As part of the "Adventures in Science Program" in the first semester, (ENV 101 "Ecosystems"), the class planted a school eco-habitat. This habitat area, found in the area between the two wings of the McCort/Ward building, is planted with a variety of trees, shrubs and flowers that are indigenous to the mid-Atlantic area of the United States. The layout of the area and the suggested plantings were designed by Chris Upton, a landscape designer experienced in eco-landscaping. Over the past year, several other plants have seeded themselves, such as thistle and several forms of ground cover.

The purpose of the eco-habitat is to provide a study in the growth of native plants and a habitat for animals attracted to these plants. Our classes have also added some weather observation instruments. There are two posts with thermometers, and a precipitation gauge is also on one of the posts. As of February 1999, the area is still in progress, as more plants need to be put in, as well as some other components. Over the next few months, several of these items will be added.

This project is designed to cover two semesters, Spring and Fall 1999, to allow students to observe changes as they occur seasonally. We will start in March 1999, and continue to December 1999. In this way, a span of seasons can be seen, from early spring to early winter. The project will also include some physical maintenance of the area, mainly in the form of trash collection and minor "grooming". (Although the area is to be kept as natural as can be, we will try to keep out tall wild grasses, dandelions and the like.) A couple of teams will have areas with only one or two plants, but they will be making additional plantings or other preparations, such as the proposed pond.

The objectives of the project are as follow:

• To provide an opportunity to observe seasonal changes to flora and fauna in a protected environment;
  
• To observe the effects of climate on the habitat area;
  
• To observe the effects of human behavior on a habitat area;
  
• To study the connectedness of all objects within the habitat area;
  
• To apply the rules of nature to our everyday lives in ways that we better can protect our environment

You will achieve these objectives in a variety of ways, all of which are to be recorded in a diary or journal that you keep over the next two months. (You will continue this journal next semester, in ENV 101, "Ecosystems".) Your observations will be based on what occurs within an assigned area of the habitat, which will be broken down into eight sections, with a team of 4-6 students assigned to each section. The last week of class, your team will present reports of their observations to the class. Each person will turn in their journal. In addition, you will individually turn in a short subjective written item about your observations. This written "report" can be from 1-4 pages, in the form of a poem, story, narrative --- the decision is yours.

1. Obtain a bound journal, such as the one shown to you in class, for recording your observations. (No loose-leaf or spiral notebooks are allowed.) Make observations of your area at least once a week (twice is better!). The journal will be turned in on April 30th, the last day of class. (50% of project grade) Entries should note such things as:

• Identity of plants and other objects "permanently" found in your assigned section.
  
• Documentation of all changes in growth of plants (include when leaves area; changes in height; bud formation; production of flowers or berries, etc.)
  
• Signs of animal life or sightings of animals; identify animals as best you can
  
• Documentation of changes in the ground: is it dry, moist, cold warm
  
• Signs of stress to plants --- can you tell why?
  
• Amounts and types of trash you pick up in your area
  
• Documentation of any changes you make to your assigned area, as pulling "weeds" (what kind?), adding compost or mulch, etc.
  
• Weather patterns: with each observation period, note the temperature; was it clear, cloudy? Was there any wind? Was it raining? Has it rained? Was a front moving in?
  
• Observe what is happening in "habitat areas" of your section. Pay close attention around bases of buildings; around rocks and logs. Note changes as they occur.
  
• Note the times of sunrise and sunset each day. (Can be found in local newspaper or weather sites on the Internet.) Can you correlate these times with changes in the plant life within your section?

2. Prepare an 8-10 minute report with your team to be presented to the class on April 26 or 28. This report should summarize your findings as recorded in your journals and any additional work you did with your particular assigned area. Each team member should participate in some way, such as speak; prepare posters or other visual aids; write on blackboard, etc. Indicate in your journal the names of the participants and their responsibilities. (25% of project grade)

3. Write a 1-4 page subjective description of your observations. This can be in the form of a newspaper article, fictional story, narrative, poem, etc. This is your chance to do your "thing"; be creative! (25% of project grade)

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TEAM NUMBER	TEAM MEMBERS
Section #1	Tom Anderson, Beth Arway, Brad Banks, Caroline Borolla, Anne Bowles, Kerry Buckman and Danielle Carchedi
Section #2	Lindsay Johnson, Beth Loftus, Michael Dumont, Stephen Schatz, Brad Clark and Angel Compton
Section #3	Michelle Diaz, Eric Dornbusch, Stephanie Dyson, Bob Eckert, Michael Feld and Denise Getchius
Section #4	Louis Ginocchio, Jamie Gordon, Charlie Hudson, Dan Hunt, Elizabeth Jernigan and Sarah Kaska
Section #5	Liz Kelly, Brian Kovacs, Christine Lee, Nick Ludington, Megan McDevitt and Andrea Miller
Section #6	Megan Monzo, Laura Myers, Marjorie Orsono, Nicole Perry, Kristen Pokrywa and Emily Powell
Section #7	Cara Rambusch, Jackie Rebok, Chivonne Remeika, Eric Riccio, Joe Rosko and Beth Sabo
Section #8	Courtney Schafer, Laura Shuey, Paige Smith, Missy Stenger, Colleen Walsh, Dan Walthen and Stacia Cardille

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