ReGreen Springfield's Environmental Education Programs

2015
Environmental
Education &
Outreach
Programs
1 Federal Street
Springfield, MA 01105
Phone: (413)285-3056 http://www.regreenspringfield.com

Table of Contents
 Summary……………………………………………………. 2
 Objectives
 Mission Statement
 About ReGreen Springfield………………………………... 3
 ProgrammingInformation………………………………… 4
 Highlights
 Bud Bingo………………………………………………….. 5
 Bark Bingo………………………………………………….7
 Leaf Bingo…………………………………………………. 9
 Local Mammal Pelts……………………………………… 11
 Know Your Tracks!……………………………………….. 15
 EmRiver Table…………………………………………… 33
 Tree Climbing Demo…………………………………….. 35
 Build Your Own Aquifer…………………………………. 36

2015 ENVIRONMENTAL EDUCATION & OUTREACH PROGRAMS - MARCH 2015 2
Summary
This workbook aims to provide information regarding the employment of environmental education
opportunities within the city of Springfield, Massachusetts. Included, the reader will find adequate
resources to successfully, and efficiently host prospective events.
Objectives
We aim to provide the urban youth with a healthy recreational outlet, catalyzed by
enthusiastic, well-qualified, and positive role models. Environmental education,
specifically, is the focal point. The presence of such programming will ensure the
future integrity of ecological function both inside, and outside the borders of
Springfield, Massachusetts.
Mission Statement
Through our tree advocacy efforts, ReGreen Springfield has collaborated with
businesses, community organizations, educationalpartners and government agencies
to promote the reforestation of Springfield, improve growing conditions for trees
and engage new allies in tree care and monitoring.
ReGreen Springfield realizes that strength of our city in found in the neighborhoods.
With that as the foundation for our work, we have embarked on an effort to partner
with civic associations, religious institutions, businesses and other advocacy groups
to assist in helping to ‘regreen’ the city.
via: http://www.regreenspringfield.com

About ReGreen Springfield:
Recent events, including the June 2011 tornado, and the October 2011 snowstorm, have created a
great opportunity to apply the latest knowledge and professional practices of urban forestry to
ensure healthy and vigorous trees will once again line the streets of the neighborhoods affected.
With your help, Springfield will be able to regreen the devastated neighborhoods and restore its
urban forest canopy.

Programming Information
Highlights
Workbook Contents:
 Activity summary/directions
 Appropriate age groups
 Material costs
 Necessary worksheets
 Time needed
 Follow-Up programming (when applicable).
*For Massachusetts Science Curriculum Standards, see:
http://www.doe.mass.edu/stem/standards/standardsdraft.pdf

BUD BINGO
Summary: ‘Bud Bingo’is a simple variation to the common board game,
Bingo.Instead ofletters and numbers, the name of a local tree species is called. Each
participant will receive a randomized 5x5 ‘Bud Bingo’card at the beginning ofeach
session. The cells of the card will each contain pictures of various different local tree
buds (24 unique species + 1 free space).The name of each species will also be
included. The caller must be well-versed in both the identification ofthe species, as
well as species’ historicalsignificance to the area.
Randomized Bingo cards can be generated here: http://www.eslactivities.com/picturebingo.php
Disclaimer: If using the above website, be sure to set printer to landscape mode.

Materials/Costs:
 Randomized Bingo Cards – Color printing costs for ~ 30 8 ½ x 11 in.
sheets
 150 pk. Bingo Chips x 2 – $4.00
 Prizes
 Up to organizers’ discretion. Previously successfulprizes include:
 Pre-planted Sunflower pots - $1.00/pot
 Environmental coloring books – $4.00/book
 Starter seed packets - $0.50/packet
Age(s): 8-18 (To increase difficulty for older students, remove common name from cards,
or replace the common name with the scientific ‘Genus species’ nomenclature.)
Time: Approx. 1-2 hours
*For picture folders, contact: surban@regreenspringfield.org
* The following page will include a sample card generated by
http://www.eslactivities.com/picturebingo.php

Bark Bingo
Summary: ‘Bark Bingo’is a simple variation to the common board game,Bingo.
Instead ofletters and numbers, the name of a local tree species is called. Each
participant will receive a randomized 5x5 ‘Bark Bingo’card at the beginning ofeach
session.The cells of the card will each contain pictures of various different local tree
bark (24 unique species + 1 free space).The name of each species will also be
Materials/Costs:
sheets
 150 pk. Bingo Chips x 2 – $4.00
 Prizes

Leaf Bingo
Summary: ‘LeafBingo’is a simple variation to the common board game,Bingo.
Instead ofletters and numbers, the name of a local tree species is called. Each
participant will receive a randomized 5x5 ‘LeafBingo’card at the beginning ofeach
session.The cells of the card will each contain pictures of various different local tree
leaves (24 unique species + 1 free space).The name of each species will also be
Materials/Costs:
sheets
 150 pk. Bingo Chips x 2 – $4.00
 Prizes

