First Experience at My Very Own County Fair

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.


On Friday July 26th I was scheduled to go to the Hamilton County Fair in Webster City with the Conservation Station trailer. Now this fair happens to be my hometown county fair, but the thing is, I have never been to it before. In my time with Water Rocks!, I have worked at a lot of different small town fairs, so I was curious to see how the Hamilton Co. Fair compared, and what it had to offer.

Going to county fairs around Iowa is a cultural experience!  Some of the fairs are pretty small in size, but they’re filled with a lot of pride around the 4-H and FFA exhibits and the livestock, like the Chickasaw Co. Fair. This year I also attended some medium sized fairs, like the Johnson Co. Fair in Iowa City. I originally believed this one would be huge considering the location, but it was still highly focused on livestock with a few other trailers and activities. It did also offer some different food options, including a homemade ice cream stand which really caught my eye.

And of course there have also been a few large fairs that I have attended as well, such as the Great Jones Co. Fair and the Mississippi Valley Fair. Both of these fairs offer lots of different things. Jones Co. offers dirt bike races, fair rides, and concerts. This year they had TobyMac perform along with some other relatively popular artists. And as for the Mississippi Valley Fair, they had an entire building dedicated to kids activities including interesting speakers and a petting zoo. They also had plenty of rides and food stands that span probably close to a half of a mile. Plus they bring in big name artists such as Dan + Shay and Nickelback, just to name a couple.


Arriving at the Hamilton Co. Fairgrounds, what first came to my attention is that it is a relatively small fair, which I expected, but they had a midway and a really nice sized stage for the artists that would be playing the fair. This was quite surprising to me. I did not expect it to have all the different things that it had. There were quite a few livestock buildings, as most fairs have. Another thing that surprised me was the many different food vendors. There were the usual ones like corn dogs, funnel cakes, and lemonade, plus they also had a few that I would say are less common such as smoked barbeque, tacos, and a stand completely dedicated to chicken that went by the name of Chicken City. You know I’m all about the fair food!

Photos from http://www.hamcoexpo.com/fair/photos/ 

Now as for my overall experience at the Hamilton Co. Fair, it was good. One thing that was especially unique was that myself and my coworkers got to teach a 4-H STEM camp that was happening at the fair. We taught students from 3rd to 5th grade all about the Fabulous World of Wetlands!

 

Then after the camp, we were on site for 3 more hours, talking to other fair goers at our Conservation Station trailer and encouraging them to check out our hands-on interactive activities.  While the fair was on the smaller end of those we visit, all the conversations we had with people were great, as they were very interested in what we were trying to teach. Most of the people that we saw were really interested in the Enviroscape (our “Watershed Game”). Even though it was my hometown fair, I did not end up talking to anyone that I knew from high school or my local community.

County fairs seem to be a summer staple here in Iowa. I can now proudly say, at 19, that I’ve finally been to my own local county fair!  Next summer I will have to go back on my own time to experience everything else that the Hamilton Co. Fair has to offer!


Joshua Harms

 

The Awesome Junior Naturalist Adventures

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.

This past month I had the opportunity to help Polk Co. Conservation with two Junior Naturalist Camps at Jester Park. We did many different things to help encourage the 10-11 year old campers to explore nature around them. Each camp lasted four days and was led by Polk Co. Conservation naturalists. I was on site to assist with whatever was needed.


Day 1. Habitat Exploration Day.
The first day of camp started off with the kids making little creatures out of pipe cleaners and UV beads. These creatures would then be used later on for another activity. After they made their creatures, we played some name games to help everyone learn each other’s names.

The rest of the day was dedicated to habitat exploration. The kids got to explore three different habitats: a prairie, a pond, and a forest.

The first habitat we explored was the pond. The kids were given nets to try and catch some aquatic life to observe. They caught lots of different things including mussels, snails, minnows, and dragonfly larvae.

