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Disturbance and succession: examples of ecological disturbances and wildfire ecology

drawing of trees on fire with the text "learn about wildfire and ecological succession!" and "with pictures and diagrams"

In this post, you’ll learn about ecological disturbance and succession, starting with definitions and examples of disturbances. We will cover the differences between primary succession and secondary succession, as well as the steps of the ecological succession process. Finally, you’ll read about why disturbances like wildfire can be important and natural processes in ecosystems!

A note for teachers: before we dive in, I want to direct you to the classroom materials that I created for teaching this topic. I think you’ll love my wildfire ecology mini study, which is also found within my larger Forest Ecology Unit. Plus, you will support this blog with your purchase!

photo of classroom handouts for studying wildfire and forest succession
Explore fire ecology and forest succession with these materials!

What is a disturbance?

What is a disturbance in ecology?

A disturbance is some sort of event that causes a large and rapid change in an ecosystem. Disturbances may abruptly change the ecological community – the plants, animals, fungi, etc. in an ecosystem. Disturbances may also impact non-living features of an ecosystem such as the soil and water. Examples of disturbances in nature include wildfires, parasitic insect outbreaks, landslides, avalanches, volcanic eruptions, and floods.

What is ecological succession?

Succession is the natural and gradual change in an ecosystem over time. Different species may live and thrive in an environment depending on how far along the ecosystem is in the succession process.

What are the types of ecological succession?

There are two main types of ecological succession. Primary succession, and secondary succession. Primary succession occurs when species are colonizing a new habitat that was previously devoid of life. An example of primary succession is the formation of an ecological community atop newly formed igneous rocks after a volcanic eruption. Because the rocks just formed, the community is forming on them for the first time (hence, primary succession). Secondary succession happens after a disturbance that caused a sudden change in an existing ecosystem, such as a wildfire or flood. Such disturbances may (temporarily) wipe out or scare off many of the species living there before the disturbance.

The Steps of Ecological Succession

  1. Disturbance: A disturbance is an event that causes a large and rapid change in an ecosystem. Natural disturbances include wildfires, insect infestations, landslides, avalanches, volcanic eruptions, and floods.
  2. Post-Disturbance: After a disturbance, there are significant changes to the ecological community (plants, animals, fungi, etc.) as well as to non-living features such as the soil and water. Some severe disturbances may leave behind little more than bare rock.
  3. Pioneer Species: Pioneer species are the first to grow in the post-disturbance landscape. These usually include hardy lichen, fungi, and plant species that can survive in rocky soils without many nutrients. Pioneer plant species are often introduced to a disturbed area when wind or water carries in seeds from nearby. As the pioneer species live and die, they help make a nutrient-rich topsoil, which allows for more plants to grow.
  4. Intermediate (shade intolerant) species: Intermediate plant species include grasses, shrubs, and some trees that can survive in thin topsoil. Intermediate species often include shade-intolerant plants which thrive in the relatively open, post-disturbance landscape. As more and more plant species become established, they help create habitats for different animal species to return to.
  5. Climax (shade tolerant) species: Climax species are the last species to return to an area following a disturbance. Climax species require a thicker layer of nutrient-rich topsoil to grow. Climax species often include shade-tolerant tree species, which can grow from seedlings beneath a canopy of shade-intolerant trees, as well as any animals that rely on these tree species.

Why are ecological disturbances important?

Ecosystems naturally experience a cycle of disturbance and succession. We call the natural timing and magnitude of disturbances in an ecosystem a disturbance regime. Maintaining a natural disturbance regime helps keep an ecosystem healthy! For example, regular, small wildfires can clear out diseased trees and overgrown brush, which helps prevent more severe fires and insect outbreaks from happening later on! Additionally, natural disturbances create the conditions for new trees to grow. Interestingly, some tree species even have cones that only open to release their seeds when they are exposed to extreme heat during wildfires!

How do humans impact disturbance and succession?

Humans impact the cycle of disturbance and succession in many ways. People create unnatural disturbances such as clearcutting forests. Humans sometimes introduce invasive species that take the place of native species during the succession process. We also alter the timing of disturbances, causing disturbances to take place more or less often than they should naturally. Humans often try to prevent disturbances like fires, floods, and landslides because they damage our buildings, roads, and homes. However, altering natural disturbance regimes has a history of coming back to haunt us. For example, preventing small, natural fires can lead to a larger, more damaging fire later on. For this reason, forest managers now set and closely supervise controlled burns over small areas, to mimic natural disturbances in a safer way.

