Faces of Conservation: Marty Adkins

This blog post is part of the Faces of Conservation series, highlighting key contributors to Iowa Learning Farms, offering their perspectives on the history and successes of this innovative conservation outreach program.

Martin “Marty” Adkins – Assistant State Conservationist for Partnerships at USDA Natural Resources Conservation Service (NRCS)


What has been your role with Iowa Learning Farms?
My involvement with ILF has evolved over time but can be broken down into three main categories. I’ve provided guidance and advice from my own background in conservation as a member of the ILF Steering Committee, witnessing ILF’s growth and expanding contributions to the conservation landscape here in Iowa. I have also served as a NRCS liaison on ILF projects to which NRCS contributed funding. I’ve also enjoyed a couple of opportunities to contribute musically to the Water Rocks! program.

What was the purpose of ILF during your involvement?
I think the whole idea of building a culture of conservation speaks to the mission of ILF, providing important outreach and education from its base at ISU. Through active partnerships with the Iowa Department of Agriculture and Land Stewardship and NRCS, the program has made a lasting impact on the statewide conservation landscape.

The outreach through field days, webinars and workshops extends the value of research and technical development at ISU – taking the information and practices to the stakeholders that can use them most. Programs like ILF have really been an important part of building momentum in education and continuing to push for more sustainable agriculture and improvements in Iowa’s ecosystems.


How has working with ILF changed you?
I think the biggest impact ILF has had on me is providing me the opportunity to work with so many great minds and leaders, to learn from them, and to collaborate on important solutions. In other words, when you hang out with people that know more than you do, you can learn a lot from them. The last 15 years have been an amazing time of change and learning in agriculture. I’m excited about the growing number of people and organizations in all sectors that recognize their responsibility to protect soil, water and other natural resources.

What are your fondest memories of working with ILF?
One event that stands out was a landowner meeting for the Conservation Learning Labs project that Bill Northey (Iowa Secretary of Agriculture at the time) joined. His presence not only signaled the State’s commitment to water quality improvement, but also gave the landowners a chance to share their concerns and thoughts at the highest level.

Attending a workshop with new farmers last summer was also a great experience. Seeing the energy and enthusiasm combined with thirst for information on sustainable practices was fantastic.

The other really fun part of working with ILF was having the opportunity to write and record a couple of songs with the Water Rocks! team.


Why are water quality and conservation outreach important to you and to Iowa?
What makes Iowa really special is the quality of our agricultural soil and landscape. It’s imperative to the future of our state and our larger place in the world for Iowa to be doing a great job in building and conserving our agricultural soils and landscapes. Water bodies are a reflection of the landscape, and if we are not doing a good job taking care of the soil and land, the water bodies are going to reflect that failure.

I am passionate about my family, faith and the sustainable management of soil, water and other natural resources. Being able to make a difference in Iowa has given personal meaning to my career. This is wonderful work that we get to do, and I am delighted to be in a position to help work for the present and future quality of the environment, our state, our economy and our communities.

If you could look 15 years into the future, what one thing would you like to see as a result of ILF activities?
I would like to see a green landscape nine months of the year—green being the dominant color of the landscape when there isn’t snow on the ground. My hope for Iowa is that it will be a green place, not a brown place.

In closing…
Everyone should recognize what a great resource ILF is for the people of Iowa. Any citizen, whether farmer, nonfarmer, city or rural dweller that cares about what kind of world they live in, what kind of landscape we share and what kind of water flows through it, can benefit from the groups like ILF which help to build sustainability for Iowa.


 

4-H Day Camp Adventure

Today’s guest blog post is provided by Joshua Harms, part of the Iowa AmeriCorps 4-H Outreach program, serving with Water Rocks! in 2018-19.

Friday April 19 was truly an adventure. Jack and I were helping out with the Outdoor Adventure Day Camp down by Chariton, put on by ISU Extension and Outreach and the AmeriCorps 4-H Outreach Program.

