Pathways Spring 2014

8/12/2019 Pathways Spring 2014

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PATHWAYSOfficial Publication of the New York State Outdoor Education Associa

Spring 2014 www.nysoea.org 607.591.6 422 photo by Tim Stan
http://www.nysoea.org/http://www.nysoea.org/http://www.nysoea.org/


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2 Pathways Spring 20142

NYSOEA Executive Board

President Tim Stanley

VP Administration Nicki Bogie

VP Communication Eric Powers

VP Human Resources Jessica Kratz

VP Program - Jolene Thompson

Secretary - Meaghan Boice-Green

Treasurer - Elizabeth Van Acker

Office - Darleen Lieber

Regional Directors

Eastern - Amanda Ackers &

Natalie RiderMetro - Sunny Corrao

Northern - Brian DeGroat

Western - Kimberly May &

Caryn Corriere

Central - Josh Teeter

2014 Conference CommitteeLaura Carey

Marsha Guzewich

Fred vonMechow

Pathways

Issue Editors

Jessica Kratz

Sarah Conley

Graphic Designer

Matthew Fraher

Content Editors

Sarah Conley

Darleen Lieber

Jill Eisenstein

Richard Parisio (Poetry Editor)

Benette Whitmore, Ph. D.

Online Content/

Marketing Manager

Jonathan Duda

Contributing Past Editors

Frank Knight

Snapper Petta

A Note from the PresidentNature was First to Invent STEM

As I write this message, its National Environmental

Education Week -- April 13-19, 2014-- an event of the

National Environmental Education Foundation. It is heldeach year the week before Earth Day to showcase and

inspire environmental learning and stewardship among

K-12 students. The 2014 theme, Greening STEM: Engineering a Sustainable World

reminded me of the NYSOEA 2012 Annual Conference theme, Outdoor Education

has always been Greenand an effective way to teach STEM. The outdoors is the

perfect platform to teach Science, Technology, Engineering and Math-- where all

these disciplines come together naturally.

Whether in plants or in the education of our youth, a strong foundation sets

the stage for a fruitful life. As the fragile shoots of spring burst forth, I realize

that nature was the first to combine science, technology, engineering and math

within the grand design of life. The roots anchor the plant. The stem rises upfrom the soil, then sends branches forth to unfurl leaves. Cells in those leaves

contain chlorophyll, enabling every green plant to capture sunlight, mix it with

water and carbon dioxide to create complex sugars. What an engineering marvel

This process of photosynthesis essentially fuels the entire food chain and propels

life on the earth.

The life that bursts forth from a long winter is not only an engineering marvel bu

of such beauty that humans try to capture and interpret it over and over. Spring

inspires art and literature, the emotional realm of music, poems and paintings. It

seems fitting that National Environment Education week and Earth Day are firmly

planted in spring, when the Earth awakens from a long winters nap. It is a time o

renewed energy and strength that reverberates through the fabric of nature.

With this renewed energy of spring I invite the membership to spread the good

word of outdoor education so that NYSOEA will continue to grow and strive in

the coming year. Make a note of the regional events and happenings found at the

NYSOEA website, encourage new members and especially plan attend this years

annual conference, The Heart of Outdoor Education. It will be held October 2-5

at Silver Bay YMCA, set on the shores of beautiful Lake George. Please spread

the word to colleagues, teachers and friends as this spring you plant the seeds of

anticipation for an exciting conference.


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3Pathways Spring 2014

In preparation for winter, we are digging potatoes. Volunteers

are chatting as we work together. Brown velvety soil, when

upheaved, brings flashes of Yukon Gold spuds. Elvis, a tenyear old boy suddenly appears on the scene. Can I help?

he shouts. Certainly, I respond. He follows our moves and

scruffles about the soil with his hands. Thirty seconds later

he calls out, I cant find any. Be patient, Elvis. He runs off. I

devise a plan so hell succeed. I bury a few small potatoes just

under the soil and make it look obvious. Elvis shows up again.

He kneels and starts searching in another spot. Try here I

urge. Hey, look, I found a potato! Off he runs again.

So it goes. I learn that Elvis spends a lot of time indoors. His

grandmother brings him because she is a volunteer and his

caretaker. Elvis finally has some rare free time outdoors andhe intends to use it to the max. We switch to mulching with

straw. Elvis shows up, grabs a flake and starts flinging it about.

