Monday, February 27, 2012

At to the 'Center' of Plant Restoration

By Paul C. Focazio, Web Content Manager, New York Sea Grant

Louisiana is where you'll find 30% of the lower contiguous U.S.'s coastal wetlands. This translates to about 7,000 square miles of some of the most diverse habitats in the world and constitutes the largest adjoining wetland system in the lower 48 states.

Coastal wetlands like these are vital, protecting against storm surge, or the rise of water associated with a hurricane or other storm, plus tide, wave run-up and flooding. They also help maintain water quality and provide habitat for wildlife. These and other coastal environments generate billions of dollars annually through such industries as commercial fisheries and tourism.

So, it should come as no surprise that there's considerable concern over these fragile environments disappearing at an alarming rate. Louisiana marsh loss accounts for over 90% of the nation's total. According to data provided by the U.S. Department of Agriculture's (USDA) Natural Resource Conservation Service (NRCS), Louisiana loses an average of 25-30 square miles of coastal marsh each year. Since the mid-1950's, nearly 1 million acres of coastal marsh have been lost, most of which has been converted to open water. And, if the current rate of loss isn't slowed, an additional 800,000 acres of wetlands will disappear by 2040, and the Louisiana shoreline will advance inland as much as 33 miles in some areas.

That's why places like the Golden Meadow Plant Materials Center (GMPMC) in Galliano, Louisiana are so important. GMPMC is a leader in coastal wetland ecosystem restoration. The Center develops plants and procedures to reverse the loss of coastal wetlands in the service areas of Louisiana, Mississippi, and Texas. Golden Meadow is one in a network of 27 USDA Plant Materials Centers across the country under the NRCS's Plant Materials Program. These centers serve as learning sites to stimulate and foster an understanding of the importance of plants in the environment and their role in conservation programs.

In New York, there's Big Flats Plant Materials Center located in Corning (about an hour south of Cornell University in Ithaca), which provides plants in the Northeast region - New York, Maine, Vermont, New Hampshire, Massachusetts and Pennsylvania. These plants include ‘Niagara’ big bluestem, ‘Glacial Lake’ butterfly weed, ‘Keystone’ buttonbush, Glacial Lake Albany Germplasm wild lupine and ‘Golden Jubilee black-eyed Susan.

During their five-day trip in southern Louisiana with NYSMEA and NYSG, the educators stayed and volunteering at GMPMC [see pics 1-3 below], which is located within the Barataria-Terrebonne Estuary, one of the largest and most productive estuarine systems in the United States. The Estuary spans a 4.2 million acre region between the Atchafalaya and Mississippi Rivers, whose preservation and restoration has been the mission of the Barataria-Terrebonne National Estuary Program (BTNEP) since 1991.

BTNEP is one of 28 nationally-significant U.S. estuaries identified under the Clean Water Act. In New York, there are several nationally-recognized estuaries, including the New York-New Jersey Harbor & Estuary, Peconic Estuary, and the Long Island Sound (LIS), the latter of which is supported by NYSG via its LIS Study (LISS) Educator Larissa Graham. See NYSG's LISS news archive for some recent initiatives and, for more on estuaries, see the Environmental Protection Agencies' National Estuary Programs Web site.






"Our main objective is providing habitat restoration plants to reduce coastal erosion," says GMPMC's Garret Thomassie [pictured in (4) above]. As Thomassie explained to the educators, the Center develops a variety of plants for coastal wetland remediation, restoration, and enhancement - such as inland saltgrass (5), Pelican black mangrove (6), seashore paspalum (7), Gulf cordgrass (8), switchgrass, red mulberry and Gulf bluestem, Gulf Coast marsh hay cord grass, among others.



The reason for the Center's plant varieties [some more of which are seen in pics (9) - (11)] is that each of the grasses, trees and shrubs have different salinity tolerance levels to accommodate the different sands and soils found in the surrounding environments, which include salt marsh, brackish marsh, tidal freshwater marsh and swamp, mangrove swamp, beaches and dunes.

"We try to make these plants more easily available so that people aren't going into these fragile environments to harvest plants for restoration efforts," said Thomassie.




