THE DEVELOPMENT OF AN OUTDOOR CLUB WITH AN EMPHASIS ON DEVELOPING AN ENVIRONMENT AL ETHIC AT WAUSAU EAST HIGH SCHOOL
by David E. Coenen
A Research Paper Submitted in Partial Fulfillment of the Requirements of the Degree MASTER OF SCIENCE
College of Natural Resources
UNIVERSITY OF WISCONSIN Stevens Point, Wisconsin
July 1 998 APPROVED BY:
--~4--&~ ------~ Randall J. Champeau Professor of Environmental Education
ii ABSTRACT
The purpose of this project was to develop an outdoor club at Wausau East High School that would provide a variety of outdoor experiences while at the same time promote a positive influence on the development of the participants' environmental ethic. The author and a fellow colleague acted as advisors to the newly formed club. This paper details the steps used to develop an outdoor club and specific examples of club activities. Once the club was formed a number of concerns needed to be resolved. Things such as club structure, club funding, club activities and safety issues were discussed. Furthermore, the project wanted to document the value of participating in outdoor activities such as hiking and camping. Through environmental awareness and modeling responsible environmental behavior, the results of a brief study suggest that the participants' environmental ethic was affected in a positive manner. However; the duration of this effect was not looked at in this study. In general, the main goal of starting up a club that would provide opportunities for students to participate in a variety of outdoor activities was achieved. In future years, the outdoor club will provide similar annual trips/outings that contribute to the development of a positive environmental ethic and members look forward to coordinating the schools' recycling program.
iii ACKNOWLEDGMENTS
The author would like to thank his loving wife, Pamela and two daughters, Emma Kate and Cassandra Rose for their support and understanding while "Dad" was working on his coursework and completing this project.
iv TABLE OF CONTENTS
ABSTRACT ...... ii i
ACKNOWLEDGMENTS ...... i V
TABLE OF CONTENTS ...... V LIST OF APPENDICES ...... vi INTRODUCTION ...... 1. The Statement of the Problem ...... 1. The Subproblems of the Project ...... 1. Hypothesis ...... 2. The limitations ...... 3. Assumptions ...... 4. Definition of Terms ...... 5. Abbreviations ...... , ..... 6. The Importance of the Project ...... 6.
REVIEW OF THE RELATED LITERATURE ...... 10. Value of Outdoor Recreational Experiences ...... 10. Connection Between Outdoor Experiences and Influence on an Environmental Ethic ...... 11. Research "Tool" used to measure Environmental Ethic .... 13. Formation of Outdoor Recreation Clubs ...... 13.
METHODOLOGY AND THE TREATMENT OF SUBPROBLEMS ...... 19.
RESULTS AND CONCLUSIONS OF THE PROJECT ...... 27.
RECOMMENDATIONS ...... 39.
REFERENCES ...... 42.
APPENDICES ...... 46.
V LIST OF APPENDICES
APPENDIX A: Outdoor Club Constitution ...... 46. APPENDIX B: Wausau East Staff Survey ...... 48. APPENDIX C: Initial Club Questionnaire ...... 50. APPENDIX D: Outdoor Club Mission Statement ...... 52. APPENDIX E: Tentative Calendar of Planned Activities ...... 54. APPENDIX F: Outdoor Club Permission Slip ...... 56. APPENDIX G: Outdoor Club Emergency Form ...... 59. APPENDIX H: Lumberjack Recycling Program ...... 61. APPENDIX I: Adopt-A-Highway Form ...... 75. APPENDIX J: Water Quality Monitoring ...... 79. APPENDIX K: Outdoor Equipment Checklist...... 98. APPENDIX L: UW-SP Recreational Services Rental Info ...... 100. APPENDIX M: School District Courtesy Vehicle Form ...... 103. APPENDIX N: Bus Trip Form ...... 105. APPENDIX 0: Pre-Assessment Questionnaire & Survey ...... 107. APPENDIX P: Post-Assessment Questionnaire & Survey ...... 110. APPENDIX Q: End of Year Questionnaire ...... 113. APPENDIX R: Porcupine Mtn. Trip Information ...... 115. APPENDIX S: Blue Haven Horse Stables Information ...... 123. APPENDIX T: Results of the Pre-Post Assessment Survey ...... 125.
vi INTRODUCTION
The Statement of the Problem
The purpose of this project was to develop an outdoor club at Wausau East High School that would provide a variety of outdoor experiences with an emphasis on environmental awareness which would contribute to the development of a positive environmental ethic.
The Subproblems of the Project
The first subproblem was to develop an outdoor club consisting of students (Grades 9-12) and two faculty advisors.
The second subproblem was to develop a mission statement for The Outdoor Club at Wausau East High School that reflected an emphasis on contributing to a positive environmental ethic.
The third subproblem was to plan and carry-out a variety of activities which helped participants become environmentally aware and practice responsible environmental behaviors that contributed to the development of an environmental ethic.
1. The fourth subproblem was to provide funding for the activities carried out by The Outdoor Club.
The fifth subproblem was to assess the affective (attitudes, locus of control, and degree of personal responsibility towards the environment) and behavior profile of participants prior to and following each club trip.
The sixth subproblem was to develop an end of the year questionnaire that assessed the general activities of the club.
Hypothesis
The first hypothesis was that The Outdoor Club would be an effective medium that promoted responsible environmental behavior and contributed to developing a positive environmental ethic evaluated by pre-assessment and post-assessment questionnaire data.
The second hypothesis was that club participants would enjoy the different activities and continue active involvement in future years.
2. The Limitations
* The study was limited to the student participants in the newly formed Outdoor Club at Wausau East High School. * The Outdoor Club was a co-curricular activity taking place outside of the regular school day, with the exception of recycling pick-up during the homeroom and some field work done in the science classes by club members. * The Outdoor Club promoted one weekend or day activity each 9 week quarter and one activity during the summer months. * All club members did not participate in all the club activities. * Some club activities were limited to participants based on available equipment and room in vehicles. * The Club focused on environmental awareness, responsible environmental behaviors and developing an environmental ethic; not knowledge. * The study only assessed the environmental ethic of the participants based on a questionnaire adopted from the report, "Environmental Education in Wisconsin, Are we walking the talk" (Champeau, 1997).
3. Assumptions
The first assumption was that there was a need for the formation of an outdoor club at Wausau East High School.
The second assumption was that the students at Wausau East High School would become involved in club activities.
The third assumption was that if outdoor experiences were promoted by the club, the level of interest, involvement and motivation among club members would continue to rise.
The fourth assumption was that through a co-curricular experience the students would gain an appreciation for the outdoors which would contribute to developing an environmental ethic.
The fifth assumption was that the affective and behavior profile questions chosen for the survey would reflect the participants environmental ethic.
The sixth assumption was that the two club advisors would be able to take the time to chaperone weekend club activities such as hiking and camping.
4. Definition of Terms
Outdoor Club is a co-curricular club that will sponsor outdoor recreational activities such as hiking, camping, fishing, canoeing, skiing ( cross-country and downhill) along with water testing, school recycling, neighborhood litter pick-up, etc ...
Environmental awareness is "The ability to perceive and discriminate among stimuli; to process, refine and extend those perceptions while acquiring an aesthetic sensitivity towards the environment" (Yockers and Engelson, 1994:14).
Environmental ethic is "The development of a universal ethic on which club participants may act to defend, improve, and sustain the quality of the environment" (Yockers and Engelson, 1994: 14). It involves the attitudes and values of club participants.
Environmental attitudes refers to a feeling or thought toward the environment.
Responsible environmental behavior refers to any actions directed towards the remediation of environmental issues or problems (Sivek, 1987).
Co-curricular activities are opportunities for students to
5. participate in activities both outside and within the regular scheduled school day that enhance the overall education of participants.
Abbreviations
.l:::LS.. is the abbreviation for High School E.E.. is the abbreviation for Environmental Education
The Importance of the Project
The make-up of the student body at Wausau East High School has changed over the past decade. The increase in the Southeast Asian population, the number of children coming from homes with both parents working, the number of students coming from single parent homes, the number of students working full time jobs, the increase in the school's at-risk program and the general overall urbanization of our community has had an impact on this change. Many students at Wausau East H.S. have not had the opportunity to participate in and learn about a valuable outdoor recreational skill. According to Strathe ( 1991 ), "In the past, activities such as camping or fishing have been taught by the parent to the child. Changes in the lifestyles of the American family have limited this skill transfer." Significant life experiences in outdoor recreation have been cited
6. as important to producing a more environmentally sensitive individual (Tanner, 1980) (Hungerford and Peterson, 1981 ). According to a study done by the Statewide Comprehensive Outdoor Recreation Plan (Foti and Doll, 1991) the researches, concluded that outdoor recreation is very important to Wisconsin state residents. What a person gets out of a recreational activity depends on educational background and experience (Jensen, 1977). Many people have not had a chance to develop the necessary skills or interests needed to take part in outdoor activities (Glaser, 1985). Basic knowledge can be learned from books, but it takes a special learning environment to develop skills and attitudes (Benson, 1985). Outdoor skills programming offers a unique opportunity to bring together a variety of potential users and influence their attitudes toward the environment (Riley, 1985). Strathe ( 1991) said, "If individuals are to enjoy positive outdoor experiences and develop a positive environmental ethic, some means of addressing knowledge and skill development is needed". The Outdoor Club at Wausau East H.S. hopes to increase environmental awareness and develop a sense of appreciation toward the outdoors among all club participants. Along with this, through the involvement in a variety of activities the Outdoor Club hopes to model responsible environmental behavior which will contribute to a positive effect on club members environmental ethic. Aesthetic sensitivity and awareness provide a foundation for the development of an environmental ethic (Yockers and Engeleson, 1994). According to research done by Sivek and Hungerford ( 1989) they suggest
7. that when members of Trout Unlimited display both a high level of environmental sensitivity and environmental action strategies they will participate in some form of responsible environmental behavior. Dunlap and Heffernan ( 197 5) suggests that involvement in outdoor activities increases the awareness of environmental problems and may lead to the commitment to protect valued outdoor recreation sites ( cited in Hanna 1995). Millward (1975) determined that the environmental attitudes of campers were significantly more positive following an experience in which campers participated two or more days ( cited in Shepard and Speelman 1985 ). Furthermore, research indicates that outdoor recreational and educational experiences play an important role in influencing higher levels of environmental concern and activism (Hanna, 1995). The Wisconsin Department of Public Instruction has mandated that Environmental Education (E.E.) be infused into all curricular areas. "The goal of environmental education is to help students become environmentally aware, knowledgeable, skilled, dedicated citizens who are committed to work, individually and collectively, to defend, improve, and sustain the quality of the environment on behalf of present and future generations of all living things" (Yockers, Engleson; WI DPI, 1994). According to a report by the Wausau School District Environmental Committee many E.E. subgoals are being met in various subject areas. The intent of this project is to form an outdoor club that provides a variety of outdoor recreation activities and helps sponsor some water quality monitoring. The overall focus of the club is to increase
8. environmental awareness and model responsible environmental behavior that will contribute to an environmental ethic. Participating in club activities hopes to enhance the meeting of E.E. subgoals at Wausau East H.S.
9. REVIEW OF THE RELATED LITERATURE
Value of Outdoor Recreational Experiences
Outdoor adventure programs are becoming increasingly popular vehicles for improving individual self-concept, strengthening social relationships, and developing awareness of human dependence on the natural environment (Zook, 1986; Whittaker, 1981; Wynne, 1981; Crompton and Sellar, 1978; Lundegren, 1975; Kaplan, 1974; Hartung 1973 from Hazelworth and Wilson 1990). Outdoor adventure programs with challenges to master and new skills to practice have also been found to foster psychological benefits (Kaplan, 197 4 ). The beneficial effects of outdoor recreation include physical, mental, cultural, social, and moral well being of the participant (Jensen, 1977). In today's fast paced society, it has become increasingly more important to spend some time relaxing and enjoying the great outdoors.
Teach your children what we have taught our children, that the Earth is our mother. Whatever befalls the earth, befalls the children of the Earth. This we know. The Earth does not belong to us; we belong to the Earth. - Chief Seattle
10. A Connection Between Outdoor Experience and Influence on an Environmental Ethic.
Lambert, Segar, Staley, Spencer, and Nelson (1978) found more positive changes in self-concept among students participating in a wilderness challenge course than among students attending lecture classes. No outdoor activity can escape the problems of participants who behave badly. Poor behaviors by outdoor users hurt the resource. They cause poor public perceptions of all participants in the activity (Matthews and Riley, 1995). Those who care about the environment are generally open to attitudinal changes, which are often contingent on understanding the values we use to justify our environmental actions (Fritsch, 1 980). Given an opportunity to develop their self-concept and providing a well planned outdoor recreational experience, a teenager may develop a more positive image of him/herself. According to a study done by Hazelworth and Wilson ( 1990), outdoor adventure camp participants showed significant positive change in moral-ethical self-concept, identity, and self satisfaction. By taking part in an outdoor recreational experience, the participant will develop many feelings and thoughts towards the outdoors. Hopefully, by providing a positive, meaningful experience, you will have a positive affect on the participants attitude. Outdoor recreation cultivates an aesthetic taste for the natural world (Dunlap and Heffernan, 1975). When looking at attitudes it is important to try to establish a link between ones thoughts or feelings
11. and their actual actions. Most researchers believe that attitudes do influence actions or behaviors but that closer attention must be paid to the way that attitudes and behaviors are measured (Newhouse, 1990). Newhouse ( 1 990) also identified the following factors as having a positive influence on environmentally responsible behavior: a positive attitude, an internal locus of control, a sense of responsibility , and an understanding of the issues and action strategies needed. Work done by Szagun and Mesenholl (1993) showed that adolescents had a considerable ethical concern about nature. It is interesting to note that they (Szagun and Mesenholl, 1993) also found a higher degree of concern for the environment among females. The aim of outdoor ethics education is to empower outdoor users to develop an environmental ethic that values such things as acting to sustain and nurture the natural world, acting responsibly toward the sport or activity in which they are engaged and acting with consideration for other outdoor users (Matthews and Riley, 1995). Community clubs provide effective development of ethical behavior in youth through social support, peer influences and constructing group norms (Matthews and Riley, 1995). A camping experience that models responsible environmental behavior will increase campers' frequency of actively expressing to others their concern about environmental issues (Dresner and Gill, 1994). Research done by George ( 1966) concluded that extra-curricular activities with an apparent conservation emphasis, such as conservation clubs had the greatest positive effect in the development of
12. conservation attitudes (Cited in Roth and Helgeson, 1972). According to research done by Sivek and Hungerford (1989), it wi II be important for the outdoor club to discuss and implement environmental action strategies if the club hopes to predict responsible environmental behavior among its participants. Studies involving participants in the Youth Conservation Corps (YCC) suggest that some social benefits such as littering less, recycling more, and conserving energy are outcomes after participating in YCC activities and would influence others to do the same (Driver and Johnson, 1983). This type of study suggests the value of incorporating some type of community service work done by the outdoor club. Developing an environmental ethic can often take a lifetime. Participation in the Outdoor Club at Wausau East H.S. hopes to make a positive contribution towards this development. Too often in society today we do not learn to appreciate things until they have been taken away from us or destroyed. The environment can have a lasting effect on ones' ethics. Aldo Leopold ( 1966) wrote, "Like winds and sunsets, wild things were taken for granted until progress began to do away with them. Now we face the question whether a still higher "standard of living" is worth its costs in things natural, wild, and free. For us of the minority, the opportunity to see geese is more important than television, and the chance to find a pasque-flower is a right as inalienable as free speech".
13. Research "Tool" Used to Measure the Environmental Affective and Behavioral Profile of Participants.
As the researcher in this study, I developed a short questionnaire using a five point Likert-type scale (strongly agree to strongly disagree) to measure participants environmental affective and behavior profile prior to and following outdoor club activities. The questions were adopted from the report, "Environmental Education in Wisconsin, Are we walking the talk?" (Champeau, 1997). This report utilized work done by Peri (1996) on the environmental literacy of eleventh grade students in
Wisconsin. According to this report, 67% of the respondents (n = 1805) said that knowing about environmental problems and issues were important to them (Champeau, 1997).
Formation of Outdoor Recreation Clubs
According to Simmons (1955), "There are a number of questions to ask yourself before you start the actual work of organizing a club. What is the purpose of the club? What are your reasons for starting it? What is it all about - what are your objectives?" A club should have a constitution and by-laws under which it operates. The constitution will govern the conduct of the club and give it stability and direction. In a constitution, a club explains it reasons for existence, list of officers and/ or board of directors, advisors, general functions, main objectives, activities and general direction the club is headed. In the
14. by-laws the club determines its rules of action so that club procedures and activities follow a set path of guidelines (Simmons, 19 5 5). Work done by Helback (1994) suggests that you follow a School District protocol if needed and obtain permission to start-up a club prior to the start of the school year. A mission statement and goals should be developed by club members. According to Helback ( 1994), an informal approach to club meetings seemed to work better than following parliamentary procedure. The Student Environmental Action Coalition (SEAC, 1991) recommends that a flexible and cooperative working relationship with a schools administration is necessary to accomplish the goals of any club. Along with this a positive relationship with the custodians is valuable because they are the most environmentally important staff members of the school (SEAC, 1991). An advisor plays a vital role in the success of a club. As an advisor it is important to be involved and set a good example. An advisor may also play a role in fund raising for the club. Often, a successful fund-raiser depends on an enthusiastic advisor with good organizing ability (Taylor and Hill, 1986). As the researcher, I reviewed a booklet compiled by the Wisconsin Center for Environmental Education (1995): School Environmental Clubs io Wisconsin· Who's Who and What Ibey Doi Many school districts throughout the state of Wisconsin have active environmental clubs that provide a variety of outdoor activities for students to participate in. Many clubs play a vital role in the school's recycling program and Earth
15. Day Activities. Some clubs are involved in water quality monitoring, school forest projects and beautification of their school grounds. Development of a student organization begins with enthusiastic students, dedicated faculty advisors, cooperative administration and a progressive school board to support the formation of a club (Hill and Taylor, 1992). When the club is formed and formally recognized, other student members must be recruited through posters, flyers, announcements, letters to members of similar clubs, sandwich boards or personal contacts (Helback, 1994). A students environmental behavior is shaped by environmental sensitivity, knowledge of ecology, ownership and empowerment, all of which are acquired as an active member within an environmental organization (Hungerford, et al. 1988). Following is a list of high schools that have active environmental clubs: Each School name is followed by the name of the club advisor or contact person (School Environmental Clubs in Wisconsin· Who's Who and What Ibey Doi, 1995).
Arrowhead Save the Earth Club (Arrowhead High - John Rhude) Caretakers of the Environment (Kettle Moraine High - Chris Leibner) Central Conservation Club (West Allis Central High - Laura Felda) Citizens Helping a Now Growing Earth (Stevens Point Area High - Vic Akemann) Earth Club (Marinette Catholic Central High - Vicki Nowack) The Earth Society (Wisconsin Rapids Lincoln High - Harv Hayden) Eco Club (Milwaukee Riverside University High - Patricia Casillo) Ecology Club (University School Milwaukee - Tom Richardson) Ecology Club (River Falls High - Lee Lueck) Eco-Society (Brown Deer High - Gina Vogt)
16. Environmental Club (Milwaukee Hamilton High - Michele Cheyne) Environmental Club (Oshkosh North High - Bi II Akan) Environmental Club (St. Joseph High, Kenosha - Diane Hilbrink) Environmental Club (Slinger High - Michael Graff) Environmental Club (Wausau West High - Richard Dix) Environmental Crusaders Acting for Earth Preservation (Berlin High - Pat Arndt) Environmental education Leadership (Wonewoc-Center High - John Cler) FFA (Weyauwega-Fremont High - Sandra Dykes) G.A.I.A. (Cedarburg High - Tom Belter) Green Action (Rice Lake High - R.H. Anderson) Hartford High School Environmental Club (Lin Courchane & Greg Zimmer) Helping Our Mother Earth (H.O.M.E.) (Appleton West High - Linda Millard) Janesville Schools Outdoor Lab Trail Guides (Craig & Parker High) Juneau Environmental Club ( Gus Kaufmann) Mauston High Conservation Club (Luke Heath) Milton High Environmental Club (David Bendlin) Northern Ozaukee Ecology Club (Mark Montaba) Onalaska Environmental Club (Michael Stanke) Our Zone of New Environment (OZONE) (Marshfield High - Kris Hughes) Port Washington High ecology Club (Tammie Niffenegger) Praire du Chien High Biology Club (Dennis Lenzendorf) Project Green (Madison Edgevvood High - Joe Zaiman) Students for Ecology and Environmental Diversity (S.E.E.D) (Elva-Strum High) Science Club (Columbus High - Ron Thomas) Science Club (East Troy High - Pam Riendl) Science Club (Milwaukee Marquette High - Gerald Friday) Science Club (Janesville Parker High - Penny Messling and Nancy Stabb) Science Club (Spring Valley High - Stacey Klein) Science Club (Wautoma High - Kara Pezzi, Art Pagel and Paul Casey) South Milwaukee Green (South Milwaukee High - Kelly Farris-Ronner) Waunakee High Science Club (Jim Stephenson)
17. West Environmental Club (Green Bay West High - Jim Servais) West Salem High Ecology Club (Jon Lewis)
As you can see, many high schools throughout the state have some type of club in which students are participating in a variety of activities. I was unable to find any documented research on the effect that these clubs have had on the participants environmental ethic.
