WHO? WHERE? MUTUALLY BENEFICIAL RELATIONSHIPS?

The above Chelydra (Snapping Turtle) was wandering on the north-east buffer of the Creditview Wetland and by the fence this past summer. He(?) seemed to be trying to find his way back into the marsh and swamp. Hope he got back before his predators found him.

Snappers are big compared to other turtles (45 cm or so) - with a long neck and tail and a comparatively small shell. Even though females move onto land to deposit their eggs, snapping turtles spend most of their time in the Wetland swamp crawling along the bottom. Click the picture above to get a closer look. What plants are growing on this guy's shell? Will she(?) be the last 'snapper' to have the Wetland as his(?) habitat? Is her species or those species she depends on nearly locally extinct? Who would miss her? Does she play an important role in the ecology of the Creditview Wetland for other life forms?

This amazing gem of a wetland that exists smack dab in the heart of Mississauga, harbours many such life forms. Many of her species and other significant species lost more than half of their habitat space in the mid to late 90's - then left the Wetland? Ask those homeowners who have lived in this area for the last 15 years or so. They tell the stories of experiencing the painted turtles and Snapping Turtles in their back yards, crossing roads - looking for a new home at this time.

Our children are beginning to realize that the Creditview Wetland and other local urban wilderness sites are part of their habitat as well. We and our future generations depend on healthy wetlands - healthy watersheds. Grab your camera or paint brush and try to capture this 'snapper', or perhaps a painted turtle? Get to know the creatures that make up the Creditview Wetland? Realize how we impact on their habitats? Do something about it? Too many questions?

TUTORED BY NATURE - TESTIMONIAL

“Going into the woodlot for me is like going to explore a whole new world... known as Eden Woods Park...there is always something happening like...small animals scurrying around, birds tweeting, and classes working hard to restore it from the abuse it has been through.” (gr.7 student, Edenwood M.S., Eden Woods restoration programme 2002)

PART OF WHICH LOCAL WATERSHED?

This local creek is part of a watershed that takes its name and runs straight through the heart of Mississauga

TUTORED BY NATURE???

The phrase `Tutored by Nature` reflects important imagery and inspires focus for `Tutored by Nature Inc.` Thought communicated instructs that 'embodied' activity in local urban wilderness provides important `tacit`knowledge` for children and youth to anchor ecological understandings through first hand experience in local Nature.

Encouraging our next generations to be 'Tutored by Nature' is significant insight that begs the question 'What local wilderness is available to access Nature`s tutorials here in Peel Region?' To date, excursions and stewardships experienced by schools in Mississauga have been on local subwatersheds and watersheds - including Sawmill Creek, Carolyn Creek and the Credit River and at The Creditview Wetland. Future excursions and stewardships will also take place on Fletcher's Creek subwatershed and Cooksville Creek watershed.

For more understanding of this important direction for environmentally educating our young, read other posts within this blogspot, consider the possibilities for your school and contact us for further information at tbyn@rogers.com

ECO-STEWARDSHIP: SKETCH-PAINTand SHOOT

“The universe is not rough hewn but perfect in its details. Nature will bear the closest inspection; she invites us to lay our eye level with the smallest leaf…” (Henry David Thoreau as sited in Outward Bound’s ‘Winds from the Wilderness’, 1982, p.154)

‘Tutored by Nature Inc' provides developmentally appropriate ‘Direct Experience’ for youth from middle-childhood and up. ‘Sketch-Paint & Shoot ‘encourages observation and exploration - experiencing the small in local Nature.

In keeping with the true function of art, the budding naturalist communicates relationship - their perceptions through quick pencil sketches, water-colour sketches and/or photography. Use of ‘Macro’ and ‘Super Macro’ mode lures one to capture ‘the small in Nature’ through the lens of the camera. Experiencing and sensing how light - therefore colour blends harmoniously and defines in part,  the nature of life forms and their relationships often becomes a discovery of self / Nature relationship.

In essence, the participant accesses personal knowledge in a fun and meaningful way – a Nature kinship that seems to influence his/her sense of the aesthetic in Nature.

TUTORED BY NATURE INC: SCHOOLS IN PEEL THAT MADE A DIFFERENCE

DID YOU KNOW?