Part of the process in cultivating plants at the Center involves harvesting seeds [see pics (12) and (13)], which are then planted in trays with soil for germination using, among other equipment, a needle seeder [pictured in (14)]. After these trays have grown the intended plants [such as Gulf bluestem, pictured in (15) - (18)], they are then clipped and propagated to increase their amounts. A full table of Gulf bluestem [as pictured in the Center's greenhouse, (16) - (18) will be enough to satisfy the approximately 20 commercial growers who have requested about 100 plants each for this spring.







As Thomassie showed the educators [as seen in pics (19) - (23)], propagating these restoration plants involved clipping them, placing several in each of the tray's sections and then trimming the clippings to spur additional growth and increase their chances for survival.



After an afternoon of working on the Gulf bluestem propagation project, numerous trays were filled by the educators [as pictured in (24)], which greatly helped the Center to fulfill the upcoming requests of commercial growers.



For more on plants for coastal restoration in the Gulf Coast region, check out NRCS's Web site. And for wetland loss and restoration efforts in southern Louisiana, visit www.lacoast.gov/landloss. Click over to see how you can "Get Involved," either in southern Louisiana or in your area, and check out the "Education" section for teacher and student resources and wetlands videos.

Thursday, February 23, 2012

Meet The Educators ... and Their Revisited and New Restoration Efforts

By Paul C. Focazio, Web Content Manager, New York Sea Grant

The educators taking part in this year’s southern Louisiana restoration and wetlands exploration run the gamut in terms of their experience – from high school teachers on Long Island and in New York City to instructors at the American Museum of Natural History and an environmental center in Queens. The group is being led by New York State Marine Education Association’s President Meghan Marrero and New York Sea Grant’s Long Island Sound Study Educator Larissa Graham.


New York Sea Grant’s Long Island Sound Study Educator Larissa Graham and New York State Marine Education Association’s President Meghan Marrero , pictured here in February 2011 during a plant propagation at the Wetland Plant Center in City Park.

In addition to her duties at NYSMEA, Marrero is an Associate Professor of Secondary Science Education at Mercy College in Dobbs Ferry. This is her second Gulf trip, this time accompanied by two graduate students funded through a grant from the Mercy College Faculty Development Committee. Marrero holds degrees in biological science and science education and has worked as a high school teacher, curriculum director, and educational consultant. Her research interests focus on marine education, specifically in improving ocean literacy and also increasing teacher pedagogical content knowledge in the STEM disciplines.

Marrero co-led last year’s Louisiana trip with Graham, who has a Bachelors of Science in Environmental Science and, after college, worked for the Connecticut Department of Energy and Environmental Protection for a few years tracking lobster populations in Long Island Sound. In 2007, she received her Masters degree in Fisheries Science from Virginia Tech. Her research focused on bycatch in the horseshoe crab trawl fishery. After graduating, she began working at New York Sea Grant, teaching stakeholders about Long Island Sound.

“I’m especially excited to see how the restoration sites we worked on last year – with Louisiana Sea Grant and the Barataria-Terrebonne National Estuary Program – have progressed," says Graham. "I’m also looking forward to visiting new sites and areas that we didn’t have a chance to see last year, such as the Louisiana State Universities Marine Consortium.”

Last year, NYSMEA educators and NYSG staff volunteered with several dozen students from Andrew Jackson Middle School in nearby Chalmette, Louisiana at Louisiana State University (LSU) AgCenter's Wetland Plant Center (WPC) in City Park. The group - led by Caitlin Reilly, a Sea Grant extension specialist at LSU - propagated 2,700 strands of Gulf Bluestem (a wetland plant) and re-potted 320 Spartina alterniflora (smooth cordgrass, a wetland plant), for future WPC restoration efforts.

The educators also spent a day on the Port Fourchon Maritime Forest Ridge for restoration efforts with Barataria-Terrebonne National Estuary Program (BTNEP) staff, including Plant Materials Coordinator Matt Benoit. By the end of the volunteer activity, they planted nearly 800 salt matrimony vine tree/shrubs on the rather vegetatively bare ridge. These small, native evergreens have a high success rate in most soils and are also tolerant of salt spray and drought conditions. And, as the group learned first-hand, in the face of Louisiana’s unparalleled coastal wetlands loss, restoring rather bare ridge habitats such as this one into more maritime-like forests are vital because they serve as a refuge for many animals including the millions of migrating birds that cross the Gulf of Mexico in the spring each year on their way back to their breeding grounds in the eastern United States and Canada.

