Spring floodwaters enrich the soil as they Division of Forestry Programs species that grow in Minnesota deposit silt over the forest floor. Silver 500 Lafayette Road, St. Paul MN 55155 including identification notes and 651-296-4491, 1-800-766-6000 drawings, range maps and forest maple, American elm, green ash, black product uses. willow, and cottonwood are the dominant “Where Are All the Trees: trees, and poison ivy and stinging nettle the A Minnesota Primer and Discovery Guide?” Managing Landscapes in the Big Woods Ecosystem characteristic understory plants. Written for K-9 students and educators, topics include information and activities on tree growth, importance Mature Conservancy of Minnesota In southeast Minnesota along the for wildlife, forest history, cultural uses, and forest Southeast Minnesota Office Mississippi River Valley, a number of management for wood products. PO Box 106 Wabasha, MN 55981-0106 southern species reach their northern limits, Project Learning Tree 651-565-4011 such as swamp white oak, river birch, and Supplemental environmental education curriculum on [email protected] button birch, a state special concern species. trees, forestry, and forest ecosystems. Curriculum is only distributed through workshops. A 23 page booklet on the history, The floodplain forests of this region are also management and future of the Big School Forest Program Woods. Diagrams and graphics critical habitat to two of Minnesota’s rare illustrate changing land use Schools in Minnesota can register their school nature patterns and ecological concepts. reptiles - the wood turtle and the massasauga areas as official school forests. School forests receive (a species of rattlesnake). In northwestern “Dialogs” a monthly newsletter detailing the events The Great Lakes Forest: Minnesota, the floodplain forest reaches its and activities of over 70 school forests throughout the state. An Environmental and northern limit. The narrow bands of forest Social History occurring along prairie streams here are Minnesota ReLeaf (out of print) A statewide campaign to encourage local govern- Flader, Susan L., editor. 1983 often called gallery forests. Their species ments, citizens, and businesses to plant trees and University of MN Press richness is reduced, compared to southern shrubs. The program is part of the international 2037 University Ave SE stands, and bur oak and boxelder are Global ReLeaf campaign headed by the American Minneapolis, MN 55455 Forestry Association. It is an effort aimed at reducing 1-800-388-3863; dominant trees. carbon dioxide buildup in the earth’s atmosphere. $34.95 + S&H Grants are available to fund tree planting projects. A multi-disciplinary approach to Minnesota’s Native Big Tree Registry the history of the forest region of A DNR program to locate and identify Minnesota’s northern Minnesota and adjacent largest native trees. Trees are measured and states. Published with the Forest awarded points according to circumference, height, History Society.15 337 page, 8 page and crown size. A champion tree has amassed the photo essay, maps. most points. (Forest resourcesPart One continued) More Forest ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Vegetation Types of the Publications and Programs Coniferous Forest Tree Trust 6300 Walker Street St. Louis Park, MN 55303 Northern Hardwood Forest Great Lakes Pine Forest (612) 920-9326 The northern hardwood forest in Minnesota The Great Lakes pine forest occurs in willow.ncfes.umn.edu/ treetrust/ttrust2.htm represents the western-most expression of Minnesota principally on glacial till over [email protected] this forest type, which extends from northern bedrock in the Canadian-Minnesota border

Through Tree Trust’s Time for Minnesota through the Upper Great Lakes lakes area and in the gravel moraines and Trees program, communities region and eastward along the Canadian sandy outwash plains in the north-central part and schools are able to organize and implement border to New England. In Minnesota, the of the state. This forest is defined by its planting projects in their northern hardwood forest is dominated by characteristic trees – eastern white pine and neighborhoods and on their sugar maple, basswood, yellow birch, and red pine. Historically, tree composition and school grounds. The school program provides students red oak. Conifers, particularly white pine, age structure of the pine forest were largely and teachers with classroom northern white cedar, and balsam fir are often determined by natural fire cycles. Fires of education and the opportunity to develop outdoor environ- found scattered through the forest. Due to the varying frequency and intensity created a mental learning areas. Tree ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ fire sensitivity of the dominant trees, this dynamic ecosystem composed of early post- Trust provides schools with Green Team coordinators, forest association was relatively rare in the fire stands of jack pine and red pine and classroom presenters, plant state. It was generally restricted to rich, mature old-growth stands of white pine. In materials, manuals, Project morainic soils where fire frequencies were general, red pine was more abundant than Learning Tree training and some funding. low. The most conspicuous area of northern white pine and occurred on coarsely-textured, hardwoods was the narrow belt along the dry sites prone to fires. White pine stands North Shore Highlands that stretched from occurred on the mesic sites of lake margins Duluth to the Canadian border. It was also and lower slopes less subject to fires. The found in fire-protected pockets across north- general successional trend for the pine forest central Minnesota, as far west as Cass Lake. communities – in the absence of fire – was long-term development toward northern hardwood forest or, farther to the north, toward boreal forest.

Northern Hardwood

Great Lakes Pine

Jack Pine 1616 Boreal Hardwood-Conifer Peatland PartPart One One Jack Pine Forest Peatland ○○○○○○○○○○○○○○○○○○○○○○○○○○○ More Forest This forest community occurs on the driest, Extensive peatlands blanket the nearly flat Publications least fertile soils of the pine region. It is landscape left when the waters drained from and Programs especially prevalent on sandy outwash plains the ancient glacial lakes of north-central in north-central Minnesota and on bedrock Northwoods Wildlife Minnesota. Scattered throughout northern Benyus, Janine M. (1989) outcrops north of Lake Superior. Jack pine Minnesota, smaller peatlands occur in the Creative Publishing Interna- grows in pure stands or in mixtures with basins of glacial moraines. Although there tional 5900 Green Oak Drive aspen, northern red oak, and red pine. Most were several attempts-mostly unsuccessful-to Minnetonka, MN 55343 natural stands originate following fire. Fire drain the largest peatlands, the vegetation 800-328-0590 opens the habitat to direct sunlight and www.howtobookstore.com mosaic of these areas is relatively unchanged $19.95 + S&H exposes a mineral soil seedbed-both require- since pre-European settlement. ments for jack pine reproduction. The dry, The extensive peatlands that developed in This publication explores the uniqueness of the northwoods: its open conditions under the jack pine canopy ancient glacial lake plains exhibit the full habitats and accompanying wildlife. allow for a variety of understory plants. Includes descriptions for a variety range of vegetation associations typical of of habitats, tips for wildlife watching Acid-tolerant shrubs such as wintergreen and bogs, fens, and swamps. Bogs developed on hot spots, and a wildlife event blueberry are especially common. On deeper nutrient-poor acid peat and receive their calendar. soils, hazel may form impenetrable thickets, water supply only from precipitation. They Minnesota whereas on rocky soils, a dense blanket of are isolated from groundwater influence. Extension Service ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ feather mosses may be the only understory. Bogs may be forested, with stands of black Publications spruce or tamarack, or they may be open – Distribution Center dominated by sphagnum mosses, sedges, and University of Minnesota Boreal Hardwood-Conifer Forest 20 Coffey Hall low acid-tolerant shrubs. In contrast, fens The boreal hardwood-conifer forest in 1420 Eckles Ave develop on mildly acid to highly alkaline peat St. Paul, MN 55108 Minnesota is a southern extension of the deposits. Fens receive their water supply 612-625-8173; 800-876-8636 large Boreal Forest region of Canada. This (fax) 612-625-6281 from mineral-rich groundwater as well as www.extension.umn.edu forest type occupies much of northeastern from precipitation, and thus maintain a Minnesota—a region characterized by a The Minnesota Extension Service relatively rich flora compared with that of publishes information on many short, moist growing season and deep snow. bogs. Fens are dominated by grasses and forest topics. Call or write for a The dominant tree species are balsam fir, catalog. sedges. Fens occur in the prairie region of white spruce, black spruce, trembling aspen, Minnesota as well, but these wetlands are and white birch. They occur in pure or mixed Woodland Stewardship: very small compared to the vast acreage of A Practical Guide for stands. Species composition varies consider- the peatland region fens. These communities Midwestern Landowners ably in response to differences in site Melvin Baughman, Alvin are characterized by a distinct assemblage of conditions and natural fire cycles. Balsam fir, Alm et.al (1993) plants specifically adapted to areas where $14.95 + S&H owing to its great shade tolerance, tends to Publication #MI-5901-GO. groundwater rich in calcium and magnesium form extensive stands in the absence of bicarbonate is discharged. Many of these Contains information on frequent fires. Natural disturbances, includ- improving timber stands, creating plants, called calciphiles (or calcium loving), wildlife habitat, marketing and ing fire, wind, and spruce budworm epidem- are rare in Minnesota, such as three state- harvesting timber, or enhancing ics often result in extensive areas of even- woodland beauty. Maps of the threatened species – whirled nut-rush, sterile North American distribution of aged stands of spruce-fir or aspen-birch sedge, and beaked spike-rush. Swamps are species found in Minnesota are forest. Far less extensive on upland sites, and included as well as steps to take also mineral-rich wetlands, but they are to learn about a forest’s age, found mainly in extreme northeastern structure, resource value, and dominated by woody plants and are associ- Minnesota, old-growth white cedar forests wildlife. ated with springs or seepage streams and may occur on fire-protected lower slopes. consist of either coniferous trees (e.g., Northern white cedar typically grows in A Beginners Guide to northern white cedar) or deciduous trees (e.g., Minnesota Trees dense pure stands or was mixed with lesser black ash). David Rathke (1996) amounts of balsam fir, mountain ash and $1.00 + S&H Publication #BU-6593-GO white spruce. In the absence of disturbance Casual nature observers and by fire or wind-storm, upland white cedar elementary and secondary youth forests are long-lived communities and have may prefer this inexpensive 20 Maps and descriptions page guide. It identifies 35 tree the potential to dominate large areas of the of vegetation types species commonly found in MN. landscape. reproduced with permission, The Natural Minnesota Trees Vegetation of Minnesota at David Rathke (1995) the Time of the Public Land $9.50 + S&H Survey. © 1988, State of Publication #BU-0486-GO Minnesota, Department of Natural Resources. Key to common Minnesota woody plants. Identification information and line drawings are useful. Contains17 youth project section and species checklist. Part One Watershed Address ○○○○○○○○○○○○○○○○○○○○○○○○○○○ You live in the watershed of the waterbody into which Aquatic Communities: your land drains. This water body may flow into a larger Lakes, Streams and Rivers in Minnesota one, which flows into a larger one and eventually into an ocean.

