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21 U.S. Fish & Wildlife Service The Biologist-in-Training Program National Fish Hatcheries are outdoor classrooms Fostering an Important Connection The Biologist-in-Training (BiT) program is an experiential environmental education program that promotes National Fish Hatcheries as unique outdoor classrooms. The program centers on fostering direct interactions with fish and aquatic environments. Upon completion of the program, students will have gained not only an enlightened, first-hand understanding of aquatic resources, but also a link to a mentor and empowerment to act to help conserve aquatic resources. A growing body of research documents the dire need for opportunities to connect children and the outdoors. Children are more disconnected from nature than ever before, and it has had a devastating impact on their physical and emotional wellbeing. National Fish Hatcheries are ideal centers for providing those invaluable opportunities to connect. Hatcheries as Centers of Learning Fourteen National Fish Hatcheries across the southeast provide unique places for children to experience a close look at fish and other aquatic species and to witness first-hand the wonder of nature s cycle of life. At these places, bubbling springs, mountain streams and rippling ponds bring to life millions of fish hatched from tiny eggs every year. Fisheries Program employees at these hatcheries and six additional Fisheries Resource Offices are passionate about their work and have the expertise and the desire to share their knowledge with children. The BiT program takes advantage of the unique opportunities presented by hatcheries to build lasting connections between children, the outdoors, and the U.S. Fish and Wildlife Service. Experiential Environmental Education Through the BiT Program Through participation in the BiT program, students will: 1) become involved fully and openly in the experience of exploring and observing fish and aquatic environments 2) reflect on and interpret these experiences and observations 3) develop concepts and ideas to integrate their observations logically Fulfilling Many Needs The BiT program is designed to be accessible to every child. It may be accomplished at any National Fish Hatchery in the southeast, but also anywhere that water flows. The activities are aligned with national education standards for upper elementary age students; however, the program is designed to be openended and appropriate for lower elementary and middle school students. The program is flexible, as it may be used by groups of students and by individuals. It can be self-guided or enhanced with adult interpretation. BiT materials are offered through 21 stations across the southeast, and are also downloadable through the U.S. Fish and Wildlife Service s website. BiT program materials are provided at no cost to anyone who is interested. 4) use their learning to make future decisions and meet new challenges

22 BiT offers children the opportunity to have meaningful interactions with aquatic creatures and habitats. curricula. Participants may obtain BiT bins from any of the southeast s 21 Fisheries offices. They are perfect for use at hatcheries but can also be appropriately used elsewhere. USFWS/Jim Rothschild BiT is in your backyard! The Southeast is home to 14 National Fish Hatcheries (NFHs) and 6 Fisheries Resource Offices (FROs) that provide BiT program materials and guidance. Visit to learn more. The BiT program specifically addresses Section 6 of the National Fish Hatchery System Volunteer Act of In it, Congress outlined guidance for the development of a hatchery education program with the following goals: - providing outdoor classroom opportunities for students on fish hatcheries that combine educational curricula with the personal experiences of students relating to fish, aquatic species, and their habitat, and to the cultural and historical resources of the hatcheries - promoting understanding and conservation of fish, aquatic species, and the cultural and historical resources of the hatcheries - improving scientific literacy in conjunction with both formal and nonformal education programs BiT Program Components An engaging 20-page activity booklet guides children through five interactive explorations of fish and aquatic environments. Each of the activities promotes stewardship and the intrinsic value of fish and habitats, builds skills of observation, and teaches different methods of acquiring, organizing and assessing biological information. In the final activity, children will link with a mentor in the field of biology. Upon completion of the activities, students will receive an official certificate of accomplishment and a patch or sticker. This incentive provides a sense of pride, ownership, and empowerment to act to help conserve and protect aquatic resources. The BiT activity guide can be enhanced through the use of extension activities and supplemental materials available in BiT bins. These extension activities are carefully selected from nationally recognized environmental education BiT workshops provide Fisheries staff, volunteers and educators with information and tools to more effectively teach the program and reach out to schools and students. Workshop dates and locations are dependent upon demand. A BiT website offers additional support materials for teachers and students, and also an contact for immediate assistance. Program monitoring and evaluation are conducted by BiT points-of-contact at each Fisheries field station. With this input, the program will be continually shaped by its user groups to be as effective as possible in achieving its goals. For more information, contact: U.S. Fish & Wildlife Service Southeast Region Fisheries BiT Coordinator 1875 Century Blvd., Ste. 250 Atlanta, GA / biologistintraining@fws.gov September 2007

