FIELD INTERPRETIVE TECHNIQUES I - Gilbertson FALL 2013 FINAL EXAM STUDY GUIDE –
FOR THE EXAM: Meet at the van on Tuesday, Dec. 17 (2-5pm)
- Dress for the conditions
- Bring a pencil to write with (pens can freeze) and something to write on.
- You may also want a snack of some sort
- Emphasis of this exam is on the content since the mid-term
Raptors/Hawk Ridge
 Explain why Hawk Ridge has a high concentration of hawks as well as where the hawks are
coming from and where they are going to
 Describe the ecology of at least one hawk
 Describe the major groups of raptors
 Identify the following Raptors: sharp-shinned hawk, American kestrel, broad-winged hawk, redtailed hawk, osprey, turkey vulture, bald eagle, saw-whet owl, peregrine falcon, merlin
 Be able to use a field guide to identify a raptor.
Geology
 Explain the basic geologic history of Duluth & the North Shore
 Explain the difference between Basalt and Gabbro and why they are different
 Describe how agates are formed and in what structure they are formed
 Describe evidence for glaciers that could be found in the field or on a topographic map
 Define geologic terms: plate tectonics, fault, dike, sill, vein, amygdule, vesicle, striation,
moraine, chattermark, esker, glacial erratic
 Identify in the field, photo, or on a topographic map: dike, sill, vesicle, chattermark, esker,
glacial erratic.
 Identify the following rocks: basalt, gabbro, sandstone, agate
Invasive Species
 Discuss problems associated with invasive species on land, in wetlands, or in waterways
 Be able to identify: Tansy, Nightshade, Buckthorn, Burdock, Chinese Mystery Snail, Emerald
Ash Borer, Bull/Canadian thistle, White pine blister rust, Honeysuckle, Sea lamprey,
Earthworms
Bogs
 Explain adaptations of common bog plants and why the adaptation is necessary.
 Explain why bogs are unique environments and how develop over time.
 Explain what is unique about sphagnum moss.
 Describe typical succession in a bog
 Identify the following Bog Plants: black spruce, tamarack, Labrador tea, leatherleaf, pitcher
plant, sphagnum moss
Beaver Ecology
 Interpret the history of beaver activity at a site
 Discuss how beavers change an area’s ecology and landscape, including forest changes, voles
& mychorhizzae
 Describe physical adaptations of beavers that help them survive and why these adaptations
may be useful.
Dunes/Dune Ecology
 Explain how Minnesota Point was formed geologically
 Understand basic dune ecology - dune formation & movement, plant succession, forest
development
 Identify beach grass and explain the role of beach grass in dune ecology
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Describe the causes of a 'blowout'
List common plants and animals that are found on Minnesota Point.
Explain some of the adaptations which dune plants have that help them survive and why they
need them
Phenology
 Describe typical phenological events that occur during the fall
 List possible procedures for incorporating the environment & phenology into a school
classroom, including possible themes
Cultural History
 Compose a basic timeline of major culturally historic people/groups of the Lake Superior region
 Explain the Ojibwe story:
o Where they came from and how they got to this region
o Seasonal life of a historical Ojibwe – what main activities occurred in each season
o Foods and crafts of the historical Ojibwe
 Discuss the Voyageur:
o Where they were travelling and why
o The challenges of paddling, portaging, and living for the voyageurs
o Describe the rendezvous
o Explain the difference between a “winterer” and a “pork-eater”
 Big Pine Logging
o What the forest was like before and after logging
o Discuss the tasks/jobs in a typical lumber camp during big pine logging era
o Explain the process of cutting and transporting logs
 CCC Life
o Discuss why the CCC was created
o Explain what the men did for work and the present day result of their work
o Comment on the daily life of a CCC worker
Interpretation
 Describe basic principles of interpretation, including tangible & intangible resources and
principles of interpretation from Gifts of Interpretation.
 List tangible and intangible resources of a given object or place
 Describe basic components of a lesson plan
 Define interpretation
 Discuss effective strategies for informal interpretation at sites such as Hawk Ridge or the Great
Lakes Aquarium
 Discuss how an interpreter in the DNR would go about preparing a program and explain the
various types of interpretive activities that occur in state parks.
 List Tilden’s Principles and be able to apply to teaching about an object.
Ice & Water
 Explain the movement of water molecules and their alignment to form ice
 Explain the changes in density of water at various temperatures and how that relates to ice
forming on the top of a body of water.
 Discuss life under the ice
 Answer the question of how a turtle can survive under the ice
Misc.
• Identify the trees that we have identified in class.
 Identify a tree using a field guide