We then went on a hike which would take us through our next habitat of the day, the forest.The first part of our hike started with finding walking sticks. When everyone found the stick that they wanted we stopped at a nearby outdoor shelter where the kids were then able to decorate their walking sticks with colorful tapes. When everyone completed their walking sticks we continued our hike through the forest. We ended up coming across a creek which the campers were all wanting to explore so we stopped and allowed them to look around for a while. Many of them ended up putting mud all over their faces! We then continued on our way to our next stop where we tasked the kids with building shelters for their creatures that they made at the beginning of the day. The goal was to build shelters to protect the creatures from sunlight so that the UV beads would not change color. All of them made pretty good shelters and their creatures were successfully protected.

We continued our hike back to where we started, which was near our last habitat of the day, the prairie. Here the kids were able to use nets again, this time to try and catch bugs and other creatures to observe. They did that for a while and then we played a game of hide and seek in the prairie but this game had a twist. The person that is seeking can not go into the prairie; they must stay at the edge and see if they can see anyone. If they happen to spot someone they call them out by what color they are wearing and then that player is out. When the seeker can no longer spot anyone else they will turn around and close their eyes while all the hidden players stand up and take five steps forward. This game continues on until everybody but one is found. After we played a few rounds of the game we went back to the nature center where each of the kids would be getting picked up at the end of the day.


Day 2. Field Trip Day.
When everyone arrived we piled into a van to drive to Chichaqua Bottoms Greenbelt. This day entailed canoeing and a marsh exploration. When we arrived at Chichaqua we rounded up all of the needed supplies for canoeing. Then Andrew and Heidi, the two naturalists, explained all of the safety rules everyone must follow while canoeing. After they were done, we started on our canoeing adventure. During this time many people were looking out for different aquatic creatures. We ended up canoeing a long way and when we were finally done we put everything away and then moved on over to the marsh. The kids caught lots of different things there, including tadpoles, snails, crawfish big and small, water scorpions, baby bullheads, and a giant frog which they named Biggy Big Big. After a while of searching the marsh, it was time to head back to Jester Park as day two was coming to an end.


Day 3. Fishing Day.
After everyone arrived we started with some practice casting outside of the nature center. This gave all the kids the chance to try and catch some plastic fish and win some prizes. When they finished up with that we went down to the pond where we would be spending most of our day trying to catch some real fish. Several kids caught some fish – a few bluegills were caught along with a few bass. After several hours we went back to the nature center for a short time to do some knot tying. We did a few different knot tying competitions for a chance to win more prizes. And then we went back to the pond to continue fishing until day three was over.


Day 4. Final Day of Camp.
Day four included lots of different things. The first thing that we did was archery where each of the kids got a chance to shoot some targets and also try and shoot some balloons. After archery we went on an orienteering scavenger hunt which allowed the kids to use a compass to help them find different things and answer questions. The next thing that they did was fire building – yes, I said fire building! They worked in small groups to try and collect good materials for a fire. Then they were given different fire starting tools such as a magnifying glass and steel and striker to try and light a sustainable fire. After trying for a while each group had lit a fire, although most did not last as long as they hoped. No worries though as Andrew and Heidi lit their own fire and everyone was able to make themselves some s’mores! And finally to finish off the day the kids went geocaching using GPS devices to help them find the locations of a few different geocaches. When all of the activities were finished each camper was given a certificate and an official Junior Naturalist badge to show that they officially completed Junior Naturalist Camp.


Joshua Harms

 

The Epic Outdoor Classroom 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.

On May 7th Ann and I were tasked with an adventure to go teach 8 We All Live in a Watershed presentations at the Carroll County 5th Grade Outdoor Classroom. This adventure started at 7:15 when Ann and I left the parking lot. Our drive was about an hour and a half which isn’t much compared to some of the other epic journeys across Iowa that we have taken. After we arrived at Swan Lake State Park Nature Center in Carroll, we were met at the door by our contact Anjanette Treadway. She then showed us to the room in which our presentations would take place so that Ann and I could set up.