Educators on this year's trip will undertake, as Graham mentioned earlier, a mix of experiences from last year as well as some new challenges. Here’s more on the professional backgrounds of some of these educators, as well as some insights into what they were most looking forward to during this five day trip, in their own words:



Mark Barone (pictured in 1,above), High School Special Education Instructor, Hammondsport, NY

I took part in the Gulf Restoration 2011 trip. It was fantastic! Last year, I left the comforts of home in Hammondsport, New York (Currently, tied for 1st place in Budget Travels “Coolest Town in the USA” contest) to fly down to New Orleans, Louisiana. The nature of the volunteer work that we did (erosion control) was stimulating and gave me a clearer vision of the many good things that happen when people work together. NYSMEA’s leaders and members really bring the ocean literacy concepts to life. I sincerely believe that the work that we have started will endure in ways that are beyond what I may have imagined.

One objective that I have for this trip is to better understand the meteorological movement of air masses and formation of major storms. I would like to develop the skills necessary in order to take proactive steps toward protecting the natural environment of coastal Louisiana. Finally, I would like to share a dedication toward stewardship and science in learning about Earth’s precious waterways.

Dyan Freiberg (2), Educator, Alley Pond Environmental Center, Douglaston, NY

I grew up on Long Island, currently live in Manhattan and have worked as an Educator at Alley Pond Environmental Center in Douglaston, Queens since 2001. There, I teach students of all ages about the plants, animals and ecosystems that are found in the New York metropolitan area, and more specifically Alley Pond Park.

I have a Masters Degree in Elementary Education from Hunter College and a Bachelors in Zoology from the University of Wisconsin.

I’ve never been to Louisiana and consider the NYSMEA trip a wonderful opportunity for me to offer my help as a volunteer as well as meet new people.


Coleen Grant (3), High School Science Teacher, Centereach, NY

I have been teaching high school science for the past 15 years in the Middle Country School District at Centereach. After attending college at Long Island University Southampton, I got my teaching job and a park ranger job at Fire Island National Seashore. I worked for the park service seasonally for about six or seven years as an Interpretation Ranger. While there, I ran children’s programs and nature walks. It was wonderful teaching in the field.

Currently, I have started teaching a couple of new half year electives in Environmental Studies and Oceanography. When I saw the opportunity to be a part of this program, I was thrilled to share in this chance to make a difference. I love to travel and bring experiences back to my students. I had recently visited Australia, New Zealand, and South Africa and have incorporated many of my experiences in these two new classes.

Karen Matsumoto (4), Marine Science Education Coordinator, Seattle Aquarium, WA

I’m the project lead at the Seattle Aquarium in Washington State for the “Citizen Science” high school nearshore monitoring program and the Olympic Coast Ocean Science literacy program for fourth and fifth graders. I’ve worked in the field of conservation biology and environmental education for over 25 years. I love to share nature with children through art and journaling.

My connections with the New York State Marine Educators Association are through my participation in the Project Power Wetlands Education Program with Merryl Kafka at New York Aquarium as well as through my friendship with colleague NYSMEA President Meghan Marrero, who I met at the NOAA-sponsored Papahanaumokuakea Ahahui Alakai leadership Program on Midway Atoll.



Lauren Mahony (5), Student Teacher, Lehman High School, Bronx, NY

In addition to student teaching at Lehman High School, I currently attend Mercy College, where I’m pursuing a degree in secondary biology. It’s also the place I came to meet NYSMEA President Meghan Marerro. I mentioned to her that I would love to do some field work and so she suggested that I take part in this trip. I am a National Geographic junkie and Science Channel junkie so I’m excited to apply my knowledge to real life situations.

Elizabeth Platt (6), Science Teacher [AP Environmental Science and the Living Environment/Biology], Smithtown High School West, Smithtown, NY

Teaching is my second career. My first was working as a field biologist for the Nature Conservancy, identifying potential preserves throughout New York State and field checking rare plants and some animals. I love wetlands and spend a lot of weekend time birding in them with my husband.