Every time it rains, water A review of the communities that form a biologically unproductive. Forms of algae carries materials from your significant component of Minnesota’s and other aquatic plants that depend on school’s grass, sidewalks, biological diversity would be incomplete moderate to high nutrient concentrations find and driveways into nearby lakes, streams, or wetlands. without a discussion of the state’s aquatic these lakes inhospitable. They are unproduc- Fertilizers, soaps, sediment, communities. Water covers more than four tive for fish as well. However, certain species and other materials often million acres of our state. This 8% of such as lake and brook trout are specifically contained in the water have Minnesota’s landscape is composed of more adapted to them. The relatively low biologi- put watersheds under considerable stress. Over than 15,000 lakes and over 22,000 kilometers cally productivity typical of these lakes is a time the effects of these of streams and rivers. In this discussion, reflection of their cold temperatures and materials could be harmful aquatic communities refers to the great nutrient-poor status. to water quality. Please diversity of Minnesota’s lakes, streams and Lakes in central Minnesota occur in

learn where your water ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ goes and what you can do rivers. Aquatic areas dominated by floating, shallow to moderately deep basins in calcare- to protect it. emergent or standing vegetation are consid- ous drift. The waters are much richer in ered to be wetland types and have been dissolved minerals, and organisms are Using topographic maps described in sections on bog, fen, swamp, correspondingly more abundant. In this trace the path of a drop of water from the time it hits and prairie wetland. As would be expected, region of the state, the rate of evaporation the ground near your school variability in the aquatic systems is closely balances with that of precipitation so that until it reaches a wetland, related to differences in landform and water flow through the lakes decrease stream, river, lake, maybe climate. A general classification of seasonally and outlets are frequently inactive. even an ocean. How far could it travel? Minnesota’s lake, stream, and river types These lakes are generally intermediate in provides a framework for understanding the nutrient levels and productivity. They are best A. Locate your place on a occurrence and distribution of Minnesota’s known for their walleye and bass populations. topographic map. If the map aquatic organisms. However, the history of Lake chemistry strongly reflects the is old, your house, or school may not be shown. Map regional land-use patterns and the human change from precipitation surplus in north- resources are listed in Part manipulation of these systems is in many eastern Minnesota to the negative water 4 of this booklet. cases the most important factor influencing balance in the southwestern lakes. Hot dry the current status of rare and endangered summers in the region elevate evaporation B. Numbers on the maps tell how many feet above aquatic communities and their plants and rates, causing lakes to have high concentra- the sea the land is located. animals. tions of dissolved minerals. This phenomenon They are located on is so pronounced that in some cases crusts of “contour lines.” Contour Lakes white salts are deposited on the mud flats of lines close together indicate steep slopes. Contour lines In Minnesota, lake types typically correlate lake margins when the water level drops far apart indicate flat land. with geologic and climatic trends on a line during the summer season. These prairie from the northeast to the southwest. Along lakes are shallow, fertile, and turbid. Of all C. Examine the elevation this gradient the chemical composition of the Minnesota lakes, these have suffered the contours to see the topography of the land and glacial till and bedrock is a major influence greatest alteration by humans. Agricultural find examples of different on the level of dissolved minerals and drainage and runoff has greatly altered the landscape types: hill, valley, nutrients available to lakes from surface biological composition and water quality of wetland. How does the map runoff and groundwater. Climatic factors – many of them. illustrate the differences? precipitation, temperature and evapo- D. Water will flow toward transpiration – also have an important Streams and Rivers the lower numbers. A drop influence on lake environments. These Just as the changes in geology, topography of water flowing off your differences are reflected in the abundance and climate across the state influence lakes, land will flow across the contour lines toward lower and kinds of organisms that occur in lakes. so do they similarly affect streams and rivers. numbers to the nearest Lakes in northeastern Minnesota occur The rivers of northeastern Minnesota are stream, lake, ditch or on glacially scoured landscapes. Their waters clear, fast-flowing and cold, with low wetland. usually have very low levels of dissolved biological productivity. The rivers of south- Where does your water minerals. Many of these lakes are very deep, western Minnesota are turbid, sluggish, and flow, and how can it be and most are connected with swift-flowing warm with relatively higher biological protected? streams. Precipitation in this part of the state productivity. Nevertheless, within each region exceeds evaporation, so that outlets are of the state there is considerable variability Adapted with18 permission from The Cannon River Watershed active throughout the year. The waters, that cannot be detailed by such broad Partnership,Part Faribault One . although clear and aesthetically pleasing, are generalizations. For the purposes of describing the distribution of river organ- ○○○○○○○○○○○○○○○○○○○○○○○○○○○ isms, two factors, habitat requirements and watershed boundary, are most informative. On a local scale, habitat conditions (e.g. stream gradient, water clarity and tempera- ture, and substrate) are important variables controlling the abundance of river species.

Descriptions reproduced with permission, Minnesota’s Endangered Flora and Fauna. © 1988 University of Minnesota Press. ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○

Hudson Bay Drainage

Great Lakes Drainage

Major Watersheds of Minnesota Located on a slight elevation in north- eastern Minnesota it is a spot where a rain shower splits into three parts that flow in three different directions. After Gulf of Mexico / long journeys one part meets icy Hudson Mississippi River Bay, another the North Atlantic, and Drainage another the warm water of the Gulf of Mexico. Does water from your nature area flow through rivers and streams to one of these seas? 19

Part One ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Aquatic Publications and Programs

Minnesota Wetlands: WOW: The Wonders of The Patterned Peatlands A Primer on Their Nature Wetlands, An Educator’s Guide of Minnesota. and Function Slattery, Britt Eckhardt Wright, H.E., Barbara Coffin and National Audubon Society (1993) Environmental Concern Norman Aaseng. (1992). 26 E. Exchange St., Suite 207 210 West Chew Ave., PO Box P University of MN Press Saint Paul, MN. 55101 St. Michaels, MD 21663 11030 South Langley Avenue 651- 225-1830 410-745-9620 (fax: 410-745-3517) Chicago, IL 60628 $2.50, first copy free $15.95 + $4.50 S&H 773-568-1550 (fax: 800-621-8476) www.wetland.org www.upress.umn.edu This Primer describes Minnesota’s $44.95 + S&H wetland communities, what wetlands Reader-friendly wetland education. ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ are and how wetlands work. The Includes activities to discover what a Explores the ecosystem of the common plants and animals, value, wetland is, its unique soils, plants and peatlands of Minnesota, which location and status of different wetland animals. It explores the role of exhibit one of the most remarkable types such as marshes, swamps, wetlands and provides recommenda- displays of complex adjustment of bogs, and fens are included. tions for applying knowledge and living organisms to their environ- skills to the task of wetland ment. 544 pages, line drawings, restoration and protection. photographs. Wetland Plants and Plant Communities of Minnesota and Fabulous Wetlands Wisconsin Streams and Rivers of Minnesota DNR - Film Library Eggers, Steve D. and Reed, Donald Waters, Thomas F. (1980). 500 Lafayette Rd M. University of MN Press St. Paul MN 55155 US Army Corps of Engineers c/o Chicago Distribution Center 1-888-646-6367 (toll free) Attention - Library Sales 11030 South Langley Avenue 651-296-6157 190 Fifth St. East Chicago, IL 60628 St. Paul, MN 55101-1638 773-568-1550 (fax: 800-621-8476) An entertaining video on the uses 651-290-5680 www.upress.umn.edu and values of wetlands. One of many $11.00 + S&H $13.95 + S&H films available from the DNR film library: free loan of films, videos, and Provides keys and descriptions to Describes the physical characteris- slide shows. Borrower pays insured Minnesota’s aquatic communities and tics, history, biology, and recreational return postage. Schools obtain a associated plant life. Descriptions of use of the principal rivers of user number. plants are included for marshes, wet Minnesota and their tributaries. 361 meadows, bogs, shrub swamps, pages, maps, drawings. wooded swamps, floodplain forests, Mississippi Headwaters and seasonally flooded basins. Wetlands: Investigating Swamps, River Watch Program Bogs, Fens and Marshes Cass County Court House A Guide to Aquatic Plants: Hickman, Pamela. 1993. PO Box 3000 Available from: Acorn Naturalists Walker, MN 56484 Identification and Management 218-547-3300 (fax: 218-547-7376) Minnesota DNR Fisheries 17300 E. 17th St. #J-236 Tustin CA 92780 www.mhriverwatch.dst.mn.us 500 Lafayette Rd [email protected] St. Paul MN 55155 1-800-422-8886 (fax: 800-452-2802) 1-800-766-6000 (toll free) www.acornnaturalist.com $10.95 Mississippi Headwaters River Watch 651-296-6157 is a scientific ambient water quality -free to public- Wetland education for elementary collection and monitoring program, The guide uses drawings to identify 25 students (K-8) that focuses on that involves middle school and high common aquatic plants. It discusses wetland plants, animals, and ecology. school volunteers in the collection of the need to protect valuable plants Includes both activities and water quality data. and control harmful species, discussions of wetlands as natural A monitoring plan, field summarizes state regulations and filters, fish nurseries, and wildlife procedures and reporting sheets explains the DNR Aquatic Plant homes. Perfect introduction to aquatic have been developed by qualified Management Program. environments. biologists, chemists and limnologists. These professionals then train volunteers, who have the responsibil- Project WET ity of implementing the monitoring Wetland Trunk DNR Waters plan, under the direction of the River US Fish and Wildlife Service 500 Lafayette Road Watch Coordinator, a trained Minnesota Valley National Wildlife Refuge St. Paul, MN 55155-4044 limnologist. 4101 East 80th Street 1-800-766-6000 (toll free) All results collected by River Bloomington, MN 55425-1600 612-296-6157 Watch volunteers will be recorded by 612-854-5900 the state pollution control agency Environmental education curriculum and entered into the national water A trunk containing many wetland on wetland plants, habitats and quality data bank. These results will educational materials is available for ecosystems. Curriculum is only identify trends in water quality and checkout from the USFWS. Trunk 20 distributed through workshops. help government officials make contains wetland resources including: decisions about future river videos, posters, articles, magazines, Part One protection programs. activities and resource directory. PART TWO ○○○○○○○○○○○○○○○○○○○○○○○○○○○

BOUNDING THE BIOMES

Through centuries of slowly shifting climates and localized disturbances of fire and storm, Minnesota’s plant and animal communities were constantly changing. However, during the nearly 200 years of European settlement the pace and scale of change increased dramatically. The location and features of Minnesota’s woodlands, wetlands and prairies were systematically recorded when Minnesota was surveyed for settlement. ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Between 1847-1907 nearly two-hundred government-appointed land surveyors, with the aid of hardy assistants, walked every mile of the state. They determined the lay of the land, divided the state into a rectangular grid of artificial bound- aries and provided settlers with the opportunity to buy land from the federal government. Their records describe Minnesota as settlement of the Upper Mid- west was just beginning. Today, after more than a century of settlement, very few remnants of the native woodlands, wetlands and prairies described by the surveyors remain. The loca- tion and condition of these remaining scattered areas is once again being docu- mented. The Minnesota County Biological Survey and other state, federal, and private agencies and individuals are working to protect remnants of Minnesota’s native landscapes.

1847 – 1907

Surveying the United States: 209 Years, A Billion Plus Acres and Still Going

The following article, reprinted with the permission of the Star Tribune, Minneapolis-St. Paul, “Surveying the US: 209 Years, a Billion Plus Acres and Still Going.” Dean Rebuffoni. 1/2/94.