I reel him in and show him how to pull off straw and gently

put it down. With his first pull, I praise him. Off he runs. He

catches me preparing garlic stalks. He sees my knife on the

table and grabs it. I see him flailing the blade about and

command him to stop. I give him a short lesson in knife safety.

Off he goes to climb hay bales. Some of the other volunteers

A Day at the FarmWith KIDS!Written by Tom Stock

are less patient with Elvis. A volunteer tells him that I know

about wildflowers, insects and birds. He approaches with a

flower in his hand. Its a daisy. He throws it away and grabs ahose and starts squirting anything and anywhere. I challenge

him to make a rainbow. Adjust the nozzle until you get a

fine spray. Then turn in a circle and see if you can make a

rainbow. Two more children show up. Elvis points the hose

at them. They yell. He runs away. The two children heard my

instructions and they make a rainbow.

This little story illustrates how much freedom a farm offers

and safety for children if there are adults nearby. Many

elements on a farm provide for ideal learning settings

discovery...diversity, freedom, adults, room to run. I admire

Elvis. He reminds me when I was his age 64 years ago. Elvishas learned many things that are not possible in a classroom

If you dont have a farm close to your classroom, make one!

Tom Stock is a retired science teacher, collge artist, poet, avid long

distance hiker, naturalist, and life member of NYSOEA since 1969.

You can reach him at [email protected]
mailto:[email protected]:[email protected]


4/15


Affiliate Spotlight: Eastern Region

The Albany Pine Bush PreserveWritten by Jackie Citriniti,[email protected]

Evironmental Educator/School Program Coordinator/CPR/AED/First Aid Instructor

Picture a wide open landscape filled with dense shrubs,

scattered pitch pines, openings of prairie grass and wildflowers

all rooted in sweeping sand dunes. This is the globally rare

Albany Pine Bush, also known as an inland pine barrens

ecosystem; one of the largest, of only 20 other inland pine

barrens worldwide. It was formed toward the end of the last

Ice Age 12,00015,000 years ago. At this time a large glacial

lake stretched from present day Glens Falls, NY to Newburgh,

NY. Over time, the water drained leaving behind the sandy

deposits of the lake floor. These sandy soils now supportthe Albany Pine Bush ecosystem. The Albany Pine Bush is

presently 3,200 acres, only a small portion remaining of its

original 25,000 acres. This ecosystem is important because

of its biological significance. It hosts a variety of rare plant

and animal species such as the federally endangered Karner

blue butterfly, the rare inland barrens buckmoth, the eastern

hognose snake, spadefoot toad and 55 Species of Greatest

Conservation Need in NYS. Even though this ecosystem is

thousands of years old, it has only been protected since 1988

when the Albany Pine Bush Preserve Commission was formed

to protect and manage this unique and endangered natura

community as well as for recreation and educational uses.

The gateway to the Preserve is the seven-year-old Discovery

Center, which was acquired and reconstructed as a LEED

certified, gold rated building. It houses interactive exhibits

classrooms, solar panels, a Clivus Multrum (biological

composting) restroom, hand-painted roof, native landscape

restoration, accessible Discovery Trail, and a metamorphosismaze just to name a few. Today, over 30,000 people visit the

Discovery Center annually including more than 5,000 schoo

children from urban, suburban and rural neighborhoods. We

offer 10 different school programs that are distinct to this

ecosystem for example Help A Habitat, in which students

plant wild blue lupine to restore Karner blue butterfly

habitat, Future of the Karner Blue, where students learn

about the endangered Karner blue butterfly, Vernal Pools

where students learn through sampling the characteristics


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The Albany Pine Bush Preserve

195 New Karner Rd

Albany NY 11205(518)456-0655

www.albanypinebush.org

of vernal pools, and Forces at

Work, where students learn

how weather and fire shape

the Pine Bush. The school

programming is also supported

by our 115-member Friends of

the Pine Bush Community by

covering transportation costs

to eligible schools. Our Pine

Bush Pups program offersover 20 different topics to

preschoolers while involving

them in hands-on activities,

songs, stories, crafts, and

hikes. In addition to school

programs, we also offer a wide

variety of public programs on

weekends and most holidays,

along with monthly night

programs, scout programs, and

homeschool programming.

Furthermore, the Discovery

Center, education programs,

and Preserve are enhanced

by more than 77 volunteers

including, naturalists, docents, and junior docents. The

Discovery Center is free and open daily with the exception

of Thanksgiving, Christmas Eve, Christmas, and New Years

Day. The 10 trailheads and 20 miles of trails are accessible 24

hours a day.