Our day of adventures started bright and early. We had around a 2 hour drive ahead of us and that may seem long to most but we were used to it. As we started our journey I turned on some music to help make the drive more enjoyable. This drive consisted of going south along the interstate, some other major highways and even some back roads. After the 2 hours had come to an end, we had finally arrived at our first destination of the day, Pin Oak Marsh, which is right outside of Chariton. Now we were a little bit early, so after we hauled our things inside we had time to look around the nature center and see all that it had to offer. There were turtles and fish but there were also plenty of different taxidermied animals. Also along the wall were many different fur pelts.

The Outdoor Adventure campers were in 3rd-5th grades. When all the students arrived on site, the program commenced and we started out with some ice breaker games to help everyone get to know one another. After the ice breakers, the students were shown the stream table. The stream table shows how a stream moves based off of the landscape that is around it. The students then went on a nature walk while Jack and I set up the materials for our “We All Live in a Watershed” presentation.

When the students returned from their hike, we started our watershed presentation where we went over the importance of watersheds and how it’s what we do on the land that affects our water. By the end of the presentation the students understood that many of Iowa’s rivers are heavily polluted because of all of our human development. We also explained to them different things that we can all do to help hopefully clean up some of our rivers.

Now that Jack and I had finished our presentation, we had to pack up all our materials and head to our second location of the day, which was Stephens State Forest (about 20 minutes from Pin Oak Marsh). As we got to the forest, we ended up getting lost and had no idea where we were at or where we were going (despite following Google maps for directions). This day was an adventure in many ways! So as we were parked for a few minutes trying to figure out what we were going to do, I pulled up a map of the park. The map did not help initially, but we did know that we had to turn around because we were at a dead end! As we made our way back from where we came, we came across someone who was able to tell us where we were and how to get to where we needed to be. So we finally made it to our destination, AND we were still on time!

The students at the Stephens State Forest Day Camp were in 6th-12th grades, with their camp focused on state parks, nature exploration, art, and photography. While Jack and I were setting up our materials, the group that we were going to be teaching went on a nature hike to take photos. The group was super late getting back – yet another adventure! — so we had to shorten our presentation down a lot. Water Rocks! folks are really good at being flexible and adapting. Even with the shorter time, we could tell that the students still had fun and got a lot of information from our presentation. After wrapping up, we packed up all of our materials and put them back in our van. We then started our 2 hour journey back to Ames where our day of adventure began. This just goes to show that every day is a new adventure with youth outreach and Water Rocks!.

Joshua Harms

Rockin’ Carroll County with Water Rocks! Days

It’s always exciting to see the Water Rocks! messages and lessons create a ripple effect to reach well beyond the direct activities of our small team. In Carroll County, under the guidance and creative leadership of Anjanette Treadway, human services program coordinator in the Carroll County Extension Office, the ripples are gaining momentum and turning into a tidal wave of activities for elementary and middle school students across the county.

Anjanette is responsible for supporting STEM (science, technology, engineering and math) education for kindergarten through third grade in county schools. She is also the “conservation education” champion for all students up through the sixth grade.

She uses the Water Rocks! programming and materials to make waves in classrooms and beyond. Two major events that she produces in Carroll schools are a field day for third-graders, and a sixth-grade environmental field day.

During the summer of 2018, Anjanette also coordinated a six-hour day camp program open to all fourth- through sixth-grade students in Carroll County. She anticipates continuing this in future summers to provide education and outreach to students regarding the importance of environmental awareness and conservation.

Anjanette learned about Water Rocks! from a colleague in 2015. “My co-worker brought me some of the materials from the program and encouraged me to get involved with Water Rocks! to learn more,” said Anjanette. “I’m certainly glad I did. Water Rocks! provides an expansive set of activities and content which is applicable for all elementary and middle-school grades.”

She continued, “The Water Rocks! team has done an excellent job of aligning programming and educational resources with the Next Generation Science Standards (NGSS) and statewide curriculum requirements for STEM advancement. And the materials provided in the workshops and summits are ready to use in the classroom – something that is very helpful for teachers who are time-stressed and in need of creative and innovative ways to engage students.”

The third-grade conservation field day has become Water Rocks! Day, comprising hands-on outdoor activities and games as well as participation from key specialists and teachers. The next Water Rocks! Day will be held in May 2019.