Since the First Continental Congress created And the work goes on: Alaska has not the Public Land Survey in 1785, its employ- been fully surveyed, nor have some national ees have surveyed more than 1 billion acres forests and parks in the western states. But of the United States, including all of Minne- while laying a straight line through the sota. outback still can be hard work, it’s not the Any piece of land that is bought and sold task that the early surveyors faced. today in that vast expanse is just a small “If you were to walk in the woods today, piece of the large rectangular squares — the you probably would take the path of least original townships — laid out by the survey- resistance,” said Rob Nurre, a private ors. The only areas not surveyed by the biologist in Stevens Point, Wisconsin. “But rectangular system are Hawaii, parts of the the surveyors had to walk prescribed lines, South, and the states that constitute the and that often meant hacking their way 21 original thirteen colonies. through some very rugged unsettled country.” Part Two Land Survey ○○○○○○○○○○○○○○○○○○○○○○○○○○○ He emphasized that interpreting the old, Resources sometimes cryptic survey notebooks “requires that we also understand the mind Trygg Land Maps set of the surveyors and what they were Trygg Land Office expected to do.” PO Box 628, Ely MN 55731 Their employer, the General Land Office, 218-365-5177, $4.00 expected them to survey the land into Maps compiled from original townships, each 6 miles square, with lines land survey data and other running due north and south and others documentary sources. crossing at right angles. They were to clearly Twenty three maps describe Minnesota’s vegetation at mark these lines and their corners by the time the land survey inscribing trees, the so-called bearing trees was completed (1847-1907) and, on the prairie, with earthen mounds and as well as notable land- wooden posts. These artificial boundaries scape or cultural features: settlements, cleared fields, were to be recorded in the surveyors’ field mill sites, roads and trails. notes. meant walking 120 to 130 miles through the These resources provide an They were also expected to record wilderness, and a good day’s work would be interesting and easy to use significant natural features such as soils, perhaps 10 measured miles.” picture of the past. ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ plants, topography, waterways, lakes, hills, The work generally was easiest on the caves, and mineral deposits. And they were treeless prairie, tougher in the woods, and The Field Notes of the to record artificial features — Indian villages downright miserable in the bogs, marshes and Public Land Survey and mounds, for example, and European other wetlands that then covered so much Minnesota History Center 345 Kellogg Ave W., settlements, fields, trails, and roads. land. And while they frequently traveled St. Paul, MN 55102-1906 For doing all that, the deputy surveyor, through areas teeming with fish and game, the 651-296-2143 the man in charge of the survey crew, was surveyors didn’t spend much time angling and paid $2 to $4 for each surveyed mile during hunting. Although originally federal property, the field notes of the mid-1800’s, In turn, he had to provide “It just wasn’t time efficient. They carried the Public Land Survey are transportation and provisions and pay the their food supplies, and often it was salt pork now owned by the state. other crew members. They each got about $1 and hardtack (hard biscuits).” There are more than a day. 300,000 pages of notes They were afield in all types of weather, covering all of Minnesota, However, a buck went a long way then. usually far from the nearest pioneer settle- and they are contained in For example, an acre of surveyed land could ments. Sickness was common, and Indians more than 1400 leather be bought for $1.50 from the General Land sometimes hindered the work. bound volumes. Because of Office. their value and fragility, “The European settlers usually didn’t access to the volumes is The size of the survey crew depended on show up until after the surveyors,” Nurre said. restricted, although their how much work it was expected to do, but “For the native Americans, seeing the survey- contents have been often there were five men: the deputy ors do their work, seeing the survey stakes reproduced on microfilm surveyor, two ax-men, a cook, and a couple and optical discs and are pounded into the land, was the first tangible available for research. A of chain-men. evidence that the treaties they had signed site’s township name, range The surveyor handled the compass, the were, indeed, to come to pass. number, tier number, and ax-men cleared a path through the woods and “Those survey stakes became the harbin- legal description is the cook handled the food and other camp necessary to access gers of change to the landscape.” information. work. The chain-men, of course, handled the metal measuring chain. It was 66 feet long and weighed from 4 to 10 pounds. “To survey a township, including its 36 sections, meant laying out and walking 72 miles of measured chain, but it frequently

Formula’s of landscape division: Surveyor’s Chain= 66 feet One Mile = 5,280 feet or 80 chains One Section = 1 square mile or 640 acres 640 Acres = divided into multiple acreage based on the quartering of sections 22 One Acre = 43,560 square feet

Part Two ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Organizing the Landscape for Buying and Selling

Townships ➜ Every piece of land that is bought or sold in N Minnesota and most of the United States is part of a grid system of land division that T3N overlays natural communities and systems. First the surveyors divided the landscape T2N into townships that were numbered north and south from a baseline into Tiers and T1N numbered east and west from the principal R1W T1N meridians into Ranges. Baseline T1S Township R2W T1S

36 Sq. T2S T2S Miles R1E ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○

R3W R2W R1W R1E R2E

Meridian

36 Sections in a Township Then the surveyors divided each township into 36 sections. Each section was one 36 31 32 33 34 35 36 31 square mile or 640 acres. Note the number- ing system used to designate the sections. 16543216

Township 12 7 8 9 10 11 12 7

13 18 17 16 15 14 13 18 1 Section in a township 28 19 20 21 22 23 24 19

25 30 29 28 27 26 25 30

36 31 32 33 34 35 36 31

16543216

Finally each section was broken down into Acreages parcels of land or acreages. Each acre contains 43,560 square feet.

W 1/2 A Section, 640 acres, NW 1/4 E 1/2 NE 1/4 1 square mile 160 Acres NE 1/4 80 Acres 80 Acres 10 Acres

1,320 Feet 1,320 Feet 660 Ft. NW 1/4 NE 1/4 W 1/2 10 NW 1/4 Chains SW 1/4 SW 1/4 SE 1/4 40 Acres 40 Acres 20 Acres

NE 1/4 SE 1/4 SW 1/4 SE 1/4 SW 1/4 23 40 Acres 10 Acres Part Two ○○○○○○○○○○○○○○○○○○○○○○○○○○○ “Eyewitnesses to Wilderness” 2 When he surveyed Chippewa County in Reprinted with the permission of the Star Tribune, 1871, George Stuntz found rich soil and Minneapolis-St. Paul. Eyewitnesses to Wilderness 1/2/94 flat terrain - sure bets to attract farmers. But he also encountered a form of wildlife that Field notes written by the original land later would plague county farmers: “Mil- surveyors are largely businesslike and profes- lions of grasshoppers. Sun clouded with sional, but sometimes they show flashes of grasshoppers in the middle of the day. All humor and insightful predictions. They also flying to the SE” reveal the tough conditions that surveyors often endured in the wilderness that now is Minnesota. And sometimes the pristine land moved them to lyricism. 3 Surveying could be exceedingly hard work, as is revealed in C. H. Armstrong’s When the surveyors were afoot, Minnesota’s field notes from the wild of St. Louis wetlands were still vast and undrained. That County: “This township was surveyed created problems because the surveyors had to during the coldest weather I have ever mark section corners, either by blazing trees, experienced, it being often thirty degrees ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ building earthen mounds or driving long, below zero and seldom reaching minus ten wooden stakes into the soil. degrees [and] the snow being an average of two or more feet. I have striven to hold my 1 instruments at proper adjustment but I feel A. Wilcox, who surveyed Clay County in positive that no instrument … is now or 1870, wryly described the woes he encoun- ever will be manufactured that will give a tered: “It being impossible to build a mound at perfect meridian while subjected to such this point I stuck [a section post] into the intense cold, and the proper handling of a marsh. But when last seen, it was fast going sensitive instrument is a physical down out of sight.” impossibility.”

3 C. H. Armstrong, St. Louis County

1 A. Wilcox, 4 Clay County Nathan Butler, Itasca County

5 E. Darling and George Wright, Aitkin County 2 George Stuntz, 6 Chippewa County Jesse Jarrett, Hennipen County

7 24 Joe Bailey, Winona County Part Two ○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○○○○○○○○○○○○○○○○○○○○○○ 4 Nathan Butler spent the winter of 1872-73 surveying The Surveyor’s Instruc- tions: What They Were in northern Minnesota, in what is now Itasca County. In Looking For one area, the magnetic needle in his compass acted so erratic that he had to switch to a solar compass to get an The instructions to the land 11. All springs of water, accurate bearing. Butler later wrote, “There were millions surveyors were as follows: and whether fresh, “Your field notes are to form a saline, or mineral, of dollars of the best kind of iron ore under my feet, and I full and perfect history of your with the course and did not know it.” He had been atop what now is the operations in the field. You are width of the stream Mesabi Iron Range. to enter in their proper places flowing. in the field notes of your survey, a particular description 12. All lakes and ponds, and the exact location of the describing their banks 5 following objects.” and the depth and Surveyor E. Darling didn’t especially like what he quality of water. found in part of Aitkin County in 1860. He described “wet 1. The length and variation of every line you run. 13. All coal banks, & boggy” swamps, “ridges of poor soil” and “no timber precipice, caves, sink- is worth cutting.” But another surveyor, George Wright, 2. The name and diameter holes, quarries and was awed by what he saw in another part of Aitkin of all bearing trees, with ledges with the County, along the Mississippi River: “The river … is the course and distance character and quality

○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ of the same from their ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ of the same. perhaps not excelled for beauty by any streams in the corners. world; with a perfectly uniform width ... handsomely 14. All waterfalls and mill rounded banks of ten to twenty feet high and a current at 3. The name and material sites. two to three miles per hour, it sweeps away in those from which you construct mounds, with 15. All towns and villages, graceful curves which never fail to delight the eye … it the course and distance houses, cabins, fields can only be appreciated through an … acquaintance to the pits. and sugar camps, therewith. It must be seen and felt.” factories, furnaces 4. The name, diameter and and other improve- exact distance to all ments. those trees which your lines intersect. 16. All minerals or ores, 6 Jesse Jarrett summed up a six square mile tract of and all diggings land that he visited on Aug. 17, 1853. At the time, the land 5. At what distance you thereof, with particular enter, or at what descriptions of both was at the edge of the frontier; today, it’s a big chunk of distance you leave that may come to your Minneapolis, including the city’s chain of lakes. “This every river, creek or knowledge, whether township contains a number of lakes of clear deep water, “bottom,” prairie, intersected by your also a number of small lakes. There are also a consider- swamp, marsh, grove, lines or not. or windfall, with the able number of marshes generally suitable for meadows. course of the same at 17. All roads and trails The soil of this township is good second rate, sandy, well both points of intersec- with the courses they adapted for farming in this country where the summers tion. bear. are short.” 6. The surface whether 18. All offsets or level, rolling, broken, or calculations by which hilly. you obtain the length of such parts of your 7 Joe Bailey, while roughing it across Winona County in 7. The soil, whether first, lines as cannot be second, or third rate. measured with the 1854, predicted that the area could someday provide its chain. settlers with an abundance of fattening food, the sort of 8. The several kinds of diet then believed to cause gout, or “rich man’s disease.” timber and undergrowth, 19. The precise course The county, he wrote: “… is well adapted to the culture of naming the timber in and distance of all order of its prevalence. witness corners from the gout, but will doubtless be, for many years to come, the true corners which the peaceful abode of the large Yellow Rattlesnake, some 9. All rivers, creeks and they represent. twelve of which were killed by (his surveying crew) during smaller streams of our short but painful sojourn.” water, with their actual Provided by the Trygg Land or right angled widths, Office, Ely, Minnesota. Bailey and his crew also encountered stinging weeds, course, banks, current, troublesome brush and one family of settlers: “… the and bed, at the points valleys are narrow and fertile, but generally wet and where your lines cross. thickly coated with bull nettles and undergrowth of 10. A description of all various kinds. One family had just pitched their tent … bottom lands — but their protracted stay was exceedingly whether wet or dry, and doubtful.” if subject to inundation, state to what depth. 25