18. METHODOLOGY Outdoor Club Project
Subproblem J · Formation of an Outdoor Club at Wausau East H s In order for any research to take place, the main focus of my project was to develop an outdoor club. According to school policy the building principal would have to approve any operating clubs. With this in mind, I drafted a brief constitution for the outdoor club (Appendix A) and presented this to the principal. Once this initial approval was granted, acting as the club advisor, I checked with the buildings Activity Director (formerly known as the Athletic Director) to coordinate club activities so that they did not interfere with other co-curricular events. As the main organizer of the club I thought it would be a good idea to share the responsibilities of advisor with another staff member who had outdoor education experience and was willing to commit some time on the weekends and evenings to chaperone some trips. Being able to share the duties of club advisor gave the club more exposure through each of our classes that we teach: Myself; Biology and I.B. Biology and Steve Hansen; Biology, Field Biology, Horticulture, and Environmental Science. The two of us spent some time "brainstorming" some ideas about the club and how we should present it to the student body. The initial word was put out during the spring of 1997 to generate some interest for the upcoming fall. Many students seemed interested and wanted to start organizing the structure of the club. The advisors, along with a few potential club leaders decided that the time to "kick-
19. off" the club would be the start of the 1997-98 school year. On the first day of school a newly implemented "Transition Day" for the incoming freshman occurred. During this "Transition Day" there was an activities fair in the gym and this provided some initial exposure for the newly formed club to attract potential members. Additional members were allowed to join throughout the school year as club activities/outings varied. During the teacher inservice days prior to the start of the new school year, the advisors introduced the formation of the club to other interested staff members and asked them for their support and any possible involvement (Appendix B). During the first week of school daily announcements were made about the new club and flyers were posted around the school. The first organizational meeting was held in mid-September. There were so many students interested in joining that at the initial meeting the advisors decided to just pass out a short questionnaire (Appendix C) and then have a follow-up meeting. Ninety two students filled out the form and from this initial list we identified potential club leaders that would be a member of the Board of Directors. These students met with the advisors the following week to set up some club policies such as: * Club Meetings * Club Mission Statement * Club Activities * Funding
20. * Liability and Safety concerns. Once the Outdoor Club was organized the advisors realized that many students just wanted to participate in weekend sponsored trips and it would be difficult to accommodate all of those interested. With this in mind, the club adopted a seniority policy.
S11bproblem 2· Develop an Outdoor Club mission statement. The advisors along with interested club members "brainstormed" some ideas about the purpose of forming a club and having a mission statement. It was determined that the mission statement would be used as a guide to direct club activities and answer questions about what the club stood for. With this in mind a mission statement (Appendix D) was drafted by the advisors and interested club members during a follow-up meeting in September of 1997.
S11bprablem 3: Develop club activities. One of the goals that was generated during the discussion of a mission statement was to sponsor one weekend or day activity each (9- week) quarter during the school year. At the first informational meeting in September interested club members generated a list of potential club activities that they would like to participate in. The advisors along with a few of the more interested students used this list of activities when deciding what type of trip to sponsor. The advisors hoped that through a focus on environmental
21. awareness and promoting responsible environmental behavior the participants would develop an environmental ethic. Club members participating in activities were asked to read a short passage from Aldo Leopold's book Sand County Almanac dealing with a land ethic, wilderness and conservation. Also, participants were asked to view a short video adapted from Chief Seattle's famous speech. Other goals discussed by the advisors were to incorporate some water quality monitoring, support the school campus and neighborhood clean-up program, and help out with the existing school recycling program. Realizing that club activities would need supervision, the advisors set up a tentative calendar of planned activities (Appendix E) based on original information collected. According to school policy, students that participated in club activities were required to fill out a permission slip with their parent's signature (Appendix F) and an emergency form (Appendix G). Along with a list of weekend outings the advisors discussed the clubs involvement with the schools recycling program (Appendix H), and clean-up of the neighborhood (Adopt-A-Block) on a regular basis through the existing homeroom break scheduled time. The advisors also brought up the idea of overseeing the existing Adopt-A-Highway (Appendix I) project and any classroom involvement in such things as water quality monitoring (Appendix J) already being done by some biology classes. Interested club leaders suggested the promotion of weekly outings on an ongoing basis. Things such as mountain biking and X-C skiing would be looked at.
22. While participating in a club activity it is always important to keep in mind the safety of the participants. Liability issues need to be discussed and a well maintained First-Aid kit along with an Emergency Medical Guide should be brought along during all club activities. The following protocol was used by the advisors when planning a weekend outing: 1. identify the specific type of trip and gather information on any permits or fees needed. 2. Check on the availability of district vehicles and reserve them. 3. Obtain principal's signature on the permission slip. 4. 3 weeks prior to the trip: Announce the trip to club members and pass out permission slips (Include your phone number in case parents have any questions). 5. Collect permission slips and any associated trip fees from interested members. 6. 2 weeks prior to the trip: Hold an initial meeting with participating members. Discussion items: - trip departure and return times - equipment needed (Appendix K), proper packing techniques - food - other concerns ? ? 7. 1 week prior to the trip: Hold an evening parent meeting to give an overview of the planned trip. 8. 2 days before the trip hold a final meeting to go over any "last-minute" concerns or questions that participants might have.
Subproblem 4· Provide funding for club activities The advisors and club leaders decided that there would be no club dues, and any expenses for club outings would be shared equally by those
23. participating by collecting a fee. The advisors adopted a combination of seniority and first to pay system when only limited space was available for any club activity. Other sources of funding may include profits from involvement with the school's recycling program, any donations, and possible fund-raising events. For those participating in weekend outings, personal outdoor equipment was needed and any additional equipment was rented from different organizations such as the Army National Guard or UW-SP Recreational Services (Appendix L). Funding the transportation costs were alleviated by planning outings around the availability of school district vehicles. The school district has three vehicles available for use ( one Minivan and two Suburbans) and these were reserved (Appendix M) in advance for club trips such as hiking the Porcupine Mountains and the Spring camping trip. When taking a larger group of participants to the Plover River for water quality monitoring a bus trip form (Appendix N) was filled out and the expense was paid for by the science department.
Subproblem 5· Pre-assess and Post-assess the environmental ethic of club participants A short 5-minute questionnaire and pre-assessment survey (Appendix 0) using a Likert-type scale for 1 5 questions was utilized by the researcher. The purpose of the questionnaire was to obtain a little background information from the participants and the survey tried to
24. measure their attitudes (question #'s 1-9), locus of control (#'s 10-12), personal responsibility (#13), and behavior (#'s 14 -15) toward the environment. Two weeks prior to a club activity the initial pre-assessment was given. Within one week following the activity the post-assessment (Appendix P) was given. The questionnaire following the activity contained questions such as, "What did you enjoy about the trip?" and, "What would you do to improve the trip?". Along with this the same 1 5 survey questions were asked to identify any changes in the environmental ethic of participants following a club activity. If a club member participated in more than one club activity only the data from their initial survey is included in this study. The advisors felt that any survey given should not be time consuming and turn off any potential club members from wanting to participate. The results of the pre- and post-assessment survey would be compared on a group basis only and did not track individual participants' changes nor would it take in to account that each activity was different and there might be changes due to the type of activity.
Subproblem 6· Develop an end of the year club questionnaire The advisors and school administration would like to evaluate the effectiveness of the outdoor club and its impact on participants. In any organization it is important to be able to take a look at what things are going well and what things need some work. This questionnaire (Appendix Q) provided some valuable feedback for the club to use in
25. future years.
26. RESULTS AND CONCLUSIONS OF THE PROJECT
Subproblem J • Formation of an Outdoor Club at Wausau East H. s. The idea of forming an outdoor club was well received by the building principal, Mr. Brad Peck. Gaining the approval of the building administrator was a crucial step, without his support a new club could not have been started. During the upcoming school year ideas about the structure of the club were discussed between myself and fellow colleague Steve Hansen. The two of us decided that since this club was going to be for the students that their input would be very important during the initial development of club structure. As a result of club involvement, students learn they are not powerless, but capable of incredible accomplishments if they work together as a team (Femmer, 1982). As mentioned in the methodology, the initial word about the formation of an outdoor club was put out during the spring of 1997 and it was decided to start the official club in the fall of the next school year. The first day of school is known as a "Transition Day" and provided a great opportunity to introduce the club to incoming freshman. On "Transition Day", the upperclassmen along with the freshman attend school for about two hours in the morning afterwhich the upperclassmen are dismissed. The freshman then go through a shortened day schedule of their classes so that they can find the different classrooms in the building without the pressures of the whole student body in the hallways at once. During the lunch hours there is an activity
27. fair in which all the different co-curricular activities set up a table and try to generate some interest from the incoming students. During this activity fair the advisors set up a display of some outdoor equipment and a sign-up sheet for any interested students. The response was overwhelming, we had over one/third of the incoming freshman interested in our club. We told those students to listen to the daily announcements and that an initial meeting would take place during the homeroom time period the following week. Following a week of daily announcements the initial informational meeting about the outdoor club took place during the homeroom time period the second week of school. Of the 9 2 students that filled out the initial club fo-rm, 39 expressed an interest in being a member of the club board. Rather than have an election, the advisors invited all interested potential board members back for a series of follow-up meetings the next week during the homeroom time period to set up some club policies. The advisors along with a group of fourteen students had informal discussions on the following: club meetings, club mission statement, club activities, club funding, and liability and safety concerns. The group decided to have meetings once a month or as needed during the homeroom time period. Developing a club mission statement that contributes to an environmental ethic took a lot of discussion. Students needed to understand what was meant by an environmental ethic and the advisors purpose for starting up the club. The club mission statement, club activities, and club funding are addressed in subproblems 2-4. This initial group of students that met to set up these policies
28. became the Board of Directors. This group was more interested in planning trips to go on rather than setting up the framework of the club. With this in mind, the advisors stressed the importance of our initial work and that it needed to be done in order to be recognized as an official school club. The group decided that anyone interested in becoming a future board member could apply at the start of next school year and those board members that were currently underclassmen ( 4 juniors and 1 sophomore) could continue as board members if they wanted to each year until they graduated . In summary, having a building principal who is an outdoor enthusiast made the initial steps of getting approval for our club very easy. Basically all that we had to do was ask and give verbal feedback on how things in the club were going. Deciding to share the advisor role made things easier when it came to chaperoning club activities. For example, if a complication arose for one of the advisors, the other usually could still accommodate the club members and provide supervision during the clubs activities. This was very important from a school liability standpoint. Those students that participated in the initial series of meetings developed a sense of ownership of the club and became club leaders.
S11bproblem 2· Develop an Outdoor Cl11b mission statement The advisors along with the leaders of the club (Board of Directors) came up with the following mission statement and objectives at one of the first club meetings:
29. THE MISSION OF THE OUTDOOR CLUB IS TO PROVIDE A VARIETY OF OUTDOOR EXPERIENCES THAT WILL HAVE A POSITIVE IMPACT ON THE PARTICIPANTS ENVIRONMENTAL ETHIC. Objectives of the club include the following: 1. Sponsor one weekend trip/outing each nine-week quarter. 2. Help with the schools recycling. 3. Water quality monitoring of Lake Wausau and Plover Stream. 4. Provide support to the existing Adopt-A-Block program. 5. Become involved with community service projects as they arise. 6. Model responsible environmental behavior for others to follow. 7. Promote a variety of outdoor recreational activities.
A number of potential club members were not sure what was meant by the term environmental ethic so that needed to be explained to them. The schools recycling program was already being run by the Cognitively Disabled (C.D.) and Emotionally Disturbed (E.D.) students along with their teachers, so the club decided to provide assistance as needed and found out at the end of the school year that they could take over the program for the 1998-99 school year. Club members felt that the C.D. and E.D. students might still want to help out and that would be fine. As a matter of fact we plan to sponsor an activity in which a club member invites a C.D. or E.D. student into the club and takes them along on a club activity such as a nature walk.
30. Subproblem 3 · Develop club activities One of the club goals was to sponsor a weekend activity that supports the development of an environmental ethic every quarter. Using the initial list of possible activities the advisors and club leaders picked a variety of activities to sponsor throughout the school year. The club leaders relied on input from the advisors when making the final decision as to what specific type of activity to sponsor. The advisors found it difficult to sponsor enough activities to keep all of the original interest in the club going. During the first quarter one of the advisors and seven club members spent the weekend of October 10-12 hiking and camping in the Porcupine Mountains of Michigan's upper Peninsula (Appendix R). The group hiked 1 8 miles over a two day period and had a wonderful experience. The students had such an enjoyable time that they suggested the club should sponsor an annual Fall trip to the Porcupines. Also in October, in coordination with the Advanced Biology classes, club members participated in a trip to the Plover Stream just North of Hatley, WI to do some water quality monitoring. After collecting their data, students picked up any litter that they found along the stream banks. Herb Hintze, President of the local Trout Unlimited Chapter came along on the trip to help students with data collection and discussed the value of maintaining good trout habitat. Following the trip, the 28 students involved presented their data to Mr. Hintze. For many of the students, it was the first time that they had ever been in a trout stream and were able to experience the stream habitat first hand.
31. During the second quarter the two club advisors and five members went on a winter horseback riding trip at the Blue Haven Horse Stables near Merrill, WI (Appendix S). One of the club members was a foreign exchange student from Mexico and couldn't wait to tell her friends back home about riding horses in the snow. Winter in Wisconsin can be very long if you stay "camped" up inside all the time. As one participant said, "It was neat to get outdoors and enjoy the beautiful scenery of winter while riding horseback". During the third quarter, the club had a minor setback due to the stalled teacher contract negotiations occurring in the Wausau School District. The club was a voluntary activity for the advisors and it was decided by the Wausau Teachers Association that union members should not participate in voluntary activities. With this in mind, neither advisor was willing to help sponsor the winter camping - ice fishing trip in February thus, it was canceled. Needless to say, the advisors and club members were happy when a contract settlement was finally reached. The advisors did sponsor a weekly evening of cross-country skiing after school from approximately 4-Gpm for interested staff members. On five occasions the advisors and a small group (2-4) went out cross country skiing at either Sylvan Hills County Park or Greenwood Hills Golf Course both within five miles of East H.S. Not only was the skiing good exercise it provided good camaraderie and an opportunity to discuss upcoming outdoor club activities with fellow staff members while enjoying the ski trails. An evening of sledding was planned for early March but the effects of El Nino and the lack of snow canceled the trip.
32. In April, members of the Science Department and Outdoor Club participated in its annual highway Z clean-up. By getting involved in actually picking up trash along the highway, the club participants gained a sense of "doing the right thing" for the environment. Becoming involved in clean-up projects such as the Adopt-A-Block program around the East H.S. neighborhood and the Adopt-A-Highway program seems to contribute a lot to developing an environmental ethic because participants actually see the direct effects of all the littering that goes on. In the spring a few club members donated their time to do some water quality monitoring of Lake Wausau for an extra credit report in their Biology class. In· addition to doing some field work, the two participants enjoyed trying to catch a few walleyes and smallmouth bass. While collecting data the students were able to find out some information about the resource and then while fishing they were able to enjoy the resource, thus contributing to the development of their environmental ethic. One of the students had not fished much before and thought it was a very relaxing activity and looked forward to picking up a new hobby this summer. The final trip of the school year was a camping and fishing trip at Razorback State Forest Campground in Vilas County, WI. Fourteen club members, two advisors and one additional chaperone ventured north on a beautiful Friday evening. On Saturday morning the clouds rolled in and the temperature dropped. It rained the rest of the weekend but the members of the group made the most of it and still had a rewarding time
33. in the northwoods. As one participant stated, "When it rains ... you get WET ... but we had a lot of fun and it was a great way to finish off the school year." The participating club members walked around the campgrounds and picked up any trash left behind from other campers and cleaned up some of the fire pits. Each evening time was spent around the campfire discussing the value of the outdoors and how important it is to take care of what we have today so that future generations can enjoy the great outdoors. Also, while sitting around the evening campfire, a few references were made towards Aldo Leopold book, A Sand County Almanac, but it was obvious that although those club members participating were encouraged to do some readings prior to going on the trip not many did them. As previously mentioned, the Lumberjack Recycling group made up of Cognitive Disabled (C.D.) and Emotionally Disturbed (E.D.) students asked the Outdoor Club for some help in running the schools recycling program. The club members have helped out periodically throughout the past year, and are looking forward to the challenge of taking over the program next year. Becoming directly involved with the recycling of paper, plastic (#1 & #2), and aluminum around the school building will provide many club members an opportunity to model responsible environmental behavior to their peers. In summary, the advisors felt that providing one club trip each quarter was sufficient, but found it difficult to accommodate all of those originally interested in participating. In future years the club board (which will get organized at the start of each school year) and
34. advisors hope to be able to have room for more interested participants. The advisors found it somewhat difficult to find time away from their own families to help sponsor club activities. Having one weekend trip every nine weeks might be difficult to do, but we would recommend an annual Fall and Spring weekend trip and a few evening activities throughout the rest of the year. The advisors felt that through a focus on environmental awareness while participating in the different activities the club member's environmental ethic was affected somewhat. Many participants valued their time spent in the outdoors but were concerned about the future after witnessing some of the effects of poor environmental behaviors such as littering along streams, messy campsites and overuse of hiking trails by previous users. Trying to develop ones environmental ethic was not an easy task. The advisors thought that by modeling responsible environmental behavior the students "did the proper thing" while involved in club activities and the advisors hoped that participants would continue to take care of the environment when they were on their own.
Subproblem 4· Provide funding for club activities
An Outdoor Club account was sent up with the Business Secretary at East H.S. The school had a Rod and Gun club a few years ago that was no longer functioning and Mr. Peck, the building Principal, donated the $250 that remained in their account to help get our new club going. Club
35. members that participated in weekend activities had to pay a fee to cover the expenses of the specific trip. Depending on the activity this amount ranged between $1 0 and $30. In future years the club hopes to obtain some money from taking over the Lumberjack Recycling program and also to receive donations from local foundations and businesses. The club's Board of Directors did not want to collect annual dues from all club members because they realized that not all members would be able to participate in all of the activities. Instead the advisors and Board felt that the system that was adopted, "Combination of seniority and first to pay" worked well and we plan to continue this practice again next year.
Subproblem S· Pre-assess and Post-assess the environmental ethic of club participants
The club members that participated in the following activities filled out both the pre-assessment and post-assessment forms. If a member participated in more than one activity they needed to fill out an assessment only for the first activity. Porcupine Mountain Hiking Trip (n =7) Plover River Water Monitoring (n = 27) Horseback Riding (n = 5) Lake Wausau Water Monitoring (n= 2) Highway Z clean-up (n = 4)
36. Razorback Camping Trip (n = 11) (Total number of surveys = 56)
As mentioned in the methodology the results of this study take a look at group effects only and not individual participant changes or changes specific to any one activity. Taking a look at the results of the survey, (Appendix T) it is interesting to note that for questions 1-9 dealing with attitudes the participants developed a more favorable attitude towards the environment. Data from the questions related to locus of control (#'s10-12) suggest not much change as a group. Data from question 1 3 relating to a sense of responsibility towards the environment suggests a small change in the group. And lastly, data from questions 1 4 and 1 5 suggest that participants developed a more favorable behavior towards the environment. Collectively, does this data from the survey mean that the participants developed a more positive environmental ethic from participating in a club activity? The information gathered seems to suggest that it did. One thing that the author learned from trying to conduct this study is. that it is hard to measure the development of an environmental ethic over a short period of time. An ethic is something that you develop over the course of your lifetime. The author would like to think that based on some of the participants comments on the questionnaire the outdoor club at East H.S. has had a positive effect contributing to the development of an environmental ethic, but further research needs to be done using more than just 1 5 survey questions.
