Management Plan - National Estuarine Research Reserve System

More documents

Recommendations

Info

Coastal Training ProgramThe Wells Reserve recognizes that the actions oflocal and regional decision-makers can largelydetermine the character of southern Maine’scoastal areas. To assist municipal officials andother resource managers whose work affects coastalenvironments, the Reserve develops programs thatwill provide them with applicable science-basedinformation, techniques, and tools.The Coastal Training Program (CTP) holds thevision that people managing coastal resourcesalong the Gulf of Maine will value those resourcesand will understand the long-term environmental,social, and economic consequences of their managementdecisions and actions.The following CTP objectives were developedin 2002 through a market analysis and needsassessment:◊◊◊◊◊Respond to audience-identified needs forscience-based information and technologyrelevant to coastal stewardship.Identify and translate emerging research andtechnology tailored to the needs of coastaldecision-makers.Present the results and implications of researchconducted at the Wells Reserve to local andregional audiences.Work with partners to foster dialogue andcollaboration among individuals and groups,and across disciplines and jurisdictions aboutcoastal environmental stewardship.Develop and evaluate innovative communicationstrategies and delivery methods for effectivetranslation of science to lay audiences.The market analysis and needs assessment suggestedtwo primary training themes for the program: 1)land and resource conservation; and 2) pollution,runoff, and water quality. Nine training topics willreceive priority consideration:◊◊◊◊◊◊◊◊Assessing cumulative impacts of planningdecisions on natural resources.Conserving wildlife habitat.Conserving wetlands, marshes, and vernalpools.Economic and tax implications of landconservation.Water quality in rivers, streams, and ponds;Use of Best Management Practices for waterquality protection.Stormwater runoff impacts: sediment, pesticides,fertilizers, impervious surfaces.Ecological concepts and scientific fundamentals,information, and resources.CTP objectives are accomplished through formalworkshops, trainings and conferences. These eventsare collaboratively planned and implemented withpartner groups such as Southern Maine RegionalPlanning Commission, Maine Sea Grant CollegeProgram, Maine Coastal Program, Casco BayEstuary Project and the Great Bay NationalEstuarine Research Reserve. A suite of less formalbut equally effective CTP strategies includemembership in working groups addressing specificcoastal management issues (such as marine invasiveplants and animals); participation on advisoryboards of partner organizations; consultationswith CTP audiences; and attendance at municipalmeetings providing expert testimony on coastalmanagement.The CTP program is managed internally by theCTP Coordinator who works collaboratively withthe Education Coordinator, Education Associate,Stewardship Coordinator and StewardshipAssociate. This team communicates regularly tocollectively manage Wells Reserve CTP events andto integrate the research, monitoring, stewardshipand education activities that have objectives relevantto coastal management decision-makers.◊Balancing growth and economic developmentwith quality of life, recreation, agriculture,forestry, and wildlife habitats.70 Wells National Estuarine Research Reserve
K–12 EducationThe Wells Reserve education programs targetingschoolchildren and youths are aligned, to theextent possible, with national science standardsand specific educational standards established bythe State of Maine. Maine Learning Results (Stateof Maine, 1997) are standards that express whatstudents should know and be able to do at variouscheckpoints during their education. LearningResults challenge communities, schools, and teachersto work together in implementing effectiveinstructional strategies to achieve high expectationsfor all students. The Education Coordinatorand Education Advisory Committee have identifiedMaine Learning Results associated with mostWells Reserve educational offerings.Field-and-Lab School ProgramsWater Quality Monitoring Field Studies Programwas launched as a natural outgrowth of theWatershed Evaluation Team (WET). This programprovides the experience of scientific work andintroduces teachers and students to the values ofwater quality monitoring. Participants collect watersamples, do laboratory analyses, discuss watershedissues, and view estuarine exhibits. This hands-onprogram includes a comprehensive Teacher Packetthat provides background information and activitiesfor use before and after school field trips.Figure IX.3. Taking a salinity reading.Figure IX.4. Students learning about ecology.The Education Department plans to integrate theSystem Wide Monitoring Program (SWMP) datawith this field trip program. Reserve educators willincorporate activities that use SWMP data into theTeacher Packet to familiarize teachers and studentsalike with SWMP, the NERR System, and creatingand interpreting graphical representations of data.The field trip program itself will evolve to includea guided visit to the Wells Reserve’s SeacoastWatershed Information Manager (SWIM) website,which links to the SWMP data. Visiting theSWIM website and using SWMP data during thisprogram will educate students and teachers aboutlocal resources for learning about and protectingcoastal watersheds.Microscopic Drifters is a plankton curriculum thatintroduces participants to the variety of planktonoccurring in the Gulf of Maine as well as toestuarine systems and food webs. It covers planktonidentification, life histories, seasonal populationfluctuations (and blooms, including red tides), bioluminescence,and other topics. Participants visitthe estuary to collect plankton samples and thenreturn to the teaching laboratory to view planktonwith dissection microscopes, learn from Reserveeducators, and share their observations. MicroscopicDrifters leads to increased awareness of the importanceof plankton, greater knowledge of planktonecology, and greater appreciation for the intricateweb of life in the estuary and sea. This hands-onprogram includes a comprehensive Teacher PacketManagement Plan: Education Plan71