The Education team is just one part of the Albany Pine

Bush Preserve Commission staff. In addition, we have

Stewardship, Conservation which includes Fire Management,

Administrative, and Executive staff for a total of 16 full time

permanent employees. Several seasonal staff are welcomed

to the Commission each year to assist with field research,

fire management, stewardship and invasive species control.

We are all dedicated, committed, and passionate not only to

protect and preserve this rare ecosystem but to ensure it will

be here for all future generations.
http://www.albanypinebush.org/http://www.albanypinebush.org/


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We went ahead of our fathers in a row of five, almost (butnot quite) in a run, wanting to be the first kid to find one. Our

flashlights shook from our excitement; the torch glow broke

the darkness, sending beams of light through the trees. We

were young and carefree, and our bare feet squished along

the fairway. The grass, wet with dew, stuck to our feetbut

we didnt care. We were on a mission; we were searching for

nightcrawlers.

Each summer, years ago, my three younger cousins, my older

sister, and I would often search for those elusive nightcrawlers.

Hunting for the slippery, slimy earthworms was a tradition.

We would run across the golf course behind Tutu and Papas(our names for our grandparents) house, with nothing to

keep us from exploring the night world. But it wasnt just an

excuse to stay up and run free; we were gathering bait for the

following day of fishing with Papa.

On warm, sunny mornings, Papa would take us fishing at

Sunset Lake (really a small pond), and we needed bait to catch

pumpkinseeds (or something larger if we were lucky). Buying

worms at a store was simply not an option. And forget about

Night Safari: Searching for Nightcrawlers and Summers PastWritten by Jenna Kerwin

(Reprinted with permission from the New York State Conservationist, August 2013)

fishing lures and fliesthat was not the way Papa learnedand that was not the way our fathers learned. So, naturally

that wasnt how we learned.

Instead, our patriarchs taught us to find our own bait. We

set out on our night safaris like Kipling characters, peering

between blades of grass and around bushes, looking for our

skittish prey. And our prey was everywhere. If you tiptoed and

flashed your light quick enough, you could spot dozens of

them before they disappeared beneath the earth.

Theres one! Get it! we would whisper-shout to each other

No, over there! Quick! and wed pounce onto the grass, ourhands desperately reaching for the slippery, spaghetti-like

creature.

When we managed to grab hold, wed laugh and tug gently

like our dads taught usthen pull the nightcrawler from the

soil and place it in our plastic pails. And when all was said

and done, we had to compare who snagged the most worms

(This almost always resulted in our dads splitting our loot so

that everyone went home with the same amount.)


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Truth be told, we were probably more excited to search for

our bait than to actually use it. We were squeamish kids, after

all. Though there was something honest and elemental about

learning to bait our own hooks with our own earthworms.

With Papa guiding our nervous, little fingers, we learned more

than the proper way to bait a hook; perhaps even more than

how the food chain operated in Sunset Lake. We learned true

life lessons.

Our fathers werent simply noting the delicate composition ofearthworms when we tugged at them; Dad and Uncles Scott

and Evan werent just keeping the peace when they split our

loot. They were teaching us to be forthright and confident,

but also to be humble and pragmatic. Papa taught us to keep

things in perspective. In his own way, he taught us that the

world is bigger than just five kids along the edge of a small

town pond.

DID YOU KNOW?Suffolk County has more lighthouses than any other county in the United States; and that

lighthouses are often in remote natural settings that attract an array of wildlife, from seals

beaching on rocky shoals to bald eagles soaring overhead in search of fish, to a chorus of frogs

singing in a pond as the summer sunset approaches. In fact, the National Lighthouse Museum,

celebrating all our nations lighthouses, will open `next to the Staten Island Ferry, in August 2014.

So maybe its not just searching for nightcrawlers or (perhaps

secretly for some of us) baiting our own hooks that we all

enjoyed during those summers. Maybe what we really liked

and what I at least, still search for to this day, are our fathers

teachings.

Jenna Kerwin is the staff writer for Conservationist


8/15


It can be challenging to find wheelchair accessible outdoor

experiences, but it is definitely possible.

The Appalachian Trail is very close to Pawling High School

where I teach, and I had looked at an area known as the Great

Swamp immediately off Route 22. Although it has a beautiful

boardwalk I was leery as there are no hand railings. And, I

admit it, I was afraid one of my students would fall in!