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28 Build a Fish An Extension Activity for Fantastic Fishes Objectives: Students will be able to: Explain how fish interact with their environment Simulate and explain the parts of a fish and the function of each part Materials: Vocabulary necklaces (fish parts) for building a human fish. For a group of 24 students provide: 1 mouth, 1 dorsal fin, 1 set pectoral fins, 1 set pelvic fins, 1 caudal fin, 1 anal fin, 2 gills, 2 gill covers (operculum), 2 eyes, 12 scales. Fish Parts Diagram Index Cards Yarn or string Markers or pencils Procedures: Access a stream or aquarium (if not available a photo or movie will work) and draw the students attention to the fish. Have students observe the fish and identify known parts. Ask if there are any parts of the fish that we cannot see. Introduce the next section by commenting that there are many parts that we don t see. Build a Human Fish: Give each student parts-of-a-fish necklace. One by one explain what each role will be. The student with the Caudal Fin should stand at the end of an open area. This is the powerful tail fin used to propel the fish through the water at incredible speeds! Ask students why it is important for fish to be able to propel themselves quickly through the water (feeding and predator evasion). Have the student stand with arms out in front in a v shape and wave her/his arms in a back and forth motion to imitate the tail fin. This student should chant Forward, Ho! The anal fin is the next structure. The anal fin adds stability to the fish and allows it to steer directionally. The student should squat down in front of the caudal fin with both arms stretched downward, palms together and perform a swinging motion towards the back of the fish. The student should repeat Stabilize, stabilize! Ask students what other type of motion could be important in fish besides propulsion (what speeds up must slow down). The students with the pelvic fins should take their place squatting in front of the anal fin. The pelvic fins are used for stability as well as to slow the fish down which is just as important as speed! The student with the pelvic fins should raise and lower his/her arms towards the back of the fish. This student should repeat the sound of brakes squealing. The dorsal fin may be one single fin or separated into many fins depending on the fish. This fin is used mainly for balance and also for sudden directional changes. Ask students what importance this type of movement has (predatory evasion). The student with the dorsal fin should stand just in front of the pelvic fin with palms together & up in the air. This student chants, Balance, balance! Pectoral fins are important for diving. Pectoral fins can also be used for tasting, touching and for additional swimming strength. The students should squat just in front of the dorsal fin and wave his/her arms in a powerful forward and back motion. These students can chant Dive, dive! Next come the gills. Ask the students if they know what structure fish use to breath. Oxygen enters the bloodstream through diffusion at the gills. Gills are the feathery structures found on the sides of the head. The students with the gills should stand in front of the pectoral fins and wave their fingers (as if playing a piano) to mimic the movement of water across the gills. These students should make exaggerated breathing sounds. In many fishes the gills have a protective plate covering called the gills called the operculum. Students with the operculum necklace should stand by the gills with their arms out as if to protect the gills. These students say Protect, protect! Fish are visual predators. They have eyes to help them not only see where they re going but they also help them catch their food! Students should stand in front of the gills and chant, Ooh, looky, looky. The shape of a fish s mouth tells a lot about what they eat. Fish with upturned mouths mostly feed on the water s surface. Fish with down-turned mouths, such as a catfish, feed on the bottom of their water column. The student with the mouth should stand in the very front with arms in front, opening and closing them in alligator fashion, and repeat Mmm, chomp, chomp! All remaining students are the scales. Scales are modified skin cells and are extremely important in protecting the fish from disease and parasites. A coating of mucous on the scales gives additional protection against disease and helps it move through its watery environment. The scales should position themselves standing in rows along each side between the caudal fin and mouth with arms outstretched, and should repeat the phrase Ooh so slimy! On the count of three, have the students perform their parts to put the fish in motion. Credit: This activity is adapted from the Project Learning Tree, Tree Factory (2006).