I cover habitat restoration in my AP environmental science course. I try to get as much personal experience in all the topics that I teach. This wetland restoration project with NYSMEA and Sea Grant will help me to get closer to my goal. I hope to get my students and my Ecology Club involved in a restoration project on Long Island.


Tom Armentrout (7), High School Teacher, Bainbridge Island, Puget Sound, Seattle, WA

I currently teach 5 sections (144 total students) of Marine Science, a year-long elective for juniors and seniors at our public high school on Bainbridge Island in Puget Sound. Our island is a 30 minute ferry ride due west out of downtown Seattle. I've taught for 25 years, starting with 5th-8th grade in a small rural school near The Dalles, Oregon.

Before teaching, I worked a couple seasons as a commercial fisherman off the Oregon and California coasts for Salmon and Tuna. I worked as a boatbuilder in Hood River, Oregon for 5 years. I was treasurer/secretary for the Northwest Aquatic and Marine Educators (NAME) association for two years. For several years I worked on a Marine Science curriculum dissemination project, and in 1993 I got to teach a two-day workshop for local school teachers on the Louisiana coast. I'm looking forward to re-visiting this amazing landscape inhabited by wonderful folks.

In my photo (pictured in 7, above; in yellow), I'm with my students on a marine science sailing research voyage in the San Juan Islands of Puget Sound.

Russell Taragan (8), Education Department, American Museum of Natural History

I was lucky enough to visit Louisiana last year, and enjoyed the trip immensely. I am 29, and live and work in New York City. I have always loved science and nature, particularly marine science. My first memory from around age two is of walking on the beach looking at shells. The enjoyment and exploration of nature is most evident in my many hobbies including rocketry, microscopy, SCUBA, kayaking, and backpacking. These hobbies are all-consuming and highly addictive once you get into them.

In college I studied biology including ecology, conservation, oceanography, and microscopy. I was lucky enough to participate in marine research for several years, culminating in a trip to Italy for two weeks with a professor. I find myself torn between environmental education, and research. Accordingly, the best fit so far has been in informal education. This field is usually at the intersection of research, education, and conservation.

As part of The American Museum of Natural History’s Learning Experiences team, I currently work with students and teachers in outreach and professional development. About 80% of this time is with a program called “The Moveable Museum.” This program uses a museum exhibit on a large Ford Winnebago to visit schools within New York City in third to twelfth grades. Our exhibit is called “Dinosaurs: Ancient Fossils, New Discoveries” and is based on a temporary exhibit of the same name that was at the AMNH about 9 years ago. For more information about this program, visit us here.

Wednesday, February 22, 2012

NYSMEA and NYSG Re-Team for Habitat Restoration Efforts and Wetlands Loss Education

By Paul C. Focazio, Web Content Manager, New York Sea Grant

New York Sea Grant’s (NYSG) Long Island Sound Educator, Larissa Graham, and Web Content Manager, Paul C. Focazio, are joining about a dozen educators and teachers from the New York State Marine Education Association (NYSMEA) for a five-day trip to south Louisiana to learn about plant restoration efforts and talk with experts about tidal wetlands loss [the group is pictured below in (1)]. This is the second year that NYSG and NYSMEA have partnered for this in-the-field experience.


About a dozen educators join NYSMEA and NYSG this year for the trip to south Louisiana. The group are residing and also volunteering at the U.S. Department of Agriculture's Golden Meadow Plant Materials Center in Galliano, Louisiana, a leader in coastal wetland ecosystem restoration.

"Though our group is only in Louisiana for a relatively short time, the goal is to learn as much as we can about the various problems affecting the Gulf," says Graham. "This way, when our educators arrive back home, they can better inform others as to how they can help."

And there is plenty of information to return home with, especially when it comes to wetland loss. According to data from the Barataria-Terrebonne National Estuary Program (BTNEP), coastal Louisiana has lost an average of 34 square miles of land, primarily marsh, per year for the last 50 years. From 1932 to 2000, 1,900 square miles have disappeared, roughly an area the size of the state of Delaware.

Similar concerns over wetland loss are mirrored in New York wetlands such as Jamaica Bay [pictured below, (2)], a 39-square-mile estuary within a 142-square-mile watershed that includes portions of Brooklyn, Queens and Long Island's Nassau County.

