Basic Protocols

NatureMapping asks "Tell us what you see and where you see it". NatureMappers can submit data from one outdoor field experience. But if you want to know what species live and visit your area you need to collect data at different times of the day and year.

The following basic protocols can (and should) be modified to meet your interests.

• Schools
• Parks
• Beaches
• Individuals
• Golf Courses
• Forests
• Communities

Schools

Students select 1-2 different time periods that they look for wildlife around their homes. Data should be collected within a period of two weeks:

• Early in the morning (7-8 AM)
• Late morning (11-12)
• Mid-afternoon (2-3 PM)
• Late-afternoon (4-5 PM)
• At dusk

Each student must go outside and select a station from:

• front yard
• back yard
• or if living in an apartment - walk around the block or apartment complex

Students should spend a minimum of 5 minutes per station.
Students record/draw the wildlife they see or hear in as much detail as they can.
Return to their homes and using the wildlife species lists, write down the complete name and species code in their journals.
All data will be combined at school and entered into one spreadsheet.

Around the School Grounds

The class will divide into small groups of at least 5 students, with each student assigned a specific task:

1 recorder and timer -

records the species identified and the number of individuals observed. Students that are not interested in collecting data are great timers. They will make sure that the team will move to the next station after 3 minutes.

1 with field guides

1 with a field notebook to draw and record

1-2 with binoculars (if available)

2-3 to locate wildlife

• Each team will begin at a designated station on the school grounds.
• The stations should be located along the school boundary and at various habitats.
• The teams will stay at each station for a minimum of 3 minutes, record the wildlife and move to the next station.
• All of the students should look and listen for birds and other wildlife.
• All of the students should assist in the identification first, then count the number of individuals.
• If there is a large flock of birds, the number of birds can be estimated. < See Student Activity >
• The trackers should continue to describe the wildlife for the student(s) using the field guide until a positive identification is made.
• The students should move close together and talk quietly, while they are trying to identify the animal.

Do you record wildlife that is observed in between stations? No.
Scientific research is dependent upon following the designed methods to test an hypothesis, such as: We expect to observe Species A at Station 1.

Data collection must be consistent, and the project replicable for other researchers (students). If a school wants to design a project to monitor changes in wildlife by month, season, or because of habitat enhancement, then these data must be collected using the same methods by all of the students.

Parks

The monitors should be in teams of 5 or more. The number of students will depend on their age and the availability of adult volunteers. Homeowners along a parks, should try to get other homeowners to collect data.

Each team should have:

• NatureMapping Data Collection Form and field notebooks
• Field guides
• Binoculars (if available)

The park should be divided into stations. Students should rotate and collect data at all stations within the park. Homeowners should collect data at their own home (site).

Students should alternate the tasks of recording, tracking, etc.

The teams should review their field notebooks before they leave the site.

Beaches

Students should be divided into four teams.

• Two teams (1 and 2) will observe animals on the land side,
• and two teams (3 and 4) on the water side.

Teams 1 and 3 should face in opposite directions of teams 2 and 4. The teams will slowly begin walking away from each other, along the beach, stopping every 30 yards and record the wildlife, for a minimum of 3 minutes. The identify of birds in the water will most likely require longer than 3 minutes.

Flying birds should only be recorded if they are flying towards a team, not away from them. Otherwise, both teams may record the same birds.

Individuals

Chance or casual sightings are important. If you see an animal crossing the road or flying overhead, your location at the time of the sighting is the most important item for you to remember. Comments such as "flying overhead" or "crossing the highway" should be included.

For example, the 4 records of wolverines collected from museums, stated that the wolverines were road kills and young males. This information tells us that the habitat that they were found is not necessarily the habitat that they would be using. These young males were thought to be dispersing (i.e. looking for their own place to live).

If you have the opportunity to observe a marine mammal while walking along a beach, record the location from where you were at the time of the sighting. If the observation occurred while in a boat, the latitude and longitude can be reported if the boat has the proper equipment. If not, record the location based on the Township/Range/Section of the closest land mass and estimate the distance from shore.

Reports from backyards are very important. Many migratory birds use backyards to rest, and feed on their way to their breeding and wintering grounds. The location, month and the number of individuals are important variables for assessing wildlife use in developed areas.

You may have a favorite site that you visit frequently. Collecting data from the same site over a period of time is considered monitoring. Monthly monitoring is important to understand seasonal use by wildlife.

Golf Courses

The monitors should be in teams of 5 or more. The number of students will depend on their age and the availability of adult volunteers.

Each team should have:

• NatureMapping Data Collection Form and field notebooks
• Field guides
• Binoculars (if available)

The golf course should be divided into stations. Students should rotate and collect data at all stations within the golf course.

Students should alternate the tasks of recording, tracking, etc.

The teams should review their field notebooks before they leave the site.

Forests

Forests are a challenge, because the observers must use their ears as much as their eyes. Birds are usually identified by their singing, because they are very hard to see. A rustling sound by small rodents, ground dwelling birds, or deer will direct the observers to an area, so moving quietly along a path will be important.

If the forest is within a national forest, national park, city or state park, check with the U.S. Forest Service or park naturalists to obtain a list of wildlife commonly found within the forest. The park personnel may know of the most recent sightings, and may have other tips to assist you during your field work.

Communities

Many communities are beginning to collect wildlife and other environmental data, such as water quality. They may be collecting data to:

• Assess the current status of their watershed or neighborhood
• Prepare for a restoration project
• Identify their long-term management goals

Community long-term monitoring projects must have consistent data collection protocols. The watershed or neighborhood should be divided into sites with the same habitats, and stations within those habitats should be regularly monitored. The sites can be homes, parks, and business complexes.

The stations should be monitored for wildlife at a minimum once a month. If the goal is to identify habitat use by wildlife, then chance or occasional sightings are important to report.

Remember, large quantities of data are much better to show trends.

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