More ways to study forests, trees, and ecology:

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References and Further Reading

  1. Free Fire Ecology Curriculum for multiple grade levels, from smokeybearlive.org!
  2. Project Learning Tree’s STEM activities about forest fires!
  3. Forest Ecology Basics from Michigan Tech
  4. Wildlife Ecology Basics from Michigan Tech

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What is Ecology? Learn why ecology is important + ecology activity ideas for kids

Photo of a mountain pond on a banner stating learn about ecology! plus tons of ecology activity ideas for kids!"

In this article, learn about ecosystems and ecology! Plus, you’ll learn the difference between biotic and abiotic. Also, read about why ecology is important and learn about what ecologists study!

Click here to skip to the the list of Ecology Activity Ideas for Kids!

Or, check out my food webs resources here!

What is an ecosystem?

An ecosystem is a community of living things (or organisms) that interact with one another and the environment where they live. Ecosystems include living (biotic) things such as animals, fungi, and plants. Furthermore, ecosystems also includes non-living (abiotic) parts of the environment, such as rocks, soil, water, and weather. All the living and non-living parts of an ecosystem are interacting and affecting each other over time in many ways.

Food webs educational materials, flashcards, and activities.
Looking for ecology lessons? Try out my food webs unit!

What is ecology?

Ecology is a type of science that looks at the relationships living things have with one another and with their environment. In other words, ecology is all about understanding the connections between organisms and their surroundings.

An ecosystem includes both living and non-living parts of an environment!

Why is ecology important?

We as humans do not live outside of ecosystems. Just like mushrooms, mice, and maple trees, humans are organisms that are a part of ecosystems! The ecosystems around us affect our lives, and often more noticeably, we affect our ecosystems. Itโ€™s important for us to understand the inner workings of ecosystems and how we impact them, so that we can find ways to go about our lives while also promoting healthy ecosystems. The scientists doing this work are called ecologists.

What are some important topics in ecology?

Ecologists study many topics that relate to ecosystems and the species that live in them. Here are some important topics that ecologists study:

  • Food webs
  • Relationships between species, including symbiotic relationships!
  • Impacts of natural disasters on ecosystems (e.g., wildfire, floods, volcanic eruptions)
  • Succession (changes in ecosystems after disturbances like fire)
  • Types of habitats and the ways that species use them
  • The impacts caused by invasive species
  • Assessing ecosystem health and human impacts
An example of a food web!

Ecology Activity Ideas for Kids:

  • Food Chains & Food Webs: Print out some animal, plant, and fungi pictures and build your own food chains and food webs (example here)
  • Biotic & Abiotic: Fill an egg carton or other container with tiny treasures found outdoors (e.g., pebbles, feathers, shells, a clump of dirt, etc.). Sort the items into two piles: biotic things (are living or were once part of a living thing) and abiotic things (never were alive)
  • Clean it Up: Participate in a clean up day at a natural area and help improve your local ecosystems!
  • Invasive Species: Participate in a invasive species removal day at a local natural area!
  • Symbiosis: Learn about symbiotic relationships! Check out this resource.
  • Population Sampling: Learn how to estimate populations with random sampling. Here’s an example of an ecological sampling lesson plan from Northern Arizona University.

Teaching kids about ecology with Wild Earth Lab:

I have tons of both free and paid resources to help you teach your kids or students all about ecology! Please check out the following:

Blog Posts & Articles:

Units (complete curriculum)

Mini Studies

Printable Classroom Posters

Free Worksheets & Posters From Wild Earth Lab

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Trigonometry in Action: Tree Height Measurement Step-by-Step Guide

tall tree

I don’t know about you, but I think math is more interesting when we can apply it to real-world situations! If you’re teaching trigonometry, right triangles, or angles in your classroom or homeschool, you and your students will love this tree-height applied math activity! In this simple learning activity, students will learn how to make a homemade inclinometer – a device for measuring the angle of inclination. Then, they will take measurements and calculate the height of a tree.