Before Water Rocks! Day, Anjanette visits the classrooms and provides introduction to the Water Rocks! conservation lessons and plants some seeds with the students. “The students and the teachers get very excited about the music and the lessons from Water Rocks!,” she noted. “One teacher loved the musical element enough to provide copies to the school’s music teacher to suggest they explore using it in the music classroom as well.”

The introductory lessons get students up and moving as well. The students are outside, running, getting dirty, investigating such things as where water will run off from the playground and other tangible lessons which tie in to the classroom instruction.

On Water Rocks! Day, Anjanette sets up many of the fun Water Rocks! activities including Biodiversity Jenga, Creature Cache, Habitat Hopscotch, Wetlands Bingo and the Poo Relay. The Water Rocks! team presents its We All Live in a Watershed module, and other specialists present related material. In addition, the students participate in nature walks to extend the lessons beyond the classroom to incorporate their own observations.

For the sixth-grade Environmental Field Day, the lessons are more intensive, incorporate water quality topics as well as the core conservation message and involve guest presenters. At the most recent event, presenters included the naturalist from the Carroll County Conservation District, a speaker from Saving Our Avian Resources (SOAR), a raptor rehabilitation center, the Water Rocks! team from Iowa State University, and teachers – who were delighted to get a chance to step out of the classroom and teach in a different style.

Starting in 2018, the Environmental Field Day now also includes a Water Rocks! Assembly program with live music and skits. “The field day started with different presentations and lessons, leading to the capstone of the day, a ‘rock concert’ assembly program. Of course, it’s not all rock music, but the atmosphere among the performers, kids and teachers sure made it feel that way,” she commented.

Ann Staudt
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Looking to book a Water Rocks! Assembly in your neck of the woods? Limited openings remain for May, and we are also booking for the summer months!

What the heck is habitat?

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Adam Janke | Assistant Professor in Natural Resource Ecology and Management and Extension Wildlife Specialist, Iowa State University

I have seen a wide gamut of responses to the question posed in the title of this post. While preparing for my Ph.D. candidacy exams, I was asked a version of this question as it related to ducks and agonized over the response for months (you’ll see elements of my answer below). In another extreme, I recently posed the same question at a meeting and received an enthusiastic, unequivocating answer of, “corn fields.” I’ll spare you the details of why it is that Iowa’s 13.2 million acres of corn are almost certainly not a limiting feature for ducks, but suffice it to say that my mental picture of habitat for ducks (wetlands) was starkly different from this respondent’s own mental image (corn fields). Same word. Same question. Drastically different responses.

The mental image we conjure of “habitat” depends on two factors:

The first factor, is what kind of habitat we’re talking about. Habitat the noun is functionally meaningless without the clarifying help of one or more adjectives like “pileated woodpecker habitat”, “duck nesting habitat” or “winter pheasant habitat”. Asserting, “I’m creating habitat” could simultaneously mean you’re building a flat-roofed building where Common Nighthawks will nest or you’re restoring the Regal Fritillary butterfly and it’s host plants to a native prairie. Same word. Drastically different meanings.

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What “habitat” means varies widely between species, like mallards (left) who make use of a diversity of wetlands, ponds, and fields, and pileated woodpeckers (right) who are picky in their selection of large tracts of mature forests. (Photos by Adam Janke and Pixabay )

The second factor, is the one that gave me so much anxiety in anticipation of the question during my candidacy exams. That is, what features of habitat are most limiting for a species of wildlife, and how do we know? Biologists are taught to remember Leibig’s Law of the Minimum. Without information on how limiting any one resource is, we’re left only guessing and often fail to see desired responses to habitat restoration that miss the mark on limiting factors. To uncover limiting factors we must take measurements, which presents its own challenges because wildlife are hard to observe (hence the ‘wild’ part). Volumes in my professional discipline are written on the issue of “imperfect detectability” and overcoming this observational challenge is the source of substantial frustration.

Thus, to answer “what the heck is habitat” in Iowa, or any landscape, we need to make some assumptions. Leading to the chronically unsatisfying assertion — “it depends” — as the prevailing answer to the question.