So I did a little more research and found a flat entrance to the

Trail off Route 55. In a test run I got the feeling of being out

in the wilderness, away from civilization, after just a shortdistance. Perfect! Distance is important when youre pushing

wheelchairs. (Scroll to the end of this post for more accessible

sites.)

I contacted the keeper of the gate so it would be unlocked

for us. We combined this outing with a trip to Lakeside Parkso

students could make comparisons. The park has a playground

area and beyond it are pathways around the lake. We had

limited time so took a short path closer to the water.

Everyone Can Go Outdoors!Article and photographs by Martha Schultz, Dutchess County BOCES

Reprinted with permission from Teaching the Hudson Valley

At each location students were requested to sit quietly for five

minutes without speaking. During this time they practiced

observation: look, listen, and experience the area. Then they

recorded anything they saw or heard in the sky, on the land

and in the water.

We took water samples at each location. When we returned

to school we looked at the samples under a magnifying glass

to see if there were signs of life. (See THVs lesson plan library

hereand herefor elementary-level water activities. And here

for high school.) I also asked students to compare the parks

Which place had more evidence of humans? Animals?

Finally I explained that nature relaxes me and asked how it

made them feel. There were, of course, mixed results.

This year I think I am ready to take on the Great Swamp. The

Friends of the Great Swamps websiteshows several access

points. Im aiming for the walkway near Route 22 as it brings

you out into the midst of the swamp. I would also like go to

River Road Bridge (see link above). I need to scope it out first
http://www.nps.gov/appa/index.htmhttp://www.pawling.org/Pages/PawlingNY_Recreation/indexhttp://lessons.teachingthehudsonvalley.org/component/option,com_units/Itemid,12/unit_id,111/http://lessons.teachingthehudsonvalley.org/component/option,com_units/id,133/task,view/http://lessons.teachingthehudsonvalley.org/component/option,com_units/Itemid,12/id,473/task,view/http://frogs-ny.org/http://frogs-ny.org/http://lessons.teachingthehudsonvalley.org/component/option,com_units/Itemid,12/id,473/task,view/http://lessons.teachingthehudsonvalley.org/component/option,com_units/id,133/task,view/http://lessons.teachingthehudsonvalley.org/component/option,com_units/Itemid,12/unit_id,111/http://www.pawling.org/Pages/PawlingNY_Recreation/indexhttp://www.nps.gov/appa/index.htm


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but apparently there are great views of Swamp River where

Herons, Kingfishers, and Turtlesare often seen.

Martha teaches students ages 15 to 21 with multiple-

disabilities and traumatic brain-injuries. Her class is highly

individualized and provides academics, perceptual motor

training, self-help skills, and vocational activities. Martha

participated in THVs fall online book groupreading Richard

Louvs Last Child In the Woods. THVIP Susannah Renzi

facilitated the group. Photos on this page are courtesy of

Martha.

Learn moreMaking Outdoor Programs Accessible by Kathy

Ambrosini with illustrations by Maria Jansdotterfarr,

explains how to accommodate a variety of disabilities

in outdoor programs. $11.95, paperback, 62 pages.Contact Kathy, director of education, Mohonk Preserve,

845-255-0919, ext. 233, or order by mail using this form.

The Preserve, near New Paltz in Ulster County, leads the

region in providing accessible field experiences. Read

moreabout their programming.

Among the accessible state parks in the Hudson Valley

are: Moreau Lakein Saratoga County; Rockefellerin

Westchester County; and Schodack Islandin Rensselaer

County.

Accessible environmental education centers operated by

the NYS Dept. of Environmental Conservation include

Five Riversin Delmar, Albany County and Stony Kill

Farmin Wappingers, Dutchess County.

At least two of Westchesters county parks are accessible

Trailside Nature Museumin Pound Ridge and Croton

Gorgein Cortlandt.

Scenic Hudsons new West Point Foundry Preservein

Cold Spring (Putnam) has accessible trails, parking, and

restrooms. Nearby on the Hudson, Foundry Dock Park,is also accessible. Other accessible Scenic Hudson sites

are Harrier Hill, Stockport (Columbia); Madam Brett Park

and Long Dock, Beacon (Dutchess); and in Westchester:

Habirshaw Park, Yonkers; Kathryn W. Davis River Walk

Center, Sleepy Hollow; and Park at Irvington.