A note for educators: This tree height activity comes from my Math in the Forest Unit. If youโ€™re an educator planning to try this activity, I recommend checking out the unit. It includes the necessary printable directions, diagrams, and worksheets for this activityโ€”perfect for teachers and homeschoolers looking to bring applied math fun to the classroom! ๐Ÿ’š

The challenges of measuring tree height

Unless you are measuring a short seedling, you probably wonโ€™t be able to measure tree height directly because you can’t reach the top. So how do you measure something so tall? Answer: Use an inclinometer and trigonometry!

View looking up at the rough bark of a tall deciduous tree
How do you measure the height of something taller than you? Answer: use trigonometry!

An inclinometer is a device for measuring an angle of inclination above the horizontal. We can use an inclinometer to help us find the height of tall objects, such as trees! When you’re looking up at the top of a tree, you can use the angle of inclination and your distance from the tree to calculate the tree height. This is possible thanks to trigonometry โ€“ a branch of mathematics dealing with angles and the sides of triangles.

So how do we do this? In this blog post, I’ll walk you through all the steps to calculate tree height with your students. The first step is to make your own inclinometer out of common household objects…

Part 1: Make an inclinometer

Follow these steps to make your own inclinometer from common household items. You’ll use the inclinometer to find an angle of inclination, which you’ll use to calculate tree height.

Materials

All the materials you need to make a homemade inclinometer to measure tree height!

Step-by-Step Directions

  1. Tape the straw across the center of the protractor at 90ฬŠ.
  2. Use the scissors to shorten the straw (as needed).
  3. Cut a short piece of thread or dental floss.
  4. Tie the small weight to the end of the floss.
  5. Tie the other end of the floss to the straw.
  6. Check that the thread hangs over the 0ฬŠ mark when holding the inclinometer with the straw parallel to the ground. Adjust the position of the thread on the straw as needed.
1. Tape the straw across the center of the protractor at 90ฬŠ.
2. Use the scissors to shorten the straw (as needed).
3. Cut a short piece of thread or dental floss.
4. Tie the small weight to the end of the floss.
5. Tie the other end of the floss to the straw.
6. Check that the thread hangs over the 0ฬŠ mark when holding the inclinometer with the straw parallel to the ground. Adjust the position of the thread on the straw as needed.

Part 2: Using your homemade inclinometer

Use your homemade inclinometer to measure the angle of inclination when looking up at the top of the tree. The homemade inclinometer requires two people to operate – one person to look through the inclinometer and one person to read the angle off of the side.

Materials

  • Homemade inclinometer
  • Tape measure
  • A friend

Directions

  1. Stand a short distance away from the tree, far enough away that you can see the top of the tree. This works best if you are on flat ground – not uphill or downhill from the tree. Measure your distance from the tree.
  2. Look through the straw with the curved edge of the protractor facing your eyeball. Do not touch the straw to your eyeball.
  3. As you look through the straw, tip the inclinometer upwards until you can see the top of the tree through the straw.
  4. Hold still and have a friend look at the side of the inclinometer. Have them read the angle where the thread crosses.
  5. Measure the height to your eye level.
Measure your distance from the tree
Look through the straw with the curved edge of the protractor facing your eyeball. Do not touch the straw to your eyeball.
As you look through the straw, tip the inclinometer upwards until you can see the top of the tree through the straw. Have a friend read the angle on the side of the inclinometer where the thread crosses.

Part 3: Calculate tree height

You can use trigonometry to calculate the tree height from the measurements you took with the tape measure and inclinometer. The imaginary horizontal line at eye level, the imaginary line from your eyes to the top of the tree, and the tree itself create a right triangle (see figure below).

There is a relationship between the angles in a right triangle and the lengths of its sides. If you know two angles and the length of one side, you can calculate the length of the other sides of the triangle. Look at the diagram and then check out the example calculation below.

Calculate tree height! (My email subscribers can download this printable diagram on the free resources page of my website!)

Example Calculation

Question: I want to know the height of a tree in my backyard. When I was standing 15 feet away from the tree and looking up at its top, I used my inclinometer to find an angle of 20ฬŠ. The height to my eye level is 5.2 feet.

distance x TAN(angle) = tree height above eye level

15 feet * TAN (20ฬŠ) = 5.5 feet

tree height above eye level + eye level = tree height

5.5 feet + 5.2 feet = 10.7 feet

Answer: The tree is about 10.7 feet tall!