However, I think it safe to make a few generalizations to answer this question. To do so, I’m going to lean on the collective expert opinion of 74 of my peers that recently responded to a survey I sent to attendees of the annual Iowa Habitat Partners Conference (two of those attendees and conference organizers are featured on this month’s episode of The Conservation Chat). These 74 wildlife biologists from across the state were asked to rank “the ‘quality’ [of each practice] as habitat for pheasants, quail, and other farmland wildlife in Iowa.” I standardized each participant’s response so that each ranking ranged from 0, the lowest habitat quality score, to 100, the highest.

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Mean (± standard deviation) ‘habitat quality’ ratings from 74 wildlife biologists in Iowa asked to rank the quality of each habitat type for ‘pheasants, quail, and other farmland wildlife.’

Here’s the generalizations that emerged:

  • Any changes to the status quo are improvements in habitat quality for farmland wildlife. 93% of respondents gave corn-bean rotations or continuously grazed pastures their lowest habitat quality score.
  • Natural, perennial features like wetlands, prairies, and rotational pastures are higher quality.
  • Diversity in plants and vegetation structure matter, as reflected by the negative attitude of the group towards ‘Non-diverse’ CRP fields and continuously grazed pastures.
  • Larger patches of vegetation rate higher than smaller ones, as reflected in the higher ratings of whole-field CRP fields, wildlife areas, and wetlands, over small patches like stream buffers, prairie strips, and ‘odd areas.’

Beyond these generalizations, the wide range in respondent rankings clearly conveyed little consensus on the quality of individual features in the absence of additional clarifying details on the species or places in question. Here we find the final point of consensus.

Immediately after I hit “send” on the survey, a chorus of cries of “it depends” and “this isn’t fair!” came echoing back to my inbox from every corner of the state. Biologists, trained to think critically about limiting factors, plant diversity, patch size and connectivity, and a whole suite of other factors determining the ‘quality’ of any given ‘habitat’, insisted on answers to questions like “What factors are already limiting”, “What species”, “What part of the state” and so on in their emails.

I smiled receiving these emails because this skepticism, intuition, and critical thinking about what the heck is habitat is exactly as it should be.

Adam Janke

The Fabulous World of Wetlands

Today’s guest blog post is provided by Joshua Harms, part of the Iowa AmeriCorps 4-H Outreach program, serving with Water Rocks! in 2018-19.

As a continuation from last month’s blog, I will be explaining another one of our great modules with Water Rocks!. Our presentation over wetlands has many interesting and important facts along with a few games as well. The module is meant to feel like the students are on a game show and we are their game show hosts. This presentation, like all the others, has been fine-tuned by our team to make it run super smoothly in the classroom with elementary and middle school students.

Our Fabulous World of Wetlands module starts with an audio “field trip,” where we have all the students close their eyes as we play some sounds from out in nature. We then ask them what different sounds they heard. After they have given us some of the different creatures they heard, we ask them where they think the sounds were recorded, hoping that they eventually answer wetlands. We then ask them to answer a trivia/evaluation question to establish their baseline understanding of the subject.

We then continue into our first game, a guessing game in which the students have to try and guess what the three main characteristics of wetlands are (hydric soils, presence of water, and water-loving plants). After the students eventually get all three things, sometimes with the help of some hints, we move on to show them three objects that represent the three main jobs of wetlands. The first object is a coffee filter and we explain that wetlands filter the water and leave it cleaner after it passes through the wetlands. The second object is a sponge and we explain that hydric soils store water like a sponge would if it was dropped in a bucket of water. The third and final object is a small house, which we use to explain that wetlands are a habitat to many different creatures. After we get done explaining the three jobs we have the students repeat them to lock the knowledge into their brains.

We then transition to talking about some certain creatures that rely on wetlands, particularly migratory birds and butterflies. We ask the students to think about if we were all to get on a bus and take a long journey down to Texas, what would be some reasons that we would stop on our journey? They usually answer with things such as food, water, bathroom, sleep, etc. We then explain that for those same reasons that we would stop, birds and butterflies need those same things and they stop at wetlands to take care of all of it along their journeys. This leads us into the next game which is Habitat Hopscotch. This game involves different states that are on the birds’ and butterflies’ migratory paths, as pictured above. But there is a twist—there are some situations that remove wetlands in certain states, which means we remove that state from the game. We then go through all the situations one-by-one, and by the end of the game, there are only three of the original ten squares remaining. That means there are not many wetlands left for the birds and butterflies to stop at!