And check out Forsyth Nature Center, Kingston (Ulster);

Greenburgh Nature Center, Scarsdale (Westchester);

Greenport (Columbia) Conservation Area; and Hudson

Highlands Nature Museum, Cornwall (Orange).

To find more accessible outdoor sites near you, check out

New York States Inclusive Recreation Resource Center

based at SUNY Cortland.

Editors note: This article originally appeared as a

blog post in December 2013 on Teaching the Hudson

Valleys website and can be accessed at: http://www.

teachingthehudsonvalley.org/everyone-can-go-outdoors/
http://www.dec.ny.gov/animals/61491.htmlhttp://www.dec.ny.gov/education/51833.htmlhttp://www.dec.ny.gov/animals/277.htmlhttp://www.teachingthehudsonvalley.org/professional-development/on-line-book-group-last-child-in-the-woods/http://mohonkpreserve.org/sites/default/files/files/PDF/NatureAccessTrainingManualOrderForm2013.pdfhttp://www.mohonkpreserve.org/accessibility-services-visitorshttp://www.mohonkpreserve.org/accessibility-services-visitorshttp://nysparks.com/parks/150/details.aspxhttp://nysparks.com/parks/59/details.aspxhttp://www.nysparks.com/parks/146/details.aspxhttp://www.dec.ny.gov/education/1835.htmlhttp://www.dec.ny.gov/education/1833.htmlhttp://www.dec.ny.gov/education/1833.htmlhttp://parks.westchestergov.com/trailside-nature-museumhttp://parks.westchestergov.com/croton-gorge-parkhttp://parks.westchestergov.com/croton-gorge-parkhttp://scenichudson.org/parks/westpointfoundrypreservehttp://scenichudson.org/parks/foundrydockparkhttp://scenichudson.org/parks/harrierhillhttp://scenichudson.org/parks/madambrettparkhttp://scenichudson.org/parks/longdockparkhttp://scenichudson.org/parks/habirshawhttp://scenichudson.org/parks/davisriverwalkcenterhttp://scenichudson.org/parks/davisriverwalkcenterhttp://scenichudson.org/parks/shparkirvingtonhttp://ci.kingston.ny.us/content/120/122/1380/default.aspxhttp://www.greenburghnaturecenter.org/http://clctrust.org/public-conservation-areas/greenport/http://hhnaturemuseum.org/http://hhnaturemuseum.org/http://colfax.cortland.edu/nysirrc/index.htmlhttp://www.teachingthehudsonvalley.org/everyone-can-go-outdoors/http://www.teachingthehudsonvalley.org/everyone-can-go-outdoors/http://www.teachingthehudsonvalley.org/everyone-can-go-outdoors/http://www.teachingthehudsonvalley.org/everyone-can-go-outdoors/http://colfax.cortland.edu/nysirrc/index.htmlhttp://hhnaturemuseum.org/http://hhnaturemuseum.org/http://clctrust.org/public-conservation-areas/greenport/http://www.greenburghnaturecenter.org/http://ci.kingston.ny.us/content/120/122/1380/default.aspxhttp://scenichudson.org/parks/shparkirvingtonhttp://scenichudson.org/parks/davisriverwalkcenterhttp://scenichudson.org/parks/davisriverwalkcenterhttp://scenichudson.org/parks/habirshawhttp://scenichudson.org/parks/longdockparkhttp://scenichudson.org/parks/madambrettparkhttp://scenichudson.org/parks/harrierhillhttp://scenichudson.org/parks/foundrydockparkhttp://scenichudson.org/parks/westpointfoundrypreservehttp://parks.westchestergov.com/croton-gorge-parkhttp://parks.westchestergov.com/croton-gorge-parkhttp://parks.westchestergov.com/trailside-nature-museumhttp://www.dec.ny.gov/education/1833.htmlhttp://www.dec.ny.gov/education/1833.htmlhttp://www.dec.ny.gov/education/1835.htmlhttp://www.nysparks.com/parks/146/details.aspxhttp://nysparks.com/parks/59/details.aspxhttp://nysparks.com/parks/150/details.aspxhttp://www.mohonkpreserve.org/accessibility-services-visitorshttp://www.mohonkpreserve.org/accessibility-services-visitorshttp://mohonkpreserve.org/sites/default/files/files/PDF/NatureAccessTrainingManualOrderForm2013.pdfhttp://www.teachingthehudsonvalley.org/professional-development/on-line-book-group-last-child-in-the-woods/http://www.dec.ny.gov/animals/277.htmlhttp://www.dec.ny.gov/education/51833.htmlhttp://www.dec.ny.gov/animals/61491.html