1997 – 2003 - Edenwood Middle School's restoration of Eden Woods Park woodlot included designing and making cold boxes in the school shop, planting and maintaining a native species nursery, inplanting shrubs into Eden Woods, developing and maintaining woodlot trails (to lessen soil compaction), studying habitat floral and faunal relationships, integrating grade 7 science and language curriculum, inviting and educating the local community in celebration, and participating at the first Peel EcoFair 2003. Partners included City of Mississauga Parks and Recreation, Credit Valley Conservation Authority, and Shell Environment Fund. Several of these students went onto the Woodlands S.S.and continued their stewardship and growth of personal local watershed knowledge there.

2004 – 2005 - Woodlands Secondary School monitoring of Sawmill Creek – grade 10, 11 and 12 enhanced science classes monitored Sawmill Creek water quality using Citizen Environment Watch protocols - Benthics as indicators and the local air quality - lichens as indicators. Students were on the subwatershed a total of three half days. Once the data was organized, it was sent off to CEW and the CVC. These Woodland students also planted several shrubs to support wildlife habitats at Riverwood. Their experience and data was also shared with parents in the community and class representatives attended Peel EcoFair 2004 and 2005 - to present, be recognized and have their actions celebrated with other like schools in Peel Region. We thank Citizens Environment Watch  for their compassion and great programme and also, the City of Mississauga Engineers and other staff who sauntered almost the entire of Sawmill Creek with us and acted as mentors. That was a fun and great day on this subwatershed, for all. Wonder what those students and teachers are doing today?

ECO-STEWARDSHIP: IN THEORY AND PRACTICE

Presentations (workshops, essays, major papers) by G.Mascola.

- 1998 ‘Restoration Ecology: A Development Perspective of Aesthetics’ – Paper written for and presented at the International Symposium for Social Sciences, Carlton University.

- 2003 ‘Ecological Restoration in Education’. A major research paper written and presented for the Canadian Association for Environmental Education Conference – Prince Edward Island.

- 2004 ‘Connecting Children To Local Watersheds Through an Extension of Their Participatory Consciousness’ (essay) – Third Writer’s Conference Workshop in honour of Rachel Carson, Boothbay Harbor Ma.

- 2006 ‘Tutored by Nature: Imagery and Commission’. An essay written and presented for the Fourth Writer’s Conference and Workshop in Honor of Rachel Carson, Boothbay Harbor Ma.

- 2006 ‘Sketch, Paint and Shoot’ – an outdoor workshop designed for participants at the Fourth Writer’s Conference and Workshop in Honor of Rachel Carson, Boothbay Harbor Ma.

- 2006 – 2008: ‘Sketch, Paint and Shoot’: An ‘on the watershed’ workshop for elementary and secondary school student leadership participants – Peel Environment Youth Alliance (PEYA) EcoBuzz Conference, Mississauga/Brampton, ON

PROGRAMME CONNECTIONS: EXPRESSIVE LANGUAGE

STUDENT CONNECTS (expressive written language):

To the teacher: Following are samples of expressive written language taken from participant log books as they experience connections in local urban wilderness settings. Expressive language, whether written or spoken is "close to the speaker and can be best understood by the listener who shares in the activity of the speaker... (expressive language) is that which we draft most of our important ideas ... most of the important things that there are in the world were probably first discussed in expressive speech with somebody who was in the context." (James Briton, "Writing to learn and learning to write."1982, p.97)

“Going into the woodlot for me is like going to explore a whole new world... known as Eden Woods Park...there is always something happening like...small animals scurrying around, birds tweeting, and classes working hard to restore it from the abuse it has been through.” (gr.7 student, Edenwood M.S., Eden Woods restoration programme 2002)

“I think that what we’ve done won’t really directly help the creek but will hopefully pave the way for future creek related projects, and hopefully in cooperation with the City of Mississauga, the quality of (Sawmill Creek) and area will be dealt with.” (gr.10 Woodlands S.S. student, water quality monitoring of Sawmill Creek, 2004)

“I think it is pretty cool that we have this important Wetland so near our schools and houses so we can learn a lot about the environment.” (gr.6 Fallingbrook M.S. student, Creditview Wetland stewardship programme, 2006)

“The day when the cloud was gray and it was like polluted air. The grade sixes went to the protected bog to plant trees all around it. As (for) myself, the excitement was jumping in my heart and nothing could stop that.” (gr. 6 Fallingbrook student, stewardship of Creditview Wetland, Oct. 2007)

“Today we went sauntering it was sooo fun because we heard lots of animals like birds frogs geese and soo much more. It was also fun because we saw 5 garter snakes and I touched them. That was soo cool. It was chilly outside. But it was ok.” (gr.6 Fallingbrook M.S. young ecologist's log report, Creditview Wetland Excursions, April 18, 2008).