The application for SIFT 2017-18 is now available and we would appreciate your sharing it with high school students who may be interested in the program.
Application deadline: Monday, March 27, 2017
Two teacher recommendations are required, so plan to discuss your application to the SIFT program with those teachers well before your spring break!
This educational collaboration between Washington University's Tyson Research Center and the Missouri Botanical Garden's Shaw Nature Reserve is designed to engage St. Louis area high school students in scientifically-based exploration of the natural world. Linked programs of field training (SIFT) and field research (TERF) provide teenagers with experiences that realistically reflect research in environmental biology. Participating teens learn a variety of field investigation skills and then have the opportunity to put those new skills to work assisting career scientists with real research projects.
Thursday, January 5, 2017
Friday, July 22, 2016
Fish Survey and Water Quality Monitoring - July 8Six students experienced two aquatic-focused projects at Shaw Nature Reserve on a hot and humid day. In the morning data was gathered on fish in the Pinetum Lake. Students spent the first half of the morning catching as many fish as they could using a rod and reel. Many bluegills were caught along with a few large-mouthed bass.
Data including species identification, length and population numbers were collected on the fish before they were returned back into the lake.
After lunch the students loaded up the truck with their gear and headed down to the Meramec River where they conducted water quality testing as part of the Missouri Stream Team program. They first conducted a site survey looking at vegetation along the banks, evidence of people, quality of the stream bed with a focus on algal and sediment coverage on cobbles and rocks, and color and odor of the water.
|Checking the percent coverage of algae on the gravel bottom|
Once the visual survey was completed, students conducted water quality tests that included dissolved oxygen, pH, nitrates and phosphates, water temperature and turbidity. The final procedure involved the collection of macroinvertebrates using a kick-net. There was an abundance of stonefly, mayfly and caddisfly nymphs as well as a few crayfish. Using a metric provided by the Stream Team Project, they were able to determine that the water quality was very good. Once all of the data was collected, students returned to the office to enter their results on the Stream Team database.
|Students entering data from their water quality survey|
Invasive Oak Weevil Project - July 19
Dr. Laura Catano and Dr. Robert Marquis, both from University of Missouri - St Louis, needed some high school students to assist them in testing a citizen science program focusing on invasive oak weevils. Basing out of the Trail House, nine SIFT students were trained in the protocol of the project. They were then divided into small teams and sent out into the woodland to collect the weevils. Field work included identifying the host trees to sample, identifying and counting insects on host plants, and counting leaves on sample branches. After the collecting, students gave feedback to the leaders as to the ease of understanding the instruction and in the identification of the weevils.
|SIFT team of collectors|
On their way back to the Visitor Center, the group made a quick stop in the Sense of Wonder Woodland to play on some of the made-from-nature features.
|Making their way across the TREE-mendous bridge|
Friday, June 17, 2016
This morning, students had the opportunity to study ant behavior. After some general information about the test procedures, students were given two types of bait; a cantaloupe rind and a Pecan Sandy cookie. They also had an identification chart of the ants that were most common to the area. Their instructions were to set up their bait in several places around the center and to observe and record what happened. Which ants come to the bait first? Do they recruit other ants? What happens when two species encounter each other? Do they fight or does one species get chased off?
|Observing ant behavior|
After a morning of observation, the students were tasked with coming up with a researchable question about ants and then asked to design a research project around their question. Some of the questions that intrigued them most involved food choices, reaction to different light sources, and the effects of heat on life cycle development. Their presentations generated interesting conversation and everyone left with a better understanding of ants!
Before ending the week we celebrated our first week of SIFT with ice cream sundaes. A great way to end a very hot but exciting week!
Thursday, June 16, 2016
The focus today is on the land...the prairie, glade and woodland. The day started with students getting practice with dichotomous keys as they identified different plant structures.
|Sketching plant structures|
Students were then ready to start their ecosystem investigations after some instruction from James Trager.
|Instruction before conducting study|
Hula hoops would be used to determine the study site.
|Demonstrating how to conduct the studies|
Students conducted plot studies in three different habitats, focusing predominantly on the plants found within...percent coverage, number of species, and plants with hairy stems or leaves.
After moving into the lodges for the overnight students gathered back to watch a fascinating DVD on ants presented by the famous entomologist and naturalist, E. O. WIlson. This provided some background information in preparation for tomorrows ant study. Later, students had the opportunity to talk with some visiting scientists before and during dinner and ended the evening with a night hike, campfire with s'mores, and black light viewing of insects.
Wednesday, June 15, 2016
The third day of the SIFT training week was focused on aquatic systems. The group visited Wolf Run Lake in the morning and Brush Creek in the afternoon. They performed water quality tests at the sites and sampled for organisms in the habitat, recording richness (number of species) and abundance (number of individuals of each species) in their field notebooks. They used these numbers and the species they found to predict whether the systems were healthy or polluted.
|Netting for small organisms|
|Water quality testing|
|Conducting water quality testing in the creek|
|Our mode of transportation - the "Large Barge"|
After most of the day outdoors, we returned to the Overnight Center where students prepared their presentations on the results of their testing.
Good news -- everyone agreed that both aquatic systems are healthy!
|Students presenting their data|