37. Based on the overall data between the questionnaire and the survey the author would accept the first hypothesis that the club was an effective medium that promoted responsible environmental behavior and contributed to the development of an environmental ethic. Furthermore, based on the responses from the end of the year questionnaire, the author would also accept the second hypothesis that the participants involved enjoyed the different club activities and they want to continue the club in future years.
Subproblem G· Develop an end of the year club questionnaire The end of the year evaluation provided some useful feedback on what those participating members enjoyed, but did not offer many suggestions for improvement other than having more trips. Club members that filled out this questionnaire felt that it was not necessary to do at the end of the school year seeing that they had already answered similar questions on the post assessment following the first activity they participated in. Being the advisor, you should be able to get a subjective idea on the success of different club activities by communicating with club members and keeping your ears open. According to some of the responses, club members would Ii ke to do some fund raising activities to buy camping supplies and off-set trip expenses. Students would like to design a club logo to put on T-shirts and sweatshirts. Many students were interested in planning a summer canoe trip to a wilderness area such as Sylvania in Michigan's U.P. or the Boundary Waters Area on the Minnesota-Canadian Border.
38. RECOMMENDATIONS
Developing any type of club in a school requires the support of the building administrator. It is important to understand the school's protocol in developing a club and to keep the administration informed on your progress during the initial club developmental stages and any other important club news. Knowing that the building principal at East H.S. was an outdoor enthusiast made the initial approval of an outdoor club a fairly easy step. Once the outdoor club is officially recognized the author would highly recommend sharing the duties of club advisor with at least one other person. Having two advisors was a good idea and helped alleviate the workload normally done by only one person. Also, by having two advisors the club was able to accommodate more student involvement in the club trips because both advisors were willing to drive district vehicles and chaperone the different activities. Having informal club meetings as needed during the homeroom time period created an open line of communication between the advisors and club members. Club members did not have to worry about staying after school for a meeting that would cut into their involvement in other co-curricular activities. Developing a mission statement was a very important step in giving the outdoor club a purpose and identity. Interested students could read the club mission statement and objectives and decide for themselves if they wanted to become a member or not. The club mission statement provided a vision for the advisors and club leaders when
39. deciding on the different activities to sponsor. Furthermore, one of the goals of the club was to contribute to the development of an environmental ethic and this was mentioned in the mission statement. By providing at least one weekend trip during the fall, winter, and spring students maintained an interest in the club. While planning and participating in an activity the participants were continually reminded of developing an environmental ethic. It is also important to incorporate a variety of activity types to meet the different student interests. If an activity appears to be real successful than you should promote it as a traditional, annual trip so that younger club members can look forward to going on it in future years. A better use of Aldo Leopold's book should have been emphasized by the advisors. In future years all club members will be required to participate in the school's recycling program or some other type of community service project before going on a weekend trip. One of the goals of environmental education is to encourage individuals to take action to protect the environment and to increase environmentally responsible behaviors. When planning club activities you should keep these two goals of E.E. in mind. Funding for club activities is something that should not limit the members from participating. When using a participating fee try to keep the expenses as low as possible otherwise many students will not be able to afford going on the trip. It would be a good idea to set up a fund raising committee that works on the clubs budget. In future years the club at East H.S. would like to raise enough money to provide an annual scholarship to a graduating member interested in furthering their
40. ------,
education in natural resources or some other outdoor related field. When conducting future studies on the impact that participating in club activities had on enhancing the participants environmental ethic the study should compare each activity to one another. By doing this you might be able to determine what type of activity has the greatest effect and promote more similar types of activities in the future. In order to determine any lasting effects the study might want to keep track of participants and survey them in a follow-up post-assessment 1 2 months later. An end of the year questionnaire that gives you feedback on specific club information should be incorporated into any earlier questionnaires and thus omit any redundancy or over surveying of the participants. In conclusion, the author recommends that every school should have and outdoor club that promotes the development of a_n environmental ethic. Participating in an outdoor club can enhance the schools existing E.E. curriculum and teach students a variety of life-long recreational skills. One of the clubs advisors often said, "Time spent developing ones environmental ethic now will pay dividends later... "
41. REFERENCES:
Benson, D.E. 1985. "Advanced Hunter Education and Tomorrow's Programs". Transactions of the North American Wildlife and NattJral Resources Conference. 50:98-1 OS.
Champeau, R. 1997. "Environmental EdtJcation io Wisconsin: Are we walking the ta)k7", Wjsconsjn Center for EnvfronmentaJ Education.
Dresner, M. and Gi 11, M. 1994. "Environmental Education at Summer Nature Camp". The lournal of Environmental Education. 25(3):35-41.
Driver, B.L. and Johnson, L.A. 1983. "A Pilot Study of the Perceived Long Term Benefits of the Youth Conservation Corps". The fournal of Environmental Education. 15(2):3-11.
Dunlap, R. and Heffernan, R. 1975. "Outdoor Recreation and Environmental Concern". Rural Sociology, 40: 18-30.
Femmer, R.H. 1982. "Save the Animals". Science Teacher, 49(9):3 7-38.
Foti, P.E. and Doll, A.O. 1991. "Statewide Comprehensive OtJtdoor Recreation Plan" (SCORP), Wisconsin DNR.
Fritsch, A.J. 1980. "Environmental Ethics, Choices for concerned citizens" - Anchor Books, Science Action Coalition.
Glaser, E.H. 1985. "Funding Outdoor Skills Programming: How to Pay the Tab for Hunter Education and More". Transactions of the North Amer;can Wi\d\ife and Natura\ Resources Conference. 50:113-116.
Hanna, G. 1995. "Wilderness - Related Environmental Outcomes of Adventure and Ecology Education Programming". The lotJrnaf of Environmental Education, 27(1 ):21-32.
Hazelworth, M.S. and 8.E. Wilson. 1990. "The Effects of an Outdoor Adventure Camp Experience on Self-Concept". The lournal of
42. Environmental Education. 21 (4):33-37.
Helback, S.L. 1994. "The Development and Implementation of An EnvfronmentaJ CJuh at Wausau West High School to Promote Environmental I iteracy Through a Planned Program of Extra curricular Activities". Masters Project, University of Wisconsin - Stevens Point.
Hill, F.A. and T.R. Taylor. 1 992. "Connecting your club and classroom". The Science Teacher 59:18-21.
Hungerford, H.R. and N.J. Peterson. 1981. "Environmental Sensitivity in ProfessionaJ EnvironmentaJ Educators". Current Jssues in Environmental Education and Environmental Studies. 8:15-19.
Hungerford, H.R., Litherland, R.A., Peyton, R.B., Ramsey, J.M., & Volk, T.L. 1988. Investigating and evaluating environmental issues and action skill development modules.- Stipes Publishing.
Jensen, C.R. 1977. Outdoor Recreation in America: Trends, Problems, and Opportunities Burgess Publishing Company. Minneapolis, Minnesota.
Kaplan, R. 1974. Some psychological Benefits of an Outdoor Challenge Program. Environment and Behavior. 6(1):101-115.
Lambert, M.J., J.R. Seggar, J.S. Staley, B. Spencer, and D. Nelson. 1978. Reported seJf concept and seJf actuaJizing vaJue changes as a function of academic classes with wi\derness experience. Perceptual and Motor Skills 46:1035-1044.
Leopold, A. 1966. A Sand County Almanac Oxford University Press
Matthews, B.E., and Riley, C.K., 1995. Teaching and Evaluating Outdoor Ethics Education Programs National Wildlife Federation.
Millward, R.E. 197 5. "An Appraisal of Present Attidunal Environmental Programs and a Prediction of Future EvaJuative Trends." From
43. Betty van der Simissen, compiler, Research Camping and Environmental Education. The Pennsylvania State University.
Newhouse, N. 1990. "Implications of Attitude and Behavior Research for Environmental Conservation". The JournaJ of FnvfronmentaJ Education, 22:26-32.
Peri, P. 1996. The Development of an Instrument to Assess the fovironmentaJ J iteracy of FJeventh Grade Students in Wisconsin Master's thesis, University of Wisconsin - Stevens Point.
Riley, C.K. 1985. "Missouri's Outdoor Recreation Skills Program: Hunter Education and More". Transactions of the North American Wildlife and Natura\ Resources Conference 50:109-112.
Roth, R.E. and Helgeson, S.L 1972. "A Review of Research Related to fovironmental Education". Ohio State University.
SEAC. Student Environmental Action Coalition. 1991. The SFAC High School Organizing Guide
Seri, W.E., 1969. Voices for the Wilderness Ballantine Books.
Simmons, H. 1955. "How to Run a Club", Harper & Brothers Publishers
Shepard, C.L and Speelman, LR. 1985. "Affecting Environmental Attitudes Through Outdoor Education". The Journal of Environmental Education, 17(2):20-23.
Sivek, D.J. 198 7. An analysis of selected predictors of environmental behavior of three conservation organizations. Ph. D. diss., Southern \\linois University - Carbonda\e.
Sivek, D.J. and Hungerford, H. 1989. "Predictors of Responsible Behavior in Members of Three Wisconsin Conservation Organizations". Ih.e. Journal of Environmental Education, 21 (2):35-39.
44. Strathe, S.H. 1991. "Directing the Future through Outdoor Skills· An Operational Master Plan for the Sheboygan County Outdoor Skills Center". Masters Project. University of Wisconsin - Stevens Point.
Szagun, G and Mesenholl, E. 1993. "Environmental Ethics: An Empirical Study of West German Adolescents". The loumal of Environmental Education, 25(1 ):37-44.
Tanner, T. 1980. "Significant Life Experiences: a New Research Area in Environmental Education". The lournal of Environmental Education. 11 ( 4 ):20-24.
Taylor, T.R. and Hill, F.A. 1986. "Science Club equals where the action is ... ". The American Biology Teacher. 48:492-494.
Wisconsin Center for Environmental Education. UW-SP. Dec, 1995. "Schaal · Environmental Clubs in Wisconsin- Who's Who and What They Da 1"
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45 APPENDIX A
OUTDOOR CLUB CONSTITUTION
Page 47
46. WAUSAU EAST H.S. OUTDOOR CLUB CONSTITUTION
SECTION 1: NAME
This club should be known as the Wausau East Outdoor Club.
SECTION 2: PURPOSE
The main purpose of the club is to provide outdoor recreational activities that contribute to developing an environmental ethic.
SECTION 3: CLUB OFFICERS
The club will have two advisors and a Board of Directors consisting of 8 members. (two from each grade). Potential board members will be identified at the start of each school year and picked by the advisors to be on the board. Previous board members must re-apply each year as the appointment is a 1 year term. In the event that a board member would step down from his/her position during the school year the advisors w i 11 pick a replacement from the original list.
SECTION 4: MEMBERSHIP
Any student at Wausau East H.S. can become a member of the outdoor club by filling out an informational form and participating in at least one club activity. There are no annual membership dues and only those members participating in weekend activities will be assessed a fee to cover the expenses of the trip.
CLUB BY-LAWS:
Article 1: The advisors and Board of Directors will hold a meeting once a month or as needed during the homeroom time period. The meetings wi II be informal and try to come to a consensus on agenda topics.
Article 2: Weekend trips w i 11 be operated on a combination of seniority and first to pay their fee basis.
47. APPENDIX B
WAUSAU EAST STAFF SURVEY
Page 49
48. OUTDOOR CLUB STAFF SURVEY
The purpose of this brief survey is to ask staff members for their willingness to help participate in any club activities:
Name:
Would you be willing to help chaperone an activity? YES or NO
Specific outdoor activities that you would be willing to take students along with you on? (biking, hiking, camping, fishing, etc ... )
Comments or concerns:
49. APPENDIX C
INITIAL CLUB QUESTIONNAIRE
Page 51
so. OUTDOOR CLUB (Organizational Meeting)
The purpose of the Outdoor Club is to provide a variety of outdoor activities with an emphasis on a positive environmental ethic throughout the year. Since it is a newly formed club we need to identify a Board of Directors (8 members, 2 reps. from each grade) from which we will elect a Club Pres., Vice-Pres. and a Sec./Tres. Please provide the following information:
NAME: GRADE: ____ _
HOMEROOM #: ____
Do you want to be a Board Member? YES or NO
Outdoor Activites that you are interested in:
* Remember to check the glass showcase in the Science Dept. hallway for further information.
51. APPENDIX D
OUTDOOR CLUB MISSION STATEMENT AND OBJECTIVES
Page 53
52. WAUSAU EAST HIGH SCHOOL
OUTDOOR CLUB MISSION STA TEMENT
THE MJSSJON OF THE OUTDOOR CLUB JS TO PROVIDE A VARIETY OF OUTDOOR EXPERIENCES THAT WILL HAVE A POSITIVE IMPACT ON THE PARTICIPANTS ENVIRONMENT AL ETHIC.
CLUB OBJECTIVES:
1. Sponsor one weekend or day activity each quarter.
2. Help with the schools recycling program.
3. Water quality monitoring of Lake Wausau and the Plover Stream.
4. Provide support to the existing Adopt-A-Block program.
5. Become involved with community service projects as they arise.
6. Model responsible environmental behavior for others to follow.
7. Promote a variety of outdoor recreational activites.
53. APPENDIX E
TENTATIVE CALENDAR OF PLANNED CLUB ACTIVITIES
Page 55
54. OUTDOOR CLUB PLANNED ACTIVITIES (TENTATIVE UST)
1st Quarter: Hiking the Porcupine Mountains
Water quality monitoring at the Plover Stream
Fall Musky Fishing
Recycling and Neighborhood Clean-up
2nd Quarter: Horseback Riding at the Blue Haven Stables
Pheasant Hunting with the Wausau Ringnecks
Venison Feed following the Deer Season
Recycling and Neighborhood Clean-up
3rd Quarter: Winter camping / Ice Fishing trip
Evening Sledding Party
X-C skiing with staff and club members
Alpine ski trip
Recycling and Neighborhood Clean-up
4th Quarter: Hwy Z roadside clean-up
Water quality monitoring on Lake Wausau
Spring Fishing Trip on the Wisconsin River
Razorback Lake State Forest Campgrounds
Recycling and Neighborhood Clean-up
55. APPENDIX F
OUTDOOR CLUB PARENT PERMISSION SLIP
Pages 57-58
56. WAUSAU SCHOOL DISTRICT
INSTRUCTION 6150.1 CURRICULUM/EXTRA-CLASS ACTIVITIES Conduct for Field Trips/Activities/Travel
The goal of the Wausau School Board is to provide opportunities for students to experience a -variety of learning situations that are available outside of the building. To promote maximum learning and enjoyment from participation in these travel activities, it is necessary to identify proper student behavior and conduct of all participants. These rules of conduct are district policies that will govern behavior during all aspects of the trip. Please remember that violations of these rules may affect the group in future trips. Students are required to behave in a manner where they will represent their family, school, and community in a positive manner.
RULES OF CONDUCT
1. Dress approprtately for the activity. 10. Follow all curfew rules. Be in assigned room at curfew and stay there. Do not allow other 2. Be punctual for departures, meetings, breaks, participants into the room after curfew. etc. Do not leave meetings, etc. until finished. Unnecessary noises are prohibited. The hotel rooms may be inspected at any time to ensure 3. Radios/boomboxes/TV/tape players/instruments compliance with the Field Trip Policy and other and other distracting devices are not allowed. District rules. Walkmans, miniature radios with headphones may (_ be pennitted, with advisor approval. 11. Rooming arrangements and visitation privileges determined by advisor. 4. Profanity, abusive language, obscene gestures, suggestive slogans on apparel or accessocies is 12. No alcoholic beverages, tobacco, or controlled never allowed. substances are allowed.
5. Show a positive attitude, be respectful and 13. The advisor must be infonned of any participant courteous, and use common sense at all times. on prescribed medication or any existing illness in advance of the trip. 6. Follow all rules/policies of transportation. housing school district, state and any other policies 14. Damage or vandalism to property of others will established by others including studenUparent become the responsibility of the participant(s). handbook. 15. Rowdiness in the rooms or conidors will not be 7. Attend all activities, events, and meetings. permitted.
8. Do not leave the facilities or have unauthocized 16. Chaperones have full authority to enforce all visitors withol!t the consent of the advisor. rules/policies.
9. Use the ·buddy system• and do not go anywhere OTHER POLICIES AFFECTING THIS TRIP alone.
17. ------
18. ------.,..------Adopted: D~cember 11, 1991
57. Page2 6150.1 Conduct for Field Trips/Activities/Travel
POSSIBLE CoNSEQUENCES HOLD HARMtESS ClAUSE ( 1. Conference with advisor. I/We waive any damages and wiU hold the Wausau School 2. Loss of further field trip privileges. District, their agents, and employees, hannless from 3. Parents will be called and student sent any damages or liabilities arising whatsoever in any home at studenVparent expense, with the action or proceeding brought by ourselves or on behalf understanding that the student will not of our son/daughter or by a third party relating to be accompanied by a District employee or acts of our son/daughter based upon any and all acts other adult supervisor. and events occuning during the trip. 4. Suspension from school. 5. Police referral when necessary MEDICAL STATEMENT 6. Further disciplinary action as detennlned by the advisor, activities director, principal, and I hereby authorize the school district. its officers, Board of Education. agents, and employees to call or drive my child to the physician, dentist or hospital if a need for emergency PARENTs/GUARDIANS care exists. An ambulance may be called if necessary. I do hereby authorize the treatment by a licensed Please review these policies with your son or physician/dentist, of my child in the event of a medical daughter and ask for his/her cooperation. They emergency which, in the opinion of the attending are to make no assumptions. If not sure of the physician/dentist, may endanger his/her life, cause policy, ask the advisor/teacher or chaperone. disfigurement, physical impainnent, or undue discomfort Thank you for your support. if delayed. ACTIVITY
The outdoor club is going on a camping trip!
We will depart from Wausau East High School at Friday, May 29th at 5pm and return Sunday, May 31 at about 1pm.
The trip will cost each member $20 which includes canoe rental, transportation, and camping fees. It does not include food.
We will have an organizational meeting on May 20th during reading break in room A-15.
The group will be camping in one of the Northern Highland Forest campgrounds North of Woodruff (the specific campground will be dependent on site availability).
If you have any questions please caH either Mr. Coenen or Mr. Hansen at 261-3500.
.PERMISSION FOR FIELD TRIP AND EMERGENCY TREATMENT
Student Signature Parent/Guardian Signature Home Phone:·------Work Phone: ______Date Signed: ______J2 (11,1✓ Advisor/Teacher Signature
Activity Director Signature (if applicable)
58. APPENDIX G
OUTDOOR CLUB EMERGENCY FORM
Page 60
59. AUTHORIZATION FOR EMERGENCY TRANSPORTATION AND TREATKEHT Participant's lnfor1ation: WAUSAU EAST HIGH SCHOOL ACTIVITIES HAKE ______J I last Date of Birth ADDRESS ______First Initial _ Age Street City Zip Phone Huaber tlale/Feeale Parent's or Guardian's Infor1ation: · HAKE-----,------Last First In Hi al Ho1e Phone
ADDRESS------.,------Street City Zip Business Phone I do □ do not □ authorize school personnel to transport ay s~n/daughter to a physician's office and/or eaergency roo1 in the event that e ■ergency medical care is needed. I do □ do not □ authorize physician and hospital staff to treat ay son/daughter as they- dee1 necessary in the e1ergency situation. PERSONAL IHFORKATION 1. Naae of 1edical insurance co1pany: ______c. Policy nuaber of tedical insurance: ______3. Does your son/daughter have any 1edical lititations or is on any 1edications? Yes ____ No _____ If yes, list: Signature of parent/guardian ______Date ______
NOTE: This authorization will assure that your son/daughter receives eaergency 1edical treat1ent in a ti ■ely tanner if he/she has a broken bone or other non-life threatening illness or injury and you are not able to be contacted to authorize 1edical treat1ent for your child. This fort will be kept on file with the teat coach/tanager or advisor.