Printable Directions & Worksheets

Trying this activity in your classroom? You can find worksheets and printable directions for measuring tree height in my Math in the Forest Unit:

worksheets and homemade inclinometer

Find your next unit…


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References and Further Reading

  1. South Carolina Government Website (n.d.). Get Acquainted with Forestry Tools. Available: https://www.state.sc.us/forest/edutools.htm
  2. University of British Colombia (n.d.). Height Measurements. Available: https://bigtrees.forestry.ubc.ca/measuring-trees/height-measurements/
  3. Massachusetts Government Website (n.d.). How to measure trees. Available: https://www.mass.gov/how-to/how-to-measure-trees

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Food Chains vs Food Webs: definitions, differences explained, and examples

art of a food web

Maybe you’ve studied a little ecology and come across the terms “food chain” and “food web.” Both help ecologists explain the ways that energy from food travels through an ecosystem. In this post, we will dive into the differences between food chains and food webs, and look at some examples of both!

Before we dive in:ย If youโ€™re an educator planning toย teach food webs, great activities are key to deepening understanding! I think you and your students will love my Food Webs Unit (plus youโ€™ll support my blog with your purchase! โค๏ธ)

Food Chains

In an ecosystem, organisms are connected through feeding relationships: basically, who eats whom. There are feeding relationships between plants and plant-eating animals and feeding relationships between prey and predators. A food chain is an ordered list of who eats whom in an ecosystem. It is just one of the many paths that allow energy to move through an ecosystem, from organism to organism.

Food chains will always start with a producer: a plant or microorganism that can make its food through photosynthesis, creating sugar and oxygen from water, carbon dioxide gas, and sunlight. The next organism on every food chain will be the primary consumer – a plant-eating animal, also known as an herbivore. Following the primary consumers are one or more additional consumers, called the secondary (2nd) consumer, tertiary (3rd) consumer, quaternary (4th) consumer, etc… Secondary and higher consumers will always be omnivores or carnivores. The final consumer on any food chain is also known as a top predator because it has no predators of its own.

An example of a food chain

Food Chain Diagrams:

We visually represent food chains with a list of organisms connected by arrows to show the movement of energy through food (see above). Food chains are also sometimes represented as pyramids (see below) because it takes many producers to feed each primary consumer, many primary consumers to feed each secondary consumer, and so on. This is why ecosystems have many plants but few top predators. Each layer on the pyramid represents a position in the food chain, called a trophic level.

A food chain pyramid diagram with labels
A pyramid food chain diagram reminds us how it takes many organisms in lower trophic levels to support just a few organisms in higher trophic levels.

Food chains vary in length. Some may be short, with as few as two trophic levels. Others have more trophic levels due to many different producers eating one another. Below, you will find a few examples of food chains.

Food Chain Examples:

Clover -> Rabbit -> Fox

Willow -> Elk -> Wolf

Leaf-> Grasshopper -> Songbird -> Owl

Flower nectar -> Butterfly -> Frog -> Heron

Phytoplankton -> Bivalve -> Walrus -> Orca

Algae -> Caddisfly larva -> Minnow -> Salmon-> Bear

Food Webs

A food chain is just one of the many paths that allow energy to flow through an ecosystem. However, ecosystems are more complicated than a single food chain: every ecosystem includes many overlapping and interconnected food chains. For example, several different herbivores might all graze on one large field of grass. One predator might eat several types of prey to get enough food. The result is a complex network of feeding relationships between organisms in an ecosystem, called a food web. Food webs map the many paths for the movement of energy between all the organisms in an ecosystem.

In addition to the producers and consumers, decomposers are an important part of any food web. Decomposers are ecosystem members who have an important role in recycling organic matter back into the soil. They consume waste and decaying plant and animal matter. Usually, decomposers are fungi, microorganisms, or invertebrate animals like worms. Thanks to decomposers, nutrients are returned to the soil to help plants grow.

The difference between food chains and food webs? In summary, food chains are a single path showing how energy moves from organism to organism through an ecosystem, while a food web is a more complex network that maps the multiple feeding relationships of each organism in an ecosystem.