When Ann and I had finished setting up we made our way to the commons area where orientation was taking place with 170+ 5th graders and their teachers. During orientation Anjanette explained that one of the speakers did not show up. This speaker happened to be someone that was going to talk about bees/pollinators. As Ann and I heard this we started thinking if there would be any way that we could help Anjanette out. Now it just so happened that we had brought one of our pollinator games along with us because Anjanette had requested to borrow it for another event that she was hosting a few days later. So we came to an agreement that we would split up and I would teach a modified pollinator presentation while Ann would teach the watershed presentation. 

Now to be honest I was a little nervous because I had never taught an entire presentation by myself let alone 8. I had around 5 minutes to quickly come up with talking points to accompany the game. After I quickly came up with some talking points, I made my way to the place in which I would be teaching to start the epic adventure of doing 8 presentations all by myself. As the day of presentations went on I started to feel really comfortable with what I was doing plus I was also remembering more things that I could talk about.

I taught the students that pollinators actually complete the process of pollination on accident as they fly to different flowers looking for nectar. I also explained that these creatures are responsible for a lot of the different foods that we as people enjoy. After explaining the process of pollination and how important it is, I focused in on monarch butterflies in particular. I explained the super long journey that they take, known as migration. I emphasized that this journey comes with lots of different challenges and that led right into a game called Monarch Migration Madness.

The Monarch Migration Madness game is all chance-based. There are 10 circles in both the summer habitat (with each circle depicting a milkweed plant) and winter habitat (with each circle depicting an oyamel fir tree). I started off by giving each student a number, which represented which number circle they started on in the summer habitat. After they got to their starting positions, I counted down from 3 and then the students migrated to the opposite side of the room, where the winter habitat was, and at that point they could pick any number circle. The only thing is that there cannot be any more than 3 monarchs per circle. After they made their migration, I read a situation that would affect some of their habitat, removing the designated oyamel fir trees as called for in the situation. This game goes on for several rounds until there are only a few remaining monarchs. When the game was complete I then finished off with some different things that we as people can do to help our pollinator friends continue to thrive.

I was definitely a little worn out after the completion of all the presentations, but all that was left was to pack up and drive back to Ames so I wasn’t complaining. During the drive back Ann and I talked about how we felt our adaptation to the situation went. We came to the conclusion that it went quite well. As we eventually arrived in Ames we knew that the epic adventure had come to an end. It was an exhilarating and successful adventure—the students had FUN, they learned a ton about the environment around them, and I felt a lot more confident after giving 8 presentations on my own!

Joshua Harms

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

Dig Into Soil

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 of my monthly blog series highlighting our educational approaches working with youth, today I will be explaining our “Dig Into Soil” module which we present in classrooms with Water Rocks!. We start off our soil module with a trivia question as we always do. Next we explain the definition of natural resources and then ask students for some examples. Then we let the students know that Iowa has some of the best soil in the entire world.

Our next step in this module is to define soil – how is it different from dirt? Soil is alive! It supports us here on earth and we could not live here without it. Next we show the students a poster with pictures of different items to help them guess the different ways soil is used, including food, clothing, habitat, and filter (filtering our water).

Now that we have explained some of the very important things soil does, we move on to see how soil is formed. We go old school for this part, using a felt board to help show the different layers of soil. This includes bedrock, subsoil, top soil, many different species that live in the top soil, and many different things that grow out of the soil.

We continue by explaining that soil is endangered here in Iowa because it takes the earth 500-1,000 years to form 1 inch, but we are losing that inch in 20 years. The reason we are losing soil so fast is because of erosion, the process of soil being moved by wind and water.  Soil is most valuable in place, in our fields and gardens – it becomes a problem when it makes it to the water.

There are a few very important things that should be done to protect the soil. Keeping the soil covered is key, which can be done through mulching, planting trees and grasses, plus farmers can do no-till and cover crops.

Next we transition into a game that shows how important soil is, considering that nearly everything that we use comes from the soil. The game is called Six Degrees of Soil. In this game, we give the students an item and they have to work together in teams to figure out how to get from soil to said item in no more than six steps. An example that always makes students laugh is underwear. One would start with soil, next plant some cotton, then pick the cotton, then process that into thread, and lastly send it to a factory so they can sew it into underwear.