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37 BiT Stream Study - Guided Observations: Streams are the pathways that transport water through a watershed. They are also critical to the healthy functioning of the watershed and the myriad of habitats found downstream. Streams provide flood control, trap sediments, recycle nutrients, provide habitats for biological communities, and sustain high water quality. These and other qualities of streams benefit the people living within the watershed. Begin by explaining to students that there are three important sets of characteristics that help biologists determine how healthy a stream habitat may be. We will be investigating the stream by examining some of its physical, chemical and biological characteristics. Once we gather this information, we will be able to decide how healthy the stream is. A data sheet is available to record the information and may be used by the instructor, a student assigned as a data keeper, or every student (who can then record their own information). Alternately, the experience can be discussion led without the use of the data sheets. Assessing the Physical Characteristics: What is the weather like today? What has the weather been like recently? Describe what can be found nearby in the watershed (roads, houses, industry, forest, farmland, etc.). Is the stream shaded by vegetation? Does the area have a riparian forest buffer? What other vegetation exists along the stream? Do you see any invasive plant species? What might the presence of algae in the stream indicate? Were root wads or other vegetative materials found along the stream banks? Is the stream impacted by sediments and high flows? Do you see evidence of erosion? What is the substrate or bottom structure of the stream (size of rocks, embeddedness in silt/ sand, etc.)? What are the in-stream habitat types (riffles, runs, pools, leaf packs, etc.)? What are the average depth and width of the stream section? Is the stream flow high, normal, or low? Is the stream in a natural path, or has it been channelized? What man-made structures are affecting the stream? Can you identify areas fish could use for cover? Places they might use to spawn? What could you do to improve the physical characteristics of this stream? Measuring the Chemical Characteristics: Measure stream ph and explain what it means and how it affects living things. Identify stream Dissolved Oxygen (DO) content and describe how it may affect living things living there. Are DO levels influenced by other factors? If so, describe how other factors affect DO (temperature, rainfall, runoff, aeration). How does turbidity affect the stream s water quality? Identify the temperature of the stream and describe its relationship to the stream.

38 Investigating the Biological Characteristics: What is a macroinvertebrate? Where in the stream might they live? What are their different niches? What can studying macroinvertebrate populations tell us about the health of the stream? Is the quantity of macroinvertebrates as important as the types of species found in the stream? How can weather affect the macroinvertebrate sample collected? What else can affect the samples? What do you expect to find in this stream when you sample the macroinvertebrates? Why? After sampling: Does the rating seem accurate based on the physical and chemical characteristics we observed? If not, what happened? Do you think weather or pollution had an effect on the sample? Where did we find the most macroinvertebrates? How do you think the macroinvertebrates fit into the food web here? Are they important? Did we find any vertebrates in the water? What is their role in the food web? Did you know there were so many macroinvertebrates in the stream before you came here today? Conclusion: Briefly review the data gathered from the physical, chemical and biological assessments. Ask the group for their impression of the health of the stream based on this information. Solicit ideas on how the stream could be improved, and what students could do to help. The BiT Stream Study is based on material developed by the Save Our Streams Program of the Izaak Walton League of America.

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41 BiT Stream Study Measuring ph: The ph is a measure of how acidic the water is. It is represented by a scale that goes from 0 to 14. A ph level of 7 is considered neutral. Pure water has a ph of 7. Substances with ph less than 7 are increasingly acidic, while substances with ph greater than 7 are increasingly basic. The ph of natural water should be between 6.5 and 8.5. Fresh water sources with a ph below 5 or above 9 may not be able to sustain many plant or animal species (see chart on reverse). What effect does ph have? The ph of water determines the solubility (amount that can be dissolved in the water) and biological availability (amount that can be utilized by aquatic life) of nutrients (phosphorus, nitrogen, and carbon) and heavy metals (lead, cadmium, copper). For example, in addition to determining how much and what form of phosphorus is most abundant in the water, ph also determines whether aquatic life can use it. Similarly, heavy metals tend to be more available, and therefore more toxic, at lower ph. What determines the ph? Geology of the watershed and the original source of the water determine the initial ph of the water. The greatest natural cause for change in ph in a stream is the seasonal and daily variation in photosynthesis. Photosynthesis uses up hydrogen molecules, which causes the ph to increase. Respiration and decomposition processes lower ph. For this reason, ph is higher during daylight hours and during the growing season, when photosynthesis is at its peak. Although ph may be constantly changing, the amount of change remains fairly small. Natural waters are complex, containing many chemical shock absorbers that prevent major changes in ph. Small or localized changes in ph are quickly modified by various chemical reactions so little or no change may be measured. This ability to resist change in ph is called buffering capacity. Not only does the buffering capacity control would-be localized changes in ph, it controls the overall range of ph change under natural conditions. The ph scale may go from 0 to 14, but the ph of natural waters hovers between 6.5 and 8.5. What causes ph to be out of balance? Industries and motor vehicles emit nitrogen oxides and sulfur oxides into the environment. When these emissions combine with water vapor in the atmosphere, they form acids. These acids accumulate in the clouds and fall to earth as acid rain or acid snow. Acid rain damages trees, crops, and buildings. It can make lakes and rivers so acidic that fish and other aquatic organisms cannot survive. Pollution from industrial discharges can also change the ph. Often times polluted conditions cause huge algal and plant blooms which can cause ph to increase. How do we measure ph?: Use the LaMotte ph test kit, or an electronic meter. Closely follow the instructions provided. ph will be shown with a number value only; there are no units associated with it. When collecting your water sample, here are some important guidelines: Take the water sample at a location away from the bank. Sample facing upstream to minimize sediments in the sample. Make sure you take a sample that is below the water surface. Test the ph immediately. Changes in temperature affect ph value. Pour any leftover sample into the waste bottle. Dilute before sending down the drain. What should I expect? The ph should measure between 6.5 and 8.5. Nearly neutral is ideal. Streams flowing through regions rich in limestone will have naturally higher alkalinity.

