By Ranger Steve Mueller
Ernest Thompson Seton and his naturalist partner studied caribou, arctic hares, wolves, arctic foxes, Canada Geese, Lapland Longspurs, Ptarmigans, and many other animals when they explored the arctic tundra in 1907. He headed north from the Eastern Deciduous Forest Biome where we live to explore a vast and relatively unknown arctic biome.
He wondered if caribou and musk ox still survived with the onslaught of uncontrolled shooting. He hired local native people to guide him north through known country and then ventured farther into an unknown landscape with the use of sketchy maps created by early explorers.
When I lead groups through various habitats in the deciduous forest biome at Howard Christensen Nature Center or Ody Brook Nature Sanctuary, I focus attention on the succession of animal communities in habitats. Lichens and mosses colonize bare ground and are followed by a variety of plants in succession from grasses, herbs, shrubs, and trees. Associated with each set of plants are specific animal communities of greatest interest to people. The animals can only survive when associated with appropriate plant communities. The plants sustain many animals that become prey for other animals.
Farm fields at Ody Brook and HCNC were abandoned and became good study sites. At the site that later became Ody Brook, the farmer drove his tractor and equipment through the creek in spring and found it problematic so two 5-acre fields were abandoned. This also stopped the stirring of sediments that would cover trout eggs. Farming was abandoned in one field during the 1970’s and the other in the late 1980’s. At HCNC, the farm field was abandoned in the early 1960’s.
Habitats became qualitative observation areas (general overviews) when HCNC was established in 1974 for students in the Kent Intermediate School District. Observational field trips were led to help students understand succession relationships in nature niches. Qualitative studies are a good introduction to science but provide limited evidence required for making supported conclusions.
When I became director at HCNC in 1986, we established a study plot where students could learn how to gather quantitative data (detail numerical observations) in the abandoned field. The study plots supported school curricula expectations in science, mathematics, social studies, language arts, and art classes. The field trips allowed students to gather detailed quantitative data with hands-on learning experiences that helped apply classroom “book learning” to real-life applications. Quantitative studies supported the students general qualitative impressions made on discovery hikes at the nature center.
As society becomes more urban and suburban, people have fewer opportunities to learn the importance of qualitative or quantitative farming and wildland ecology values or their importance and how they are essential for maintaining a sustainable society. Farmers need quantitative observations to know when to treat insect infestations because qualitative is not accurate enough. They also need to know how to properly space crops. Following my departure for HCNC, the Kent Conservation District that assumed management of HCNC removed the quantitative study plot in the field. Quantitative studies in wildland communities require long term detailed data collection, and require coordination and integration among a variety of subject areas. Teachers need classes to return yearly and have students gather data for current classes to analyze to make valid scientific conclusions using data from previous years. Science, math, art, social studies, and writing teachers need to coordinate together for student learning to be most effective. Students need guidance to apply connections among art, math, science, and social studies.
What does this have to do with Seton’s arctic expedition? He spent the summer recording general qualitative observations but he also gathered some scientific quantitative evidence. Both are useful. Qualitative observations provided a general appearance of occurrences but quantitative evidence provided detailed records with specific numbers, species, and plant growth that would be useful for documenting changes over time. That is what students were gathering between 1986 and 2005 at HCNC. Detailed long-term data collection is necessary to make valid conclusions. In the arctic Seton made initial qualitative observations that set the stage for quantitative studies to follow. He also gathered quantitative data by collecting animal and plant specimens. Representative animals were shot for the American Museum of Natural History. The opened the stomachs of animals to document food eaten as well as documented behaviors observed.
It was not until Dr. Curtis provided detailed quantitative data from Lake Michigan Dunes that concept of plant succession was supported with adequate quantitative scientific evidence for valid analysis and conclusions. His model is now used worldwide. Quantitative studies are essential. Quantitative studies are not perfect but further repeatable studies allow scientific debate and corrections. Quantitative science is self-correcting. Most of us did not receive that kind of education as students. I didn’t. Modern curricula better prepares students with the help of places like HCNC. Unfortunately field trips have become fewer even though they are vital for helping students apply content learned in classrooms. Cedar Springs used to visit HCNC regularly with all grades from K through fifth. Parental encouragement at schools may help reinstate them. Lily’s Frog Pad Inc. has now assumed management of HCNC and we will see where the future leads learning. HCNC has expanded opportunities beyond school groups to community programming.
Natural history questions or topic suggestions can be directed to Ranger Steve (Mueller) at the email@example.com Ody Brook, 13010 Northland Dr, Cedar Springs, MI 49319-8433.