10/15


RAMBLINGS

FROM

REDH

ILL

bySnapperPetta

You can learn a lot about the quality of

a towns road crew based on how well

the hills are plowed, sanded, and cleared

during the snowy months. Wed been

eyeing an old farm since mid-winter and

occasionally rode up that way to see how

we might fare with a daily commute. Not

owning four wheel drive vehicles, wewanted to assure ourselves that getting to

work and home again wouldnt prove to be

too formidable a task. Regardless of the

roads condition, every time we crested the

hill the first thing that drew my attention to

the property was the barn situated behind

the house. Typical of many upstate farms,

the hey-day of the structure had come and

gone but you could sense its importance

in the life of the place. It hadnt housed

cows in over six years but you could feel

their presence. The warmth theyd giveoff, steam rising from their flanks on a

cold winters morning was easy enough

to imagine as my own breath vapored off

into the air. Although the house was nice,

it was the barn that sold me on Red Hill.

We purchased the farm, signing the papers

on St. Patricks Day of 1987. No keys were

exchanged because there were no locks on

the doors; my kind of place. Our family

moved in that summer.

It was clear from the outset our home was the proverbial

handy mans special but we were young, dumb and ful

of sweat equity. While the house had to be our first priority

(after all, we were going to be living there), I knew the barn

needed attention as well. Clear evidence the roof needed

replacement came with the first rainstorm. Id been told

by people we trusted that a new roof would stabilize the

building from further decay. Essentially it would give us timeand breathing room before the major work would have to be

undertaken. Since time is cheap and major rehabilitation

not, we replaced the roof and put our faith in the future.

Over the years the barn has increasingly shared signs that

further work was required. First it was the lower levels sliding

doors that hung up on the ground; a clear signal the building

was shifting off its foundation. Next the adjoining milk house

door went from a snug fit in its frame to not closing at all

Walking on the second level became an obstacle course unto

itself as youd try to maneuver around the deck, hoping not

to break through the floor. The one time that did happen found myself in a rather precarious position with my lower

half hanging into the milking parlor below. Little by little the

handwriting was on the wall; our barn would need a tota

restoration or be allowed to fall into ruin. Not wanting the

latter option to occur on our watch, and not being sure we

could afford the former, we called in the experts.

Throughout the process of getting estimates, time frames

etc., Ive learned a tremendous amount about our barns

history. The folks who came through willingly took the time

What Price Preservation?


11/15


to share its secrets with me. Construction technology, evident

in the hand hewn post & beam framework, indicates the barn

was built after 1795 but prior to 1820. Notches on the wooden

decks support beams show how the building was originally

built on ground level as a threshing barn. By allowing wagons

to drive through the structure early farmers could unload

their wheat, taking advantage of the prevailing winds coming

off the upper hill to separate it from the chaff. When the

business of agriculture shifted in the 19 th century the barn

transitioned as well. Dairy herds sprung up and barns neededto adapt with the changing times. Like many in the region

ours was raised to create a milking area down below with the

new upper level used for hay storage. A lean-to addition,

constructed in the 1970s, altered the barn once again from

its original plan. The more I learned about this amazing

structure the more I knew we had to do everything in our

power to save it. But could we?

In the end we received three estimates for the work.

Deliberations between my wife and I were short. We knew

we wanted to do this so it was only a matter of settling on a

contractor. Luckily for us, we were already familiar with one

of the groups bidding on the job. We knew their work to be

superior in all facets that mattered for a project such as this

one. They were also eager to take on the restoration and even

encouraged us to dicker with them on the price. While the

entire cost was going to be one and a half times the yearly

average family income for our county, amortized over the

years to come, the price seemed like a bargain. With little

hesitation we quickly signed the contract and work began;

continuing throughout the most bitterly cold and snowy

month in recent memory.

The major work is now concluded. Small finishing touches

still need to be completed; the foundations backfill, currently

frozen, awaits the warmth of spring but for all intents and

purposes, the barn is back in our possession. We spent

part of a recent Sunday reacquainting ourselves with the

building. Climbing the ladder to the second floor, soft shafts

of sunlight emanated between the siding; illuminating the

interior. Exploring the many nooks and crannies formally off

limits, were quite impressed with the space. To my eyes the

work is everything Id hoped it would be. Confident now that

this barn will last another two hundred years, I know future

residents of Red Hill will be thankful for our stewardship of

this great treasure.