Part Two Biome Remnants: ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Today: Protecting Vegetation Today Protected Sites What Remains Within The Biomes in Minnesota If you wish to see an example of Descriptions of vegetation types reproduced with one of Minnesota’s natural As the original land survey in Minnesota was permission, Minnesota’s Endangered Flora and Fauna. communities or you are completed, the pace and scale of settlement © 1988, University of Minnesota Press. considering restoring an area to increased dramatically. In 1850 there were less prairie, woodland, or wetland, than 7,000 settlers living in Minnesota. In a you may want to visit an The Prairie Today … existing remnant site. Remnants decade the number jumped to over 172,000. Large scale habitat destruction and alteration and restorations of natural By 1900 there were almost 2 million people in in the prairie biome has been more complete areas can be found throughout all regions of the state. than in any other area of the state. Shortly the state on private and public By 1950 Minnesota’s population increased land and can serve as a model after 1850, when agriculture became an for what your place could be to nearly 3 million, and only fragments of important factor in the state’s economy, the like. Be sure to get permission native vegetation remained. As prairie, entire native prairie landscape had all but before venturing into a woodland, and wetland acres were eliminated, disappeared under the plow. Now less than preserved area. Many of the diversity suffered. Habitat was lost. The areas are protected in order to 1% of the original prairie remains, usually preserve their unique character- complexity of the landscape was simplified. along railroad rights-of-way, on steep slopes, istics, and may have special As the 20th century draws to a close 4.5 and in other difficult-to-farm areas. With the restrictions on their use. million Minnesotans live in a landscape that ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ destruction of the continuous tallgrass prairie holds few clues to the places of two centuries came large reductions in population and ago. Only isolated remnants of Minnesota’s The Nature Conservancy geographic distribution of many native prairie 1313 5th St. SE natural communities remain. Scattered pockets species. By the early 1900’s the herds of Suite 320 of prairie persist along railroad corridors, on bison and elk had vanished from the prairie Minneapolis, MN 55414-1588 the edges of pioneer cemeteries and in a few www.tnc.org biome. Prairie birds such as the long-billed 612-331-0750 places left untouched by plows or graders. curlew and McCown’s longspur were Fragments of forests line rivers and stand like The Nature Conservancy is an extirpated, and the greater prairie-chicken international conservation ancient islands scattered through the state. was pushed out of the southern part of the organization that works to The Minnesota County Biological Survey state. Today 105 vascular plant and animal preserve the best examples of of the Minnesota DNR, using 20th-century plants, animals, and natural species associated with the prairie biome communities that represent the tools of aerial photography, computers, and have been identified as endangered, threat- diversity of life on earth by sophisticated mapping techniques, are once protecting the lands and waters ened, or of special concern in the state. The they need to survive. The again surveying the landscape. Initiated in isolated remnants of native prairie are the last Minnesota Chapter owns and 1987, and operated by the Natural Heritage manages 52 Preserves which stronghold for many of Minnesota’s rarest include native prairie, woodland, and Nongame Wildlife programs, the survey species. and wetland communities. Some systematically gathers, county-by-county, Preserves can be visited; A Guide to the Nature Conservancy information on Minnesota’s biotic communi- Preserves in Minnesota is ties and the plants and animals they shelter. It available for $16.00. also documents the existence of rare plants and animals in each county, producing a map Minnesota’s Natural of significant natural features that can be used Resource Conservation in local land-use planning. Programs Minnesota Extension Service Distribution Center University of Minnesota 20 Coffey Hall 1420 Eckles Ave St. Paul, MN 55108-6064 800-876-8638; 612-625-8173 fax: 612-625-6281 www.extension.umn.edu Minnesota County Biological Survey MN DNR This free booklet lists land 500 Lafayette Rd, Box 7 conservation grants and St. Paul, MN 55155 programs available to Minnesota 888-646-6367 toll free land owners including programs 651-296-6157 metro in soil protection practices, forest land management, water conservation, and wildlife, Comprehensive data on the distribution and wetland, and prairie manage- status of intact biotic communities is now being ment. The publication number is compiled by the Minnesota County Biological NR-FO-5946-S. Survey. Maps for the counties that have been completed detail plant communities prior to settlement and remaining tracts of significant 26 plant communities.

Part Two The Aspen Parkland Today … The Northern Hardwood Forest Today … ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Minnesota The continuous nature of the aspen parkland The northern hardwood forest has experienced State Park System Minnesota DNR is rapidly disappearing because agricultural profound alteration from its condition at the 500 Layfayette Road clearing continues in the region. The sup- time of settlement. Clear-cutting and subse- St. Paul, MN 55155 651-296-6157 metro pression of natural fires is also altering the quent conversion to other forest types has 888-646-6367 (MN toll free) character of the ecosystem. Groves of aspen- eliminated much of the northern hardwoods. www.dnr.state.mn.us oak forest have spread in some areas to form In addition, high-grading of the forest by Many of the state parks have a nearly uniform, continuous cover. Because selective removal of yellow birch and conifers interpretive information and of these changes, some species that inhabit has resulted in a change of forest composition management projects that attempt to restore the natural this ecosystem – sandhill cranes, sharp-tailed toward the increased dominance of sugar communities that were sparrows, and western fringed prairie orchid maple and basswood. Forests that have historically a part of the park’s landscape. Also at the parks, – are rarer today. remained undisturbed are characterized by a you’ll find information on the closed over-story canopy of old-growth trees Junior Park Naturalist Program. The program invites children The Oak Woodland and (150 plus years). These sites are especially ages 7-14 to observe and learn Brushland Today … important habitat for species of lichens that about the natural community of Agricultural activities and fire suppression require mature forests. The state threatened the park environment. The program includes three booklets have severely degraded and diminished this lichen Lobaria quercizans is found only on representing Minnesota’s major once widespread community type. Today mature trees within the northern hardwood and biomes: prairies, hardwoods,

○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ and conifer forests. Each booklet remnant examples of this community are forested swamp communities. The eastern offers three achievement levels restricted to the sandy soils of dunes and hemlock, a tree species that is common in to motivate participants. Junior Park Naturalist materials are sand plains unsuitable to cultivation. Both eastern North America, occurs in Minnesota free and available exclusively at plants and animals typical of this community exclusively in the northern hardwood forest. Minnesota state parks. have declined: the loggerhead shrike and the kitten-tail plant are examples. The Great Lakes Pine Forest Today … The Minnesota Naturalist The red pine and white pine forests were the Association (MNA) The Floodplain Forests Today … most thoroughly exploited natural communi- P.O. Box 23435 Owing to the low agricultural and develop- ties in the Upper Midwest. Lumbering, Richfield, MN 55423 ment value of the floodplain community, the beginning in the 1840’s, virtually eliminated The MNA produces a list of original distribution of this forest type has the large groves of original pine forest from Minnesota’s environmental education facilities. Contact not been greatly impacted. Intact floodplain the landscape. Subsequent land-clearing facilities near you for descrip- forests are often the only large pieces of activities destroyed chances for pine regenera- tions of their natural features native habitat remaining in heavily agricul- tion and resulted in their replacement by and management activities. tural areas. stands of aspen and birch, now the most common forest type in northern Minnesota. Scientific and Natural The Maple-Basswood Forest Today … Large stands of virgin pine are now restricted Areas Program Box 7 Minnesota DNR Since settlement in the mid 1800’s, the to the Border Lakes region within the BWCA 500 Layfayette Road original maple-basswood forest has been and Voyageurs National Park. The essentially St. Paul, MN 55155 profoundly altered by agricultural develop- undisturbed character of this area allows the 651-296-6157 metro 888-646-6367 ment and urban growth. The Big Woods itself pine forest ecosystem to function much as it www.dnr.state.mn.us has been virtually eliminated through land did on the pre-European-settlement landscape. This program has established a clearing. Much of the former deciduous Pine stands in these large pristine areas and system of public natural areas forest is now Minnesota’s dairy region. smaller remnant stands scattered throughout that include the rarest and most precious of Minnesota’s natural Today, remnant stands occur only as small, north-central Minnesota provide important features. The select lands and isolated fragments surrounded by cropland. nesting habitat for osprey and the threatened waters that qualify are protected Within the topographically rugged “driftless bald eagle. through fee acquisitions, gifts, easements, or leases. Special area,” the maple-basswood forests are permission is required to use restricted to sites of steep, north–and east– SNA’s. For more information contact the program. facing slopes which were less vulnerable to cultivation efforts. A number of rare wood- land plants occur in this habitat, including Educator’s Guide to Using Environmental Learning golden-seal, twin leaf, squirrel-corn, trillium, Centers ginseng, and the federally listed Minnesota RELC Green Print Council Office dwarf trout lily. Minnesota DNR Box 46 500 Lafayette Road St. Paul, MN 55155 651-282-5788

Describes each of Minnesota’s environmental learning centers, their mission27 and services, and everything a teacher needs to know to bringPart a classTwo to them. ○○○○○○○○○○○○○○○○○○○○○○○○○○○ full range of plants and animals native to these lands. In particular, the shrub bogs of the peatlands provide specialized habitat for the northern bog lemming, and the mineral rich fens provide specialized habitat for the rare and intriguing linear-leaved sundew and a moss (Cinclidium stygium), which is an indicator of rich fen habitat.

The Primary Communities Today … The extreme conditions (cliff, sand, etc. ) found in primary communities afford few opportunities for development, hence, unlike most natural communities in the state, their distribution today is probably similar to their pre-settlement range.

The Jack Pine Forests Today … The Lakes Today … ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Following the early logging of the Great Minnesota’s lakes, notably those in the Lakes pine forest and resultant fires, jack southwest, have been extensively altered by pine forest increased in extent across humans. Agricultural drainage and polluted Minnesota. Current fire-protection policies, runoff has greatly altered the biological however favor the replacement of jack pine composition and water quality of many of forest by the more shade-tolerant trees of the them. Much is yet to be known about the Great Lakes pine forests and the boreal distribution of aquatic organisms as a hardwood-conifer forest. Open jack pine reflection of the health of the environment. stands, maintained by periodic fires, are There is little information on the distribution important habitat for one of Minnesota’s and habitat preference of aquatic plants, most rarest plant species, the endangered Ram’s- aquatic invertebrates, and fish other than head lady’s slipper, as well as a threatened game species. species of tiger beetle. The marten, an animal of special concern, is also an The Rivers and Streams Today … inhabitant of mature jack pine forest and Several of the state’s endangered fish and other coniferous forest types in northeastern mollusks clearly illustrate both the impor- Minnesota. Once common, this species was tance of undisturbed habitat and the impact of pushed to near extirpation by hunting and drainage divides. The shovelnose sturgeon removal of forest cover. It is now making a and the paddlefish were once much more limited comeback. common in the Mississippi River drainage, but the construction of navigational dams has The Boreal Hardwood-Conifer altered habitat and interfered with spawning Forest Today … migrations. The siltation of once clear upland Relatively natural stands of boreal hard- streams due to intensive agricultural practices wood-conifer forest are still fairly common is another significant factor in the increasing in northern Minnesota. Within the BWCA, a rarity of fish species. In all cases, the fact that vast expanse of this forest type, interspersed watershed boundaries restrict and limit with wetlands and lakes, supports the last species migration and dispersal means that large population of federally-threatened gray the short-term impact of habitat degradation wolf in the contiguous United States. may mean the long term extirpation of a species. Many river organisms are restricted The Peatlands Today … to their particular drainage system and have The vast continuous peatlands of northern no mechanism for moving to suitable habitat Minnesota are the state’s last remaining in other watersheds when habitat is destroyed intact ecosystem. Despite drainage efforts of in its native waters. Conservation of river and early settlers, this system, unlike any other stream habitats must occur throughout ecosystem in Minnesota, retains a large Minnesota if we are to protect the full enough area to provide viable habitat for the biological diversity of our waterways. 28

Part Two PART THREE ○○○○○○○○○○○○○○○○○○○○○○○○○○○ SITE CHECKLIST: Guidelines for Planning School Nature Areas

Preservation is the most important action you can take to benefit any nature area that has not been significantly altered. Once a native landscape is gone, the area will never support the population of plants and animals that it once did. Land- scapes that have been significantly altered – where few original plant and animal ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ residents remain – can be patiently redirected (but never fully recreated) through restoration. In either case, management requires seeing nature areas as a part of a larger system whose plants, animals, land, water and human components are interconnected.