60. APPENDIX H
LUMBERJACK RECYCLING PROGRAM AND RELATED INFORMATION
Pages 62-74
61. OUTDOOR CLUB RECYCLING PROGRAM
Currently the Lumberjack Recycling program collects paper in all the classrooms and aluminum cans in specified locations throughout the building. The program is run by the C.D. and E.D. students along with guidance from their teachers. Members of the outdoor club plan to help provide some assistance in the collection of these materials during the 97-98 school year. The existing program collects paper from all the classrooms one time per week during the homeroom time period. The aluminum can collection sites are checked periodically and emptied as needed. The school district picks up the paper waste from the building on every Thursday morning and the Aluminum cans are picked up by Rainbow recycling when they are called for a pick-up.
*At the end of the 1997-98 school year the recycling program is being turned over to the Outdoor Club for the following year. Club Advisors will oversee the continued collection of paper and aluminum cans in the building. We will be adding the collection of #1 and #2 plastics seeing that there are two Power-Aid machines and one Bottled water machine located in the building, not to mention the amount of other plastic containers currently seen in garbage containers.
62. .j. cycling Study Guide Table of Contents Introduction Introduction ...... 1 Glossary ...... 5 Activities To Educators Out of Sight, Out of Mind Part 1-My Ton ofTrash ...... 6 Is it your tum to take out the trash? Pile your trash with all the food Part 2 - Class Trash ...... 7 scraps, paper, old chairs, pop bottles and other solid waste thrown away in Part 3 - Trash or Treasure? ...... 8 Wisconsin every year, and you get 9.8 million tons of stuff. Why are we Part 4 - Cutting Class Trash ...... IO Right in My Hometown making all this trash, and where does it end up? Part 1 - Natural Resources: This study guide is intended to help you and your students understand Handle with Care ...... 11 Part 2 - Biography of what solid waste is, where it comes from, why it's a problem and what can a Product ...... 12 be done about it. The guide indudes an overview of solid waste and recy Where Has All The Garbage Gone? cling, a glossary, suggested activities and a list of resource publications, Part 1 - Making a audio-visual materials and organizations. Mini.Landfill ...... 13 Part 2 - Follow that You are encouraged to use the information and activities in this guide Garbage! ...... 14 Composting: A Great, Rotten Idea with your students in all disciplines. The Department of Public Part 1 - Is It Rotten? ...... 16 Instruction's Guide to Curriculum Planning in Environmental Part 2 - Readin', Rottin' and Education has suggestions for how to infuse subjects like solid waste and 'Rithmetic: Oassroom recycling into your social studies, art, english/language arts, health, math Composting ...... 18 Is It A Waste? ematics, science, environmental education and other classes. You also Part 1 - All Wrapped Up ...... 20 may want to consult other resources listed in this guide and check newspa Part 2 - What's the Appeal? ..... 21 pers and magazines for current artides that address the subjects of solid Part 3 - How many Ways waste and recyding. Many excellent curriculum materials exist and we Can You Wrap an Apple? ...... 22 Part 4 - Packaging, Is It A hope that you will send for and use them. Waste? ...... 22 Consider talking with your students about solid waste and recycling before Part 5 - What Can I Do to Change Packaging? ...... 24 beginning your lessons to learn what they already know and think about How Tunes Have Changed it. Where is their trash taken? Have they ever visited a landfill? What did Part 1 - What, No Video people do before there were plastic bags, aluminum cans or trash removal Games? ...... •...... 26 services? Do people in other countries make as much trash as Americans Part 2 - The Garbage Guzzler Strikes Again ...... 27 do? By finding out your students' thoughts and opinions, you can help The Cost of the Toss them connect new concepts with what they already know. Part 1 - Decisions, Decisions ..... 28 Part 2 - Paying the True The activities in this guide have been designed for use in grades 4-12. We Price of Pop ....•..•...... •...... 30 also have the K-3 Supplement to the Recycling Study Guide and Time for Action ...... •...... •...... 31 The Fourth "R": An Action Booklet for Recycling in the Class More Activity Ideas ...... ••...... 32 Resources ...... 34 room and School. We encourage you to tailor the activities to meet your students' needs. You are welcome to revise and/or reproduce any part of this guide for distribution to students and other educators. Note: • Words that appear in italics are defined in the glossary. • Sections marked with* are based on materials from A-Way With Waste Publ-IE-020 93Rev cuniculum guide, a program of the Washington State Department of Ecology (see Resources).
63. State of Wisconsin \ DEPARTMENT OF NATURAL RESOURCES Box7921 Tommy G. Thompson, Governor 101 South Webster Street George E. Meyer, Secretary Madison, Wisconsin 53707-7921 TELEPHONE 608-266-2621 * - ,--- FAX 608-267-3579 TDD 608-267-6897 August 27, 1997
Dear Member of the Community,
Wisconsin has been a leader in recycling and an excellent example for the rest of the country. Now we can join with 36 other states and celebrate our recycling successes by participating in a brand-new, history-making event - America Recycles Day - on November 15, 1997.
Representatives from local governments, associations, and state agencies have joined together to help sponsor and coordinate America Recycles Day events in Wisconsin. But, they need your help. Local leaders are needed to sponsor events and support pledge drives in their communities on and around America Recycles Day on November 15.
You can help your community celebrate its recycling successes and encourage residents to increase recycling and buy recycled-content materials by signing pledge cards. People who sign and submit pledges have the chance to win the "American Green Dream House" or a Walt Disney vacation for four! Sign up to win-there's a pledge card in the back of this mailing!
Please join us and help plan an event in your community. We'll help you plan events and pledge drives and will provide you with the following free materials:
Special Events Planning Guide -This guide is full. of ideas for events, recycling facts, public service announcements, and media promotions information.
Posters-These 13 x 21 inch posters are a colorful reminder to close the loop and buy recycled products.
Pledges ---Give your neighbors a chance at winning a national prize or a prize from Wisconsin when they sign and submit these pledge forms. Their names will not become part of any mailing list.
Interested? Fill out the special form in the back of this mailing and send it to me by September 17, 1997. I'll add you to our data base and send you materials within a few weeks.
You can start planning now for your celebration. This is a great opportunity for businesses to showcase their recycled-content products, so talk with area retailers or businesses and invite them to put together a display. Schools can have contests to see how many pledge cards they can collect in their community. Businesses can look at their recycling programs to determine if they can make them more efficient. I'll send you more ideas.
If you have any questions or comments or would like more information, please call Kathy Oppegard, Wisconsin Recycles Day Coordinator, at (608) 264-6053 at the Department of
Quality Natural Resources Management Through Excellent Customer Service ~.. -hp,< 64. Natural Resources. Check out the America Recycles Day Web site at: '
More information sheets about America Recycles Day (the double-sided page with the logo) are available if you would like additional copies to share with members of your community. You are also welcome to make copies of the one that's enclosed in this mailing. ·
Thank you in advance for making a difference in your community. Kl1~ro~Sincerely, C9ordinator,. Wisconsin Recycles Day
65. Join us in making environmental history! The first annual America Recycles Day is November 15, 1997 and it's happening in a Wisconsin community near you.
WHO: YOU! Your friends, businesses, teachers, tanners-everyone in the state of Wisconsin is invited!
WHAT: The Department of Natural Resources would like to invite you to attend Wisconsin Recycles Day-a day to celebrate our recycling success stories, and a day to pledge to recycle more and to buy recycled products.
When you pledge, you will become eligible to win the "American Green Dream House."
WHEN: November 15th is America Recycles Day, and Wisconsin will be joining the nation-wide event with many fun, educational activities throughout the state. The recycling pledge drive in your community begins in September.
WHERE: Local community organizations and businesses will be hosting the events in your area. To find out more about hosting an event in your community or where one is scheduled, call Kathy Oppegard at the Department of Natural Resources at (608) 264-6053 for statewide infonnation about Wisconsin Recycles Day.
WHY: To celebrate! Wisconsin recyclers deserve thanks and recognition for the excellent job they have done in conserving natural resources. Wisconsin Recycles Day is a!so a day to encourage people to continue recycling, to recycle even more, and to commit to buying recycled products. When you buy recycled products, you "close the loop" and complete the recycling process from sorting recyclable materials to actually using new products made out of those recyclables. WHO CAN I CALL?: Call the Coordinator for Wisconsin Recycles Day, Kathy Oppegard, at · (608) 264-6053 or contact her at
66. WHERE CAN I PLEDGE?: You can pledge over the Internet at
HOW CAN I HELP?: • Help organize Wisconsin Recycles Day in your community! There's lots of information and materials available and suggestions for fun events to make it easy for you. Just contact the DNR for more information.
• Businesses can: Purchase recycled products for your office, from recycled copy paper to toilet paper; invite your e_mployees to pledge; keep mailing lists updated to reduce wasted paper; invite a school to tour your facility and learn about your recycling program; and buy reusable mugs with your company logo for employees to use instead of disposable cups.
• Civic & Community Organizations can: Adopt a school or youth group to educate about recycling; sponsor special recycling demonstrations at your groups' meeting; and print an article about where to buy recycled-content products in your organization's newsletter.
• Schools, Teachers & Universities can: Organize a district swap-day for records, games, toys and books; encourage and assist school districts in converting from disposable to washable dinnerware in cafeterias; and print and distribute America Recycles Day pledge cards to all students and faculty.
• Local Governments can: Sponsor a backyard composting seminar; conduct a waste audit of all government offices; encourage citizens to donate old automobiles to the National Kidney Foundation's "Kidney Cars Program" or other charities. For more information about the Kidney Cars Program, call 1-800-488-CARS.
RECYCLING FUN FACTS:
■ Over 600 cans per second are recycled in the United States.
■ The Postal Service made almost $5 million in 1996 by collecting and selling wastepaper, cardboard and other material.
■ Enough steel was recovered through recycling steel packaging in 1996 to build 21 new structures the size of the Sears Tower in Chicago.
■ Recycling one glass bottle saves enough electricity to light a 100 watt bulb for four hours.
■ In 1996, more paper was recovered for recycling (42;3 million tons) than was sent to landfills (32 million tons).
■ Steel recycling saves enough energy every year to electrically power one-fifth of the households in the U.S., or about 18 million homes.
67. Wisconsin Recycles Day Department of Natural Resources-CE6 Box 7921 101 S. Webster St. Madison, WI 53707-7921
Make a difference for Wisconsin. Please fill out this form and mail it in the enclosed envelope. You can also fax it to (608) 264- 6293. You'll be connected with other people in your community who are interested in helping.
You could win a house-sign the pledge card on the back to enter to win!
Yes, I can help organize Wisconsin Recycles Day for my community. Name:
Address:
City/State: Zip: ______
Phone: E-mail Address: ______
Fax:
Organization/ Business:. ______
I would like more information or suggestions for:
D Yes, please send me additional information sheets about Wisconsin Recycles Day.
My ideas for events include:
People or organizations I plan to contact include:
68. WIN THE '~ERICAN GREEN DREAM HOUSE" SUPPORT AMERICA RECYCLES DAY ON NOVEMBER 15.
he average American throws away more than T4 pounds of garbage every day, which add-; up to about 208 million tons of crash a year. In the past 10 years the recycling rate . has increased from 11 percent to 27 percent ).~ .. Recycling saves energy, resources and land ;£- fill space. But to keep recycling working, we .- need to buy products made from the materi
als we already recycled. ..:...,.. November 15 is America Recycles ~· .. Day. Every American is invited to begin, _.._ - enhance or support recycling and "Buy ~ Recycled" efforts. Fill out your pledge - below and mail by November 15, 1997, and you could win one of many great prizes, even the "American Green Dream House," a brand-new cled materials. But you can't win if you don't make a three-bedroom, 2-1/2 bath home built with recy- pledge. And recycling will lose if you don't. ;:.....····························-·····················------···················-.. ····································-····················------(we) pledge to buy recycled... recyde more ... or support a recycling event. name Please enter me (us) in the drawing to be held in Washington, D.C., on December 15, 1997, after America organization or business (optional) Recycles Day. One entry per person. o purchase necessary. Your name address and address will be kept confu:Jential. Or make your pledge via the Internet at city state zip www.americarecyclesday.org Use the space below to describe your activity cou,ty daytime phone co support recycling in America: D Please check here if you are under the age of 18. ~·······-···------Return to: DNR CE6, Wisconsin Recycles Day, Box 7921, 101 S. Webster St. Madison, WI 53707-7921 America Recycles Day is sponsored by: The Steel Recycling Institute, U.S. Environmental Protection Agenc:Y, Great White® Recycled Content Paper, U.S. Postal Service, The Home Depot, BFI, and Safety-Kleen Corp.
69. State of Wisconsin\ DEPARTMENT OF NATURAL RESOURCES
101 S. Webster St. Tommy G. Thompson, Governor Box 7921 ...------. ------ George E. Meyer, Secretary Madison, Wisconsin 53707-7921 WISCONSIN --- Telephone 608-266-2621 DEPT. OF NATURAL RESOURCES FAX 608-267-3579 TDD 608-267-6897
May 20, 1998
Subject: 1998 Governor's Waste Reduction and Recycling Awards Program
Dear Principal or School Administrator:
It is another exciting year in waste reduction and recycling. Gov. Tommy G. Thompson and Department of Natural Resources Secretary George E. Meyer invite your schools and students to participate in the 1998 Governor's Waste Reduction and Recycling Awards Program.
For the sixth year, the program will recognize businesses, citizens, communities and schools for outstanding achievements in waste reduction and recycling. Gov. Thompson will also give a Market Development Star Award and a Model Special Event Award. The second special award is new this year and will be given to an applicant who coordinated a recycling-and-waste-reduction-friendly event such as a fair, exposition or training session.
Last year's Model School Achievement winners include Trempealeau Elementary; Bay View Art/Environmental Committee; Rice Lake Students, Staff and Community; and the University of Wisconsin-Stevens Point. The Model Citizen-Youth Organization winner was the Earth Base Recycling Center and Club from Eagle River Elementary School.
Thank you for helping spread the news about this outstanding program. Please find enclosed an application form describing the program in more detail and adslicks promoting the program. We encourage you to use these materials to inform your schools and students about the program. If you have questions or would like information on previous winners, please contact us.
Please tell your students and teachers about the program as soon as possible. This year, the program's entry deadline is August 28, 1998. Sincerely, . ~~ Shelley Heilman Michele Galkin Recycling Recognition Coordinator Assistant Recycling Recognition Coordinator 608/267-0873 608/267-3722
(Many professional organizations sponsor the awards program and helped compile mailing lists. Due to this, you may receive duplicate information. Please pass extra application forms to other potential applicants. Thank you.)
Quality Natural Resources Management inted on Through Excellent Customer Service .«--,·ded ""'°' 70. Application Form
71. Welcome to the 1998 Governor's Waste Reduction and Recycling Awards Program
Governor Tommy G. Thompson and Department of Natural Resources Secretary George E. Meyer announce the sixth annual Governor's Waste Reduction and Eligibility Recycling Awards Program. The awards program is open to all Wisconsin individuals, communities, The awards program represents a partnership among the Recycling Market businesses, schools and service Development Board, the Department of Administration, the Department of organizations that practice and promote Natural Resources (DNR) and the people of Wisconsin. It applauds Wisconsin exemplary waste reduction and recycling. individuals, businesses, schools and communities for making significant strides in All applicants must be in compliance reducing, reusing and recycling waste and for going beyond the state's waste with the Waste Reduction and Recycling reduction and recycling requirements. Law, its administrative rules and other Forty-two Wisconsin environmental groups, business and trade associations, and applicable environmental laws. While nonprofit, government and youth organizations sponsor the awards program. awards program sponsors and their board These sponsors help publicize the program and encourage you to participate. of directors are not eligible to enter, all other members are eligible. All waste Wisconsin individuals, businesses, schools, organizations and communities are reduction and recycling activities must invited to apply. Each winner will receive an award and an invitation to a have been in place for at least three reception hosted by Governor Thompson and Secretary Meyer. months in 1998 prior to October. Entries should focus on nonhazardous materials*. Goals of the Governor's Waste Reduction and Recycling Awards Program: Evaluation Judges will evaluate your entry based on 0 Boost awareness of waste reduction, market development and buying how well it fulfills the criteria. Also, recycled products readability, clarity of your program, and 0 Motivate others to replicate successful waste reduction and recycling programs inclusion of three copies of your entry O Encourage partnerships and joint efforts will be considered. The judging panel will include qualified individuals representing 0 Build positive community spirit each of the six categories. Remember that 0 Foster feelings of pride and accomplishment judges will not review anything over the maximum number of pages allowed. For more information, please contact: Shelley Heilman 608/267-0873, Bureau of Cooperative Environmental Assistance, Deadline WI Department of Natural Resources, [email protected] All applications for the 1998 Governor's Waste Reduction and &cycling Awards Program must be postmarked on or before August 28, I 998. All entries postmarked after this date will not Preparing Your Entry be eligible. How to Apply Complete the Official Entry Form and newspaper articles, flyers, photos and Mail Entries attach a summary of your waste letters are welcome but must be counted 1998 Governor's Waste Reduction reduction and recycling program or as part of the five-page description. and Recycling Awards Program effort. Prepare your entry using the This year two additional awards, the Attention: Leo Talsky criteria listed to the right as an outline. Model Special Event Award and the Bureau of Procurement Even if your program highlights a Market Development Star Award, will Department of Administration specific activity, be sure to comment on be given. You may compete for either 101 East Wilson Street, P.O. Box 7867 all aspects of your waste reduction and award in addition to or instead of Madison, WI 53707-7867 recycling program. Lim.it your summary competing for one of the four model to five single-sided, (or two-and-a-half achievement awards. To compete for an Notification ofWmners double-sided), double-spaced, typed additional award, answer the appropriate Each applicant will receive a postcard pages. Anything over five pages will not extra questions in one additional page. acknowledging receipt of entry. Winners reviewed. Attachments such as be will be notified in lace September.
•There is an awards program for hazardous waste reduction. £qr infonnatiqn call &uhd Sellnow, Department ofCommerre, 608/266-5381. 72. Award Categories · Criteria Awards will be given in the six categories listed below. You may apply for an award Address all seven criteria in your entry. under section A. and/or section B. 1. Program Background. Give a two to three paragraph summary of your program. Include a description of how A. B. your program was implemented, who participated, its fiscal impact and Model Business Awards Model Special Event Award results. Also, tell the purpose of your A business; nonprofit business; or This award will be given to the applicant business, organization, etc. and list its recycling business, such as a hauler, who coordinated a recycling-and-waste waste stream. collector or manufacturer, should enter reduction-friendly event such as a fair, 2. Partnerships. Explain how you planned as a Model Business and answer criteria exposition or training session. The event and implemented your waste reduction one through seven in five or fewer pages. may or may not focus solely on recycling and recycling program with help from and waste reduction. To compete for this award, answer criteria one through seven other organizations or individuals. Model Citizen Awards Include any joint ventures such as a in five or fewer pages and answer the An individual or service organization/ materials exchange, where someone's following questions in one additional club representing children or adults waste becomes another's treasure. page. What was the focus of the event? should enter as a Model Citizen and Describe any public/private coalitions, What parties were involved and how did answer criteria one through seven in five cooperative marketing or purchasing or fewer pages. recycling and Waste reduction fit into the plan? What recycling options were done through your program. Define your level of involvement. available to participants and staff and Model Community Awards how did you inform them of these 3. Innovation. Specify any "firsts" associ A town, tribe, city, municipality or options? How did you encourage ated with the program. Include new or county should enter as a Model vendors to use recycled products and innovative ideas, methods, materials or Community and answer criteria one waste less? How many people attended implementation strategies. Could this through seven in five or fewer pages. your event and what were the results of be a beneficial model for ochers? your recycling and waste reduction 4. Waste Reduction and Reuse. Provide Model School Awards efforts? Provide any available statistical examples of how you have lowered the A public or private educational results. If a similar event were held, what amount of waste generated or found institution should enter as a Model changes would you make to improve it? another use for a trash-bound item. FOi School and answer criteria one through example, do you give unneeded things seven in five or fewer pages. Market Development to charity, refurbish items for reuse, Star Award redesign products to eliminate or This award will be given to the applicant reduce packaging, use two-way billing who creates a tangible product or envelopes, or purchase items in bulk? feedstock made from recycled material Include the types of materials reduced and who significantly contributes to the or reused, the process used, and any development of markets for recyclables. statistical information on decrease in To compete for this award, answer waste generated and/or cost savings. criteria one through seven in five or 5. Recycle. List all items you recycle, both fewer pages and answer the following those banned from landfills/incineraron questions in one additional page. What (see the Landfill and Incinerator Bans product with recycled material do you section) and other items. Other items make? What is the demand for it? might include clothing, carpet, Which recyclable materials do you use in construction and demolition debris. making your product? How many food scraps or wood pallets. How are pounds or tons of those materials do you you recycling those items? use per year? Has that amount increased 6. Buying Recycled. Describe what or decreased in the past year and by products made with recycled concern what percentage? How sustainable is you purchase to help "close the your project? recycling loop." How much of each product do you purchase? 7. Information/Education. Describe how you inform and educate public/ employees/students/consumers abow: your effort. Include what cools you use to promote your program, who you reach and your overall effectiveness. Entry Deadline: August 28, 1998
73. Chapter 287, Wisconsin State Statutes, bans these items from landfills and incinerators: 0 Aluminum containers 0 Steel ("tin") cans 0 Bi-metal containers 0 Glass containers 0 Lead-acid batteries 0 Major appliances
and these items from landfills1: 0 Office paper 0 Magazines or other materials 0 Tires printed on similar paper 0 Corrugated cardboard and 0 Yard wastes (including grass other container board 0 Plastic containers2 clippings, leaves, sticks, brush and other lawn and 0 Newspaper or other materials 0 Foam polystyrene packaging2 garden debris) printed on similar paper 0 Used motor oil
1 Incinerators: The recycling law exempts most municipalities in Ba"on County and La Crosse County incinerator service areas from the need to recycle combustible material. Nevertheless, many ofthese municipalities have included many or all ofthe items listed above in their local ordinance as banned materials from trash collections. Some municipalities require additional items to be recycled. Contact your local municipal or county recycling coordinator to learn local ordinance requirements. 2 Waiver: Cu"ent/y, only plastic containers numbered one and two (#1 and #2) must be recycled. The DNR has granted a waiver to the collection requirements and disposal restrictions for plastic containers numbered three through seven (#3 - #7) and for polystyrene foam packaging. This waiver will remain in effect until one year after the DNR determines that adequate markets and available technologies for recycling these plastics exist.
