Impervious Surfaces-Brad

Today's human population is on the rise and impervious surfaces are right behind them. An impervious surface is something that is hard that does not allow water to infiltrate into the ground below. They are often man-made surfaces such as driveways, rooftops, or other hard surfaces. Impervious surfaces prevent shorelines from performing their natural functions. They negatively impact the ability of trees and native plants to serve as a food source and shelter for wildlife. Water is unable to soak into the hard ground causing storm water runoff that inundates our lakes and rivers while carrying pollutants with it. Rivers and lakes are both highly impacted by increased numbers of impervious surfaces. There are several important reasons to limit the amount of impervious surfaces, especially when these surfaces are close to a lake, river, or stream.

Often when people are looking for waterfront property, the first thing they think about is how they intend to use the water for their pleasure. Even though everyone may not agree on what the best use is for their water front property, one thing everyone can agree on is that having healthy, clean water where they live is important. Studies show that murky or cloudy water contributes to a decrease in properties values around the body of water. Impervious surfaces contribute to decreased water clarity in two ways. Runoff can cause an increase in soil erosion which causes more soil to be washed away into the lake, making the water cloudy. Additionally, runoff from impervious surfaces can carry up to six times more phosphorous than an undeveloped lot. When this occurs, there is a greater risk for increased algae growth which can lower water quality and decrease overall aesthetic appeal of the water.

                An increase in impervious surfaces potentially leads to a decrease in fish populations. When water runs off these surfaces, nutrients are transferred into the water body causing less oxygen in the water. Sediment also increases with runoff which can increase algae growth, making it difficult for fish to see their prey. Sediment can also have an effect on fish reproduction, falling on top of fish nests, inhibiting their eggs from hatching. When humans remove aquatic vegetation and the construct beaches, there is a large loss of habitat for large and small species of fish. When habitat declines, there are fewer options for food that in turn causes numbers to decline rapidly.

                Impervious surfaces also negatively affect groundwater recharging which can alter water levels. Because water cannot infiltrate the hard surface, it does not recharge the groundwater below, instead quickly running off the surface. This is especially problematic during dry periods when streams rely heavily on ground water recharging to have a consistent flow. During the hottest part of the year, warm runoff water can increase stream temperatures and put stress on fish that require cold water temperatures.   

                Impervious surfaces greatly impact wildlife such as birds that lose valuable nesting areas and protection from predators when humans build in important habitat areas. We can minimize impacts to wildlife by limiting impervious surfaces and restoring wildlife habitat. Waterfowl in particular are impacted by increased runoff that can cause water levels to rise drastically throughout the year. With increases in water level during the nesting season a lot of ducklings have a hard time surviving.

                Humans can mitigate these issues by replacing shorelines with a vegetative buffer thus restoring shorelines to their natural states. By taking care of shoreline plants we can help slow runoff and also provide habitats for wildlife. We can also help the environment by reducing hard surfaces on our property. For instance, sharing a drive way with your neighbor or converting pavement into a more absorbent material. Capturing runoff by using rain barrels or diverting water into a rain garden also decreases the amount running off into lakes and rivers. By minimizing the use of fertilizer and thus nutrients that are washed into the lake by runoff, we can greatly help our waters and the species that depend on them. 

White Nose Syndrome and What it Means for Wisconsin’s Bats by Neva

Last month, I gave a presentation about White Nose Syndrome, a fungal disease plaguing North America’s hibernating bats. It went very well! After the presentation, I took the group out for a walk on our trails and showed them our acoustic bat monitoring equipment.

White Nose Syndrome was discovered in the United States in a cave in New York during the winter of 2006. It is named for the characteristic white coating that is present on an infected bat’s eyes, nose, and wings. The fungus impairs vision and flight, as well as disrupting a bat’s metabolism. It is suspected that the fungal pathogen that causes White Nose Syndrome (WNS) was brought over from Europe by humans. It is likely that it was picked up on the boots of cavers that explored caves in Europe who then explored caves in New York with the same boots on.

However, the fungus does not have detrimental effects on European bat species because the bats have lived in the caves with the fungus for thousands of year and have become immune. Is it possible that North American bats can become immune? Yes, but it could take thousands of years.

