On June 19^th and 20^th we had the pleasure of hosting the 2^nd and 3^rd grades of the Francis M. Leahy Elementary School from Lawrence, MA to Parker River National Wildlife Refuge. The exceptional program was quite special, as it was evident that most of the students had never been to PRNWR, nor had many of these inner city children ever seen the ocean.

Late in 2007, Parker River established a partnership with Leahy, working with the school to provide quality environmental and science education to minority children in an underserved community.  Prior to their refuge visit, we had the opportunity to visit the classroom to deliver a one hour lesson to grades Kindergarten though 4^th grade. This lesson engaged students in learning about what is found in a marine environment. Two different lessons were conducted for varying age groups.

Younger students (K-3) were called up one by one to pick a once-living creature from a rubber container. Students were most excited about the exoskeleton of a horseshoe crab, the prickly dried tube feet of the starfish, the carnivorous moon snail, and most confused by the piece of litter scattered with the beautiful beach treasures. 'What's that doing on the beach!?' we would ask, prompting students to recognize that littering is easy and happens often, and what they leave behind on their school's playground can wind up harming the endangered sea turtle. This seemed to engage the students as they grew closer to the marine animals and became more excited about their upcoming field trip.

Fourth graders participated in an activity to develop environmental sensitivity. In this activity, students were given a legal sized piece of paper with a shore line drawn on it. Students were instructed to 'imagine they had inherited a piece of land and a good sum of money.' Given 10 minutes, and no boundaries on how to utilize their imaginary property, students drew expansive homes, farms, shopping centers and carnivals. Students then were lined up, facing each other with their property, and their waterfront meeting their neighbors. Excitement grew as they saw who their new neighbors were and what amenities they were provided with.

Every student was handed 2 pieces of garbage (pre-rinsed recyclable items) to hold onto. The students at the top of the line, "headwaters" passed their garbage to the student to the right of them. Students accumulated more as the 'water flowed', and were not allowed to pick up what had been dropped. This lesson demonstrated the flow of a river, and the passing of litter from headwaters to ocean. At the end of the garbage pass, students in headwaters had virtually no litter, while students in the "ocean" were disgusted at the mess. At the end, students relayed back that what they pollute on their property affects other people and beings.

When the buses finally arrived at refuge headquarters, it was evident that the kids were ecstatic to be out of the classroom. After laying ground rules, we embarked the 6 miles to our destination, at the southern end of the refuge. Along the way we were fortunate enough to see several salt marsh birds, and a deer. The kids were thrilled to see wildlife before they even left their seats. After settling down, the grade split into three groups with names: 'Sharks', 'Jellyfish', and 'Seals'. Each group was assigned to a station with a naturalist from the refuge. Station 1 encouraged students to think like scientist as they investigated the essential beach material: sand. A wrack line investigation and sand observation had students forming scientific questions and exploring the scientific method. Hand lens were used to closely view particles in the sand.

Station 2 had students investigating dune habitats.  Students first learned how dunes form, and then worked in teams to create the biggest dunes they possibly could.  After their dunes were built, it was demonstrated what would happen if bare sand dunes were walked on (the dune would collapse) so students were then asked to again build a sand dune, but to include as much natural materials as they could to make their dune stronger like plants naturally do.  After this activity, students searched the habitat on a beach scavenger hunt. Included on the list were sand dollars, skate egg cases (mermaid's purses), various plants and birds. Binoculars were distributed, and access to a dune boardwalk was permitted. Students were excited to learn the names of beach plants and experience rare wildlife observations.

Station 3 was one of the most exciting and chaotic stations; tide pooling. While students were very interested in wildlife observations, it was very apparent that the draw of the wavy coast line on a hot sunny day was not to be missed. Many students were excited to find shells and even shattered portions of a clam had the students thrilled, begging for the explanation of what it is and how it got to the beach. Students were extra excited to see a jelly fish with the incoming tide. Most students went home wet and sandy, with a big smile.

The field trip was a blast for all. Teachers were appreciative of a day of sunshine and learning, the students were overwhelmed with joy, and as always it satisfied refuge staff to increase the joy of nature among many individuals. The most rewarding experience for a naturalist is to share nature with others, and instill a sense of environmental ethics. The most touching experience in this case, was to reveal the beauty of the marine habitat to students, and learn that some of the students would call it 'the best day of their life'.