Page 3 and 4:
Wells National Estuarine Research R
Page 5 and 6:
Table of ContentsAcknowledgments..
Page 7 and 8:
Representation on the Reserve Manag
Page 9 and 10:
Objectives and Strategies.. . . . .
Page 11 and 12:
XIII. Volunteer Plan.. . . . . . .
Page 14 and 15:
xiiWells National Estuarine Researc
Page 16 and 17:
I. OverviewIntroduction to the Rese
Page 18 and 19:
Exhibits and Interpretive Trails; P
Page 20 and 21:
The Wells Reserve requires specific
Page 22 and 23:
II. IntroductionThe Value of Estuar
Page 24 and 25:
Figure II.3. Biogeographic regions
Page 26 and 27:
1.2.3.Address coastal management is
Page 28 and 29:
Department of of CommerceNational O
Page 30 and 31:
16 Wells National Estuarine Researc
Page 32 and 33:
III. Wells NERR SettingPhysical Set
Page 34 and 35: Figure III.3. The two principal wat
Page 36 and 37: Wells Reserve campus and adjacent s
Page 38 and 39: 230 bird species and at least 32 ma
Page 40 and 41: landscapes are assuming a suburban
Page 43 and 44: IV. Strategic Plan29
Page 45 and 46: Objective 2: Optimize educational u
Page 47 and 48: V. Accomplishments33
Page 49 and 50: Figure V.2. Chris Feurt, the CTP Co
Page 51 and 52: Figure V.4. The barn complex was co
Page 53 and 54: ◊With partners (U.S. Fish and Wil
Page 55 and 56: VI. Administration41
Page 57 and 58: RMAManagerEducationResearch & Stewa
Page 59 and 60: ◊The York County Audubon Society,
Page 61 and 62: The Reserve Manager serves as the c
Page 63 and 64: Figure VI.4. An October sunrise gra
Page 65 and 66: VII. Facilities andConstruction51
Page 67 and 68: ◊Make facilities available to par
Page 69 and 70: Figure VII.2. The Reserved Life Est
Page 71 and 72: Killing House (early 1900’s)This
Page 73 and 74: Estate and are currently privately
Page 75 and 76: VIII. Public Access61
Page 77 and 78: Figure VIII.2. An artist at work by
Page 79 and 80: Figure VIII.4. A family enjoys a wa
Page 81 and 82: IX. Education and Outreach67
Page 83: Strategies◊ Work with partners to
Page 87 and 88: signs of wildlife, water quality mo
Page 89 and 90: irds, beach exploration, seasonal m
Page 91 and 92: X. Research and Monitoring77
Page 93 and 94: Figure X.1. Jeremy Miller (right) a
Page 95 and 96: System-wide Monitoring ProgramThe N
Page 97 and 98: tions concerning the sustainability
Page 99 and 100: permit, the Research Department als
Page 101 and 102: XI. Stewardship87
Page 103 and 104: ◊◊◊◊◊Protect pristine hab
Page 105 and 106: Reserve cooperates with the followi
Page 107 and 108: will monitor this site (and others
Page 109 and 110: Figure XI.6. The Wells Reserve Stew
Page 111 and 112: XII. Reserve Boundary andAcquisitio
Page 113 and 114: Proposed Changes to the Reserve and
Page 115 and 116: Figure XII.2 (top): The main stems
Page 117 and 118: By expanding its boundary the Wells
Page 119 and 120: forests, and wetlands. It has habit
Page 121 and 122: Conservation EasementThe Wells Rese
Page 123 and 124: XIII. Volunteers109
Page 125 and 126: Figure XIII.1. Beach Profiling volu
Page 127 and 128: XIV. Communications113
Page 129 and 130: images, and cultivates interest in
Page 131 and 132: AppendicesAppendix A: Memoranda of
Page 133 and 134: Appendix A: Memoranda ofUnderstandi
Page 135 and 136:
Appendix A-1Management Plan: Append
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Management Plan: Appendix A127
Page 143 and 144:
Page 145 and 146:
Management Plan: Appendix A131
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Appendix B: ConservationEasementsMa
Page 157 and 158:
Appendix B-1Management Plan: Append
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Management Plan: Appendix B153
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Appendix C: State of MaineLegislati
Page 181 and 182:
Appendix C-1Management Plan: Append
Page 183 and 184:
Page 185 and 186:
Management Plan: Appendix C171
Page 187 and 188:
Page 189 and 190:
Appendix D: Rules forPublic UseMana
Page 191 and 192:
Appendix Das part of the Reserve. T
Page 193 and 194:
Appendix D(a) No person shall remov
Page 195 and 196:
Appendix D(a) Third through fifth g
Page 197 and 198:
Appendix E: NaturalResource LawsMan
Page 199 and 200:
Appendix Ecomponents of the Program
Page 201 and 202:
Appendix Eability of these areas to
Page 203 and 204:
Appendix ETowns experiencing less g
Page 205 and 206:
Appendix Emust be in place before a
Page 207 and 208:
Appendix F: FederalRegulations—NE
Page 209 and 210:
Appendix Ffor resource management p
Page 211 and 212:
Appendix F(b) The biogeographic cla
Page 213 and 214:
Appendix Fzone. Key land and water
Page 215 and 216:
Appendix Fminor construction projec
Page 217 and 218:
Appendix Finterests therein, for an
Page 219 and 220:
Appendix Fagencies and/or private o
Page 221 and 222:
Appendix Fand the additional compon
Page 223 and 224:
Appendix FResearch Reserve System.(
Page 225 and 226:
Appendix FDC 20235. The following m
Page 227 and 228:
Appendix FThis typology system refl
Page 229 and 230:
Appendix Fthe boring clam Playdon,
Page 231 and 232:
Appendix FC. Inlet type. Inlets in
Page 233 and 234:
Appendix FB. pH Regime: This is ind
Page 235 and 236:
Appendix G:CZMA—Section 315Manage
Page 237 and 238:
Appendix GIn developing the guideli
Page 239 and 240:
Appendix H:Wells National Estuarine
Page 241:
Appendix HWells National Estuarine
show all

Management Plan - National Estuarine Research Reserve System

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?