Until next time, may all your rambles lead you to new and

exciting places.


12/15


Time to Esteem Our Native Pollen Beeswriting and photographs by Tim Stanley

In any conversation about bees, inevitably the honeybee

takes center stage. Why is that? Are honeybees really moreimportant than other bees? Would our entire food supply be

threatened if honeybees were to vanish? Our native bees,

sometimes described as pollen bees, are not only more efficient

pollinators but have also developed techniques for pollinating

flowers that honeybees are incapable of pollinating.

Honeybees may be the proverbial canaries in the coalmine

in certain ways; whatever fate befalls them may also befall

our pollen bees, as all bees are likely vulnerable to chemical

poisons, viruses, and environmental stressors. It makes sense

that protecting one kind of bee will benefit other kinds of

bees. However, the greatest overall benefit will occur fromgiving our native pollen bees more priority.

Consider our native pollen bees for a moment. They range

in size from the very small sweat bees to the very large

carpenter bees, and over time, they have coevolved with our

native plants in a colorful and interdependent parade of

diversity. It stands to reason the native bees have the know

how and design necessary to be efficient pollinators of those

plants. For example, many native flowers hold their pollen

tightly and it literally must be shaken out in a process called

buzz pollination, a skill perfected by bumblebees. Tomatoes

of the nightshade family, fall into this category. Thereforeevery ripe red tomato eaten is the product of bumblebee

ingenuity! The beautiful orchard bees emergence coincides

with the early spring bloom of members of the rose family

such as apple blossoms, and 250 of these industrious bees

can do the equivalent work of two hives of honeybees in an

apple orchard. In a squash flower, you will find the squash

bee! These honeybee-sized specialists only pollinate flowers

in the squash family; literally sleeping in the flowers, they

begin pollinating long before other bees are awake and active

With such an eclectic and diverse group of pollen bees

wonder how the status of the non-native honeybee has beenso elevated? The answer is simple: because of the monetary

value honeybees provide in the form of commodities and

services. Due to their perennial nature (unlike native bees

they overwinter in their hives), they produce a surplus of honey

and their hives wax makes superior candles-- both valuable

commodities. Additionally, their hives are easily transported

around the country to exploit their pollination services on

monoculture (one-crop) farms. We have been told that our

food system would collapse upon their demise. This is in

fact true, based on todays mainstream agricultural practices

Native bumblebee


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and techniques. Unsustainable monocultures such as

almonds in California, blueberries in Maine and apples

in Washington are dependent on honeybee pollination.

In effect, the crops bloom for a two-week window at the

same time each year, and all the plants bloom at once.

This is actually a pollinators desert; the rest of the year,

there is no pollen, no nectar. On monoculture farms, whenthe blossom period is over, the honeybees are loaded onto

tractor-trailers and transported to new fields where their

services are required.

For native pollen bees, such a system has insufficient plant

diversity to sustain a population. Since they are restricted

by their own size to a half-mile to mile radius, they need

a longer time of blooms over a small area to provide food

throughout the summer. It is achieved by a diversity of

plants that bloom from early spring to late fall.

Honeybees and their spokesmen have pulled on the publicsheartstrings and their plight has started a swelling rally

cry for change: save the honeybee, save our food supply.

But I rode the swell to a nearby realm... and discovered a

diverse group of native pollen bees that we need to better

understand and appreciate. Once we understand these

native pollen bees, we can develop plans to utilize them to

their full potential by transforming our current agricultural

practices to include wind rows, corridors and fallow fields of

biodiversity that can sustain our native pollen bees beyond

the bloom times of current mainstay crops. At the same

time, we need to listen to the rally cry and curb harmful

use insecticides and herbicides to protect ALL pollinators.Transforming the landscape to accommodate native

pollinators will produce lasting, pleasing results that will

not only save the food supply but make the environment

healthier. In the meantime, this newfound knowledge

of our native pollen bees can be used to initiate change

beginning in our own backyards.

To Learn more visit www.nativebeeology.com. Online field

guide to native pollen bees and other ways that you help

bees at home or at a schoolyard garden.

Non-native honeybee

This spring, the NYSOEA board is joined by Josh Teeter. He w

serve as the Central Region Chair. Josh brings many years

experience to the position. Currently, Josh works for the N

York State Office of Parks, Recreation and Historic Preservatas the Finger Lakes Region environmental educator. Over t

past decade, he has held several other positions in the regi

including an environmental education internship with t

DEC at the Rogers Environmental Center in Sherburn

program director at the Waterman Conservation a

Education Center in Apalachin , and teacher for the Outdo

Pursuits Department at Binghamton University.