The last important topic we cover related to soil is decomposition. This process takes place when the different organisms break things back down into soil.  We explain that certain items get broken down quicker than others. To help the students understand this topic even better, we play another game. In the decomposition game, we give the students 5 different items and they must put these items in order from fastest to slowest in terms of decomposing.

We wrap up by asking the students for ways we can help protect the soil and protect the larger environment around us. Common conversation points include planting grasses and trees, no-till farming, reusable water bottles, taking your own bags to the grocery store, setting up a compost pile, organizing a trash pick-up day, etc. Finally we finish with the same trivia question that we asked at the beginning of our presentation.

Joshua Harms

Biodiversity Bonanza

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.

Biodiversity Bonanza is another one of our awesome classroom presentations with Water Rocks!. As we start all of our presentations, we introduce ourselves and then we ask the students a (pre-assessment) multiple choice trivia question: “What is biodiversity?”  After everyone has answered the question, we then explore the term biodiversity, asking the students to break the word into two parts, bio- and diversity. When the students define what bio- and diversity are, we then put the full word back together, explaining that biodiversity is all the different living things in a certain area.

We then transition to another important science term, ecosystem, which is a community of living organisms and their environment. At this point, it’s time for another game, our ecosystem guessing game, where students identify ecosystems from around the world.

After the game, we define the next amazing science term which is niche, defined as the specific job that each creature does within the ecosystem. We then continue by asking the students what it would be like if everybody in their school did the same job. The answers are usually like it would be boring or maybe a bit crazy. A diversity of niches keeps a school operating properly, and the same holds true for ecosystems! Then we play another guessing game where we show them a poster with a zoomed-in picture of an airplane wing. Students must try to guess what they’re seeing. After they eventually guess it, we then ask them what would happen if each of the rivets were a different species and what would happen if the rivets were to be pulled out one by one. The wing would eventually collapse, which ultimately represents the collapse of the ecosystem.

Next we use a banner to show the students the trophic level pyramid. After we explain the pyramid, we play a game of Biodiversity Jenga. In this competitive game, the Jenga blocks are painted in different colors that match the colors of the previously seen trophic level pyramid. We then pull situations out of a jar that determine which blocks are to be pulled out each round. It’s survival of the fittest – which team can keep their ecosystem standing the longest? We continue the game until one of the Jenga towers has fallen. We then recap some of the situations that took place during the game.

We want to be sure that students are thinking about biodiversity right here in Iowa, not just faraway places like the Amazon Rainforest, so we like to bring local species and examples into the conversation. In particular, we focus on the Topeka Shiner, a native fish (endangered species) whose habitat has been altered. They prefer to live in oxbows, with slow-moving water and surrounded by trees and other plants that keep the water temperature cool. Yet many of the oxbows have gone through a process called channel straightening, which makes the living conditions much harder for the Topeka Shiner.

So to allow the students to walk a mile in the Shiners’ shoes, we play a game called Musical Oxbows. This game is very similar to musical chairs except instead of using chairs we use carpet squares, painted to represent the meandering bends in rivers. This game also has situations that affect the available habitat for the Topeka Shiner – each round, a new situation is read which means 3-4 habitat spaces are removed. When the music stops, Topeka Shiners must find a spot in the oxbow or they are eliminated! As this game continues, eventually there will only be a couple Topeka Shiners remaining and then the game is complete. Again, we ask the students to recap the different situations that affected the Topeka Shiner, to help solidify those concepts in their minds.

The last few things that we talk about are few different solutions/ideas of what we can all do to protect nature around us. Lastly, we have them answer the same trivia question that we asked at the beginning of the presentation, which helps us to evaluate our effectiveness in the classroom. We then send the students on their way and reorganize our posters, rebuild each Jenga tower, pick up Musical Oxbows, and more — resetting for the next class which usually starts in just 3-5 minutes!

Joshua Harms

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