Cathedral Gorge Hike
This nature hike explores a deep, natural gorge, opening discussion on changes and forces, erosion, physical and chemical weathering, geology, and succession. After crossing a covered bridge built in the 1800's, students will discover local flora & fauna, waterfalls, and evidence of beaver activity and of early industry. This is a spectacular hike in the winter, with large icicles hanging from the top of eighty-foot cliffs.

Students will be able to:

• explain in their own words succession and provide examples of landscapes and plants within each stage of succession (e.g. Rock -> lichen -> moss -> ferns -> shrubs -> sun loving trees -> shade tolerant trees -> climax forest);
• describe the erosive forces that shape our landscape and use examples seen on the hike, specifically the gorge itself, to illustrate these forces;
• observe and list signs of human and animal impact on the gorge/river area and explain the history, or significance, of each site examined (e.g. covered bridge, mill site, survey marker, dams (beaver or human), animal tracks, etc.).

Watershed Study
Students will list the reasons water why is important for life and describe ways in which the students can help conserve our water resources. They will explain in their own words the water cycle and watersheds, and list the reasons why the Ashokan Reservoir was constructed and the impacts the reservoir has had on the land, animals, and people.

Students should be able to…

1. …list reasons why water is important for life and list ways to conserve water resources.
2. …define a watershed and its parts, and recognize the importance of the Catskill watershed.
3. …list reasons why the Ashokan Reservoir was constructed and its impacts on the land, animals, and people.
4. …describe point vs. non-point pollution, and its effects on the rest of the environment.
5. …describe the water cycle and define its parts.

Forest Ecology
Plant and animal communities which make up each forest type are examined through observation and first-hand experience. Each trip is unique & new discoveries are made each day as the seasons progress.

Students will be able to:

• explain in their own words a food chain, food web, and/or food pyramid and provide examples from Ashokan's forest to illustrate these concepts;
• list the benefits that trees provide to all forest users (animal, plant, and human), citing examples from the Ashokan forest;
• identify human impacts on forests (e.g. habitat destruction, pollution, etc.) and discuss ways in which to preserve and conserve our forest resources;
• define ecology, using the forest as a specific example.

Pond Ecology
Pond and stream communities are explored by the students. Collections are made of pond insects, animals and small fish for closer examination. Signs and homes of larger animals such as beaver and waterfowl are often sighted. This activity includes discussion of pond formation and types, life cycles of plants and animals, adaptation, and food chains/webs.

Students will be able to:

• explain in their own words food chains, food webs, and/or food pyramids using the pond life, both plant and animal, to illustrate these concepts;
• discuss human impacts on pond ecosystems (e.g. pollution, habitat destruction, etc.) and identify actions that preserve and conserve the resources of this ecosystem;
• describe specific adaptations (e.g. physical, behavioral, life cycles, etc.) pond creatures have and explain how they help them to survive;
• define ecology, using the pond as a specific example.

Animal Tracks and Traces
This activity concentrates on specific information relating to the variety of animals found on the campus. It includes differences in ecosystems, and the concepts of community, niche, adaptation, predation, and interdependence of flora and fauna.

Students will be able to:

• list the four basic needs of all animals and use this information to decide where the best habitat to look for animal signs may be;
• observe and identify the major categories of animal signs (scat, tracks, homes, eat marks, etc.) and provide examples of each category found while at Ashokan;
• infer information regarding an animal's behavior, adaptations, territory, etc. from the signs it left behind.

Winter & Spring Birds
Identification, feeding habits, adaptations, and observation of some of our most colorful and active winter neighbors are the focus of this class. While at the bird feeding station students will see some of these birds close up, and may even have a chickadee land on their hand for seed.

Students will be able to:

• describe the characteristics specific to the class of birds;
• list behavioral and physical adaptations of birds and describe how these adaptations are useful to specific birds;
• discuss reasons why some birds migrate and others do not;
• define habitat and niche and list examples of birds seen at Ashokan that inhabit different habitats and niches;
• identify birds using various techniques.