Whether preserving, restoring, or managing a particular site, some common themes should guide your nature area planning.

Diversity Rare Species Conserve the full range of natural Begin a program to identify and protect habitats that occur on your site and are the plant and animal species that are appropriate to your biome to help assure threatened or endangered in your area. survival of all plants and animal species that comprise the region’s biodiversity. Reasonable Access Accommodate human use and educa- tional opportunities. Monitor your Limited Fragmentation impact. Develop and maintain connected habitat areas, allowing for safe, effective Wildlife movement of plant and animal popula- Provide indigenous wildlife with food, tions. water, cover and sufficient safe space.

Native Plants Utilize native plants because they are adapted to the conditions of your site, have natural “checks and balances,” and do not require as much maintenance. Remove species that are aggressive or threaten native plants.

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Part Three ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Diversity

Biodiversity (short for biological diversity) Test Your Biodiversity has three parts: Knowledge

Which of these communities Ecosystem diversity – a variety of What about species diversity? No species have the most biodiversity? habitats within an ecosystem. lives by itself. Every species depends on others for what it needs to survive. For 1. a) A farm pasture Species diversity – a variety of species b) A native prairie example, many flowers need bees to pollinate within a habitat. them so they can produce seeds. Some 2. a) A wildflower garden flowers need a very specific kind of bee. If b) A mowed lawn Genetic diversity – a variety of genetically that one species of bee is eliminated, it different individuals within a species. 3. a) A group of wild lupine doesn’t matter how many other species of seedlings grown from bees there are in the area, the flower will be seeds from one adult Without ecosystem diversity, every place on eliminated too. plant ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Earth would be the same, and the habitat What happens to an ecosystem in which b) A group of wild lupine needed to support many different types of seedlings grown from habitats become less diverse? Here’s an seeds from several adult plants and animals wouldn’t exist. Without example: If you eliminate wetland habitat, plants species diversity, the complex relationships you lose all the species that depend on among species that keep life running wetlands, like cattails, wild rice, ducks, 4. a) An area with wild smoothly on Earth wouldn’t exist. Without huskies, poodles, and muskrats, and so on. You also lose both flood Chihuahuas living in it genetic diversity, a species would not have control and drought protection. Wetlands b) An area with wolves, the ability to adapt to changes in its environ- absorb excess rainwater and let it soak into coyotes, and foxes living ment. the ground, where deep-rooted plants can use in it Without diversity, life on Earth would be it during droughts. Without wetlands, excess 5. a) An old-growth forest in trouble. For example, there is a moth rainfall runs off into rivers, washing away b) A second-growth forest species in England that has both a dark- valuable soil as it goes, and may fill the rivers that grew where an old colored and a light-colored form. When air to flood stage. Water doesn’t get a chance to forest was logged pollution began to increase at the time of the soak into the ground, so when droughts occur 6. a) Ten separate 1,000 Industrial Revolution, the resulting soot there is less water in the soil for plants to use, acre old-growth forests darkened the bark of trees. Light-colored and many plants (and the animals that depend b) One ten-thousand acre moths stood out against the dark background on them) die. Ecosystem diversity is part of old-growth forest and were eaten by birds, but the dark-colored what makes our planet healthy, just like ones survived. What would have happened to species diversity and genetic diversity. the species if there were only light-colored Answers: individuals? This is an example of the Adapted with permission from Wild River State Park, 1. b: Greater number of species importance of genetic diversity. A wide Center City, Minnesota. Written by Park Naturalist Dave 2. a: Greater number of plant Crawford, 1993. species and the animal variety of individuals helps a species survive species they attract changes in its environment. 3. b: Greater genetic diversity 4. b: Domestic dogs are all the same species. Wolves, coyotes and foxes are each separate species 5. a: Disturbance eliminates many species. 6. b: Fragmentation eliminates edge-sensitive species like wolves, moose, Cooper’s hawks, etc.

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Part Three ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Fragmentation Fragmentation Resources Reconstruction of Fragmented Ecosystems: Global and Regional Limited Fragmentation Perspectives Saunders, D. and Paul Ehrlich, editors. (1993). Scientists who are concerned about the loss of habitat that has been disturbed. If you (out of print) of many species (over 550 animal species garden you know all about opportunists, Discusses the role of ecologists have become extinct in North America since except you probably call them “weeds”. and conservation biologists in the Pilgrims landed at Plymouth Rock) have While fragmentation may cause an increase ecosystem reconstruction. 466 pages, color photographs, found that certain plant and animal species in these few species, there may be fifty graphs and tables. need undisturbed habitat to survive. Suppose species – habitat specialists – that are a particular species of hawk needs 100 acres eliminated when a habitat is fragmented. The Ecology of of forest in which to establish a nesting What happens to overall species diversity Greenways: Design and territory. If someone builds a road through then? Function of Linear the forest, splitting it in half, the hawk will Fragmentation also affects genetic Conservation Areas Smith, Daniel and Paul give up trying to nest and move somewhere diversity. Suppose someone builds a shopping ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Hellmund. 1993. else because the area has been fragmented. center on top of a prairie, leaving only two University of MN Press But will it be able to find another suitable prairie fragments on the east and west edges c/o Chicago Distribution Center 11030 Langley Avenue territory? with the shopping center and its parking lots Chicago, IL 60628 Suppose your house were split up into in between. A moth-pollinated wildflower, 773-568-1550 fax: 800-621-8476 200 rooms, each the size of a telephone blue lupine, is found in both fragments. But www.upress.umn.edu booth? You’d still have the same floor space the small moths that pollinate the flowers ISBN: 0816621578 as in a normal house, but split up into tiny can’t survive the flight over the acres-wide, $39.95 + S&H pieces. It wouldn’t bother your pet hamster, black-topped “desert” in between. So the Reference book and practical but what about you? Would you be able to east-fragment lupines interbreed with each guide. Includes discussions of landscape ecology, conserva- live in it? other, and the west-fragment lupines inter- tion biology, water resource Some species actually do better in breed with each other. With no genetic management, ecological planning, and recreation design. fragmented habitats. White-tailed deer, exchange between fragments, both popula- 222 pages, line drawings, black raccoons, and cowbirds all increase in tions become less diverse genetically and less and white photographs. numbers when they are provided with habitat able to survive. that is split up into alternating patches of The Role of Corridors Adapted with permission from Wild River State Park, woods and open areas. These species are Saunders, D. and R. Hobbs, called opportunists – they can take advantage Center City, Minnesota. Written by Park Naturalist Dave editors. 1993 Crawford, 1993. (out of print)

Brings together new data on the importance of corridors for biological management.

The Role of Remnants of Native Vegetation Saunders, D. and G. Arnold. 1993 (out of print)

Integrated research on management of remnants of native vegetation.

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Part Three ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Native Plants

Native Verses Exotic Species

The plants you want in your natural area are growth of purple loosestrife, which native natives, or those that grow naturally in your animals can’t eat or hide in, what happens to region. Ornamentals, or exotics, are plants species diversity? Consider these four that are imported from another place. Our common house cat is another exotic reasons for choosing Plants and animals brought to this species. We brought it to this continent native species over continent from other parts of the world do because we like the company and because ornamentals. not have the same “checks and balances” that “working cats” on farms help control mice our native species do. Non-native species are 1. Native plants are and other small mammals that damage crops. adapted to the soil, called alien or exotic species. Some exotic But what happens when one of these cats rainfall, and sunlight species, like purple loosestrife and Eurasian goes off on its own? A study done in Wiscon- conditions of your region, water milfoil, are spreading across North sin estimated that free-roaming cats in that so they are apt to thrive America choking out native species. These state kill 137 million birds every year, once established. Native ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ plants have a home court invading aliens reproduce rapidly, spread especially birds that nest on the ground. What advantage. easily, and have no natural enemies on this effect does this have on species diversity? continent to control them. When an entire 2. Native plants form the marsh - home to dozens of plant species that Adapted with permission from Wild River State Park, food base that native are used for food and shelter by dozens of Center City, Minnesota. Written by Park Naturalist Dave wildlife species adapted to Crawford, 1993. your area depend on. Their animal species - is replaced by a dense presence in your natural area supports the species that live there.

3. Because natives have evolved adaptations to local conditions they What’s in a Name? The Problem With Cultivars require less maintenance and resources. The next time you visit a plant nursery or a greenhouse look at the names of the plants. You will soon discover that plants often have more than one name. Many plants have both 4. Non-native plants often common names and scientific names. lack the natural controls For example, the native red maple’s common name is “red maple” but its scientific that help keep their populations in check. As name is Acer rubrum. Acer is Latin for maple and defines all of the plants in the world they proliferate, they choke that have maple characteristics: similar fruit, flowers, roots, leaves, stem, etc.. Rubrum is out the native plant its species name and describes a particular kind of maple with a defining characteristic species. that is distinct through generations — meaning a characteristic that a parent will always pass on to children and grandchildren and so on. Sometimes a scientific name for a particular kind of tree will also have a cultivar name after its species name. For example there is a red maple tree that is known as Acer rubrum ‘Northwoods.’ This means that a particu- lar tree was selected and propagated for its unique characteristics. Cultivars are often made for special charac- teristics: fall color, flower structure, short stature, all kinds of reasons. But cultivars – because they are plants propagated from a single set of parents – do not have the opportunity to go through the natural process of random pollination. Therefore there is much less genetic diversity in a forest of cultivated ‘Northwoods’ red maples than would be found in a naturally occurring forest of red maples. Native plants – not cultivars – are important because without a wide variety of genetically different individuals, the ability of a 32 species to survive changes in its environment is threatened.

Part Three Native Plant Resources ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Minnesota Native Plant○○○○○○○○○○○○○○○○○○○○○○○○○○○ Nurseries SNAP does not necessarily endorse the products or services of these vendors

Nurseries are increasing their native plant offerings every year. Before ordering plants it is important to research the origin of the seed. Choose seeds or plants that originate as near as possible to where they will be planted. Seeds from Nebraska, for instance, don’t carry with them the genetic information and variability necessary to survive in Minnesota’s unique climate and soils. Also be certain that plants are not taken from the wild to be sold. Each nursery will have information on the installation and proper management of the plants that they sell. Be sure to follow their recommendations carefully to insure the success of your planting projects.