1998 Governor's Waste Reduction and Recycling Awards Program Official Entry Form - Entry Deadline: August 28, 1998 Print or type name of individual or organization applying: ______
Contact Person:------Address: ______
City: ______State: ______Zip: Phone:( __) ______
Signature: Date: ______0 Check this box to confirm that you or your organization recycles Awards will be given in the six categories listed below. You may apply all the items it generates that are for an award under section A. and/or section B. Check the box(es) listed in the preceding Landfill indicating for which award(s) you are applying. Also answer any and Incinerator Bans section. additional questions under the award you checked. A B. □ Model Business Award 0 Model Special Event Award Is your business a nonprofit? Yes No (Please circle your choice.) D Market Development Star Award How many employees does your business have? ______0 Model Citizen Award Please remember, Does your entry represent an individual or a service organization/club? (Please circle your choice.) all entries must: 0 Include three complete copies □ Model Community Award of application and of this page What is the population of your community? ______0 Be within the maximum page 0 Model School Award limits (not including this page) What is the highest level represented by your entry: elementary school, middle/junior high school, high school or college/university? 0 Be postmarked on or before (Please circle your choice.) August 28, 1998 Persondly identifiable inform,ztion on this form is not intenkdfor use other than publicity associated with this program. 8500-136 Rev. ef/98
74. APPENDIX I
ADOPT-A-HIGHWAY FORM
Pages 76-78
75. OFFICE OF HIGHWAY COMMISSIONER 1430 WEST STREET Telephone P.O. Box 1245 (715) 842-2205 WAUSAU, WI 54401 FAX (715) 842-7598
TO: ADOPT-A-HIGHWAY PROGRAM PARTICIPANTS
FROM: GLENN SPEICH, HIGHWAY COMMISSIONER SUBJ: INACTIVE GROUPS DATE: JANUARY 27, 1998
The Marathon County Highway Department is in the process of updating our records on Adopt-A-Highway groups that are no longer actively participating in our program. This is a very popular program and we ask that you notify us if you are no longer participating so that we can give your section of highway to a group that would like to participate in the program. PLEASE CALL (715) 847-5206 EXT. 304 (daytime or evenings) AND LEAVE YOUR GROUP'S NAME, HIGHWAY AND SECTION, AND A MESSAGE THAT YOU ARE NO LONGER PARTICIPATING IN OUR PROGRAM. DURING BUSINESS HOURS (8:00 A.M. TO 5:00 P.M. YOU CAN CALL THE COURTHOUSE TOLL FREE 1-800-236-0153 AND ASK TO BE TRANSFERRED TO THE HIGHWAY DEPARTMENT.
If you have been active in the program we would like to commend your group for their willingness to improve the environment and beautify Marathon County roadsides. We notronly want motorists to drive around our state safely and efficiently, but we'd like them to appreciate its natural beauty as well. The Adopt-A-Highway program serves to educate the traveling public to properly dispose of litter and to preserve the county's natural beauty. If your group is no longer active we would like to thank you for your past participation in the program. We would also like to remind everyone that we are required to separate recyclable mmaterial from the litter. Litter should also be picked up at least three times (spring, summer and fall) a year. Please call (715) 842-2206 if you need additional bags and supplies.
Thank you for getting involved and building a sense of pride in Marathon County.
76. MARATHON COUNTY ADOPT-A-HIGHWAY PROGRAM APPLICATION PERMIT fl: 9,,Z -/~ The Marathon county Highway Department..(the "Department") and the volunteer group ("the Group") named below recognize the need and the desirability of litter-free highways. The Group is hereby applying for a permit in the Adopt-a-Highway program. Please complete this application and submit it to the County Highway office. (See map on "Your safety comes first" brochure.) Name of Group ______
Groups name as it should appear on I I I I I I I I I I I I I I I I I I I I I the sign (20 spaces 0 - - 5 -- 10 15 20 maximum on each of two lines) I I I I I I I I I I I I I I I I I I I I I Mailing Address
President/Chairperson __::ill::aL.::::.:::a.~o::::..::€.:__.:::C::..;o:::..::f::..!Yl~C::.JY/!.L-______contact Person ;J)a.y£.. Coe;:\.'\.
Group's authorized signature Title Date DO NOT WRITE BELOW THIS LINE PERMIT APPROVAL The Department approves this permit for the Group to participate in the Adopt-a-Highway program for the section identified above. The Group accepts the responsibility of picking up. litter on this section of highway for the period beginning April 1 and ending· November 1. The Department reserves the right to modify or cancel this permit at any time.
Marathon County Highway Commissioner Date 77. TERMS AND CONDITIONS
1. The Group and its members are to be considered as volunteers and not as officers, employees, or agents of the Marathon County Highway DepartmenL Any injuries, claims, liabilities, suits or costs thereof, whatsoever, arising from the Group or 'Group members' activities relating to this permit shall be .the sole responsibility of the Group or i~ individual members. The Group and its members acknowledge the potentially haurdous nature of the work involved in this project and the absolute necessity of following safety rules and regulations. The potential haurdous nature of this project includes, but is not limited to, danger from·passing'vehicles and contact with potentially dangerous or haurdous articles left along the roadside.
2. The Group agrees to indemnify and hold harmless the Marathon County Highway Department from any injury, cost, suit, liability or award of any type whatsoever, resulting or arising from the issuance or. exercise of this permit, or because of any adverse effect upon any person or property attributed to the \vorks of the Group.
3. Participants in the group agree to obey and abide by all laws and regulations relating to safety and such terms and conditions as may be reqµired by tl).e Department for special conditions .that.may exist on a particulat adopted section. Iftheie are any"special conditions over and above normal health and safety regulations, those special conditions will be provided to the group in advance in writing by the Highway DepartmenL ·
4. The Group shall pick up litter a minimum of three times a year between April 1 and November 1. The Group shall not work beyond its section limits.
5. The Group shall not pick up litter on medians, bridges, in tunnels, on overpasses or around other structures that would pose a danger.
I 6. The Group shall supply one adult supervisor for every 5 or 6 workers over the age of 16. The Group shall supply one adult supervisor for every 4 workers from the age 11 to 15.
7. Each participant shall have reviewed the safety training video before participation. The Group shall review the safety rules with all participants before proceeding to the highway segment
8. All supervisors and participants shall be at least 11 years of age or in the 6th grade. No other persons shall be present at the work site.
9. The Group shall work only during daylights hours and in good weather.
10. Both traffic safety signs shall be displayed properly during litter pickup.
11. All participants shall wear safety vests.
12. When the Group enoounters closed containers or items suspected to be hazardous, these items shall be flagged and not touched. Any item the Group does not want to pick up shall be flagged.
13. The Group shall place filled trash bags at the designated pickup site.
14. Sufficient supplies will be provided to the Group on the date of the'project.
15. Unused materials and supplies furnished by the Department may be retained by the Group during the agreement period, but at the end of the period must be returned as instructed by the DepartmenL
16. The Group shall not collect litter during the five days prior to and during the five days after the following holidays: MEMORIAL DAY, FOURTH OF JULY, AND LABOR DAY.
17. Within 24 hours of a collection, the Group shall mall a cleanup report to the County Highway Department Office.
18. The Group shall.make arrangements for.off-road parking OHhuttle-bus type of travel to the worksjte. All vehicles at the pickup site shall be parked at least 3 feet from the pavemenL
19. The Group may keep any recyclable materials.
20. Partisan political groups (groups of people with oommon political opinions and purposes organi7.ed for gaining political influence, governmental oontrol and for directing government policies) shall not be permitted to participate. "'
The Department agrees as follows:
1. Provide safety vests, trash bags, traffic safety signs, marker flags, and a safety training video.
2. Remove the filled trash bags as soon as possible after pickup.
3. The Department reserves the right to refuse or revise acronyms of Group names when preparing signs. 78. APPENDIX J
WATER QUALITY MONITORING AND RELATED INFORMATION
Pages 80-97
79. IB Biology and the OUTDOOR CLUB: PLOVER RIVER ANALYSIS
Each Group will obtain the following data: 1. Dissolved Oxygen (3 locations) 2. Stream Width ( 3 locations) 3. Depth Profile (3 locations) 4. Water Temperature and Air Temperature 5. Flow Rate 6. Macroinvertebrates; Using D-Nets 7. Edge and Surrounding Vegetation * * Other Tests: a) Groups 1,3 and 5: pH Test and Nitrate Test b) Groups 2 and 4: Phosphate and "Kick Net" Invertebrates
You will have approx. 90 minutes to obtain your data. Each group leader will report their data to Mr. D. Coenen at the end of the field trip.
GROUP 1: GROUP 2:
GROUP 3: GROUP 4:
GROUP 5:
80. 18 Biology and the OUTDOOR CLUB : PLOVER RIVER ANALYSIS GROUP#:
You will have approx. 90 minutes to obtain your data. Each group leader will report their data to Mr. D. Coenen at the end of the field trip.
DISSOLVED OXYGEN: Follow the High Range directions in the Hach Kit. Obtain a water sample from 2 different locations: a) Middle of stream: half-way between surface and bottom: ______c) Within 2 meters of EAST stream edge: half-way...
WATER TEMPERATURE: Check the water temp at the stream edge and middle approx 1 5 cm below the surface. EDGE TEMP: ____ MIDDLE OF STREAM TEMP: ___
Also note the Air Temp:
STREAM WIDTH and DEPTH PROFILE: Stretch a rope marked off in 2 m intervals across the stream and measure water depths at approx. 1 m intervals along this transect. Also note the total width. Record Data in 2 different locations within 20 meters of your area. Total Width: (Site A) ___ Depth at 1 m intervals: Total Width: (Site B) ___ Depth at 1 m intervals: ______
SUBSTRATE MATERIAL: Note the type of bottom material found at your site,(ex. sand, gravel, muck, etc... ) across the width of the transect.
81. ! '
SURROUNDING VEGETATION and STREAM EDGE: Note the surrounding vegetation adjacent and within 100 m of the stream in your test area. Also note any Natural or Man-made stream edge development in your test area.
FLOW RATE: Measure the time it takes a common fruit, (apple core) to travel 10 m. (Try to pick the "fastest" part of the stream) Take 3 trials and calculate the average in seconds. Trial 1: __ Trial 2: ___ Trial 3: ___ Ave: ____
MACROINVERTEBRATES and OTHER ANIMALS: Using the D-nets, scrape along the bottom of the stream and try to locate any invertebrates. You may also try using the "Kick Net" if available. Using the KEY and/or a simple sketch, Identify any animals seen or evidence of them. Animals found:
pH TEST: (Groups 1,3 and S) Follow the wide range 4-1 0 directions in the Hach Kit. pH: ___
NITRATE TEST: (Groups 1,3 and S) Follow the Low Range directions in the Hach Kit. Nitrate Level: ____
PHOSPHATE TEST: (Groups 2 and 4) Follow the Medium Range dirctions in the Hach Kit. Phosphate Level: __
82. OUTDOOR CLUB
LAKE WAUSAU WATER QUALITY MONITORING
Collect the following data at three different sites.
1 . Surface water temperature 2. Air temperature 3. Surface water pH 4. Surface water Dissolved Oxygen 5. Bottom substrate 6. Secchi disk reading 7. Water depth of the site
SITE A: South of Hwy. 29 overpass; above Weyerhauser Mill.
SITE B: Entrance to Bluegill Bay Park Lagoon.
SITE C: North of Thomas St. bridge; below hydroelectric plant.
83. ADOPT-A-LAKE! Project WET Wisconsin Adopt-A-Lake is designed to give both youth and adults a better understanding of inland lakes. Waler ltducado■ for 'l\aclMn Hands-on Adopt-A-Lake activities help - kids investigate how lakes were used Project WET is an interdisciplinary in the past, as well as look at current water education program. It is social and ecological issues. Youth intended to supplement a school's With nearly 15,000 lakes, 33,000 and adults in their community can existing curriculum and provide miles of rivers and streams, and 5.3 collaborate as leaders in lake educators, in both formal and million acres of wetlands within its protection and examine the nonformal settings, with activities borders, water is Wisconsin's most challenges of their future. designed to increase awareness of valuable natural resource. water resources. Youth are encouraged to design The state's water resources are and implement their own lake Project WET-Wisconsin, like its part of a rich ecosystem that requires protection project. Adopt-A-Lake staff predecessors Project Learning Tree careful management a,nd protection. will provide direction and resources and Project WILD, will disseminate Education of both youth and adults for teachers, youth leaders, and teaching materials through plays an important role .in protecting youth interested in adopting a lake. workshops. There will be regional these resources so we can continue facilitator trainings followed by Youth can. .. teacher workshops at the local level -.:i • to enjoy Wisconsin's treasures. 00 ¢ Discover what lives in and· Come to a Project WET workshop around lakes! t:o ••• ¢ Interview community members ~ Learn more about the wonders Education is vifc:!,l to protect about lake issues! ¢ Take action to protect lakes- of water through hands-on, and maintain the health of from litter clean-ups to fun activities! Wisconsin's waterways. lake use surveys! ~ Gain new teaching tools and ¢ Monitor the water quality of a resource materials! lake! ~ Find out more about Project WET's interdisciplinary approach to water education! ~ Meet other eq.ucators a.p.d resource professfonals interes ed in water! YES! I am interested in receiving Wisconsin more information about: Lakes ADOPT-A-LAKE! Partnership 0 Adopt-A-Lake program ',I' starting an Adopt-A-Lake ADOPT-A-LAKE project . and Project WET other are the two youth iii water education programs of the Wisconsin Lakes Partnership. D Project WET This partnership has become a I am interested in attending national model for the strength of a Project WET workshop its collaborative effort between the Department of Natural Resources I am interested in becoming (DNR), University of Wisconsin a Project WET facilitator Extension (UWEX), and the Wisconsin Association of Lakes (WAL). Together they, ensure the Name______Project WET . protection of Wisconsin's inland IJ) Address,______lakes for future generations. 00 City______State.__ _ Zip Code. ______These groups have accomplished watershed restoration and lake County_____ ..;._ ...... ______protection goals through: Phone______School/ Organization.______S planning S self-help lake/watershed Position,______monitoring £~p\ore and l.on&erve fax. ______s youth and adult education email,______s aquatic plant management Wi&Gon&in' & water re&ourGes s pollution prevention through the&e eJt.iting $ land and .water regulation Clip and mail to: $ community assistance grants program&! Adopt-A-Lake/Project WET University of Wisconsin-Extension College of Natural Resources University of Wisconsin
·,-::, Stevens Point, WI 54481 ADOPT-A-LAKE
Date: ------Time:----- Name of Lake:------Group: ______
Number of People in Group:------Survey Site Location (include a map of the lake if available):------
County:------Nearest Town:------Weather Conditions: Season: ------Wind Direction: ------Air Temperature:------Wind Speed: ______Sky Conditions: D Clear □ Cloudy (% cloud cover=____ D Rain 0 Other ------Lake Description (Check type of lake): D Seepage Lake (i.e., no inlet or outlet) D Drainage Lake (i.e., both inlet and outlet) D Groundwater Drainage Lake (i.e., no inlet; fed by groundwater) D lmpoundment (i.e., created by damming rivers or streams)
Water Appearance (Check all that apply): □ Scum D Foam 0 Muddy □ Milky D Clear/Blue D Brownish □ Colored sheen (oily) D Green D Reds/Purples □ Other______· D Grey □ Blues/Black
Bottom Coating Along Shoreline ( Check all that apply): □ Orange to Red □ Yellowish 0 Black D Brown D V1i' 1 :te deposits along bank D None D Other------
~I ADOPT-A-LAKE 86. \ Lake Bottom (Substrate type): Organic Inorganic D Plant debris □ Gravel □ Pebbles 0 Black mud □ Sand □ Other □ Other------Plant cover in littoral zone (i.e., near shore): □ Less than 30% □ 30-70% D 70-100%
Plant covering on shoreline (% total): Trees Rushes, Sedges, etc. Shrubs Exposed Soil Grass/lawns ------Rocks Other-- Land Uses in the Watershed: Agricultural (%): Urban (number): Pasture Homes Crops Factories Other Stores · (______Other (______Forestry: Construction: % land area forested ---- Number of active sites ---- Number of active logging sites ---- Record all land uses observed in the watershed area and surrounding your sampling site. Indicate whether the following potential land uses have a high (H), moderate (M), or slight (S) potential for impact.
_ Housing developments Forest _ Oil/gas drilling _ logging Public (lake) access _ State/County parks Marinas Public fishing docks _ Utility/Transportation corridors _ Urban uses (parking lots) _ Sanitary landfill Construction _ Mining (types: ______) Refuse dumps _ Cropland (types: ______) Fields _ Livestock pasture Other ------Are there any discharging pipes? D No D Yes-how many? ---- What types of pipes are there? D Runoff (field or stormwater runoff) D Sewage treatment D Industrial (list type of industry)------
~I ADOPT-A-LAKE 87. Water Uses: □ Drinking water withdrawal □ Industrial water withdrawal □ Agricultural withdrawal □ Irrigation D Livestock watering □ Recreation (check all that apply) D Swimming □ Boating 0 Fishing □ Other:------• List the number of dams, piers, signs, entry ramps (public and private), shoreline erosion control structures, etc.:
• Estimate and note the location of the amount of paper, small trash, cans, bottles, tires, cars, and any other types of litter within your study site area:
Lake Depth: Maximum Water Depth Average Water Depth
Water Clarity: (record to nearest 1 /4 foot) 1st 'measurement 2nd measurement Sum of 2 measurements ----- Secchi Disk Visibility Depth (Sum/2) = ( = the limit of the visibility of the disk)
Did the Secchi disk hit bottom? □ Yes □ No
Surface pH: Value 1: Value 2: Value 3: Average Surface pH (=Value 1 + 2 + 3/3) = ~I 'Q ADOPT-A-LAKE 88. < Temperature: (Give values for air and surface water. List other values by depth.)
Surface Temperature Reading 1: Surface Temperature Reading 2: Surface Temperature Reading 3: Average Surface Temperature (=Reading 1 + 2 + 3/3)
Odor: (Sample both the surface water and bottom water if possible; specify which area you are sampling)
Type of Surface or Strength of Odor Odor Bottom Water O=no odor 1 =weak 2=distinct 3=over- whelming
Rotten egg Chlorine Oil Sewage Musky Acrid Other None
Dissolved Oxygen: (using Hach kit) ______- ____ ppm DO ----°C Temp. No. of drops
~ ADOPT-A-LAI< 89. Biol99ical Survey II
Plant/Animal Diversity: Where possible, indicate the number and type of organisms observed in and around the lake monitoring site.
