Management Plan - National Estuarine Research Reserve System

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that provides background information and activitiesfor use before and after school field trips.Field-Based School ProgramsExploring Estuaries gives elementary schoolchildren in southern Maine, and portions of NewHampshire and Massachusetts, the chance tospend a day at the Wells Reserve learning aboutcoastal ecology. Begun in the early 1990’s as aprogram for fourth graders, this program nowaccommodates either third, fourth, or fifth gradersfrom each participating school. The hands-onprogram includes a comprehensive Teacher Packetthat provides background information, and activitiesfor use before and after school field trips, and aField Journal. During Exploring Estuaries sessions,students are divided into groups of 10 or fewer.Each group visits several learning stations in fourReserve communities, where docent naturalistslead educational activities. By focusing on localhabitats and watersheds, Exploring Estuaries helpsstudents to make connections between their everyday actions and the health of our waterways andthe ocean.For Self-guided Field Trips, Wells NationalEstuarine Research Reserve educators work withteachers to customize tours that meet specificneeds. Participants are provided with equipment,curriculum materials, and background reading onselected subjects. Self-guided Field Trip topicshave included wading birds, beach exploration,seasonal monitoring, and biological communities.Figure IX.5. A docent heads out on a tour.Some trips explore nature through art or examinecultural history.The Wells Reserve Discovery Booklet series providesan opportunity for participants to learn aboutseveral topics through an interactive trail bookletand associated materials. There are booklets on fivedifferent topics at two grade levels (K-2 and 3-6),providing ten booklets from which teachers andstudents can choose. Each participant receives his/her own booklet and the group borrows a backpackkit for use with the activities outlined in the booklet.This resource appeals to younger children andteachers who are not familiar with Reserve trails,but who do not want a guided program. Thesebooklets are popular among families exploringReserve trails as well.Day CampsJust for Kids camps are half-day nature camps on avariety of topics for children ages 6-9. Kids explorehabitats, play games, learn about intriguing scienceexperiments, and create crafts.Junior Researchers is a one-week program offeringexperiential science activities for kids betweenages 9 and 11. Children in this program explorethe Reserve’s habitats, observe researchers at work,and even assist with researchers’ tasks. Throughthis program, youths obtain a foundation in coastalscience and ecological principles.Advanced Junior Researchers is a two-week programoffering experiential science activities foryoung people aged 11 to 13 years. Participantsin this program help scientists make measurements,use the laboratory equipment, and do otherresearch activities. Advanced Junior Researchersalso develop and complete group research projectsduring their day camp and have one overnight stayat the Reserve.Teacher/Educator TrainingThe Education Department offers teacher trainingson a variety of topics including estuarine ecology,72 Wells National Estuarine Research Reserve
signs of wildlife, water quality monitoring, theProject Learning Tree Curriculum, and more.Teachers gain technological proficiency by usinglab facilities that include dissecting and compoundmicroscopes and water-quality testing equipment.In addition to teacher trainings and consultationsprovided as part of K–12 programs, the WellsReserve offers occasional workshops for educatorsseeking continued education. Workshops areoften collaborations between the Reserve and itspartners.The Education Department provides lesson plansand suggests activities in response to specific inquiriesfrom teachers and other educators. The WellsReserve also distributes the educator handbookWhat is Ecology? An Introduction to Ecologythrough Estuaries.Docent Naturalist TrainingThe Wells National Estuarine Research Reserve hasan active docent naturalist program through whichvolunteers are trained to lead programs for schoolgroups, community groups, and the general public.The docent corps is essential to programs such asExploring Estuaries, Water Quality MonitoringField Studies, WET, and Interpretive Walks.The Education Department ensures that docents arewell trained through special workshops. Docentsare required to complete extensive training (e.g.,24 hours of training for Exploring Estuaries) andshadow experienced docents before leading tourson their own. After a docent has completed thetraining and led tours on their own, they are askedto attend a minimum of four docent-training sessionsper year. Additional enrichment opportunitiesare available monthly through our Lunch ‘nLearn series, and other educational offerings fromthe Wells Reserve and its partners (such as EveningLectures and Public Programs).Public ProgramsA diverse mix of programs is offered to residents,tourists, and community groups throughout theFigure IX.6. A researcher explores estuarine sciencewith a student in the Junior Researchers program.year. These programs may be indoors or outdoors,general or specific, directed or interactive.Between May and September, the Wells ReserveLecture Series offers monthly presentations byspecialists on a variety of topics (e.g., marine mammals,wildlife rehabilitation, seabirds, the underseaworld, insects of the marsh, and estuaries aroundthe nation). Each year, the Reserve offers a newslate of presenters and programs.The Lunch ‘n’ Learn series is an informal lunch timelecture program that occurs September throughMay. These lectures often highlight Reserveresearch, natural history topics of local relevance, orstaff and volunteer travels. Participants are encouragedto bring a brown bag lunch to eat while theylearn.Docent-led Interpretive Walks are offered onweekends in June and most days of the week in Julyand August. They address the history of LaudholmManagement Plan: Education Plan73
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Wells National Estuarine Research R
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Table of ContentsAcknowledgments..
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Representation on the Reserve Manag
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Objectives and Strategies.. . . . .
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XIII. Volunteer Plan.. . . . . . .
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xiiWells National Estuarine Researc
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I. OverviewIntroduction to the Rese
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Exhibits and Interpretive Trails; P
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The Wells Reserve requires specific
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II. IntroductionThe Value of Estuar
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Figure II.3. Biogeographic regions
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1.2.3.Address coastal management is
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Department of of CommerceNational O
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16 Wells National Estuarine Researc
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III. Wells NERR SettingPhysical Set
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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 and 84: Strategies◊ Work with partners to
Page 85: K-12 EducationThe Wells Reserve edu
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
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Appendix A-1Management Plan: Append
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Management Plan: Appendix A127
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Management Plan: Appendix A131
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Appendix B: ConservationEasementsMa
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Appendix B-1Management Plan: Append
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Management Plan: Appendix B153
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Appendix C: State of MaineLegislati
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Appendix C-1Management Plan: Append
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Management Plan: Appendix C171
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Appendix D: Rules forPublic UseMana
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Appendix Das part of the Reserve. T
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Appendix D(a) No person shall remov
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Appendix D(a) Third through fifth g
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Appendix E: NaturalResource LawsMan
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Appendix Ecomponents of the Program
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Appendix Eability of these areas to
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Appendix ETowns experiencing less g
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Appendix Emust be in place before a
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Appendix F: FederalRegulations—NE
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Appendix Ffor resource management p
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Appendix F(b) The biogeographic cla
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Appendix Fzone. Key land and water
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Appendix Fminor construction projec
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Appendix Finterests therein, for an
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Appendix Fagencies and/or private o
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Appendix Fand the additional compon
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Appendix FResearch Reserve System.(
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Appendix FDC 20235. The following m
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Appendix FThis typology system refl
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Appendix Fthe boring clam Playdon,
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Appendix FC. Inlet type. Inlets in
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Appendix FB. pH Regime: This is ind
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Appendix G:CZMA—Section 315Manage
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Appendix GIn developing the guideli
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Appendix H:Wells National Estuarine
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Appendix HWells National Estuarine
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