The fungus, Pseudogymnoascus destructans, thrives in caves because cave temperatures are less variable than the air temperature- caves are warmer in the winter and cooler in the summer. The fungus is spread from bat to bat by physical contact. For this reason, only hibernating bats are susceptible to this disease. In Wisconsin, the bats that are threatened by WNS include the Big Brown Bat, the Little Brown Bat, the Northern Long-eared Bat, and the Tricolored Bat. WNS has been confirmed in Ontonagon, Houghton, and Keweenaw counties of the Upper Peninsula of Michigan last winter, where many of northern Wisconsin’s bats go to hibernate in abandoned copper mine shafts. Many bats fly north to their hibernacula (a place of abode in which a creature seeks refuge) and do not survive the winter, which is why you may have not seen as many bats as usual this year.

The fungus disrupts the physiological processes of the bat during hibernation. A healthy bat must ration its energy supply to survive the winter. If it uses up its reserves too quickly, it will drop in body temperature and die. US Geological Survey found that bats that were infected with WNS used twice as much energy as healthy bats. An infected bat will have a higher body temperature and will burn through its fat (energy) supply more quickly, causing increased arousal from hibernation. When they wake up, they are hungry, and there are no bugs out for them to eat, so they either starve or try to go back into hibernation with a lack of energy. After infection, bats will die within 70-120 days, an amount of time shorter than Wisconsin’s winters.

If bats were to disappear from Wisconsin, the results would be disastrous. Mosquito populations would skyrocket. Did you know that a single Little Brown Bat eats 1000 mosquitos every hour? Agriculture production would decrease, because bats eat many agricultural pests; we would have to use more pesticide and this would create a rise in toxic runoff from farms.

5 million bats have already died in North America. The future is very uncertain for bats. There are solutions in the works, but it will be a race against time to save the bats before it is too late. 

Each Day is a Learning Curve- By Emily

 By: Emily Anna-Naturalist Intern

The thing I love about teaching is that I’m not only teaching, but also learning something new every day.  Each class has taught me a lesson in some form or another; whether it’s deciding to switch from paint to markers when 12 rowdy 4-7 year olds walk in, or coming up with a last minute craft for Camp Jorn an hour before they arrive because I’ve realized my games won’t take up the whole time. I’ve been told that a good educator must be flexible, so that’s something I’ve been working on.

                I won’t say that there aren’t times that I don’t get frustrated.  Trust me, I do!  Sometimes there are ten tiny voices asking me for help at the same time and I get overwhelmed.  But, in the midst of all of the chaos, I always find myself laughing at the little things.  Even when I’m having a tough day and the kids aren’t behaving, there will be that one child who walks beside me and asks to hold my hand; or a student telling fellow student why pollinators are important so we shouldn’t kill bees.  Those are the moments that make being an educator all worth it.  It’s a ton of work and preparation for a couple of hours of class, but I always know my work is not in vain.  I’m inspiring these kids to care about the natural world!  What job is more rewarding than that?

  Even on the tough days, there is always some quirky or inspiring moment that keeps me pushing through.  I’ll share a few of the highlights with you:

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“How old are you?” –Ashley 

“I’m 22.” –Me

“Oh.  You look like you’re 13, but only because of your height.” –Ashley

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“I like your headband” –Camp Jorn participant

“Why, thank you.” –Me

“I also really like your voice” –Camp Jorn participant

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“Connor asked if he could sleep in today and I told him no, it’s Discovery Center day.  Oh my favorite day of the week, he said!” –Audrey, mother of participant

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“I love coming here.  I always learn something new!” –Ruth, mother and volunteer

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“Miss Emily, check out our new pet slugs!” –Emma and Emiliano, as they open their containers to show me their new friends

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“The grand kids said they were a little disappointed at first when it wasn’t Licia, but they love Emily!  They just raved about how much fun you were.” –Steve, board member

So, even the bad days really are good days.  I feel so blessed to have figured out my passion so early in life.  I look forward to growing as an educator and continuing to learn.  I will continue to embrace the bad days because those are the ones that really teach you and push you to grow.  I will leave you with this final thought:

"You can teach a student a lesson for the day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives." Clay P. Bedford