Organism Species (list) None Few Abundant Date Observed
Fish Birds Insects Mammals Reptiles/ Amphibians Other
Plants Observed: Indicate the major types of plants and the percentage of total plants that each makes up. If possible, mark the location of plant beds on a map of the lake.
Macroinvertebrates Observed: List kinds, and the number of each type in parentheses, of different aquatic insects observed in the lake (also indicate how the samples were taken).
Habitats Observed: List any places in and around the lake system where organisms might live.
Additional Comments: List any other observations needed to describe the lake.
~ ADOPT-A-LAKE 90. Surveying the Lake: Getting Started*
Before undertaking a lake survey, your group should first determine long- and short-term goals and become familiar with the area under consideration. Begin by acquiring maps of nearby watersheds. United States Geological Survey (USGS) maps are very useful for learning the characteristics of a drainage basin. There are two types of USGS maps that may be helpful. The 7. 5 minute series topographic maps show topography, roads, town, streams, some wetlands, ponds and lakes, oil wells and mines, among other information. Geological quadrangle maps provide some of the information already mentioned and give a detailed picture of the geology of the watershed. County road maps can also be a useful tool. These maps will be useful in locating a sampling area(s), access points ,and may also provide historical watershed information. Try to get a feel for the land use characteristics of the area surrounding your lake, including agricultural, mining, residential, conservation and other uses. Knowing the surrounding lands leads to a better understanding of the factors that affect the aquatic health of the lake in your community.
Once you have a general understanding of the watersheds in your area, choose the lake{s) your group wants to monitor. Remember not to tackle too large a project. If you really want to study a large region of water, perhaps you can coordinate with another Adopt-A-Lake monitoring group. Keep in mind that the larger the adopted area, the more work there will be and some group members may lose interest. An important goal of this program is for your group to enjoy learning about the world of lakes. Choosing the right area size for your group will provide a more satisfying ·1evel of understanding and can be more effective in protecting your selected water resource.
When choosing a study site, locate one that is accessible. Consider the land you must cross, the descent to the lake and the water depth. If y9u must cross private lands, be sure to get permission from the owners beforehand.
Prior to sampling, your group may want to contact departments within federal, state and local government, as well as regional universities, to see what information is available on the adopted lake. Contact the Wisconsin Lakes Partnership and/or your County Extension office to see if there are any lake associations and/or other lake organizations in the area. They may be a good source of information and be willing to get involved in your project.
Before the group decides what lake monitoring techniques to use, it may be a good idea to introduce your group to the lake by conducting a loosely structured hike along its banks. This should be a group activity, involving as many interested folks as possible. Present background information so that everyone is aware of the group's goals.
Encourage city planners, wildlife biologists, teachers or anyone else who might have expertise on the lake to help conduct the first walk and share their information and experience. This is an opportunity to address the lake's historical importance, its ecology, possible problems, as well as the concerns and interests of group members. Walk along the banks pointing out attributes, past uses and real and potential problem areas. Just have a general ·gab session" about your lake and enjoy the day! Upon returning, exchange ideas on what you have seen. After your first walk, the group will probably be ready to decide on what activities to begin planning for the lake you've chosen to adopt.
• Adopted from A Field Guide to Kentucky Lakes and Wetlands, Natural Resources and Environmental Protection Cabinet, May 1985. ~- "Q ADOPT-A-LAKE 91. Choosing a Survey
The objectives of lake studies may be either aesthetically or scientifically oriented, or both. However, two objectives of surveying a lake should be to (1) determine present day characteristics (e.g. biological, physical, and/or chemical) and (2) monitor the lake over time to determine if it is improving, remaining the same, or getting worse. There are three basic types of surveys that can be used: 1) the visual survey; 2) the physical/chemical survey; and 3) the biological survey.
• Visual Survey
The visual survey is the easiest of the survey types, and a lot of information about the lake can be learned if it is conducted correctly. This survey requires very little equipment: a clip board, pencils, data sheets (see attached), field guides, and USGS lake maps. Hip boots, cameras and binoculars are always good to have along, but not required. For safety reasons, the visual survey should be conducted by more than one individual. Having a "buddy system" or doing a group survey will also help to do a better job describing the characteristics of the lake. ·
During the initial visual survey, draw a map of (or locate on a USGS map) that portion of the lake to be surveyed. The map does not have to be a perfect likeness of the area, but it should include the major habitat types, locations of discharge pipes, dumps, and other visual characteristics mentioned in the survey itself. A camera is useful in documenting the various natural or unnatural lake characteristics. Be sure to label all pictures with the proper location, date, time, and photographers names. It may be helpful to have photographic stations where pictures are taken at various times of the year and over a period of several years. These pictures will create a visual record, making subtle changes over time more evident.
If your lake survey group has access to boats, you may want to conduct your visual survey with some people_ walking the shoreline and others following along in boats. This will provide more information on the extent of shallow areas and vegetation. If the boat has a depth/fish finder, you can prepare a bottom-depth map of the lake.
• Physical/Chemical Survey
Because of their size and depth, lakes can be sampled at different depths and in different zones. Consequently, the techniques (and time) required to conduct physical/chemical (and biological) surveys in lakes can be extensive. Nevertheless, a lot can be learned by doing some simple tests at your lake site, without much investment of time or money. Your group will have to decide what is feasible, given your interests and access to the needed equipment.
~- ~ ADOPT-A-LAKE 92. (
• Biological Survey
An analysis of aquatic organisms provides valuable water quality information. Chemical and physical measurements generally catch only one moment of a lake's history. The diversity of species, particularly aquatic plants and animals, and their numbers are important to any lake study because: 1) they are an indication of water qualitiy in the lake; 2) they are crucial to various food chains. In particular, aquatic macroinvertebrates have proven to be excellent organisms for water quality analysis.
Many macroinvertebrates, or aquatic insects, can be seen on the surface, in the bottom substrate, or swimming in the water. You can usually find a lot of macroinvertebrates using a simple dip net, but some kinds may be harder to locate and examine, especially in the daytime. It takes a keen eye and some patience to be a "Critter Catchin' Supersleuth!" Often they hide on or under aquatic vegetation. You •:,m find many of them by turning over floating leaves like lily pads or by closely examining the stems and bodies of emergent and submerged plants. You'll be amazed at the variety and numbers you can find!
~I ADOPT-A-LAKE 93. University of Wisconsin-Stevens Point College of Natural Resources
Central Wisconsin Environmental Station Water Education Resource Center Equipment Loan Agreement
By signing below, you acknowledge the responsibility of the loaned equipment. Inventory lists are provided with every loan to aid user in returning all equipment borrowed (see pages 1-3). User will replace or reimburse CWES for lost or damaged equipment.
Sign: ______Date: ______Equipment User
Sign: ______Date:------CWES Staff
Central Wisconsin 7290 County MM, Amherst Junction WI 54407 • (715) 824-2428 Environmental Station FAX • (715) 824-3201
94. - --·· - ·-----=-=- ----~--- - ... •
- ,. - Central Wisconsin Environmental Station { WERC Checkout Sheet Item Total # Out Date Out Date In CWES Sign. ..Ac.tivitYL.Lfl.~~Qn Mil.nt!.eJ~: -- Acid Rain 1 Active Watershed Education 1 Adopt-a- lake Project, a guide 1 - Adopting A Stream, A Northwest Handbook 1 Attention Science Teachers, Water lessons 1 ... ·- Earth, The Water Planet 1 Field and lab. Activities in Envir. Science 1 Groundwater Educ. in Michigan's Schools 1 Hands-on Save our Streams 1 Investigating Streams and Rivers 1 - Local Watershed Problem Studies 1 Nature Scope, Wading into Wetlands 1 -~ Pond and Stream Safari, Aquatic Ecology 1 Project Water Works, Workbook 1 Water Action Volunteers 1 Water Water Everywhere 1 Wow! The Wonders of Wetlands 1
Pi!_mQhle_t~: Adopt-a-lake 1 Environmental Source 1 Green-Education for a Sustainable Future 4 Help Save American Streams 1 The Lake Connection of the Assoc. of lakes 1 I Turning the Tides 1 ':1 UWSP Groundwater Model Project 1 Water Works 1
Vi®Q~: Green Water Quality Monitoring 1 It's Found Underground 1 l Ii !I S.O.S. for America's Streams 1 !
Testing for Biochemical Oxygen Demand 1 ! I i I Testing for Dissolved Oxygen 1 Testing for Fecal Coliform 1 Testing for Nitrates 1 Jesting for pH 1 Testing forTotal Phosphorus 1 Jesting for Total Solids 1 - ! Jesting for Turbidty 1 l
95. " Central Wisconsin Environmental Station
{ WERC Checkout Sheet Item Total # Out Date Out Date In CWES Sign. iqfnrm drain st,mr.i/ kits: 1 ·--···· IJuct tape 2 IJust pan/ Brush 2 ~loves 8 Drange cones 8 brange vest 4 baint cans 12 1ed tote bag 2 ::itencils 32 1✓ ire brush 2
Wets IA.quatic Kick nets 1 ·-- Cl-frame nets 15 blankton nets 1 Replacement nets 15
Hin hnnfs: Size 6 2 Size 8 2 Size 9 2 Size 1O 2 Size 12 1 Size 13 1
Fi~fQ ar.!lff.~ QQQk~: Aquatic Entomology 1 Carolina Protozoa & Invertebrates Manual 1 Field Manual for Water Quality Monitoring 1 Guide to the Study· of Fresh -Water Biology 1 insects: Golden Guide 5 Plants in Wetlands 1 Pond and Brook: A guide to Nature 1 Pond Life: Golden guide 15 Reptiles and Amphibians: Golden Guide 5 Wonderful, Wacky Water Critters l 10
.Edu,e.tiQn BQQk~;- . A River Ran Wild 1 Handbook to Common Methods in Limnology 1 Heavy Metals Manual 1 ~ook Closer: River Life 3 look closer: Swamp Life 3 -
. $ 96. '
C Central Wisconsin Environmental Station WERC Checkout Sheet Item Total # Out Date Out I Date In CWES Sign. W£!!~r T~s.t kits_; Dissolved oxygen kits 10 Nitrate-High range kits(0-50 mg/1) 5 Nitrate-low range kits(0-1 o mg/1) 3 pH test kits 4 Total Phosphate test kits 2 Turbidity in water test kit 1
S.c.i~ntific_ Ea.L!.iQ.mQnt; BOD black 6 BOD clear (set of 6) 1 Bottom dredge 1 Kemmerer sample bottle 1 Lead weight 1 pH pocket pal waterproof testers 2 Secchi disks(with calibrated sounding line) 2 Soil Probe (21 j 1 Spare calibrated line 1
BiQIQgical Ea.r1JQ.m~nt: Millipore Basic Equipment Ampoule breaker 1 Ampoule media-fecal (25 ampoules) 2 Forceps 1 Hand vacuum pump assembly 1 Leur-Lok syringe 30cc. 1 Microbiological dishes 20 Millipore filters(2 packets of 1o each) 1 Spare nozzles 1 Sterifil aseptic system 1
Mi~~~llr1.n(l.Qf.!..~ Ea.f.!..iQm~nt: Basins 15 Clipboards 2 Extra bottle-eye wash 1 First aid kits 2 Goggles (Mini) 9 Goggles {regular) 20 Magnifier boxes 20 .. Pocket magnifiers 20 Trowel 5
~
~
1 97. APPENDIX K
OUTDOOR EQUIPMENT CHECKLIST
Page 99
98. OUTDOOR-EQUIPMENT CHECKLIST Photocopy this form and use it when planning and packing for an outdoor excursion. Depending on the activity, you may need more or less than what's shown here. Use the blank spaces to include items important to what you'll be doing.
10 ESSENTIALS Have these for any trip: __ Map of area __ Sunglasses __ Compass __ First-aid kit __ Flashlight with extra batteries & bulbs __ Pocketknife __ Extra food __ Extra clothing __ Matches in waterproof container __ Firestarter
OTHER ESSENTIALS Useful for most activities: __ Sunburn preventive __ Insect repellent __ Toilet paper __ Full water bottle
FOR OVERNIGHT TRIPS __ Pack __ Sleeping bag __ Ground cloth __ Shelter & repair kit __ Sleeping pad/insulation __ Eating utensils __ Stove, fuel & accessories __ Pots, pans & accessories __ Food __ Personal hygiene kit __ General-purpose repair kit __ Change of clothing
CLOTHING Be sure to prepare for the worst conditions: __ Boots __ Socks (have extras) __ Gaiters __ Underwear __ Pants __ Shorts __ Sweater, down vest __ Shirt(s) __ Parka __ Hat __ Gloves or mittens __ Rain gear __ Wind pants __ Sneakers
MISCELLANEOUS __ Camera & film __ Book __ Altimeter __ Binoculars __ Emergency whistle, shelter __ Handkerchief __ Water purifie_r __ Pad & pencil
- •/ '' ~-- Tc f~-ltc f c,,,J ll'J{ l'..!-lv.:, Lj ,~, f11-l{i(& f Outdoor Accessories 157 }-ff &1;/)t) I 1163 / 15 f 99. APPENDIX L
UW-SP RECREATIONAL SERVICES RENTAL INFORMATION
Pages 1 01-1 02
100. University of Wisconsin - Stevens Point 40 I Reserve Street (upper level Allen Center) Stevens Point.WI. 54481 (715) 346-3848 RECREATIONAL e-mail: [email protected] SERVICES website: www.uwsp.edu/admin/centers/fun/recserv/index.htm
SPORT AND RECREATION EQUIPMENT HUNTING AND FISHING .· . I DAY 3 DAY 7DAY I DAY 3 DAY 7DAY student/non student/non student/non student/non student/non student/non
$1.50/$1.95 $3.60/$4.68 $6.00/$7.80 Duck Decoys (set) $5.00/$6.50 $12.00/$15.60 $24.00/$3 1.20 $1.50/$1.95 $3.60/$4.68 $6.00/$7.80 Ice Fishing Jig Pole $1.50/$1.95 $3.60/$4.68 $7.20/$9.36 $1.00/$1.30 $2.40/$3.12 $4.80/$6.24 Ice Skimmer $1.00/$1.30 $2.00/$2.60 $4.00/$5.20 $1.50/$1. 9 5 $3.60/$4.68 $6.00/$7.80 Tip-up $1.50/$1.95 $3.60/$4.68 $7.20/$9.36 Ice Auger $5.00/$6.50 $12.00/$15.60 $24.00/$31.20 Ice Fishing Package $8.00/$10.40 $16.00/$20.80 $30.00/$39.00 olfClubs* $4.00/$5.20 $9.60/$12.48 $19.20/$24.96 (3 tip-ups or jig poles, orseshoes $2.00/$2.60 $5.00/$6.50 $8.00/$10.40 I ice skimmer, ennis Racket• $2.00/$2.60 $4.80/$6.24 $9.60/$12.48 I bucket, ug-O-War Rope $1.50/$1.95 $3.60/$4.68 $6.00/$7.80 I ice auger)
$1.50/$1.95 $3.60/$4.68 $6.00/$7.80 oftball Bat $1.50/$1.95 $3.60/$4.68 $6.00/$7.80 oftball Bases $1.50/$1.95 $3.60/$4.68 $6.00/$7.80 (set of 5) BICYCLES AND TOOLS oftball Glove $1.50/$1.95 $3.60/$4.68 $6.00/$7.80 "" ~ ~ \ ' oftball Package $3.00/$3.90 $7.20/$9.36 $14.40/$18.72 (set of bases, I bat, Timberline Six Speed $6.00/$7.80 $12.00/$15.60 $24.00/$31.20 I glove, I softball) *helmets provided Power Tools $2.00/$2.60 $4.00/$5.20 $9.00/$11.70 olleyball $1.50/$1. 9 5 $3.60/$4.68 $6.00/$7.80 (with safety glasses) olleyball Net $1.50/$1.95 $3.60/$4.68 $6.00/$7.80 Hand Tools $1.00/$1.30 $2.00/$2.60 $4.00/$5.20 olleyball and Net $3.00/$3.90 $7.20/$9.36 $14.40/$18.72
$2.00/$2.60 $4.80/$6.24 $9.60/$12.48 rills $4.00/$5.20 $9 .60/$12.48 $19.20/$24.96 argo Trailer $25.00/$32.50 $55.00/$71.50 $100.00/$130.00 (6'x I 2'enclosed, 2"ball hitch) WINTER EQUIPMENT Special rates available for semester rentals in educational courses ~ ~ ... .._",: :::: ~~;,~ '~ '" "
Touring Cross Country Skis $5.00/$6.50 $12.00/$15.60 $24.00/$31.20 Cross Country Ski Boots $5.00/$6.50 $12.00/$15.60 $24.00/$31.20 CANOEING ( 180cm - 220cm) 'M Cross Country Ski Poles $2.00/$2.60 $4.80/$6.24 $9.60/$12.48 Cross Country Ski Package $9.00/$11.70 $21.60/$28.08 $43.20/$56.16 Canoes $10.00/$13.00 $20.00/$26.00 $35.00/$45.50 (boots, poles, and skis) ( 17 ft. -includes PFD devices) Downhill Skis $8.00/$10.40 $19.20/$24.96 $38.40/$49.92 anoe Trailers• $11.00/$14.30 $26.40/$34.32 $52.80/$68.64 ( 150cm - 195cm) (I 718" hitch) Downhill Ski Boots $5.00/$6.50 $12.00/$15.60 . $2-4.00/$31.20 FD (vest or cushion) $2.00/$260 $4.80/$6.24 $9.60/$12.48 Downhill Ski Poles $2.00/$2.60 $4.80/$6.24 $9.60/$12.48 addf.es $1.50/$1.95 $3.60/$4.68 $7.20/$9.36 Downhill Ski Package $12.00/$15.60 $28.80/$37.44 $57.60/$74.88 $4.001$5.20 $9.60/$12.48 $19.20/$24.96 (boots, poles, and skis)
Ice Skates $3.00/$3.90 $7.20/$9.36 $14.40/$18.72 railen available with the rental of 3 or more canoes Aluminum Snowshoes $5.00/$6.50 $12.00/$15.50 $24.00/$31.20
SKI TUNING- Downhill and Cross Country
'- :f" < j> ' = ~t " ~~ ~ ,._., .._ ;,Y
$2.00/$2.60 $4.80/$6.24 $9.60/$12.48 P-Tex $4.00 $2.00/$1.60 $4.80/$6.24 $9.60/$12.48 HotWax $4.50 $2.00/$2.60 $4.80/$6.24 $9.60/$12.48 Flat File and Hot Wax $10.00 noncel Package $5.00/So.50 $12.00/$15.60 $24.00/$31.20 Complete Tune-up $15.00 ( I r-:ask, I snorkel, (P-tex, flat file, tuned and I pair of fins) hoc wax) 101. < I DAY 3 DAY 7DAY student/non student/non student/non Recreational Services provides avenues of growth in recreational activities for the students of the University of Wisconsin-Stevens Backpacks $5.00/$6.50 $10.00/$13.00 $20.00/$26.00 Point. Opportunities for student growth include the use of out- cook Kits door rental equipment, participation in a wide array of low 2 person $2.00/$2.60 $4.00/$5.20 $8.00/$10.40 impact trips, mini-courses, professional training programs, and 4 person $3.00/$3.90 $6.00/$7.80 $12.00/$15.60 personal outdoor research utilizing an in-house library. fuel Flask ( I pt. full) $2.00/$2.60 $4.00/$5.20 $8.00/$10.40 [ Stoves (w/fuel) I burner-backpacking $3.00/$3.90 $6.00/$7.80 $12.00/$15.60 Recreational Services provides an oudet for 2 burner-camp stove $5.00/$6.50 $10.00/$13.00 $20.00/$26.00 adventure, challenge, and personal development through social fee Chest I experiences. Whether through 34qts. $2.00/$2.60 $4.00/$5.20 $8.00/$10.40 outdoor or indoor experiences, Recreational Services allows stu , 54qts. $3.00/$3.90 $6.00/$7.80 $12.00/$15.60 dents new opportunities away from the every day student life. ILantern (double mande) $4.00/$5.20 $8.00/$10.40 $16.00/$20.80
[ Sleeping Pad $1.50/$1.95 $3.00/$3.90 $6.00/$7.80 Sleeping Bags , 3 season (to SO deg.) $4.00/$5.20 $8.00/$10.40 $16.00/$20.80 4 season (to 5 deg.) $5.00/$6.50 $ I0.00/$13.00 $20.00/$26.00 Tents (nylon) 2 person (5'4" x 7'2") $5.00/$6.50 $10.00/$13.00 $20.00/$26.00 4 person (7'2" x 8'9") $7.00/$9.10 $14.00/$18.20 $28.00/$36.40 Academic Year Monday to Friday 10am-8pm I 6 person (8'6" x 10'3'') $9.00/$11.70 $18.00/$23.40 $36.00/$46.80 Saturday IOam-Spm Lightweight Tents Sunday 4pm-8pm 2 person $7.00/$9.10 $14.00/$18.20 $28.00/$36.00 I 4 person $9.00/$11.70 $18.00/$23.40 $36.00/$46.80 Water Bottle $1.00/$1.30 $2.00/$2.60 $4.00/$5.20 Summer Call for hours Water Jugs $2.00/$2.60 $4.00/$5.20 $8.00/$10.40 (2.5 gal. collapsible) Picnic Jug $2.00/$3.90 $4.00/$5.20 $8.00/$10.40 ~ 2 Person Camping Package $12.00/$15.60 $24.00/$31.20 $48.00/$62.40 RECREATIONAL 1- 2 person cook kit SERVICES 1- 2 burner stove University of Wisconsin • Stevens Point 1- 2 person tent, I lantern 40 I Reserve Street (upper level Allen Center) 4 Person Camping Package $15.00/$19.50 $30.00/$39 .00 $60.00/$78.00 Stevens Point. WI. 54481 (715) 346-3848 1- 4 person cook kit 1- 2 burner stove e-mail: [email protected] 1- 4 person tent, I lantern website: www.uwsp.edu/admin/centers/fun/recserv/index.htm
Recreational Trips: Recreational Services leads various Canoe Trips: Take your group on the trip of their lives down trips throughout the year. Every summer, watch for the Boundary Waters the Plover River. Recreational Services will take you and your trip to northern Minnesota and the Canadian border. Throughout the friends to Jordan Park, provide up to twelve canoes,.paddles, life academic year, Recreational Services sponsors backpacking, hiking, jackets, and later pick you up at Iverson Park. All this for the low camping, and skiing trips. Additionally, if you want to take a trip on your cost of $10.00 per UWSP student, $1 5.00 per non-student. Trip own, Recreational Services can help )'OU plan it with free maps and guides reservations must be made one week in advance. Minimum of from all over Wisconsin and the United States. twelve participants, maximum of twenty four. RENTAL POLICIES -~~~-~~~ 0.s:," • > 8" ¥' ~"°"'"~ ~~ ""::'.'s:"-" )!ft;fr-?Jic'J!JJ!!'J}f\xy1:,:,:-< 0.,;; ,~ ~~~~,...;~~' , :.:::, " ~'
Recreational Services is supported by student fees, therefore, student rental rates The customer shall receive a I00% refund on rental equipment cancellations are 30% less than non-student rates*. A student ID is required for all student rates. received with at least four days notice, a SO% refund up to 48 hours prior to check out, and shall forfeit rental fees with less than 48 hours notice. e customer shall be charged for equipment that is lost or amaged beyond reasonable wear, or stolen while checked out to them. Group rates can be negotiated with the Student Manager. Please contact Recreational Services for details. late fee will be assessed up to a period of five working days. The customer shall e charged for the replacement cost of equipment thu is more than six working All equipment must be returned to a staff person during outdoor rental hours. Any ays late. equipment not returned to a staff person will be the sole responsibility of the customer, not Recreational Services e Outdoor Equipment Supervisor and Student Manager may charge a five dollar leaning fee per item within one working day for any equipment that is not returned *UWSP faculty and staff are welcome to use our services at the non-student rate. n a dean condition. 102. APPENDIX M
WAUSAU SCHOOL DISTRICT COURTESY VEHICLE REQUEST FORM
Page 104
103. C-67
Wausau School District Maintenance and Operations Building 650 South Seventh Avenue Wausau, WI 54401 Office Use
School Confirmation: ______Vehicle scheduled:------Trip date: ______Employee requesting Notes: ______Destination
Purpose
Numberofpersonsontrip
Date(s) of use ------(date) (day) (pickup/return) Key Pickup time ------(date) (day) (pickup/return)
Approval
• All courtesy vehicles are located at the Maintenance and Operations Building (M.O.B.), 650 South Seventh Avenue. Pickup keys in the Buildings and Grounds office between 7:00 a.m. and 3:30 p.m., Monday through Friday.