Country Wetlands Nursery Ox Cart Seed Co. and Consulting Ltd RR #3, Box 226 Box 126 Hawley MN 56549 Muskego WI 53150 Native grass seed Minnesota Native Trees of Minnesota 414-679-6866 Plant Society MN DNR - Forestry Specializes in wetland consultation, design Prairie Hill Wildflowers 220 Biological Science Center Minnesota’s Bookstore and management for gardens and RR #1, Box 191-A restorations. Ellendale MN 56026 1445 Gortner Ave 117 University Ave. 507-451-7791 St. Paul, MN 55155 St. Paul, MN 55108 Wildflower and grass seeds. $12.00 membership 1-800-657-3757 Feder’s Prairie Seed Co. Consultation and installation www.stolaf.edu/depts/biology/mnps $5.00 + S&H 12871 380th Avenue available. Call or write for further Blue Earth MN 56013 information and price lists. Provides information on 50 tree 507-526-3509 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ [email protected] ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Prairie Moon Nursery Membership in the Minnesota Native species that grow in Minnesota Native Minnesota grass and wildflower Route 3, Box 163 including identification notes and Plant Society provides a forum for the seeds. Wayne Feder is a former HS Winona MN 55987 exchange of information about native drawings, range maps and forest Ecology teacher and is available to talk to 507-452-1362 plant species and native plant product uses. school groups. Seeds and plants of 216 native suppliers. Monthly speakers, the prairie, wetland, and woodland Plant Press newsletter, field trip plants from the southeast Kaste Inc. Minnesota. Nursery also stocks opportunities included in the Wildflowers and Weeds: RR #2, Box 153 native shrubs and vines. Catalog is membership. A Field Guide in Full Color Fertile MN 56540 a useful guide on how to establish 218-945-6303 and maintain your plantings. Booth, Courtenay [email protected] Simon and Schuster. 1978 Native grass and wildflower seed Prairie Nursery Vascular Plants of Minnesota: (out of print) PO Box 306 a Checklist and Atlas Landscape Alternatives, Inc. Westfield WI 53964 Ownbey, Gerald B. and Morley, Color photographs and information 1705 Alban St 608-296-3679 Thomas . (1993) about native and non-native Roseville, MN 55113-6554 Seeds and plants for 75 prairie 651-488-3142 species. Informative full color University of MN Pressc/o herbaceous plants found in Offers 120 species of prairie, wetland, and catalog details species as well as Chicago Distribution Center Minnesota’s woodlands, wetlands, woodland seedlings. consulting services: site evaluation, 11030 South Langley Avenue and prairies. Plants are arranged by planting design, site preparation, Chicago, IL 60628 easy to use family groups. Key to the Mark E. Gullickson planting, and post planting 773-568-1550; (fax: 800-621-8476) plant families and diagrams are RR #2, Box 150A management for sites of all sizes. www.upress.umn.edu useful. Fertile, MN 56540 218-945-6894 Prairie Restorations, Inc. $29.95 + S&H Native grass seed PO Box 327 ISBN: 0816623546 Princeton MN 55371 Nature Study Pocket Guides Minnesota DNR Tree Sales 612-389-4342 This resource is the definitive Forestry Box 95 Specializes in restoration and Nature Study Guild reference to the 2010 vascular plant Willow River, MN 55795 maintenance of prairies. Retail sales Box 972 species (ferns, conifers, and flowering 218-372-3183; (fax:218-372-3091) of seed and plants is done through Berkeley, CA 94701 The DNR state nurseries sell tree and mail order or at the nursery. plants) currently found in Minnesota. $2.00 each + S&H shrub seedlings for projects throughout the Maps show the geographic state (minimum order of 500 trees).For Schumacher’s Berry Farm and distribution of each plant. The availability, cost, order forms, and a List of Wholesale Nursery Grower Easy to use illustrated pocket keys to Checklist section provides both an the tree and shrub seedlings available call RR 2 Box 10 the features common in Minnesota’s authoritative summary of the or write for updated information. Heron Lake, MN 56137 nature areas. Field guide topics nomenclature of Minnesota plants 507-793-2288; (fax: 507-793-0025) include: Flower Finder, Tree Finder, Mohn Seed Co. Available to schools and retail and extensive references to Winter Tree Finder, Fern Finder, 3560 265th Avenue nurseries only. Minimum order taxonomic literature. As such it is the Track Finder, Berry Finder, and Cottonwood MN 56229 $150.00. Sells multiple varieties and most complete list ever prepared for 507-423-6482 sizes of Minnesota’s native shrubs Winter Weed Finder. the entire state. www.mohnseed.com and trees. Call or write for wholesale Specializes in native grass and wildflower price list. seed and seedlings in woodland, wetland, The Ferns of Minnesota and prairie mixes. Consultation and Shooting Star Native Seed Northland Wildflowers: A Guide installation available. Some native shrubs Hwy 11 West & County Road 33 Tryon, Rolla. 1980. for the Minnesota Region and trees also available. Call for additional PO Box 648 University of MN Press information. Spring Grove MN 55974 Moyle, John B. & Evelyn W. 1977 Chicago Distribution Center 507-498-3953 University of MN Press 11030 South Langley Avenue Morning Sky Greenery Wildflower and grass seed; general Chicago Distribution Center Chicago, IL 60628 RR #1, Box 137 seeding contractor 11030 South Langley Avenue HancockMN 56244-9654 773-568-1550; (fax: 800-621-8476) Chicago, IL 60628 612-795-2436 Wildlife Habitat www.upress.umn.edu 773-568-1550; (fax: 800-621-8476) Wildflower and grass seedlings 5114 NE 46th St $12.95 + S&H Owatonna MN 55060 www.upress.umn.edu ISBN: 0816609357 Oscar Carlson 507-451-6771 $18.95 paperback + S&H Box 157 Native grass seeds. Consultation ISBN: 0816613559 This revised edition of the 1954 Lake Bronson MN 56734 and installation available. 218-754-4475 Specializes in "warm season" prairei publication is a comprehensive guide Primarily a field guide of 300+ Wildflower and grass seed grass. Orders only accepted for for the identification of ferns in the flowering plants found in woodland, 5+acres. Call or write for price lists. state. 176 pages, 201 drawings, 13 Outback Nursery wetland, prairie, and disturbed color photographs. 15280 110th St. S. communities in Minnesota. Plants are Hastings MN 55033 arranged by family. Common and 612-438-2771; (fax: 612-438-3816) Latin names are used. Stunning color Large selection of container grown native 33 photographs of each species make shrubs and trees. Informative catalog. this a very useful reference. Part Three ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Rare Species

Rare Species Management eliminated entirely are said to be extinct. Species become rare primarily through Both extirpation and extinction have negative Rare Species habitat loss or degradation, exploitation, and consequences for species, genetic, and habitat Resources over-harvesting. All species, whether rare or diversity. common, contribute to the biological Rare species are typically found where Minnesota Natural diversity of a region, but “endangered,” land and vegetation have not been altered by Heritage Information System “threatened,” or “species of special plowing, grazing, heavy logging, or draining. MN DNR Nongame Wildlife concern” – legal designations – are in You can play an important role in protecting 500 Lafayette Rd. rare species in Minnesota by knowing what St. Paul, MN 55155-4007 imminent danger of disappearing. Species 651-296-3344 that are eliminated from their normal range species are endangered or threatened in your are said to be extirpated. Species that are area, knowing why they are in danger, and The Minnesota Natural ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Heritage Information System helping to protect the places where they provides information on occur. Minnesota’s rare plants, animals, natural communities, and geologic features. This information assists Minneso- tans in managing the state’s biological diversity. There is a fee for database searches.

Minnesota’s Endangered Flora and Fauna Coffin, Barbara and Pfannmuller, Lee, 1988 University of MN Press Chicago Distribution Center 11030 South Langley Avenue Chicago, IL 60628 773-568-1550; (fax: 800-621-8476) www.upress.umn.edu ISBN: 0816616892 $19.95 paperback + S&H

This comprehensive resource provides a list of over 300 plant and animal species that are threatened or endangered within the state. Species descriptions include identification information, common, Latin, and family names. The official protection status of the species as well as distribution maps for both the country and the state are given. 374 maps, 234 line drawings, 474 pages.

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Part Three ○○○○○○○○○○○○○○○○○○○○○○○○○○○

Trails and Access Resources

Recreational Trail Design and Construction Rathke, David M. and Melvin Baughman, 1994. MN Extension Service Distribution Center

○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ 20 Coffey Hall 1420 Eckles Ave St. Paul, MN 55108-6069 800-876-8636; 612-625-8173 (fax: 612-625-6281) $3.00 + S&H

Guide to trail design and construction techniques. Graphic illustrations of common designs are useful. Order publication # BU-6371-S.

Signs, Trails and Wayside Exhibits: Connecting People to Places Trapp, Suzanne, Michael Gross and Ron Zimmerman. 1992. Available from: Acorn Naturalists 17300 E. 17th St. #J-236 Tustin CA 926780 800-422-8886; (fax: 800-452-2802) Reasonable Access www.acornnaturalists.com $19.95 + S&H

This “how to” guide suggests ways to build signs and exhibits that effectively Trails and other features to accommodate often provide an opportunity for non-native translate both the content and human use are often desired within school species to gain a foothold in your nature the spirit of a place to its visitors. Chapters on design nature areas. While these features facilitate area. basics, exhibits, the message, easy movement and access to interesting, Before building a trail, consider the sign fabrication, trail beautiful, and instructional sites, they are impact the trail will have on your school construction and maintenance, and trail interpretation are not without their consequences. Trails and nature area. Site it to have minimal impact included. Photographs and line roads contribute to fragmentation, loss of and be aware of the changes that may be drawings demonstrate creative solutions that will give your diversity, and displacement of wildlife. They occurring in the area because of the trail. nature area high visibility. Order Publication #BIN-1102.

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Part Three ○○○○○○○○○○○○○○○○○○○○○○○○○○○ ment of their eggs and young. Space. An animal’s living space, or home range, is the area within which the needs for Wildlife food, water, and cover can be met. The size of the living space depends on an animal’s body size and eating habits. Consequently, certain Wildlife Habitat wildlife need more space than others. A field mouse needs less space than a moose. In the A crucial step in attracting and keeping context of your schoolyard, space will be wildlife in your natural area is understanding limited to the number of acres you plan to the needs of the wildlife that you want to enhance. Many species require large areas attract. To survive, all animals need food, and may exceed the boundaries of your site. water, shelter and a certain amount and quality There is a limit to how many animals can of space. The combination of these elements be sustained on an area of land over time. comprise a species’ habitat. That limit is called the habitat’s carrying Each species has its own habitat needs. capacity, and is determined by the quality Many migrating songbirds seek heavily and quantity of food, water, cover and space. vegetated areas in Minnesota for stopover, An increase or decrease of one requirement ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ resting and feeding sites. The ovenbird needs can influence the limit. If the population of the protection of the contiguous tree canopy of wildlife exceeds the carrying capacity, the the trees and shrubs of the “Big Woods” for excess animals will die or leave. Carrying protection from the cowbird, its competitor. capacity fluctuates in response to environ- The cowbird prefers to live at the edge of the mental influences. These may be naturally forest. Therefore the oven bird’s survival occurring, such as trees taking over a open depends on its ability to find mature forest field, or human-induced, such as building a cover away from the cowbird. By understand- housing development in the field. Carrying ing the habitat elements present in your capacity varies from year to year and from natural area, and the requirements of particular season to season. Nature area projects that animals, you can best support the animals that provide food, water, cover, and space are already present and perhaps attract new influence carrying capacity. ones. The need that is in shortest supply, and For many species of wildlife, plants are therefore prevents the wildlife population the fundamental source of food and cover and from getting any larger, is called the limiting are, therefore, a critical feature in wildlife factor. For example, your site may include a habitat. Because of the key role that native wetland that offers food, water, and space for plants play, they are essential elements of wood ducks, but without cavity trees for habitat in your nature area. cover, wood ducks will not nest there. The limiting factor – in this case cover – deter- Wildlife Requirements mines the habitat’s carrying capacity. Limit- Food Sources. Wildlife diversity is ing factors are very important for wildlife supported by diverse food sources. An management. If you want to increase a animal’s diet changes throughout the year as population, you have to determine what is different foods become available and its needs holding it down. If it is lack of cover, change. Different plant sizes and ages, such as providing more food won’t help. You can seedlings, saplings and mature trees, that influence habitat to compensate for limiting create both an understory and a canopy, also factors contribute to diversity. For this reason it is important to include a variety of plants. Cover. Most wildlife will not spend a lot of time where they are exposed and vulnerable to their predators. Including and arranging Limiting Factor Graph plants and other structures to provide cover, especially near food and water sources, is important in creating habitat in your nature area. Water. Water is necessary for most wildlife to drink. In addition, some animals require bodies of water during certain phases 36 of their life cycle. For example, frogs, toads, Part Three and salamanders need water for the develop- Wildlife Resources ○○○○○○○○○○○○○○○○○○○○○○○○○○○

