Ecological Monitoring Field Guide

Welcome, junior ecologists! This guide will help you conduct baseline monitoring for your native plant restoration project on campus. Remember, careful observation and detailed recording are key!

1. Site Overview

• Location: Describe the exact location of your potential restoration site on campus (e.g.,

Plant ID Challenge: Native vs. Invasive Categorization

Objective: To accurately categorize local plant images as native or invasive to Albuquerque and provide brief justifications, enhancing identification and ecological understanding.

Materials:

• Ecological Monitoring Field Guide
• Local Native Plant ID Guides (books/apps)
• Printed images of 10-15 native and invasive plants common to Albuquerque (e.g., Four-wing Saltbush, Apache Plume, Chamisa, Tumbleweed, Russian Olive, Sahara Mustard). Each image should be numbered and printed as a separate card.
• Two large poster boards or sheets of paper per group, labeled "Native Plants" and "Invasive Plants."
• Glue sticks or tape.
• Timer

Instructions:

1. Setup (Teacher Prep): Before class, print out large, clear images of 10-15 different plants found in Albuquerque. Ensure a mix of obvious natives, common invasives, and a few trickier ones. Print each plant image on a separate card and number them. Prepare two labeled poster boards for each group. Also, consider creating a master answer key for your reference.
2. Team Up: Students should remain in their small groups (3-4 students).
3. The Challenge (12 minutes):
   • Distribute the plant image cards to each group.
   • Each group receives their Ecological Monitoring Field Guide and any other native plant ID resources.
   • On "Go!", groups must work together to categorize each plant image as either "Native" or "Invasive" to the Albuquerque area. They will glue or tape the plant image cards onto the corresponding poster board.
   • For each categorization, they should be prepared to briefly explain why they placed it there (e.g., characteristic features, known habitat, impact on local ecosystems).
   • The teacher circulates, offering hints if necessary and encouraging discussion.
4. Review & Discuss (3 minutes):
   • After 12 minutes, call time.
   • Have each group briefly share their categorization for a few challenging plants, explaining their reasoning.
   • Reveal the correct categorizations, using the Our Patch, Our Plants Slide Deck or prepared visuals to show images and key features of each plant.
   • Facilitate a short discussion on why certain plants are classified as native or invasive and the implications for restoration.

Scoring (Optional):

• Groups earn points for correct categorization.
• Bonus points can be awarded for strong justifications.

Site Assessment Worksheet

Group Members:

Date:

Potential Site Location: (Be specific! Include landmarks, cardinal directions, etc.)

Section 1: Site Characteristics

1. Sunlight Exposure: (Circle one) Full Sun (6+ hrs) / Partial Sun (3-6 hrs) / Shade (less than 3 hrs)

2. Water Availability: (Describe proximity to irrigation, downspouts, natural runoff paths, etc.)
   
   
   
   
   
   
   

3. Soil Observations:

   • Color:
     
   • Texture: (Rub a small amount between your fingers. Is it sandy, silty, clayey, or loamy?)
     
     
     
     
   • Compaction: (Is the soil hard or loose? Easy to dig?)
     
     
     
     

4. Slope of Land: (Circle one) Flat / Gentle Slope / Steep Slope

5. Human Impact: (Describe any foot traffic, trash, existing infrastructure, etc.)
   
   
   
   
   
   
   

Section 2: Current Vegetation (Using Quadrat)

• Place your quadrat randomly within your chosen site. For each plant species inside the quadrat, try to identify it (using your ID guide) and estimate its cover.
• If you can't identify a plant, describe it and give it a temporary name (e.g.,

Site Assessment Worksheet Answer Key

Note to Teacher: The answers for Section 1 and Section 2 will vary greatly depending on the specific site students choose on campus. This answer key provides guidance on what to look for in student responses and examples of typical observations in Albuquerque.

Section 1: Site Characteristics

1. Sunlight Exposure:

   • Expected Student Response: Students should accurately observe and circle the dominant sunlight exposure for their chosen site. For Albuquerque, many open campus areas will be Full Sun. Shaded areas might be under large trees or buildings.
   • Teacher Check: Does their selection align with their site description and actual sun exposure?

2. Water Availability:

   • Expected Student Response: Descriptions might include:

Restoration Reflection: Our Patch, Our Plants

Name:

Date:

1. One Key Takeaway: What is one important thing you learned or realized today about native plant restoration, ecological monitoring, or site selection?
   
   
   
   
   
   
   

2. One Lingering Question: What is one question you still have about native plant restoration, ecological monitoring, or how our project will move forward?
   
   
   
   
   
   
   

Restoration Design Challenge: Our Campus Oasis

Objective: Using the baseline data collected from your chosen site, design a preliminary native plant restoration plan for a small section of your school campus. This challenge will help you apply your ecological understanding to a practical conservation effort.

Materials:

• Your completed Site Assessment Worksheet from the previous lesson
• Ecological Monitoring Field Guide
• Local Native Plant ID Guides (books/apps or online resources for plant characteristics like sun/water needs)
• Large sheets of paper or poster board for design (1 per group)
• Markers, colored pencils, or crayons
• Rulers

Instructions:

1. Review Your Data (10 minutes): As a group, thoroughly review the baseline data you collected from your chosen potential restoration site on your Site Assessment Worksheet. Discuss the key characteristics of your site: sunlight, water availability, soil type, existing vegetation (native vs. invasive), and human impact.

2. Brainstorm Native Plants (15 minutes): Based on your site's conditions and your knowledge of local native plants, brainstorm a list of 5-10 native plant species that would thrive in your chosen area. Consider:

   • Which plants are well-adapted to Albuquerque's climate and soil?
   • Which plants provide ecological benefits (e.g., pollinator support, erosion control)?
   • Which plants will contribute to the aesthetic appeal of the site?
   • Use your Ecological Monitoring Field Guide and other resources to confirm plant suitability.

3. Sketch Your Design (30 minutes): On a large sheet of paper, create a scaled drawing or detailed sketch of your proposed restoration area. Your design should include:

   • A clear outline of the restoration site boundaries.
   • Labels for different native plant species and where they will be planted.
   • Any proposed changes to the site (e.g., removal of invasives, addition of small irrigation features, pathways).
   • A legend indicating plant species and other features.
   • A brief justification for your plant choices and design elements.

4. Prepare for Presentation (10 minutes): Practice presenting your design to the class. Be ready to explain:

   • Why your chosen site is ideal.
   • The native plants you selected and why.
   • How your design addresses any challenges identified during baseline monitoring.
   • The potential ecological benefits of your proposed restoration.

Discussion Prompts:

• What challenges did you face when trying to match native plants to your site conditions?
• How might your design impact local wildlife?
• What are the next steps to implement your design? (e.g., getting approval, sourcing plants, preparing the soil)