• Trips involving students will be given priority, and in most cases distance will be the determining factor. Requests for travel out of state or for a time of over 7 days must be approved by the Business Office Director 30 days prior to the trip.
• Phone reservations are recommended (261-2850), but are considered tentative until receipt of this form signed by your Building Principal or Activities Director. Please send to the secretary in the Buildings and Grounds office at the M.O.B. 3 days prior to a trip if possible.
• Persons driving courtesy vehicles must bold a valid drivers license. Normally only District personnel are authoriz.ed to drive these vehicles and with Principal or A.O. approval parents of students will be allowed to drive for student related trips. Under no circumstances are students allowed to drive courtesy vehicles.
• Charge gas for courtesy vehicles at any of the Riiser/Mobil Self Serve stations in the Wausau area. Most of these stations are open 24 hours. You must sign the charge slip and write the vehicle number (stamped on the key tag) and the license plate number on this slip. You will receive a pink copy of the charge slip, leave this in the glove box. For long distance trips where you will purchase gas with personal funds, you must file a voucher with receipts to the Business Office at Longfellow Administrative Center.
• Please pickup vehicles on the day of your trip. Do not park courtesy vehicles at private residents over night due to insurance liability. If the vehicle is available you may park it at your school for convenience of early departure. You may park your personal vehicle in the M.O.B. parking area.
• Return the vehicle to the M.O.B. Complete ending mileage report, leave keys in the glove box, CLEAN YOUR TRASH AND PERSONAL ITEMS OUT OF THE VEHICLE, check to make sure dome lights are off and lock the vehicle.
• Any questions may be directed to the Buildin~s and Grounds office. (261-2850) 104. APPENDIX N
BUS TRIP FORM
Page 106
l 05. ( LAIDLAW USE T-37 (9-97) Driver: _____ WAUSAU SCHOOL DISTRICT Bus#: ______REQUEST FOR BUS TRIP
Date Received at Laidlaw _____
By [1'6 BE CoMPLEI'Eb BY rbXCRHRJ
FROM: ______TRIP TO: ______A.M. DEPARTURE TIME: ------P.M. DAY & DATE ------LOAD AT: ______
TRIP DESCRIPTION: ______
TOTAL NUMBER OF PASSENGERS: ______EQUIPMENT YES ____ NO ____
WHEELCHAIR BUS NEEDED YES ___ NO --- OVERNIGHT TRIP YES ____ NO ----
IRETORN TRU1
FROM: TRIP TO: ------A. M. ------A.M. DEPARTURE TIME: ______P.M. ARRIVAL TIME AT ORIGIN: ______P.M.
ADULT IN CHARGE OF STUDENTS ON BUS: ______
EXPENSE CHARGED TO: ACCOUNTNO: 10------341-2567------DO NOT LEA VE BLANK
COMMENTS:------
TEACHER'S SIGNATURE: ______
PRINCIPAL'S SIGNATURE: ------TO BE REIMBURSED BY : ------
TO BE FILLED OUT BY TRANSPORTATION OFFICE ONLY
HOURS ----- MILEAGE ______TOTAL COST ---
WHITE - LAIDLAW YELLOW - BILLING PINK - CONFIRMATION GOLD-SCHOOL 106. APPENDIX 0
PRE-ASSESSMENT QUESTIONNAIRE AND SURVEY
Pages 108-1 09
107. PRE-ASSESSMENT QUESTIONNAIRE AND SURVEY
Name: ______Grade ____
Activity:------·------Date __
QUESTIONNAIRE 1. Have you ever done this type of activity before? yes or no (If yes, explain ... )
2. What do you think you wi 11 enjoy about the activity planned?
SURVEY: (Questions adopted from the 1994 Environmental Survey of WI high school students; EE Education io Wiscaosio· Ace we walking the talk?, 1997. Champeau and Peri.)
Circle the following response:
SA= Strongly Agree A= Agree N= No opinion D= Disagree SD= Strongly Disagree
1.. When outside, I usually do NOT notice the natural things around me like flowers, trees, and the clouds. SA A N D SD
2. I enjoy hearing the sounds of animals such as birds and insects calling when I'm outside. SA A N D SD
3. I think most of the concern about environmental problems has been exaggerated. SA A N D SD
108. 4. More controls should be placed on industry and agriculture to protect the quality of the environment, even if it means that things that I purchase will cost more. SA A N D SD
5. There are already enough laws to protect the environment. SA A N D SD
6. I do NOT think that recycling is worth all the time and trouble that it takes. SA A N D SD
7. I would be against any environmental regulations that would restrict my current lifestyle. SA A N D SD
8. More land should be set aside for wildlife habitats. SA A N D SD
9. I am concerned about how much waste is produced in this country. SA A N D SD
10. I would like to get involved and help solve environmental problems. SA A N D SD
11. I often find it difficult to change my friends' minds about doing things to help the environment such as recycling and picking up litter. SA A N D SD
12. The things that I personally do, do NOT have much effect on the quality of the environment. SA A N D SD
13. I feel a sense of responsibility towards preserving and protecting our environment. SA A N D SD
14. If I see someone doing something that harms the environment, I will talk to them in an effort to persuade that person or group to stop that activity. (For example, try to talk to a friend who litters during lunch hour and never recycles aluminum.) SA A N D SD
15. If I see an aluminum can on the ground while I'm out walking I will pick it up and recycle it. SA A N D SD
Do you mind filling out this brief survey? YES or NO.
109. APPENDIX P
POST ASSESSMENT QUESTIONNAIRE AND SURVEY
Pages 11 1 -11 2
110. POST-ASSESSMENT QUESTIONNAIRE AND SURVEY
Name: Grade ___ _
Activity: Date __
QUESTIONNAIRE 1. What did you enjoy about the trip?
2. What would you do to improve the trip?
FOLLOWING THE WEEKEND ACTIVITY PLEASE RE-FILL OUT THE SURVEY QUESTIONS.
SURVEY: (Questions adopted from the 1994 Environmental Survey of WI high school students; EE Edllcatioo io Wiscoosio• Are we walking the taJk?, 1997. Champeau and Peri.)
Circle the following response:
SA= Strongly Agree A= Agree N= No opinion D= Disagree SD= Strongly Disagree
1. When outside, I usually do NOT notice the natural things around me like flowers, trees, and the clouds. SA A N D SD
2. I enjoy hearing the sounds of animals such as birds and insects calling when I'm outside. SA A N D SD
3. I think most of the concern about environmental problems has been exaggerated. SA A N D SD
111. 4. More controls should be placed on industry and agriculture to protect the quality of the environment, even if it means that things that I purchase wi 11 cost more. SA A N D SD
5. There are already enough laws to protect the environment. SA A N D SD
6. I do NOT think that recycling is worth all the time and trouble that it takes. SA A N D SD
7. I would be against any environmental regulations that would restrict my current lifestyle. SA A N D W
8. More land should be set aside for wildlife habitats. SA A N D SD
9. I am concerned about how much waste is produced in this country. SA A N D SO
10. I would like to get involved and help solve environmental problems. SA A N D SD
11. I often find it difficult to change my friends' minds about doing things to help the environment such as recycling and picking up litter. SA A N D W
12. The things that I personally do, do NOT have much effect on the quality of the environment. SA A N D SD
13. I feel a sense of responsibility towards preserving and protecting our environment. SA A N D SD
14. If I see someone doing something that harms the environment, I will talk to them in an effort to persuade that person or group to stop that activity. (For example, try to talk to a friend who litters during lunch hour and never recycles aluminum.) SA A N D SD
15; If I see an aluminum can on the ground while I'm out walking I will pick it up and recycle it. SA A N D SD
Do you mind filling out this brief survey? YES or NO.
Did you like viewing the Chief Seattle video? YES or NO.
112. APPENDIX Q
END OF YEAR QUESTIONNAIRE
Page 114
11 3. OUTDOOR CLUB END OF THE YEAR QUESTIONNAIRE
1. What club activities did you participate in this school year?
2. Which activities did you enjoy the most and would recommend continuing?
3. Which activities did you dislike and would recommend eliminating?
4. Did you mind paying a small fee to participate in activities?
5. What type of activities would you like to see more of?
6. Comments and other suggestions ...
114. APPENDIX R:
PORCUPINE MOUNTAINS TRIP INFORMATION
Pages 116-122
115. I I
1 Porcupine Mountains In Michigan's Upper Peninsula • Scenic Views • Snowmobiling • Waterfalls & Wildlife • Hiking & Camping • Skiing • Fishing & Hunting
The Porcupine Mountains Wilderness State Park encompasses the largest tract of old-growth timber in the Midwest. Nearly 100 miles of hiking trails provide access to numerous waterfalls, scenic vistas, striking geologic formations, and the Lake Superior shore. Scenic views can be enjoyed at Lake OfThe Clouds, Union Gorge Scenic Area, Summit Peak Tower, Overlooked Falls and Presque Isle Falls. Camping facilities are available at Union Bay with full hook ups, Presque Isle with semi - modern facilities, and three rustic campgrounds. Trailside cabins, backpacking campsites and Adirondack shelters are available throughough_t the park. The Porcupine Mountains offer winter visitors groomed snowmobile trails, and Alpine and Nordic skiing. Autumn is truly spectacular, with the fiery maples mixed with birch, aspen and evergreens. Hunting and fishing opportunities abound in the "Porkies" and the adjacent Ottawa National Forest. The Porcupine Mountains area provides both natural splendor and comfortable accommodations, fine dining, and gift shopping. Plan your next vacation in the Porkies!
For more information: Porcupine Mountains Chamber ,o~<••O' .:,..<· PO Box493 =-;r,J~~~les ~ .Po,J(p,neMounl ins White Pine Ml 49971 f . (906) 885-5399 f..J~•~wlis email: [email protected]
\\1h,auk.~ 3t~\1,lo Porcupine Mountains Wilderness State Park 412 South Boundary Road Ontonagon Ml 49953 (906) 885-5275
116. 0 I I LITTLEC;,..RPll1u l.1lllu C;irp RIV_E_R Hivor TRAl~L======,--;::=G=OT.!CCYhEe=R=GN=OM=-ve=Ern=Nm::-::Te=pn=EtA=PK=ea=TkR=ATC::r!rail is among tho most scenic in the park. The turbulent =aL·1=1'1=s=-p~o p=u=la=r=-w-·.c·1t=h=o=ver,-n'1-gh_t_h'1·k-er-s.-T·h-e-tra-.11 ·-----.,--o·---llll!.,-~--c--u·--p·--,-h--.-E-1.. ; raµicJs ancJ inspiring water1alls of the Little Carp River, and the serene beauty follows the Carp River inlet for two miles to Trap Falls and then west to I ol magnificenl timber makes this a trip to remember. Brook trout fishing is found Government Peak through fine stands of hardwood and hemlock. At 1,850 I :110119 Ilic length of the Little Carp River. feet, Government Peak is the second highest point in the park. · Mirror Lake to Lily Pond ...... 2½ miles Highway M-107 to the north end of Overlook Trail ...... ½ mile Lily Pond to Cross Trail Junction ...... 3 miles North end of the Overlook trail to Union Spring Trail ...... 1½ miles aNli Cross Trail Junction to Little Carp Rivermouth ...... 5½ miles Union Spring Trail to Lost Lake Trail ...... 1 mile MO AI" Total trail length ...... 11 miles Lost Lake Trail to North Mirror Lake Trail ...... 4½ mile s ····--- ~-··---- Total trail length ...... 7½ miles CROSS TR.AIL AND CORRECTION LINE TR.AIL ···· ·------···-··-···-··-·•····-·-.. ----·--· ...... -- ..... ····-- Thpeasrke two trails give backpackers access to explore additional sections of ESCARPMENTTRAIL WILDERNESS ST' A 'TE p, A R K the The Escarpment Trail may offer the most beautiful scenery in the park. The J-\ J-\ Cross Trail (total length} ...... 5 miles hiker follows the impressive escarpment skirts over Cloud Peak and Cuyahoga Corroclion Lino Trail (total length} ...... 3 miles Peak, and descends to the north end of Government Peak Trail. Sheer cliffs and vista of the Lake of the Clouds far below will not be soon forgotten. LILY POND TRAIL Lake of the Clouds to Government Peak Trail & M-107 ...... 4 miles Lily Pond is a small trout lake which can be fished successfully from a boat or other lloating device, but is not safe for wading because of a soft bottom. OVERLOOK iRAIL A fine stand of virgin pine is near Lily Pond. This trail offers outstanding virgin timber and many scenic views: a Summit Peak Road to Lily Pond ...... 3 miles popular side trip from the Government Peak Trail. Total length (round trip to and from Government Peak Trail} ...... 3 miles SOUTH MIRROR LAKE TRAIL ---·-..------, This is the most direct route to Mirror Lake and fine brook trout fishing. The EAST AND WEST RIVER TRAILS side trip to Summit Peak is one mile long. These two trails follow the Presque Isle River, the largest and most 1 Tr:1ill11ml r:1rkinq t.ot on Summit Peak Road to Mirror Lake ...... 2½ miles beautiful of the rivers in the Porcupines. Boardwalk and viewing platforms allows breathtaking views of this river. Spectacular waterfalls, cascades SUMMIT PEAK TOWER TRAIL and rapids are but a short walk from the parking area. For your safety, no __. Ttiis trc1il provides an opportunity to visit Summit Peak, at 1,958 feet, the swimming or wading is permitted in the Presque Isle River. Be very careful highest point in the park. A 40·ft. observation tower provides an outstanding when exploring this area. Take children by the hand and do not permit them --..J 1 view of the park as well as surrounding area. Wisconsin, Minnesota, the Apostle to hike the area without adult supervision. · Islands. and Copper Peak are a few of the sights that can be seen on a clear South Boundary Road to mouth of Presque Isle River (each way} ..... 1 mile , day. A viewing deck on the way up to the summit provides a panorama of the i Little Carp River valley and ranks as one of the best views of the park. LOST LAKE TRAIL Summit Peak parking area to Summit Peak Tower ...... ½ mile Lost Lake is a small beautiful wilderness lake. The trail joins Government ...... ·---··------, Peak Trail for a shortcut from the South Boundary Road to Highway M·107 . BEAVER CREEK TRAIL South Boundary Road to Lost Lake ...... 2 mites Descending from the Summit Peak parking area and !railhead, the Beaver Creek Lost Lake to Government Peak Trail ...... 2½ miles Trail joins the Little Carp River Trail 1.3 miles south of Mirror Lake. Bridging and Total trail length ...... 4½ miles boardwalk allows the hiker to view and investigate weflands adjacentto the Little Carp River as it winds through beaver meadows and alder thickets, This trail is great for UNION SPRING iRAIL birdwatchers and other naturalists. The Union Spring is the second largest natural spring in Michigan. From Beaver Creek Trail to Lily Pond Trail ...... 1 mile the floating dock, view over 700 gallons of clear water bubble out the ground each minute, a subtle yet fascinating sight. BIG CARP RIVER TRAIL South Boundary Road to lmpoundment ...... 1½ miles The variety of scenery on this trail beckons hikers. The first two miles parallel lmpoundment to Union Spring ...... ½ mile the escarpment with many outstanding views. The trail then descends into the Union Spring to Government Peak Trail ...... 2 miles Big Carp River Valley following below the slopes of Miscowabic Peak and Total trail length ...... 4 miles passing by the old Lafayette Mine. Shining Cloud Falls, highest in the park, are about one mile upstream from the mouth. The river offers many turbulent rapids UNION MINE TRAIL and brook trout fishing. The Union Mine Trail is an interesting short hike. It features the Little Highway M-107 to Correction Line Trail ...... 5 miles Union Gorge and history of the Union Mine. Points of interest are marked Correction Line Trail to Cross Trail ...... 3½ miles by interpretive signs. Total trail length ...... 1 mile Cross Trail to Big Carp Rivermouth ...... ½ mile TotRI trail length ...... 9 miles VISITOR CENTER NATURE TRAIL The Visitor Center Natural Trail is a loop trail designed to orient new