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43 ph of Common Household Items 1 - battery acid 2 - limes, lemon juice, vinegar, stomach acid 3 - strawberries, apple juice, cola 4 - orange juice, tomatoes 5 - banana, white bread, coffee unpolluted rain 6 - milk, maple syrup human saliva 7 - distilled water human blood 8 - egg whites, sea water, baking soda 9 - hand soap 10 - milk of magnesia 11 - household ammonia 12 - bleach 13 - lye 14 - drain cleaner

44 BiT Stream Study Measuring DO: When we wake up in the morning, we never stop and think to ourselves I hope there s enough oxygen for me to breathe today. But in the aquatic environment oxygen is often a limiting factor. Dissolved oxygen (DO) is the oxygen that is dissolved in water and is essential to healthy streams and lakes. The dissolved oxygen level can be an indication of how polluted the water is and how well the water can support aquatic life. Generally, a higher DO level indicates better water quality. If DO levels are too low, some fish and other organisms may not be able to survive. Where does DO come from? Much of the DO in water comes from oxygen in the air that has dissolved in the water. Some of the DO is a result of photosynthesis of aquatic plants and algae. Stream turbulence also increases DO levels. Temperature has an important effect on DO. Colder water can hold more oxygen in it than warmer water. Cooler air temperatures and inflow of cold groundwater (even though groundwater is generally low in DO) usually increase the DO capacity of the water. Shade can also hold down temperatures and help elevate DO levels. During rainy seasons DO levels tend to be higher because the rain interacts with oxygen in the air as it falls. What can cause DO to decrease? Pollution is often a culprit. Lots of decaying organic matter will decrease DO as huge populations of microorganisms consume it. Large amounts of suspended solids or sediments entering the stream lower the water s capacity to hold DO and can also increase the water s temperature. During hot, dry seasons when flow rates are slower, the water mixes less with the air causing DO levels decrease. Also, warmer water increases the metabolic rates (rates of respiration) of organisms in the water, reducing the amount of DO available. What happens when levels drop? When DO levels drop, major changes in the types and amounts of aquatic organisms found living in the water can occur. Species that need high concentrations of dissolved oxygen, such as mayfly nymphs, stonefly nymphs, caddisfly larvae, trout, and bass will move out or die. They will be replaced by organisms such as sludge worms, blackfly larvae, and leeches which can tolerate lower dissolved oxygen concentrations. Waters that have low dissolved oxygen sometimes smell bad because of waste products (hydrogen sulfide) produced by organisms that live in low oxygen environments (anaerobic). How do we measure DO?: Use the LaMotte DO test kit, or an electronic meter. Closely follow the instructions provided. Your results will be in parts per million (ppm). Think of a million marbles that represent water molecules. All are red, but just a tiny few (DO) marbles are blue. When collecting your water sample, here are some important guidelines: Sample the water away from the bank and below the water surface level. Be careful not to get any air bubbles in the sample during collection; it may result in a false high reading. Submerge the entire sample bottle, and allow the water to gently fill from bottom to top. Put a lid on the bottle while it is under water. Test the DO level immediately. Biological activity in the sample and exposure to air can quickly change the DO level. Pour any leftover sample into the waste bottle to be diluted and poured down the drain. What should I expect? Colder, fast-moving waters should exhibit high levels of DO (8-12 ppm is very good), while warmer, slow-moving waters will have less DO (6-10 is very good). A diversity of aquatic life are adapted to survive at these and even lower oxygen levels (see chart on reverse).