Local Mammal Pelts
Summary: Animalpelts and skulls offer the audience a tactile medium to
engage with.The presentermust be well-versed in the presentation ofthe furs,
the animal’s life history,ecological importance to the area, and the adaptations
the animal possesses.
* Pelts and skulls are owned by the United States Fish and Wildlife Service. To access,
contact information will be included. A transfer of property and travel arrangements must be
coordinated.
Contacts:
 Barry Parrish, Silvio O. Conte National Fish and Wildlife Refuge Manager
(barry_parrish@fws.gov)
 Tasha Daniels, Watershed on Wheels (tasha_daniels@fws.gov)
 Laurel Carpenter, Park Ranger and Watershed on Wheels coordinator
(laurel_carpenter@fws.gov)
Age(s): 6-18
Time: Approx. 1 hour (depending on the depth and intricacy of explanation)
*The following pages will include pictures of furs/skulls, and potential talking points for each.

Beaver: Herbivorous. Very dense, oily fur and
webbed feet – suitable for its aquatic nature.
Highly prized during the fur trade. Largest
North American rodent, sometimes reaching
~65lbs. Ecosystem engineers, often completely
changing local ecology due to construction of
dams and lodges. Considered a pest in some
areas. Large orange teeth (due to iron
abundance); especially strong enamel for
gnawing through wood. Eyes situated on the
top of skull allowing for efficient vision while
swimming with head exposed.
River Otter: Carnivorous. Member of the
weasel family (Mustelidae). Semi-aquatic. Webbed
feet. Very dense, oily fur, which aids in keeping
the animal dry. Streamline body, and long tail to
act as a rudder while the animal is swimming.
Often prey upon beaver kits. Loosely fused
vertebrae for extreme flexibility and highly
aerobic swimming abilities.
Bobcat: Sole feline left that is native to the
Northeast. Carnivorous. ~35lbs on average.
Front facing eyes, and extremely good vision –
making them excellent predators. Name derived
from the animal’s ‘bob’ tail. Fur is extremely soft,
dense, and long – excellent for trapping copious
amounts of oxygen (high insulating value). Fur
variation coincides with geography.

Fisher: Popularly, ‘fisher cat’, although not a feline.
Name is derived from an old Dutch word for
‘fierce’ – So, literally, fierce cat. (Member of the
weasel family, like the otter. Note the similarities,
and differences to the otter. Terrestrial, though
often can be found nesting in dead standing trees.
Excellent climber. Notably, prefers porcupine over
any other prey item. Vocalizations are often
territorial or made when threatened. Sounds like a
screaming baby.
Coyote: Common local canid. Often travel in small
(2-3 individuals) socialgroups, though often sound
much larger due to the nature of their vocalizations.
~45lbs on average. For the most part, these animals
are carnivorous – Diet consists primarily of small
rodents, but are known to occasionally dine on fruit
and vegetable matter. Felines are the only ‘true
carnivores’. Characteristicof most canines, these
animals have a long snout – allows for more surface
area to house specialized olfactory cells.
Red Fox: Another local canine. Slightly smaller
than the coyote. Vibrant orange pelt. Large, bushy
tail to aid in counter-balance during athletic
movement. More prevalent than its distant relative –
the Grey Fox. Extremely common. Listed as ‘least
concern’ by the IUCN. The species has strong
anthropogenic ties – its range often coinciding with
the presence of humans (as they are popular for
their pelts, and their recreational value to hunters)

Grey Fox: Last surviving member of the genus
Urocyon – considered the most primitive of all
living canids. Native to most of North America,
though largely outnumbered and outcompeted
by the Red Fox, which has almost exclusively
been a product of human advancement. Unlike
the Red Fox, they are excellent climbers. They
are slightly smaller, as well. Fur coloration is
another differentiating quality.
Striped Skunk: All of the kids will immediately
know this one. Extremely common, especially so
in urban environments. Omnivorous – meaning
they eat both meat and plant matter, but perhaps
more notably, the trash that we leave outside.
Have the ability to spray a foul smelling liquid
from their anal scent glands. This, of course, is a
defense mechanism employed when they feel
threatened. Like bears, skunks remain fairly
inactive during the winter months. Individuals will
den together and their metabolic function will
slow as they wait for the weather to get warmer.
Ermine: Another local mustelid, and notably, the
smallest carnivore in North America. White pelt is
used to show the seasonal variation within pelt
color. Of course, the white and thicker coat is the
winter morph, while the brown is the spring
morph. Explain to kids the benefits of camouflage.
Refer back to Otter, and Fisher for similarities and
differences among animals that are members of the
same family.

Know Your Tracks!
Summary: This activity is geared primarily for the winter months, thoughit
has practicaluse throughout the year.Students will each be given a handout
(see p. 16) to complete at the start of the session.It is a simple matching
worksheet in which the student will match the local mammalto its
correspondingtrack.Urge the students to carefully analyze the pictures of each
mammal,as there are many clues to help determine a successful match.For
example, the beaverhas webbed hind feet.“Do you see any tracks that are
webbed?” Before moving on,be sure to explain the correct answers to the
students. Next,distribute 4-5 worksheets ofthe students choosing to each
participant.These worksheets will be included below. Each worksheet will have
the track of a local mammaldrawn to scale. Let the students trace their foot
over the track to betterunderstand the size of the animal. Upon completion,
the student will have a tracking portfolio to use at home.
Resources:
http://files.dnr.state.mn.us/education_safety/education/project_wild/animal-tracks.pdf
^ Life size scale animal print worksheets
Materials/Costs:
 Color Printing Costs
 Pens/Pencils
 Projector (optional): Efficient way to discuss the answers to the “Know Your
Tracks” Worksheet.
Age(s): 6-10
Time: approx.1 hour

KNOW YOUR TRACKS!
A.
American Black Bear
B.
Bobcat
C.
Coyote
D.
Striped Skunk
E.