1 NORTH MIRROR LAKE TRAIL visitors, through interpretive stations, to naturaf features commonly found I This trait crosses the heart of the "Porkies" and ends at Mirror Lake. in the park. Total Trail Length ...... 1 mile Surrounded by rugged bluffs and magnificent pines, at 1,532 feet, it is the I highest take in the park. Hikers should be in good physical condition to test this WHITETAIL PATH Michigan State Parks I trail as most of the southbound route is uphill. Whitetail Path is an ac:ess trail allowing campers at the Union Bay ... Lake of the Clouds Escarpment to Government Peak Trail ...... 3 miles Campground an opportunity to stretch their legs with a short hike to the a For Camping Government Peak Trail to Mirror Lake Cabins ...... 1 mile Visitor Center. Reservations Call: Total trail length ...... 4 miles M-107 at Union Bay Campground to Visitor Center ...... 1 mile 3. 1-800-44P'ARKS Cabins Welcome to Rustic cabin access varies from one to four miles hiking distance. Most cabins have 4 bunks, but they do range Porcupine Mountains Wilderness State Park from 2 to 8 bunks. Each cabin contains bunks with mattresses, Porcupine Mountains Wilderness State Park is 15 miles west of Ontonagon in Michigan's Upper wood heating stoves; cupboard, table and benches, cooking Peninsula. The Park's 60,000 acres are one of the few remaining large wilderness areas in the Midwest. and eating utensils, saw and axe. Cabin users provide bedding, food, towels, lighting, and personal items. A small Towering virgin timber, secluded lakes, and miles of wild rivers and streams make a visit to the "Porkies" cooking stove is recommended, especiallyduring summer a trip to remember. months. Boats are furnished at Mirror Lake, Lily Pond, and Porcupine Mountains State Park was established in 1945 by Michigan's Legislature. Since then, Lake of the Clouds cabins. Reservations should be made in many changes have taken place in the way we live; however, the Porcupine Mountains are almost advance with the Park. Thecabinsrentfrom3 p.m. to3 p.m. The total rent must accompany all reservations. Keys are unchanged. The remote interior, the towering pine and hemlock, seem to defy time. The solitude of the issued at the Park Office. park is mysterious and exciting. A hiker to the interior of the Porkies must actually turn back the clock and call on skills that were second nature to our ancestors. One must appreciate the ways of a Winter Sports Wilderness area to thoroughly enjoy backpacking the Porkies. Remember: the difference between tired The Park is the home of the Porcupine Mountains Ski feet and the satisfaction of an outstanding view is mostly a condition of the mind. Area, a major Michigan winter sports area and an excellent The Department of Natural Resources maintains over 90 miles of foot trails and 16 rustic trailside place to introducethefamilytothefun of winter. Located in the Lake Superior "snowbelt," the Porkies receive an average cabins for the public. Trails traverse most of the park and lead the hikers to the most spectacular annual snowfall of 175+ inches. A 640' vertical drop, long overlooks and vistas. Remember that the "Porkies" are rugged. Steep grades and stream crossings are tree-lined runs (the longest being 5,800'), and a spectacular frequently encountered. view of Lake Superior make the Porkies some of the finest Park visitors should plan to begin at the Visitor Center near the junction of South Boundary Road skiing in the midwest. 14 expertly groomed Alpine Ski Runs cover 11 miles of slope over a 360 acre area. A triple __. and Highway M-107. There you will find an exciting multi-media sh·ow, displays, maps and information, __. chairlift, double chairlift, T-Bar, and handle tow seNe the park products, and a Ranger to answer questions. slopes with a lift capacity of 3,600 skiers per hour. co Backpackers must register before entering the interior of the park. Trailside camping is permitted, 42 Kmof power tilled, double track set cross-country but not within¼ mile of any cabin or Adirondack shelter, scenic area or road. Some backpack campsites ski trails are also available. Enjoy the quiet splendor of wooded trails and breathtaking vistas blanketed in winter with dry tent pads, a campfire ring and rustic toilets are available. Pack out all non-combustible trash. white from any of the Porkies cross-country trails. A unique Bury human waste and tissue paper at least six inches deep (a small plastic trowel works fine). No fires one-ride lift ticket provides a quick access to the heart of the except where designated by the Park Manager and no fires whatsoeverduring'high fire danger weather. Nordic trail system from the Chalet. Use a pack stove for cooking. All motorized methods of transportation are prohibited on park trails. The Ski Chalet offers a cafeteria, ski shop, ski rentals, certified repairs, and first aid room. Large fireplaces provide Three Adirondack shelters are available on a first-come, first-serve basis and may not be reserved a cozy setting to warm you while picture windows provide an in advance. The only facilities in Adirondack shelters are sleeping platforms, a table, and benches. excellent view of ski runs and skiers schussing down the A modern campground at Union Bay has hot showers, flush toilets, electricity, and a sanitation slopes. station. Near the mouth of the Presque Isle River is a semi-modern campground (no electricity). Four rustic camping areas are developed for those that prefer more privacy. Enjoy the Foot Trails ,-,-LAC-CK'""E~Scc=U=P=ER=1-=o=R=rR=-cAc-clL,------No firearms are allowed in the park except by licensed hunters during designated open seasons. This trail, longest in the park, follows the rocky shore of Lake Superior Small parking lots are available at !railheads. Security parking is offered by various establishments and affords many outstanding views. Rugged and remote this trail is in Silver City. among the park's most challenging. Presque Isle River to Speakers Creek ...... 2 miles Black bear are frequently encountered in the park. When camping, hang all food and valuable items Speakers Creek to mouth of Little Carp River ...... 4 miles on a rope between two trees at least 25-30' above the ground and at least 100 feet away from your camp. Little Carp Rivermouth to mouth of Big Carp River ...... 1 mile Big Carp Rivermouth to Lone Rock ...... 3½ miles DO NOT FEED THE BEARS ANYWHERE IN THE PARK. Do not cook food inside your tent. Lone Rock to M-107 ...... 5½ miles Winter comes early and stays late in the Porkies. South Boundary Road will be plowed through Total trail length ...... 16 miles the end of November. During the winter, M-107 is plowed only to the ski area. PINKERTON TRAIL Most of all, enjoy your visit at Porcupine Mountains Wilderness State Park. The Pinkerton Trail leads through impressive stands of virgin hemlock to the mouths of the Big and Little Carp Rivers. ' >-. ' - '--·---- - __ ..--::; Soulh Aounrlmy Rrl. to mouth of I .ittln Cmr Rivnr '.1 rniln:. I PRESQUE ISLE RIVER AREA UNION BAY AREA
~ ,• ...:~";• ONTONAGON ~-,~--~\'!:,.
___ ...... "\ - tfa-~~~:.. - \ __l'f;...... - ,, .. ,,," _.. ~;;,. _.. ..----~ .'-l 1,-.• ,,"" .... ,,.... ,' '' --, \ CAVTIOH, THE FAW mo IJJ'IOS OF ... THE nESQUE ISU klVEA HAVE VOY ', ,_/' S1 kONC CUkkENTS mo HVMEAOUS OEEP HOW. Pl.CASE kESl'ECT THE POWEk mo HIOOEH OANCEM OF THIS lV~IUL!NT -- ' t .... ' . rl mo B[AIJTIF\/UIVO.. OON'T WADE 0~ 4... I ' I' _. TkYTO SWIM NTHE IJVO.. rTISSAFEST TO TAKE SMALi. CHILO~EH &Y THE HmO _. WHIU 0<1'\.0~INC THIS SCENIC A~EA. <..O
I _, (/ ,✓/ FOR INFORMATION ON OTHER MICHIGAN STATE PARKS ll'le Ml Department ol Na1ural ,,,i ,,, ,', Resources, (MONA) provides equal PLEASEWRITE: DEPARTMENT OF NATURAL RESOURCES opponunlllu for employment and for ,' .x : /. ," .. - ~ PARKS AND RECREATION DIVISION acceaa to Michigan natural ! 11,• ,' ,'!J"01'1"C: resources. Stale and Federal laws MILES P.O. BOX 30028 prohibit dllCrtmlnallon on the basis ,.- 1•!/ :' IANSING, Ml ~8909 or race, color, na!lonal origin, ! f _;, · •.. 2 rellglon, disablHty, age, mat/lal t : >j'} I sl81US, height and weight. II you ,_-· ,, FOR RESERVATIONS AND INFORMATION ABOUT believe th.al you have been ' , PORCUPINE MOUNTAINS STATE PARK dlscrlmlna1ed agalnsl In any .. - PAYED ROl'\O TRAIL ROAO FOOT TRAIL PARk BOUNOARY program. activity or lacHHy, please I , ",.,. PLEASE WRITE: PARK MANAGER wrlle the MONA Equal Opportunity .... ,,,,.. O!llce, P.O. Box 30028. Len-sing, Ml . PORCUPINE MOUNTAINS STATE PARK 48909 or tt'le Ml Oepanment cl ClvU ~12 S. BOUNDARY RD. Rights, 1200 6th Avenue, Delroll, Ml . ,. .' @ HEADQUARTERS CAMPCRQ\..t,/0 SANITATION STA. 00 RUSTIC CAMPGROUND 40226, or lhe QI/Ice ol Humal"I (' 8 iY ONTONAGON, Ml 49953 Re$ou1ces, U.S. Fish l!lnd Wildlife Service, Wuhlngton, O.C. 202cc. PHONE: (906) 885-5275 SKI AREA PARK CABIN lAAIL SHEL TEA PJ-CNIC AREA FAX: (906) 885-5798 For information or assistance on this publication contact: ~ ~ © fill TDD: (906) 885-5278 MDNR, Parks and Recreation Division, P. 0. Box 30028, Lansing, Ml 48909 TDD Number (517) 373-3312 16) OVERLOOK ® OLD MINESITE 6) WATEAF'ALL 8 BOAT LAUNCH ·----- 1995 yourself, or any member of your party, to UNKlJllf' Michigan Department of Natural Resources DCNRfir become overly tired, especially during warm Parks and Recreation Division Department of Natural Resources Parks and Recreation Division weather. Remember to drink plenty of fluids and 1997 FEE SHEET take frequent rest breaks. Porcupine Mts. Wilderness State Park PORCUPINE MOUNTAINS 412 South Boundary Road Ontonagon, Michigan 49953 BACKCOUNTRY INFORMATION :> WEATHER - Plan for variable weather Phone: (906) 885-5275 Porcupine Mountains Wilderness State conditions and expect some rain on your trip. Camping Park has been designed as part of the Hypothermia, the dangerous chilling of the Modern - $14.00/night/site - Union Bay human body, can be a threat at any time of the $11.00/nlght/slte - Lake Gogebic National Wilderness System. Preserved Open early May - mid-October within the park is one of the largest stands year. Do not underestimate the danger of being (electricity, water, showers, flush toilets, of old-growth forest in the Great Lakes wet during cold or windy weather. On all hikes sanitation station) region. We must all take responsibility for bring along protective clothing, high energy trail foods and a reliable fire starter. Semi-Modern - $9.00/night/site - Presque Isle reducing our impact on this fragile Open late May - late September Northwoods ecosystem so that future :> INSECTS- Expect plenty of insects. Repellants ..... (water, showers, flush toilets, sanitation station) generations may enjoy it unimpaired. and protective clothing will help . N Please review the following guidelines and 0 1ustlc - $6.00/nlght/slte - Union River, Lost regulations, and remember... Creek & White Pine Extension (vault toilets only) :> DRINKING WATER - Water from the park's "Leave No Trace" of your visit. lakes and streams must be treated before use. Backpacking - $6.00/night/4 persons Water should be boiled for 5 minutes, filtered REGISTRATION - Every overnight camping Trailside Rustic Cabins - $35.00/$45.00/nlght :> through a 0.5 micron filter unit or chemically party must have a valid camping permit in their treated. Plcnjc Shelters - $35.00 - Presque Isle & Lake Gogebic possession while in Porcupine Mountains Wilderness State Park. Camping is not :> BEARS - Black bears are common in the Alpine Skiing Lift Rates Weekend permitted within ¼ mile of any cabin or road. Porcupine Mountains. To avoid problems, Weekday Weekend Holiday Maximum group size is 12 persons, including Category Weekday (Half Day) Holiday (Half Day) always: Hang food and gear at least 12 feet high Seniors (65 & up) $15.00 $10.00 $20.00 $15.00 leaders. and 10 feet from any vertical support. Do not Adult (18 · 64) $20.00 $15.00 $25.00 $20.00 Junior (13 • 17) $15.00 $10.00 $20.00 $15.00 cook in or near your tent. Secure garbage and Childern (12 & under) FREE FREE FREli FREE :> CAMPFIRES - Collect your wood responsibly, leftovers with your food. Keep identification, gather only sticks from the ground no larger than Cross Country Skiing Trail Fees money, car keys, eyeglasses, and any your wrist. Weekend Season Campfires are permitted in metal medication that you require on your person. Use Category Weekday Holiday Pass fire rings only. Keep your fire small and put it bear poles as the become available. Never feed Seniors (65 & up) $3.00 $5.00 $30.00 dead-out. A.dull (18 • 64) $6.00 $8.00 $60.00 or approach bears! Junior (13 • 17) $3.00 $5.00 $30.00 '.;hildern (12 & under) FREE FREE FREE :> HUMAN WASTE - Dispose of human waste in :> FIRST AID - Bring a well stocked first aid kit ;ki Rentals a "cat hole" 6" deep and 200' from any trail or and know how to use it. Be prepared to handle Complete Packages: Alpine or Nordic water. Cover the hole tightly with duff after use. emergency situations, help can be a long way Adult-$18.00 Children (12 & under)-$13.00 Carry out sanitary products. (High quality easy-to-use equipment - Raichle off. boots and Solomon step-in bindings, Head skis) ,nowboard Rental -$7/hour $15/½ day $25/day :> TRASH - It is your responsibility to carry out For additional information contact: ,nowshoe Rental - $18/day whatever you carry in. PORCUPINE MOUNTAINS WILDERNESS STATE PARK ,nowmobile Rental - $95/day to $110/day 412 SOUTH BOUNDARY ROAD :> TRAILS - Plan on muddy trails during snow ONTONAGON Ml 49953 l!otor Vehicle Permit melt and after rainstorms. Fallen trees are a Phone # TDD ti (Q06) 806·5278 1nnual ...... $20.00 (906) 886·6276 laily ...... $4.00 common occurrence and can make travel ;enior Annual (Ml Residents 65 & up) ...... $5.00 difficult. Always carry a map and compass. -, \. \':\'' \'" ·.·1.'· .~_,·1 :· \'.' 1.· t\' .:, I~ nn I am really looking forward to getting back to the Porcupine Mountains and I hope you are also. The following are some meeting times and deadlines you should be aware of.
Friday, September 19th - Permission slip and $30 (cash if at all possible)due. The $30 will cover transportation costs, campsite fees, and hiking permits. Because·of the large amount of interest it is important for you to meet this first deadline. If you do not have your permission slip and money to me by the due date I will open your spot up to someone else.
Sunday, October 5th, 6pm - A very short parent meeting. I feel it is important for the parents to meet before a trip of this type. During the meeting we will discuss departure times, return times, and a short overview of the trip. The meeting should not exceed 30 minutes.
Tuesday, October 7th in room A-15 during reading break - This will be our final meeting before the trip and we will finalize our equipment list, discuss proper packing, and go over any necessary procedures.
IF YOU HAVE ANY QUESTIONS OR CONCERNS BE SURE TO CONTACT BE EITHER IN THE SCIENCE OFFICE OR LEAVE A MESSAGE ON MY VOICE MAIL.
THANK YOU FOR BEING PART OF THE OUTDOOR CLUB
121. HIKING PACKING LIST
BACKPACK FOOT GEAR WITH ADEQUATE ANKLE SUPPORT AT LEAST 3 PAIR OF SOCKS (I PREFER A WOOL BLEND) WATER SHOES RAIN GEAR LONG SLEEVE SHIRT AND PANTS 1 CHANGE OF CLOTHES SLEEPING BAG SLEEPING PAD POCKET KNIFE SMALL FLASHLIGHT MEDICATION TOILETRIES WATER BOTTLES (2-3) r-ooo (2 BREAKFASTS, 2 LUNCHES, 1 D~~NER) EA Tl NG UT ENS I LS BUG REPELLENT ;_ HAT CAMERA EXTRA LASHING STRAPS
GROUP SUPPLIED EQUIPMENT TENT WATER FILTER STOVE 1ST AID KIT
FOR RESERVATIONS AND INFORMATION ABOUT \ PORCUPINE MOUNTAINS STATE PARK PLEASE WRITE: PARK MANAGER PORCUPINE MOUNTAINS STATE PARK 412 S. BOUNDARY RD. ONTONAGON, Ml 499S3 PHONE: (906) 88S-S27S FAX: (906) 88S-S798 TDD: (906) 88S-S278
122. APPENDIX S:
BLUE HAVEN HORSE STABLES INFORMATION
Page 124
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124. APPENDIX T :
RESULTS OF THE PRE-POST ASSESSMENT SURVEY
Pages 126-127
125. PRE vs. POST-ASSESSMENT SURVEY RESULTS Participants from the following activities filled out the survey.
Porcupine Mtn. Hiking trip (n = 7) Plover River ( n = 2 7) Horseback riding ( n = 5) Hwy Z clean-up ( n = 4) Lake Wausau ( n = 2) Razorback camping / fishing trip ( n= 11 ) Total number= 56
#'s 1 -9 dealt with environmental attitudes #'s 10-12 dealt with locus of control # 13 dealt with a sense of responsibility #'s14-15 dealt with behavior
SA= Strongly Agree A= Agree N= No opinion D= Disagree SD= Strongly Disagree
1. When outside, I usually do NOT notice the natural things around me like flowers, trees, and the clouds. SA A N D SD PRE= 0% 2% 9% 73% 16% POST= 0% 0% 0% 43% 57%
2. I enjoy hearing the sounds of animals such as birds and insects calling when I'm outside. SA A N D SD PRE= 54% 36% 9% 2% 0% POST= 59% 39% 2% 0% 0%
3. I think most of the concern about environmental problems has been exaggerated. SA A N D SD PRE= 4% 11 % 50% 21% 12% POST= 2% 7% 29% 45% 18%
4. More controls should be placed on industry and agriculture to protect the quality of the environment, even if it means that things that I purchase will cost more. SA A N D SD PRE= 2% 38% 32% 23% 5% POST= 9% 52% 23% 13% 3%
5. There are already enough laws to protect the environment. SA A N D SD PRE= 11 % 23% 30% 30% 5% POST= 3% 5% 27% 46% 18%
6. I do NOT think that recycling is worth all the time and trouble that it takes. SA A N D SD PRE= 0% 7% 3% 77% 12% POST= 0% 2% 2% 63% 34%
126. 7. I would be against any environmental regulations that would restrict my current lifestyle. SA A N D SD PRE= 5% 30% 57% 7% 0% POST= 2% 16% 39% 38% 5%
8. More land should be set aside for wildlife habitats. SA A N D SD PRE= 28% 55% 13% 4% 0% POST= 36% 59% 4% 2% 0%
9. I am concerned about how much waste is produced in this country. SA A N D SD PRE= 14% 38% 23% 18% 7% POST= 16% 61% 20% 4% 0%
10. I would like to get involved and help solve environmental problems. SA A N D SD PRE= 5% 18% 46% 20% 11% POST= 7% 27% 46% 14% 5%
11 . I often find it difficult to change my friends' minds about doing things to help the environment such as recycling and picking up litter. SA A N D SD PRE= 21% 34% 25% 14% 5% POST= 20% 34% 23% 18% 5%
1 2. The things that I personally do, do NOT have much effect on the quality of the environment. SA A N D SD PRE= 4% 39% 30% 27% 0% POST= 2% 29% 27% 34% 9%
13. I feel a sense of responsibility towards preserving and protecting our environment. SA A N D SD PRE= 11 % 48% 32% 5% 2% POST= 16% 70% 13% 2% 0%
14. If I see someone doing something that harms the environment, I will talk to them in an effort to persuade that person or group to stop that activity. (For example, try to talk to a friend who litters during lunch hour and never recycles aluminum.) SA A N D SD PRE= 4% 25% 41% 18% 14% POST= 5% 36% 38% 13% 9%
15. If I see an aluminum can on the ground while I'm out walking I will pick it up and recycle it. SA A N D SD PRE= 7% 29% 50% 12% 2% POST= 13% 59% 20% 9% 0%
127.