Butterfly Excursion to Harts Pass
by Morgan Tate,
Methow Conservancy Summer Intern and rising Liberty Bell High School Junior
A group of
butterfly-lovers joined together on July 11th to search out as many
butterfly species as possible. Harts
Pass had a bluebird sky
and a warm breeze; the perfect day to be skipping along with a butterfly net.
On this excursion, I was surrounded by many people who knew a lot about butterflies. They were able to snatch
up a Northern Checkerspot and identify it with
a swish and a glance. I, on the other hand, struggled to capture anything with
my camera lens. I eventually had to settle with the grounded butterflies.
David James, the
leader of the group, was able to help us “newbies” notice the slight
differences between the insects as well as catch them. The differences could be
in antenna color; white vs. black and white stripes, or perhaps a different
number of spots on the wings. Anything could be a sign, and there I was
attempting to take it all in during one trip.
Northern Checkerspot |
We traveled up the road towards Harts Pass and then back down, stopping at four main places, with a couple of random stops too. We tried to
find the most open areas because butterflies enjoy the sunshine. In total, we
found 19 species of butterflies. I feel that the most common were the Northern Checkerspots (Chlosyne palla) and Northern Crescents
(Phyciodes cocyta), but my favorite was the Lilac-Bordered Copper (Lycaena
nivalis); the ends of its wings were tinted lavender.
Northern Crescent |
The Clodius Parnassian was big and beautiful |
After this
experience, I will never be able to look at a butterfly the same way again. I
will begin to search for certain spots or markings that define who they are.
Thank you David James for broadening the horizons of my young mind!
Me at Harts Pass enjoying the glacier lily and amazing views! |
What's in the Water?
by Taylor Curtiss,
Methow Conservancy Summer Intern and rising Liberty Bell High School Junior
Last Saturday I attended a Stream Ecology and Aquatic Macroinvertebrate class. I arrived hoping to learn more about the waterways in our
valley, and be able to recognize certain macroinvertebrates. When I left the
class I took away much more information than I expected. I learned about the
food chain in the rivers and that if too many nutrients are being produced,
which could be a result from a septic tank leaking, there will be more nitrogen
in the water. I’m also able to identify a stone fly, caddisfly, a mayfly, and
the differences between these three macro invertebrates. The teachers of the
class, Rick Haley and Tim Hall taught us some new biology terms such as thalweg,
which mean the main channel of the creek/river, which is usually also the
deepest part. Another new term is imago which is the name for the adult winged
form of an aquatic insect.
In this picture, our leader, Rick, shows the group how
to record the data that we took with his provided instruments. We measured the
temperature of the water, the percent of oxygen in the water, the salinity
(salt level) which was 0, and conductivity. Rick told us that the conductivity
is directly linked to the total amount of dissolved solids in the water. This
means that, in a way, we were measuring the amount of suspended solids
(sediment/debris) in the water. The lower the number the better. Some macroinvertebrates such as stoneflies and mayflies require a high level of dissolved oxygen and their
abundance is an indication of good water quality.
After examining the river near the suspension bridge in
Mazama, we made our way to Early Winters campground and learned how to examine
a site to determine the well being of the area. We were each given a short
report to fill out. We had to describe
the site visually, draw a sketch of it, and then answer a lot of questions. Some were specific, such as, “What the water
temperature?”, which we could answer from having taken the measurement, and
some were more subjective, such as, “What percentage of vegetation shades the
stream?”. We then gathered into a group
to talk about our answers and compare with the “pro’s.”
Being in this class has given me a lot more knowledge about
the place we live in, and the river behind my house. I also feel better
prepared for next year’s science classes in school.
Here are some fun facts that I learned:
• When the water in
the creeks/rivers gets warmer, the cold blooded animals need more oxygen
because their “motor” is running faster but there is less oxygen available to
them.
• Salmon laying areas
need fresh oxygen from moving water. It’s important that there is moving water
because it provides oxygen and if there is any dirt in the water; chances are
that the eggs will die