Moose
F.
Gray Squirrel
G.
River Otter
H.
Fisher
I.
Beaver
J.
Eastern Cottontail

KNOW YOUR TRACKS!
Answer Key
K.
American Black Bear
L.
Bobcat
M.
Coyote
N.
Striped Skunk
O.
Moose

P.
Gray Squirrel
Q.
River Otter
R.
Fisher
S.
Beaver
T.
Eastern Cottontail
U.
Groundhog

EmRiver Table
Summary: The Em2 model simulates river processes with remarkable accuracy. Now
in wide use by river scientists, educationalprofessionals and researchers, the Em2 model
demonstrates basic principles of river behavior, subtle channel morphology and sediment transport
processes (taken from http://www.emriver.com/?page_id=834).
Scott Urban, of ReGreen Springfield works with Fabulous February participants in creating a model
of the Connecticut River Watershed, using the EmRiver Table.
* EmRiver Table is owned by the United States Fish and Wildlife Service. To access, contact
information will be included. A transfer of property and travel arrangements must be coordinated.
Presentation will be conducted by trained Fish and Wildlife professionals.
Contacts:
 Barry Parrish, Silvio O. Conte National Fish and Wildlife Refuge Manager
(barry_parrish@fws.gov)
 Tasha Daniels, Watershed on Wheels (tasha_daniels@fws.gov)
 Laurel Carpenter, Park Ranger and Watershed on Wheels coordinator
(laurel_carpenter@fws.gov)

Conifer Quest
Summary: Studentswill be escorted outside underinstructorsupervision to
gatherconifersamples. Conifers are types of trees that use cones to distribute
their seeds. Students will need at least 3 different species of conifer to complete
the activity. Use this opportunity to explain to students the differences between
Red Pines, and White Pines (needle bundles of 2 and 5, respectively).Some
othercommon conifers you may find on your trek include: Cedar,Spruce, Fir,
Juniper, and Hemlock. Once the samples are gathered,sit down with your
group and discuss the different species you’ve encountered.Next,distribute a
piece of cardboard to each student,and instruct them to make two hole
punches for each species that they have gathered.Place the species between the
holes and use a twist tie to fasten the species to the board.Below, write the
common name ofthe species, and the Genus species scientific name.
Materials/Costs:
 30in x 40in cardboard x5 - $1.69/unit
 2000 count Twist Ties - $2.99
 Hole punch x 5 - $1.79/unit
 Scissors x 5 - $1.49/unit
 Pens/Pencils/Markers
Age(s): 8-11
Time: Approx.1 hour

Tree Climbing Demo
Summary: Tree climbing isn’t just for kids! Tree climbing, done professionally,
is necessary in maintaining the integrity ofsingular tree species. Whetherit be
pruning,or removing large branches, these practices are imperative in
maintaining the health and aesthetic oftrees within the urban system.
Listed below will be contacts ofentities and organizations thathave been
previously willing to lend their services and equipment for this demonstration.
Contacts:
 Alexander Sherman, Springfield, MA Assistant City Forester
(asherman@springfieldcityhall.com)
 Ed Casey, Springfield, MA City Forester (ecasey@springfieldcityhall.com)
 David Bloniarz, Project Coordinator USDA Forest Service
(dbloniarz@mac.com)
 Ed Brunton, Forest Park Naturalist (ebrunton@springfieldcityhall.com)
*Contacts will provide materials and equipment.
Age(s): All – even adults will find this interesting.
Time: Up to the discretion and schedule of the contact.

Build Your Own Aquifer
Summary: Aquifers are underground watersources that have many different
practicaluses. They are often used when above ground watersources are
unavailable, such as a river. Because we live in a city that is so close to a major
river, we don’t often think about how people in rural areas obtain their drinking
water.This activity will not only show students how aquifers work,but will also
provide a lesson in geologic layers, and the adverse effects of pollution.
*The following website is a flash slide show that will delve into greater detail. A projector should be
used to present to the audience. Directions for completing the hands-on portion of the activity can
be found on this website, as well. (http://www.epa.gov/ogwdw/kids/flash/flash_aquifer.html)
Age(s): 8-12
Time: Approx.1.5 hours
*Materials will be provided on the following page.
Scott Urban, of ReGreen Springfield, and Eddie Brunton, of Forest Park work with participants
during ‘Fabulous February’ in creating their very own model aquifer.

Build Your Own Aquifer (cont…)
Materials:

ReGreen Springfield's Environmental Education Programs

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