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46 BiT Stream Study Measuring Temperature: Water temperature is important because it has a direct effect on the survival of some aquatic species. It also influences and is influenced by other water quality factors. How does water temperature affect aquatic species? Water temperature may affect the reproductive rates of some aquatic species; some species may not be able to reproduce in warmer waters. Since bacteria and other disease causing organisms grow faster in warm water, the susceptibility of aquatic organisms to disease in warm water increases as well. Dissolved oxygen levels drop as water warms. The metabolic rates of aquatic organisms increase in warm water. Some species may not survive if there is not enough oxygen in the water to meet their needs. Sudden changes in water temperature may cause thermal shock in some aquatic species and result in the death of that species. Thermal pollution, even if gradual, may disrupt the ecosystem balance in such a way to eliminate heat intolerant species from that area. Certain species are adapted to life in different thermal environments. Warmwater fish species, such as catfish, sunfish and largemouth bass, survive best in water temperatures between 65 and 80 degrees Fahrenheit. Coldwater fish species, such as trout, survive best in water temperatures below 60 degrees Fahrenheit. How is temperature affected by other factors? Shade and a healthy riparian buffer are important in maintaining proper stream temperatures. Runoff from hot roofs, parking lots and roads increases stream temperature. Large amounts of suspended solids, usually sediments caused by erosion, absorb heat energy and raise the overall stream temperature. Artificial ponds built off of streams can also raise the downstream temperature. Sudden increases in temperature may be a result of thermal pollution which is usually the discharge of large amounts of warm water from industrial plants. How do we measure temperature? Measure the water temperature at the same level as the sample for the dissolved oxygen. That way, a correlation may be made between DO level and temperature. The tip of the thermometer should be at least a few inches below the surface of the water. Take a reading when the temperature has stabilized (usually after a couple of minutes). What should I expect? In general, when the water temperature is colder, the amount of dissolved oxygen (DO) should be higher. This means the water will be able to support a large variety of aquatic life. The opposite can be expected in warmer waters. (see chart on reverse).

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48 BiT Stream Study Sampling Macroinvertebrates: We will be using the presence of macroinvertebrates to measure water quality. Macroinvertebrates are large enough to see with the naked eye (macro) and have no backbone (invertebrate). Stream macroinvertebrates generally include insect larvae, adult insects, worms, mollusks and crustaceans. We can identify three groups of macroinvertebrates based on their sensitivity to pollution: pollution sensitive, somewhat pollution sensitive and pollution tolerant. This method involves collecting a sample of macroinvertebrates from the stream, identifying the organisms and rating the water quality. Water quality ratings are based on the tolerance levels of the organisms found and the diversity of organisms in the sample. A stream with excellent water quality should support organisms from all three pollution tolerance groups. How do we begin? We must be safe and courteous, so there are a few rules: Wear shoes at all times and remember it is slippery. Be aware of broken glass and fish hooks. If a snake is spotted, just give it space and use the opportunity to observe it from a safe distance. Carry a litter bag to collect trash at the site but don t allow students to pick up broken glass or other hazardous items. Students should not lift large rocks without your help. We hope not to harm any of the creatures we are collecting, so treat their lives and their habitats with respect. How do we sample? We will be using informal sampling methods as the idea is for every student to have the opportunity to explore using different methods. The discovery itself is the greater end rather than the data gathered. The conclusion may be slightly less accurate, but the experience is richer. Demonstrate use of the kick seine (instructions come with the net). Identify riffle areas that are ideal for use of the seine. Make sure everyone who wants to has a chance to use it. Point out other areas to sample. In leaf packs, bottoms of rocks, on aquatic vegetation, in woody debris, in mud, and in root holes along the bank are important places to explore in order to find the greatest diversity of macroinvertebrates. Encourage each participant to search each of these niches on their own by sharing the implements provided. What do we do with what we find? Fill the ice cube tray and other containers with water and display the macroinvertebrates collected. Have the students identify what they have found. Record this information on the data sheets if you are using them, and then carefully return the critters to the approximate areas where they were found. Add up the numbers on the data sheet (or summarize the overall diversity if not using the data sheets) to determine the water quality rating. What should we expect? A stream that appears healthy based on the physical and chemical assessment should support a large diversity of macroinvertebrates (some from each of the tolerance groups). If it doesn t, then you are probably seeing the effects of a pollution event that could not be detected by the physical and chemical assessments. If you identified problems with the physical and chemical characteristics of the stream, this should be reflected in the types and variety of macroinvertebrates you find. Recent heavy rains may cause fewer macroinvertebrates to be present, and during extremely dry conditions many may burrow into the banks and substrate affecting your results.

