Management Plan - National Estuarine Research Reserve System

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Figure IX.7. Reserve exhibits in the Maine Coastal Ecology Center help tell the story of the ecology of theMaine coast.Farm, wildflowers and other Reserve plants, birdlife, signs of wildlife, estuarine ecology, and seasonaltopics in natural history. These tours are ledby docent naturalists and appeal to residents andtourists alike.Group Tours and Programs are offered to groupssuch as scouts, elderhostel, day cares, and othercommunity groups. These may be customized tothe particular interests of the attending group, butthey tend to focus on wildlife at the Reserve, estuarylife, or sandy beaches.hatchings and the return of birds. Timing of phenologicalevents are ideal indicators of the impactof local and global changes in weather and climate.Previously conducted tours have focused on owls,woodcock, vernal pools, coastal geology, celestialevents, fall foliage, and nocturnal life.Special Programs are two- to three-hour programsthat families or adults can experience together.Activities have included fish seining, casting wildlifetracks, viewing plankton under a microscope,and other hands-on fun.Seasonal Programs explore specific topics relatedto the phenology of the Wells Reserve (i.e., thestudy of plant and animal life cycle events, whichare triggered by environmental change, especiallytemperature). Many phenomena are included, fromfirst openings of leaf and flower buds, to insectFor Self-guided Group Trips, Wells Reserve educatorswork with community group leaders to customizetours that meet specific needs. Participantsare provided with equipment, curriculum materials,and background reading on their selected subjects.Self-guided Field Trip topics have included wading74 Wells National Estuarine Research Reserve
irds, beach exploration, seasonal monitoring, andbiological communities. Some trips explore naturethrough art or examine cultural history.ExhibitsThe Wells Reserve’s interpretive exhibits open awindow on the world of coastal research. Theydraw upon the resources of the site — its landand water, its plant and animal communities, its360-year human history — and demonstrate theimportance of stewardship to cultural identity andenvironmental health.The two major exhibit areas are the farmhouse(first floor) and the Maine Coastal Ecology Center(MCEC) exhibit wing. Exhibits in the farmhousedate to the early 1990’s and present informationon farm history, habitats, and the importance ofsalt marshes. The Wells Reserve intends to reviseor create new exhibits in the Visitor Center. Theexhibits within the MCEC describe currentresearch at the Wells Reserve and throughout theGulf of Maine, and build an awareness of how thatresearch links to resource management and personalchoice. Completed in 2002, these exhibits includea window view of the Research Laboratory, Gulfof Maine scientist profiles, the life history of clams,fish collection and study, live aquarium, planktoniclife, life in a salt marsh (diorama), the ocean’s tides,and watersheds and water quality.Trail/Site InterpretationInterpretive signs along trails and on buildingsgives visitors an opportunity for informal learningabout the site and its resources. The EducationDepartment works with the Laudholm TrustCommunications Coordinator to revise existingsigns and create new interpretive signage as fundingis available.The Wells Reserve Discovery Booklet series providesan opportunity for families to learn about severaltopics through an interactive trail booklet andassociated materials. These booklets are discussedin greater detail in F.2.Higher Education (includinginternships and mentorships)The Education Department works with collegesand universities that wish to use the Reserve as afield site for classes. Staff involvement varies withthe specific needs and interests of each institution.The Reserve also offers internships and volunteeropportunities for students pursuing degrees inecology, biology, environmental science, scienceeducation, and other similar courses of study.Off-site Programs and CommunityOutreachThe Wells Reserve’s educators are frequentlyrequested as speakers to community groups suchas garden clubs and environmental clubs. Theseoutreach presentations provide an opportunity foreducators to share recent developments in education,research, and stewardship with communitymembers, provide information about the Reserve,and raise awareness of volunteer opportunities atthe Reserve.As funding permits, the Wells Reserve plans todevelop additional K-12 outreach programs thatcan be taken to alternate sites and shared withadditional age groups.Citizen MonitoringThe Watershed Evaluation Team (WET) engagesmiddle and high school students and other communityvolunteers in water-quality monitoring.Hundreds of students have been involved since theprogram was started in 1992. This program providesan opportunity for students and communitymembers to be involved with real research and toactively contribute to the health of their naturalcommunities. In an effort to provide our data toothers who may find it useful, the WET data arenow available on the Wells Reserve website.With the availability of real-time data from theSystem Wide Monitoring Program (SWMP), theEducation Department plans to integrate this datainto the WET program. Several WET sites are alsoManagement Plan: Education Plan75
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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
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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 and 86: K-12 EducationThe Wells Reserve edu
Page 87: signs of wildlife, water quality mo
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: Appendix A-1Management Plan: Append
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Appendix A-2Management 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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