Josh received his undergraduate degree from Binghamt

University 1999 and earned his Masters degree in recreat

management at SUNY Cortland in 2009. Josh participated

a yearlong primitive and survival skills course at WilderneAwareness School in Duvall, Washington, where he realiz

he want to share things that might help connect people

their surrounding and feel comfortable being outside (wh

being outside himself). Josh continues to attend conferenc

trainings, lectures, and webinars. He says he has to fight t

urge` to constantly look things up. Very few days pass in

daily life without lots of laughter and hike or trail run.

Josh can be reached at [email protected]

Meet Josh TeeterNYSOEAs Newest Board Member and Central Region Chair
http://www.nativebeeology.com/mailto:[email protected]:[email protected]://www.nativebeeology.com/


14/15


Frederick W. Stoss, MS (zool:ecol), MLS

Associate Librarian for Biological Sciences, Ecology, Geology, & Mathematics,

Science and Engineering Information Center Arts & Sciences Libraries

University at Buffalo

[email protected]

Reflections and Sharingsubmitted by Frederick W. Stoss, MS (zool:ecol), MLS

I was one of 30 members of the American Library Association selected to attend this years AnnualMeeting of the American Association for the Advancement of Science (AAAS) in February in Chicago. I

was amazed at the number of programs and opportunities for bringing STEM resources, instruction in

formal K-12 and non-formal settings, and a host of activities. I met some folks from Chicago Wilderness,

who were passing out information about their programs and resources, including a nifty looking flyer,

Childrens Outdoor Bill of Rights.

Childrens Outdoor Bill of RightsEvery child should have the opportunity to:

Discover wilderness prairies, dunes, forests, savannas,and wetlands

Camp under the stars

Follow a trail

Catch and release fish, frogs, and insects

Climb a tree

Explore nature in neighborhoods and cities

Celebrate their natural heritage

Plant a flower

Play in the mud or a stream

Learn to swim

Researchshows that the activities listed in the Childrens

Outdoor Bill of Rights nourish childrens physical, social,

and emotional development, while connecting them

to the wealth of resources available in their backyards,

neighborhoods, cities, and region.

See: http://www.chicagowilderness.org/what-we-do/leave-

no-child-inside/childrens-outdoor-bill-of-rights/
mailto:[email protected]://www.chicagowilderness.org/index.php/download_file/view/153/299/http://www.chicagowilderness.org/what-we-do/leave-no-child-inside/childrens-outdoor-bill-of-rights/http://www.chicagowilderness.org/what-we-do/leave-no-child-inside/childrens-outdoor-bill-of-rights/http://www.chicagowilderness.org/what-we-do/leave-no-child-inside/childrens-outdoor-bill-of-rights/http://www.chicagowilderness.org/what-we-do/leave-no-child-inside/childrens-outdoor-bill-of-rights/http://www.chicagowilderness.org/index.php/download_file/view/153/299/mailto:[email protected]


15/15

Advertising in PathwaysPATHWAYS welcomes advertisements which will be

of interest to the membership of NYSOEA. If you have

a product, service, equipment, resource, program, etc.

that you would like to share with our membership via

an advertisement, we can receive it through any of the

following ways.

Email: [email protected]

Fax: (607) 753-5982

Mail: Darleen M. Lieber

Ref: Pathways Advertisement / Article

SUNY Cortland RPLS Dept.

PO Box 2000, Cortland, NY 13045

Materials should be typed. Please include a short

biographical section about the author of the article.

References cited in the article should be listed at the end of

the article, APA style.

(ISSN 1077-5100) PATHWAYS is published four times a

year by the New York State Outdoor Education Association

and is emailed to NYSOEA members. Opinions expressed

by contributors are theirs solely and not necessarily

those of the Editorial Board of PATHWAYS or of NYSOEA.

Advertisements included in PATHWAYS should not be

interpreted as endorsement of the product(s) by NYSOEA.

Invitation for Articles and NewsThe PATHWAYS team is always eager to hear from members

and publish the articles that they have authored or news

or event announcements that they would like to share with

fellow members. We invite you to send your submission for

our next issue. Simply send us the text with any supporting

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receive it in any of the ways listed below.
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Pathways Spring 2014

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