Landscaping For Wildlife Woodworking for Wildlife: Bell Museum of Natural History — Roadsides for Wildlife Henderson, Carrol L., 1987 Homes For Birds and Mammals Learning Kits Program (RWP) DNR Nongame Wildlife Program Henderson, Carrol L. 1987. University of Minnesota MN DNR - Roadsides for Wildlife Minnesota’s Bookstore MN DNR Nongame Wildlife Program 10 Church Street SE Program 117 University Avenue Minnesota’s Bookstore Minneapolis MN 55455 261 Highway 15 S St. Paul, MN 55155 117 University Avenue (612) 626-2299 New Ulm, MN 56073-8915 (612) 297-3000 St. Paul, MN. 55155 $25 per week + shipping 507-359-6018; (fax: 507-359-6018) 1-800-657-3757 651-297-3000 www.umn.edu/bellmuse/mnideals www.dnr.state.mn.us/ $10.95 + S&H 800-657-3757 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ fish_and_wildlife/roadsides $9.95 The Bell Museum offers rental Describes the benefits, the principles, Learning Kits that contain touch and Provides technical advice, and in and habitat components of Contains general bird house, nest see samples of natural history objects, some cases materials and landscaping for wildlife. Reference boxes and platforms information for a lesson plans, books, activity ideas, and equipment, to county road tables of plant species and their variety of species, and woodworking a bibliography. Fourteen kits are officials, conservation groups, requirements are included. Feeder plans. available on topics such as amphibians and landowners to improve the construction, animal space and and reptiles, habitats of Minnesota, quality of roadsides and other habitat requirements. Lists sources of and migration and flight. Bell Museum grassland sites for the benefit of seeds, plants and garden catalogs. wildlife information phone line can Wild about Birds: nesting wildlife. answer wildlife questions. Please call The DNR Bird Feeding Guide during afternoon business hours at The Mammals of Minnesota Carrol L. Henderson. 1995. (612) 624-1374. Partner’s for Wildlife MN DNR Nongame Wildlife Program Hazard, Evan B., 1982 Program - US Fish and Minnesota’s Bookstore University of MN Press Wildlife Service Chicago Distribution Center 117 University Avenue Homes For Wildlife: A Planning Partners for Wildlife Coordinator 11030 South Langley Avenue St. Paul, MN. 55155 Guide for Habitat Enhancement Federal Building-Fort Snelling Chicago, IL 60628 651-297-3000 on School Grounds 800-657-3757 Twin Cities, MN 55111 773-568-1550; (fax: 800-621-8476) Marilyn Wyzga. 1995. www.upress.umn.edu $19.95 Developed by the New Hampshire Fish If you need help solving a land- ISBN: 0816609527 and Game Department. Contains color photographs and management problem, the US $16.95 paperback + S&H Revised for Minnesota by the School descriptions of the habitat and Fish and Wildlife Service can Nature Area Project provide information on a variety A handbook of classification, feeding requirements for birds 1520 St. Olaf Avenue of issues including: wetland identification, distribution and ecology throughout Minnesota including Northfield, MN 55057 restoration, nest structures or of 81 species of mammals now or Minnesota’s permanent residents and 507-646-3599 nesting islands, food and shelter once found in Minnesota’s wood- migrants according to range. $10 for fish and wildlife, soil and lands, wetlands, and prairies. Each Discusses problem animals at water quality improvements, mammal is described in terms of size, feeders, feeder design, food types, The guide provides a step by step native plant restoration, water color, and behavior. Anatomical and appendices of valuable bird and procedure for assessing and mapping level management, and drawings and distribution maps, along plant information. the schoolyard property, developing a environmental education and with a glossary, subspecies lists, and plan for implementing enhancement outreach. extensive bibliography make this projects geared to provide wildlife resource especially valuable. 272 Minnesota Zoo Discovery habitat. pages. Programs & "Exploring MN Waterfowl Association Minnesota" instructional units 5701 Normandale Road American Wildlife and Plants: A Minnesota Zoo Minneapolis, MN 55424 US Fish and Wildlife Service 13000 Zoo Boulevard Guide to Wildlife Food Habits 612-922-2832; (fax: 612-922-2983) Resource Catalog Apple Valley, MN 55124-8199 Martin, Alexander et al. (1985). 3815 East 80th St. 612-431-9200; 800-366-7811 Dover Press. New York 1951. A nonprofit organization involved Bloomington, MN 55425 www.mnzoo.com available at amazon.com- $8.76 in the improvement and (612)854-5900 protection of waterfowl and its The Minnesota Zoo offers in-services Lists the primary food sources month habitat. The Association’s The catalog lists audiovisual materials for educators and adults to discover by month for many North American Habitat Development Program offered by the USFWS. Materials are Minnesota’s wildlife and their birds and Mammals. provides cost-sharing to free, but you pay for return postage. habitats. Topics have included landowners for restoration or wetlands, birds and bats, animal creation of shallow wetlands and Nongame Wildlife Program homes and families. “Exploring funds other wildlife habitat Minnesota” instructional units include DNR Nongame Wildlife Program development projects. All project Basic Projects in Wildlife Watching BOX 7 500 Lafayette Road Fadala, Sam learner outcomes, instructional proposals are reviewed by the activities, field trip ideas, vocabulary St. Paul MN 55155 Association and by the DNR Stackpole Books 651-296-4966 Cameron and Kelker Streets lists and bibliographies for K-3, 4-6, Wildlife Section. and 7-12. Topics include phenology, P.O. Box 1831 The DNR Nongame Wildlife Program Harrisburg PA 17105 the interdependence of an ecological system, animal adaptations to is funded by taxpayers through a 1-800-READ NOW check-off on state tax forms. The $16.95 + S&H seasonal change, vertebrate animals, and food chains. program provides funds and expertise for projects that have helped preserve 37 Procedures for projects that attract and protect the state’s nongame wildlife: watering holes, blinds, species and their habitat requirements. woodpiles, calling stations, scent Part Three posts etc. ○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○

Illustration by Maria Thompson 38

Part Three PART FOUR ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Minnesota Maps: Where to Get Them

School files A STEP BY STEP GUIDE Many times when real estate is bought or sold, built or remodeled, maps FOR CREATING SCHOOL are created to document the site, its size, or a buildings’ relationship to its NATURE AREAS boundaries. Refer to school files for a map that documents your site.

Minnesota Catalog of Topographical and Other In Parts One, Two, and Three of this booklet you located your nature area within Published Maps a biome and have become familiar with the qualities of Minnesota’s landscape US Geological Survey (USGS) USGS Information Services regions. Utilizing that information it is possible to make plans for projects that Map Distribution will benefit your nature area. ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Box 25286 Mailstop 306 Denver CO 80225 303-202-4700 fax: 303-202-4693 www.usgs.gov Before You Begin The Six Step Process “Minnesota Catalog of 1. Gather Site Information Topographic and other Obtain a Base Map Published Maps” contains Before you begin to gather information 2. Analyze Objectives detailed ordering informa- about your site you need to have a place to 3. Plan Projects tion for topographic maps, record it. Obtain or make a scaled map of county maps, township 4. Create a Site Plan maps and maps of your site. The margins of this section list particular regions in where base maps of your school nature area 5. Implementation Minnesota. Catalog also can be obtained. Use your base map to 6. Evaluation indicates stores and map record information. libraries where Minnesota maps are available. Costs of the maps will vary. Identify The Stakeholders Ordering directly from the To Form a Site Team USGS is the least A stakeholder is an individual or group that expensive. is interested in the nature area use and development. The success of school nature Aerial Photographs area projects is dependent on the develop- Minnesota DNR - ment of a common set of shared ideas and Resource Assessment Office attitudes about environmental education, the 2002 Airport Road value of school nature area sites, teacher Grand Rapids, MN 55744 education, curriculum, and community 218-327-4449 connections. This booklet is created to assist Minnesota DNR has aerial the site team in shaping a vision of the nature photographs for sites in area site consistent with the environmental many Minnesota counties. benefits of native landscapes. Un-enlarged scale is 4" = 1 Stakeholders in school nature areas may mile. Enlargements are available. Call or write for include: teachers, students, grounds staff, updated list of available administrators, parents, community leaders, counties and detailed park and recreation department staff, ordering information and government agency staff, business leaders, costs. etc. continued on next page Once you have assembled the stakehold- ers and have a base map, there are six steps the group should consider when planning a nature area project. 39

Part Four Platt Maps ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Your County’s 6. Micro-climate. Recorders Office Step 1: Draw on your map the sunniest and Platt Maps illustrate the warmest parts of your site, draw on your legal boundaries of your Gather Information map the shadiest and coolest. property, and neighboring properties. About Your Site

The tools you will need to plan the best projects for your nature area begin with your 7. Topography and Drainage. County Soils Survey Maps Draw on your map the general lay of the Your county Soil and Water own knowledge and observations. Students Conservation District are great at gathering this information and land. If your site has slope, draw arrows (SWCD) make strong contributions to planning a on your map in the directions of slope. nature area. Always use their efforts. Draw any stream, pond, lake, irrigation For more information canal, spring, even the location of any contact: Minnesota Utilizing information and resources found in Association of Soil and Parts One, Two, and Three of this booklet, down-spouts from your roof on your Water Conservation record the following information on indi- map. Using topographic maps, trace the Districts vidual base maps for later use. path of a drop of water from the time it 790 Cleveland Ave. S. hits the ground until it reaches a wetland,

Suite 216 ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ St. Paul, MN 55116 stream, river, lake, or maybe even an 651-690-9028 Site Information Gathering ocean. Answer the question, where does fax: 651-690-9065 your water go? Tasks SWCD offices have records of soil types found in your area. Maps can be provided detailing the soil 1. Property Lines and Neighbors. 8. Soils. types, their characteristics, Draw on your map shared property lines Observe your site’s soils. Dig a hole in a uses, and land use and the names of your neighbors. capacity. Useful for few different areas on your campus that determining soil erodibility, appear to be distinct from each other. Dig water holding capacity, etc. one on a high place, another in a low Keep in mind that place. Dig one in a woodland, another descriptions are often 2. Service Utilities. where only plants without woody stems focused on agricultural Draw on your map utilities (overhead uses. Also, if you have grow. Observe each hole and the soils slopes or erodible bare and buried) that service your area. they contain. Are the grains rough and ground your local SWCD Contact your local utility companies for gritty, and large textured? This would office will provide recom- guidance in locating underground indicate a sandy soil. Are they fairly mendations on how to utilities, or call Gopher State One Call at stabilize them with native small and shiny and do they stick vegetation to hold and 1-800-252-1166. together when you squeeze them? This protect the soil. would indicate that the soil is a clay soil. Are the soils at different places different colors or do they smell differently? Make 3. Structures. a chart for each of the holes that you dig Draw on your map all built structures noting its moisture, soil texture, smells, (buildings, roads, lots) and their access and anything else you think makes that points. Label their function. hole’s soil unique. Note the soil hole locations on your map, then contact your local county Soil and Water Conserva- tion District and obtain a soils map for 4. Needed Open Space. your site. Using the soil information, Label all areas of the school campus that compare it to your field observations. are used for sports, play, playgrounds, outdoor storage and snow piling. Label them.