During the October 2011 "State of the Bay: Past, Present and Future—Revisited" symposium, a NYSG co-sponsored event held at Brooklyn College, there was much discussion amongst scientists about what could be done to restore the bay's salt marshes, which are being lost at a rate of 44 acres per year.


The health of Jamaica Bay is subject to the effects of being surrounded by millions of people. Stakeholders continue to look for ways to improve the conditions in the bay through research and transformation efforts. Photo courtesy of the National Park Service.

Why all the concern over wetlands in New York, southern Louisiana and elsewhere? These ecosystems represent a diverse ecological resource that supports multiple habitats, including open water, salt marshes, grasslands, coastal woodlands, maritime shrublands and brackish and freshwater wetlands. These habitats also are home to many species of fish, birds and other animals, some of which are known to only inhabit these environments.

Following the trip to southern Louisiana, the group of educators will share what they have learned with other NYSMEA members, students and the general public through both this Web blog and a Web casts at the Association's annual conference this summer.

"NYSMEA members are eager to assist in restoration efforts, and to raise awareness back in New York that there is plenty of work to be done in the Gulf and here at home," says NYSMEA President Meghan Marrero."Several attendees are classroom teachers, and will be bringing what they learned back to their students in the classroom right away."

Graham, who says she is looking forward to getting her hands dirty working alongside the educators during the various habitat restoration projects planned in the area, also intends to use the trip as a way of strengthening partnerships with the Louisiana Sea Grant program and the Barataria-Terrebonne National Estuary Program. "After arriving home, I plan to talk to New York Sea Grant staff about ways we can support these programs. And, as part of NYSMEA, I am also hoping to educate fellow NYSMEA members through various presentations at meetings and postings in our newsletter and through social networking."

NYSG's Focazio will again be reporting on the week's activities via the blog, filling it with stories and pictures documenting the educators' experiences through the end of this month.

“Between Sea Grant and NYSMEA, we deal with such a wide range of audiences that the blog needs to be user-friendly, interesting and informative,” says Focazio. Target audiences include everyday people, the media, legislators and partners, such as Sea Grant's parent organization, the National Oceanic and Atmospheric Administration. Perhaps the most important use of the blog, though, is for it to serve as a resource for teachers and students. "The ultimate goal here is to have the blog be viewed as an educational tool with a high multiplier effect for learning about coastal restoration and wetland loss."


Later this week, BTNEP Plant Materials Coordinator Matt Benoit will lead educators in a native tree planting on the Port Fourchon Maritime Forest Ridge.

Blog posts this year will feature a partnership planting with BTNEP of native trees on a newly-restored natural ridge north of Port Fourchon, LA. "When complete, the ridge will act as critical habitat for neotropical migratory birds traveling to and from South American across the Gulf of Mexico," says BTNEP Plant Materials Coordinator Matt Benoit.

Also planned is a wetland presentation and tour of Louisiana State Universities Marine Consortium (LUMCON), whose staff will be teaching the NYSMEA educators about Louisiana's tidal wetland loss, leading a canoe trip around the wetland and touring LUMCON for discussions with the facility's researchers.

Plant propagation are on the schedule, too, both at the U.S. Department of Agriculture's Golden Meadow Plant Materials Center (PMC) in Galliano, Louisiana, where the group is staying for the duration of the trip, and at the Wetland Plant Center (WPC) in City Park with Louisiana Sea Grant's Louisiana State University AgCenter Extension Associate Caitlin Reilly. The educators will be weeding, cutting, separating, and potting wetland plants at both nurseries, which provide plants used to restore their respective surrounding wetlands.


Louisiana Sea Grant's Caitlin Reilly, pictured here in February 2011 with New York Sea Grant’s Long Island Sound Educator Larissa Graham, has planned another a plant propagation at the Wetland Plant Center in City Park.

Sea Grant staff from the national network’s 32 programs have also volunteered at WPC. During their Fall 2010 planting, Sea Grant-ers contributed about 55 volunteer hours for a planting effort along 200 feet of shoreline in New Orleans’ City Park. “In the face of land loss, we see a lot of need for restoration in Louisiana, especially after Hurricane Katrina,” says Reilly.