MILLBROOK — Starting this summer, nine math and science teachers will be spending six weeks at the Cary Institute of Ecosystem Studies doing collaborative research in ecosystem science.
They’ll continue meeting throughout the school year, to develop curricula together based on the work and research they conducted over the summer.
Funded by a three-year award from the National Science Foundation as part of the Research Experiences for Teachers Sites in Biological Sciences (BIORETS), the goal of the program is to build teachers’ knowledge and enable them to develop more engaging learning experiences around ecology.
The curricula they’ll develop together will focus on helping students not just to learn about ecology, but also to deepen their understanding of the environmental needs and problems that exist in our current, crisis-state ecological situation.
Such courses have the added bonus of providing students with another entrée into the STEM disciplines (science, technology, engineering and math).
Cary is currently accepting applications to the program from teachers. They intend to prioritize educators from groups underrepresented in STEM fields, and those who work in schools that serve significant minority populations.
So far, teachers from four under-resourced Hudson Valley school districts, serving both urban and rural populations, have expressed interest in the program. Teachers from across the U.S. are invited to apply, with travel and housing covered. Participating teachers will receive an $8,800 stipend.
Rebecca Van Tassell, program coordinator for Cary BIORETS, emphasized that the program isn’t just for biology teachers: “We would love math teachers to apply. We would love computer science and chemistry teachers to apply.
“The sticky, urgent problems of global change need to be approached through the thinking of many different disciplines so that we can come up with novel solutions.”
Cary Institute is located at 2801 Sharon Turnpike in Millbrook, N.Y.Cary Institute of Ecosystem Studies
Some of the projects that the teachers will explore are related to wildfire, aquatic ecosystems, disease ecology, forests, and nutrient cycling — all issues that Cary has been engaging with consistently.
The teachers will have the opportunity to do projects like creating and running simulations of future forest and fire dynamics, or conducting field surveys of tick density and distribution — a field something Cary had been at the forefront of for many years. They may also explore soil food webs, or identify tree species.
Cary hopes that educators will develop new materials to aid in their instruction in introducing ecological ideas to their students based on their research experiences.
The participants will also be expected to share their research by contributing to a professional publication, presenting at a conference, or conducting workshops in their school districts.
As well as having the support of one another, they’ll also have support from the Cary education staff.
During the ensuing year, Cary will host four virtual meetings supporting the teachers as they unroll their new curricula. They’ll have the opportunity to receive feedback on the teaching stratagems and the materials used to determine the effectiveness of the new methods and materials.
Working together is one of the main points of the program, Van Tassell emphasized: participants will learn through sharing and workshopping ideas. The process is designed to be collaborative.
Cary has worked throughout its 40-year history with educators in creating curricula and fostering professional development. Van Tassell feels that part of the reason Cary BIORETS is unique is that it is tailored to each teacher’s interests and classroom dynamics:
“By letting teachers engage as learners in this authentic and inquiry-based way, we can work with them to develop materials that allow their students to learn in the same way,” she noted.
Dan Cohen, left, dispenses whipped cream on a plate of maple syrup treats during a demonstration on the making of maple syrup at Trevor-Lovejoy Zoo on Millbrook School’s campus.
“This is a very seasonal activity, and you’ve got to go while you can,” Tousignant said of the labor-intensive process.
Alan Tousignant stokes a fire in a maple evaporator, a machine that turns maple sap into syrup with heat.Photo by Aly Morrissey
Tousignant first experimented with making maple syrup in a backyard over an open campfire under the stars — a method he said required long nights and wasted much of the heat.
Today, he uses a specialized maple evaporator, a large stainless-steel pan heated by a wood fire from below that allows sap to boil efficiently and continuously.
Sap collected from the trees begins as a clear, watery liquid that contains only about two to two and a half percent sugar, Tousignant explained. Before boiling, the sap is run through a reverse-osmosis process to concentrate the sugar slightly. The liquid then enters the evaporator, where heat gradually removes the water as the sap flows through a series of channels.
By the time the liquid reaches about 215 degrees, the sugar has concentrated enough to become maple syrup.
Tousignant said he is currently collecting sap from around 50 maple trees, some of which have multiple taps. He said one gallon of maple syrup requires around 40 gallons of sap, a process that requires a lot of patience.
“That’s what I call ‘almost syrup,’ he laughed, pointing to a container of darkening liquid that had already been boiled and was completing a filtration process.
“Typically, the early season syrup is lighter, and as the season goes on, it gets darker,” he said. “Toward the end of the season, it can be really dark, almost like walnut syrup.”
Tousignant collects chunks of naturally formed ice that float in the sap buckets when the weather gets cold enough as a way to keep a 300-gallon tank of sap cool to prevent it from spoiling until it can be processed.
Alan Tousignant adjusts the water level in his maple evaporator at the Trevor-Lovejoy Zoo on Millbrook School’s campus on Saturday, March 7.Photo by Aly Morrissey
“I love trying to use Mother Nature to its fullest in a sustainable way,” he said.
He employs the same philosophy in his woodworking, using trees that have already died or fallen or collecting discarded wood pallets from Amazon deliveries to the Millbrook School, saving them from the burn pile.
Raised near the Canadian border in upstate New York, Tousignant said he has always enjoyed working outdoors. As a graduate student, he supported himself with a variety of hands-on jobs to make extra spending money.
“Raking leaves, washing houses, painting, anything to make a little cash for eating and paying the bills,” he said.
It was during this time when Tousignant developed an acronym that now serves as the label for his maple syrup — Hayibaco, short for Home and Yard Improvements by Alan.
This will mark his first year selling his own maple syrup under his custom label, which features an illustrated photo of him in his signature outfit — a plaid shirt and a fleece vest — against a backdrop of his syrup bottles. Syrup will be sold in the gift shop at the Trevor-Lovejoy Zoo and possibly at the Millerton Farmer’s Market in the future.
In addition to Hayibaco, other locally made maple syrup and maple products were available for sale at the tasting, including nearby Soukup Farms in Dover and Russell Farms in Rhinebeck.
Dan Cohen, Trevor-Lovejoy Zoo’s Director of Media, said that zoo attendance typically dips during the winter months. But for many of the zoo’s animals — particularly those who prefer the cold weather — winter can actually be one of the best times to visit.
Animals like Stanley the lynx, Cohen said, are far more active in the cold weather.
Cohen and his colleagues began brainstorming ways to encourage winter zoo visits and were pleased with the success of both a hot chocolate event earlier this year and the maple syrup weekend.
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