5. Site Size. Use a measuring tool to determine the area of your school campus. Convert the 40 area into acres (43, 560 sq. ft. / acre).

Part Four Create a scale for the base map. ○○○○○○○○○○○○○○○○○○○○○○○○○○○ For Your Information 9. Fragmentation. 12. Diversity. Identify existing stands of vegetation Locate the places in your nature area that that could be connected with new have the most diversity, or abundance of planting projects. Use aerial photographs differing species. Observe the diversity and your observations of surrounding of a lawn, parking lot, edge of a forest, land to decide if planting projects on grassland, and a forest. Lay a hoop on your site could benefit a nearby natural the ground at the different places where area. you want to check diversity. Tally how many different plant species are within the hoop. You don’t need to identify their Acorn Naturalists names. Draw an example of each of the Catalog of Resources for the Field and Classroom 10. Vegetation Cover Type Units. species you find. Make a map of the 17300 E. 17th St. #J-236 Look for areas that have similar charac- most diverse places in your nature area. Tustin CA 92780 teristics: similar trees, shrubs, and The places where natural habitats meet, 800-422-8886 herbaceous plants (examples: include the edges, may have the most diversity. fax: 800-452-2802 www.acornnaturalists.com conifer tree area, old field, cattail The least diversity will be found in marsh). Make up symbols for them and landscapes that are simple and uniform and draw each area on the map. For each — the parking lot and lawn. ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ cover type you identify, look for the Common Ground Distributors three most common plants and write P.O. Box 25249 down the plant species if you know it or Asheville NC 28813 make up a name that describes it. Make 13. The Life of the Site. 828-684-5779 drawings or take photographs to Locate and describe ten human-made www.comground.com document the cover type and its com- and ten nature-made features that are mon plants. presently or were historically on or near Both catalogs listed above your site (e.g. the last time fire burned in are brimming with books your area, or previous residents). and audiovisual resources that will help you find Interview, research, and document when information about your 11. Homes and Habitats. features were added or taken away. Make site. Materials that can be Make a list of the animals you would a timeline of events in the life of the ordered include: environ- expect to find in your natural area. Ask nature area. mental education resources, science each student to draw a picture of where curriculum materials, he or she lives. Ask them to include observation and field where they shop for food, sleep, play, equipment, animal tracking work. Discuss what they drew and have 14. Routes, Paths and calling supplies, natural history field guides, students point out the things they need to and Gathering Places. plant references, animal live. Make a gallery of homes. Point out Locate the places where people and references, earth science that everyone has a home and that home animals have created paths or places to topics, animal puppets, is more than a building. Decide the four gather. Mark their locations on your map nature games, posters, and audiovisual material. most important things that all animals and label whether they are human-made need (food, water, shelter, space). Look or animal-made. Measure how long the for those things on your school site and paths are and draw them on your site indicate on a map where they were map. found. “Animal” can include anything Adapted from: Observation Cards from an insect to a mammal. Use New Jersey School of wildlife habitat references to make an Conservation, Montclair area animal chart. List: what each 15. Endangered Plants and Ani- State College, Branchville, animal eats, how much space it needs, mals. Use resources in Parts I, II, and New Jersey. how it drinks, where it may live, and if III of this booklet to answer the question, Bioregional Quiz they are year-round or seasonal residents “What plants and animals are missing or Elmwood Institute for of your nature area. Then decide if that threatened in the nature area?” Make a Ecoliteracy. 2522 San Pablo animal has everything that it needs to chart that lists what the organism is, how Ave., Berkeley CA 94702. live in the nature area. it is recognized, why it might be missing, and what it would need to exist in the nature area. 41

Part Four ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Step 2: Step 3: Analyze Information – Plan Projects – How Can The Site Be A Discuss Concepts Better Nature Area? And Options

Analyze the information you have collected Once you have a good idea of what exists on and set your objectives by answering the your site and what your nature area objectives following questions. are, conceptualizing action projects may be the next step in the development of the area. It is 1. How can biodiversity in the nature important to consider and document all project area be increased? ideas before you discard any of them. Brain- storm a list of options. Decide on the top three 2. How can fragmentation of habitat on which the site team can focus their initial within our nature area be eliminated efforts.

○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ or reduced? Project Concepts 3. How can rare or threatened species that Aquatic Environments may be a part of or near to our nature • Limit use of fertilizers, pesticides, and area be protected? herbicides and apply them only to trouble spots. 4. How can wildlife habitat be protected or • Do frequent water quality testing to enhanced within the nature area? monitor changes in water quality. • Establish buffer zones of native vegetation 5. How can native plants be used to around wetlands and watersheds. benefit the nature area? • Identify the places that animals use for water and protect them. 6. What areas of the school nature area are • Adopt erosion control measures, needed for trails and gathering places? especially on construction sites. How can these have the least impact • Build earthen dikes to impound water. on habitat? • Plug drainage ditches and tiles to restore drained wetlands. 7. How can your community be involved in the planning effort? Forest Environments • Do population counts of forest species and 8. What areas on campus are not currently monitor how they change over time. used? Can these be considered nature • Plant native tree species. area land? • Participate in the MN DNR Big Tree Registry and create a big tree registry for 9. What existing features can become the your community. starting point for nature area projects? • Create a community brochure that des- cribes the forests around your community. Some examples might include: • Work towards the reintroduction of a – An existing stand of native vegetation forest-dwelling species that is no longer a – large old shade trees part of your site. – scattered trees and shrubs that could Prairie Projects be connected into one large planting • Do population counts of prairie plant – presence of water and sufficient cover species. – presence of particular wildlife species • Diversify your prairie planting. – areas of diversity to be protected • Use drifts of native prairie grasses and forbs to enhance a walkway area. • Burn or mow your prairie for greater diversity. • Create an “electronic field guide” of prairie 42 flowers, bloom times, and where they are observed. Part Four ○○○○○○○○○○○○○○○○○○○○○○○○○○○

Planting Projects Things to consider in your plantings. Layers. Include as many plants as possible A good way to enhance a nature area is to increase the and make habitat areas as large as possible. amount and diversity of vegetation on your site. Different animal species require different Planting vegetation is a long-term investment that plants but also different layers of vegetation. provides more for your area each year. Provide a multitude of choices, for example: a diverse ground layer, varying shrub heights and canopy.

The layers of a forest Arrangement. Clusters of trees (clumps) and edge. Does your dense bushes (thickets) provide maximum planting project cover and an important edge for wildlife. The include different edge is the area where two types of plant zones? communities meet. Rabbits, for example, like to hang out where brushland and meadow- land meet because of the good selection of food and shelter found at that edge. Grouping the same plant species○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ together provides Canopy visual order and can become an experimental plot for observing the wildlife species that frequent the planting.

Succession. Plant succession is the change of plant species in an area over a period of years. Every acre of soil and water has a definite sequence in plant cover that occurs Sub-canopy over time. These changes, called “succes- sional stages,” occur in a cyclical pattern. We can usually predict the type of vegetation that will occur in each stage as an area proceeds through the cycle.

1. Bare ground Understory 2. Annual forbs and/or grasses 3. Perennial forbs and grasses 4. Shrubs 5. Young woodland or trees 6. Mature woodland or trees Ground layer A single step in succession may take weeks, months, years, or even centuries, depending on natural and human-caused factors. If the land is disturbed at any time during this plant succession trend, succession begins again, and, depending on the disturbance, may even take a different direction.

Succession of natural habitat. Your planting projects must consider the stage in which you will begin your planting.

Area 1 Area 2 Area 3 Area 4 Annual forbs Perennial grass, shrubs Older forest, young tree Self replacing forest with distinct horizontal 1 – 5 years and young trees species underneath. Herba- layers: Canopy, understory, ground cover 3 – 20 years ceous ground cover 200+ years 43 75 – 150 years Part Four ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Action Plan Project, School Nature Area Step 4: School Name Create An Action Plan –

Project Date The Game Plan

Coordinator Phone Once you have a sense of the projects you wish to accomplish, an action plan is the next step. It addresses the details of each project: 1. Project Description (additional details included on attached sheets) who will do the work, where will it occur, how much will it cost, who will pay for it, etc.. The following information is usually 2. Project Benefits (educational and/or environmental) included in an action plan. An action plan typically will include a drawing or concept plan illustrating where in 3. Project Timeline (approximate start date, finish date, dates for major steps the nature area the projects will occur. This example from the Stillwater Environmental

4. People Involved (community○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ members, students, staff) Learning Center describes conceptualized projects and where they will be located.

5. Resource People and Suppliers

6. Project Materials and Budget

7. Maintenance Plan (indicate who is responsible)

8. How Will You Evaluate Your Project Success or Failure?

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Part Four Step 5: Step 6: ○○○○○○○○○○○○○○○○○○○○○○○○○○○ Implementation – Evaluation – Doing The Work How Will You Know If You Succeed Or Fail? Because school nature area projects are variable and truly unique, there are many In planning your projects, devise a way to ways in which they are accomplished. The evaluate your successes and failures. The most successful ones involve kids and important thing to do is to define the project’s community members, the project goals were goals, create a mechanism (before the project clearly defined, all stakeholders had a is underway) that will tell if the project common vision of the outcome, and projects succeeded or failed to meet its goals, and be were broken into manageable tasks. able to suggest why. Some evaluation examples include: ongoing control plots for vegetation projects, water chemistry evalua-

tion for water projects, ongoing wildlife ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ observation, community surveys, etc.. Evaluation is an often-overlooked aspect of most projects, but including it in your planning will have rewards long after your first project is complete.

Students building bird houses.

45 Students monitoring bluebird houses. Part Four ○○○○○○○○○○○○○○○○○○○○○○○○○○○

CONCLUSION

A Final Thought . . .

The woodlands, wetlands, and prairies that are a part of your place have a color- ful past and a promising future. By paying attention to the conditions that created

○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ them, and the conditions that altered them, you will discover your own place’s connection to larger natural communities.

Set a goal to develop or enhance your nature area to reflect its biome and plant and animal communities. Nature area projects provide habitat and homes for an amazing diversity of living things — people, green plants and brilliant flowers, browsing animals and darting birds, insects and spiders and tiny bacteria. Work- ing with nature, you can benefit the biomes.

What will you do next?

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Part Four ○○○○○○○○○○○○○○○○○○○○○○○○○○○ ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○

The School Nature Area Project (SNAP) St. Olaf College 1520 St. Olaf Avenue Northfield, Minnesota 55057 (507) 646-3599

http://www.stolaf.edu/other/snap 47

Part Four