After the completion of Habitat Hopscotch, we show two maps of Iowa, one of what Iowa looked like 200 years ago and the other one of present day Iowa. What we are showing the students is that our state used to be almost all prairie and wetlands but now the state is mostly covered by corn and beans. We then let them know that 90% of our original wetlands have been converted into other things. We also tell them that 99.9% of our state’s prairie land has also been converted. But it’s not all bad news—there has been good work with farmers to restore both prairie and wetlands on part of their land, which is great for all the creatures that call wetlands home.

This leads us into our game of Wetlands Bingo, which allows the students to see many more of the creatures that live in wetlands. After each wetland bingo, we ask that student a trivia question that gives them a chance to win a prize. When we have had multiple winners, we then finish with the same trivia/evaluation question that we did near the beginning of our presentation. We also leave each classroom teacher with a set of Wetland Bingo cards, so they and their students can continue learning about the Fabulous World of Wetlands and all the amazing creatures that call wetlands their home!

Joshua Harms

Apply today for Water Resources Summer Internship!

Have an interest in the environment, conservation, and agriculture, particularly water and soil quality?  We are seeking undergraduate student interns for our summer 2019 Water Resources Internship Program who are self-motivated, detail-oriented, strong communicators, enthusiastic, and have a sense of fun! Interns’ time will be split between outreach and research, all centered around environmental issues and challenges in Iowa.

Visit the 2019 Water Resources Internship Program webpage for additional information and complete application instructions. Applications close Thursday, January 31 at 5:00pm.

Summer interns will have the opportunity to:

  • Work with two exciting Iowa State University education and outreach programs:
  • Develop strong oral communication skills as you help children and adults better understand environmental and agricultural issues
  • Travel throughout the state of Iowa with the fleet of three Conservation Station trailers
  • Contribute to water and soil quality research projects in ISU’s Department of Agricultural and Biosystems Engineering
  • Gain technical skills related to agricultural and biosystems engineering, environmental science, soil health and water quality through both field and lab research

Highlights from the 2018 Water Resources Internship Program. 

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How to Apply:
Required application materials include:

  • PDF Resume (Be sure to include your GPA, major, and previous work experience)
  • PDF Cover Letter (Tell us what interests you about this internship and why you’d be a great fit!)

Internship application deadline is 5:00pm on Thursday, January 31, 2019. Please submit your complete application package to Liz Juchems via email – ejuchems@iastate.edu.

Liz Juchems

Give a Little, Learn a Lot

As the end of the year approaches, please consider a tax-deductible gift to Water Rocks!, investing in the next generation of Iowans, inspiring them to protect our state’s water, land, and wildlife!

Water Rocks! and the Conservation Stations have fanned out across Iowa for years to raise awareness for water quality and conservation issues among growing audiences. We’ve won awards and gotten lots of cheers, but as they say, that won’t put dinner on the table—or clean water in your glass.

While our music video “It’s All About That Bog” delivers a message about wetlands, for today “It’s All About That Green”—the green that we need to keep the programming moving forward. We’ve got a top-notch education program, and we need your help now more than ever before.

Please help us continue to bring Iowans from every walk of life these important messages about the water and natural resources we all share.

What makes Water Rocks! and the Conservation Stations work:

  • Hands-on demonstrations and practical educational sessions
  • Using music and the arts to attract, engage and teach audiences of every age and background
  • Combining science, research and fun to build understanding of land management, biodiversity, watershed dynamics, conservation challenges and solutions
  • Financially attainable by schools with shrinking or nonexistent budgets—enabled by financial support to Water Rocks! from donors across the state

Please “Give a Little”, to help bring high-quality conservation outreach and education programming to schools, outdoor classrooms, fairs and community events so the next generation of Iowans can “Learn a Lot.”

To contribute, visit the Iowa State University Foundation’s Water Rocks! gift portal, www.foundation.iastate.edu/waterrocks.  Thank you so much for your consideration!