49 Why Study Macroinvertebrates? Stream-bottom macroinvertebrates are an important part of the community of life found in and around a stream. Stream-bottom macroinvertebrates are a link in the aquatic food chain. In most streams, the energy stored by plants is available to animal life either in the form of leaves that fall in the water or in the form of algae that grows on the stream bottom. The algae and leaves are eaten by macroinvertebrates. The macroinvertebrates are a source of energy for larger animals such as fish, which in turn, are a source of energy for birds, raccoons, water snakes, and even anglers. Stream-bottom macroinvertebrates differ in their sensitivity to water pollution. Some streambottom macroinvertebrates cannot survive in polluted water. Others can survive or even thrive in polluted water. In a healthy stream, the stream-bottom community will include a variety of pollution-sensitive macroinvertebrates. In an unhealthy stream, there may be only a few types of nonsensitive macroinvertebrates present. Stream-bottom macroinvertebrates provide information about the quality of a stream over long periods of time. It may be difficult to identify stream pollution with water analysis, which can only provide information for the time of sampling. Even the presence of fish may not provide information about a pollution problem because fish can move away to avoid polluted water and then return when conditions improve. However, most stream-bottom macroinvertebrates cannot move to avoid pollution. A macroinvertebrate sample may thus provide information about pollution that is not present at the time of sample collection. Stream-bottom macroinvertebrates are relatively easy to collect. Useful stream-bottom macroinvertebrate data are easy to collect without expensive equipment. The data obtained by macroinvertebrate sampling can serve to indicate the need for additional data collection.

50 BiT Development Team The Biologist-in-Training Program Development Team is made up of education professionals and environmental education experts from across the state of Kentucky. Their time, talents and expertise were instrumental in the creation of the first ever Regionally coordinated experiential environmental education program which promotes National Fish Hatcheries as unique outdoor classrooms. The team works out of Wolf Creek National Fish Hatchery, so far dedicating hundreds of volunteer hours to assisting Fisheries outreach staff in every aspect of the program, including: overall concept and delivery, messages and content, compatibility with national science education standards, graphic design, support materials, and writing and editing the activity guide. Their input has been critical in designing and implementing this ground-breaking initiative. The team continues to work to enhance and grow the BiT program for the benefit of Fisheries field stations Region-wide and the tens of thousands of children these stations connect with nature every year. The BiT Development Team includes: Jean Clement, Teacher, Russell County Middle School, Jamestown, Kentucky Rhonda Godby, Teacher, Union Chapel Elementary School, Jamestown, Kentucky Jennifer Hardwick, District Operations, Russell County Soil Conservation District, Jamestown, Kentucky Rosalie Poland, Teacher, Union Chapel Elementary School, Jamestown, Kentucky Audra Roberts, Teacher, Union Chapel Elementary, Jamestown, Kentucky Dr. Steve Spencer, Professor, Department of Physical Education and Recreation, Western Kentucky University, Bowling Green, Kentucky Belinda Wilkins-Smith, Green County Ranger South Central District, Kentucky Division of Forestry, Campbellsville, Kentucky Dr. Terry Wilson, Director of the Center for Mathematics, Science, and Environmental Education at Western Kentucky University, Bowling Green, Kentucky Judy Toppins, Regional Outreach Coordinator, U.S. Fish & Wildlife Service, Atlanta Amanda Patrick, Environmental Education/Outreach Specialist, Wolf Creek National Fish Hatchery, Jamestown, Kentucky Last updated: February 8, 2010