Food Web Example:
An example diagram of a food web including decomposers, producers, consumers, primary, secondary consumers, and tertiary consumers!

Build Your Own Food Webs:

For a fun, hands-on way to teach students about food webs, try creating models of food webs in your classroom! Read my post about building your own food web models for step-by-step activity directions! Or, you can find all the printable materials, directions, and worksheets for this activity in my complete Food Webs Unit:

Free Food Web Learning Materials:

I’ve created a few free food web learning materials that you can download and print! My email newsletter subscribers can access and download my full collection of free worksheets, handouts, and diagrams, including these:

Download this Free Printable Food Web Poster!
Download some free wildlife research project worksheets! Click here for a list of reference websites for researching wildlife.

Access the free resources: my newsletter email subscribers can access my ENTIRE collection of free resources!

Support Wild Earth Lab with your purchase:

If you haven’t already, try out one of my ecology units!


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References and Further Reading

  1. EPA (n.d.). EPA EcoBox Tools by Exposure Pathways – Food Chains. Available: https://www.epa.gov/ecobox/epa-ecobox-tools-exposure-pathways-food-chains
  2. National Geographic (n.d.). Food Web. Available: https://www.nationalgeographic.org/encyclopedia/food-web/
  3. National Oceanic and Atmospheric Administration (2019). Aquatic Food Webs. Available: https://www.noaa.gov/education/resource-collections/marine-life/aquatic-food-webs

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The Water Cycle: How it works, a simple and detailed explanation with definitions, diagrams, and a visualization activity!

a banner with a hand drawn water cycle diagram and a classroom handout on a table with measuring cups

Author’s note: As a masterโ€™s student who works with water, this is an exciting topic for me to write about! Water is a vital resource that needs careful management in the Mountain West region of the United States. Mountain region watersheds are expected to face climate change-related challenges due to decreasing winter snowpack, changing stream flows, and growing downstream human settlements. Understanding our watersheds and the challenges they are facing is very important, not just for scientists but for everyone. It is never too early or too late to start learning about environmental processes like the water cycle that make life possible for all beings. This is truly a force of nature that impacts all of us, regardless of where we live or our occupations. We all use water, and we all can find ways to use water more sustainably, work to ensure everyone can access reliable and clean water resources, and protect aquatic ecosystems (which provide some cool ecosystem services… this will be a topic for another post soon!)! The water cycle is so huge and important, Iโ€™ve decided to make a whole series of posts about it. My goal in writing this first part is to overview the water cycle in a straightforward but detailed way – not just for science students but for anyone and everyone who is curious about our Earth’s water cycle. In the second part, I plan to introduce some of the ways humans impact the water cycle, and steps we can take to better use and manage our water resources and ecosystems. I hope this two-part post provides you with some useful background information about how the water cycle works and how we interact with the water cycle. Iโ€™ve also included some free digital learning resources related to the water cycle, linked at the bottom of this article!

What is the water cycle?

Ever wondered what keeps our streams flowing? Or why rivers donโ€™t run out of water? Or where does the water bubbling out of the ground at natural springs come from? The answer to all these questions actually begins with our sun! The sun is like an engine, providing the necessary energy to drive the water cycle. The water cycle is an ongoing process of moving water from the oceans to the land and back.

The Water Cycle diagram – Download and print this diagram!

The water cycle begins over our oceans, where the energy from our sun causes huge amounts of water to evaporate every day. When water evaporates, it doesnโ€™t disappear – it becomes water vapor: water in gas form rather than liquid form. Ocean water can evaporate, but salts in the ocean cannot. Because salt cannot evaporate, evaporation separates freshwater out of the ocean. Freshwater is non-ocean water that is usable by land plants and animals, including humans!ย Evaporation is an important Earth process that makes human life possible because it separates the freshwater from the saltwater.

Sunset over an ocean beach
The sun fuels the water cycle by providing the energy for water to evaporate

As the evaporated water vapor rises up in the atmosphere, it cools and condenses, or starts forming tiny liquid droplets. As larger droplets form, they fall from the clouds as precipitation, such as rain or snow. Most precipitation will fall directly back into the ocean. However, sometimes clouds that form over the ocean will move over a continent and precipitation falls on the land. When rain falls on the land, some of it flows over the surface of the land, which we call runoff.ย  Little streams may flow into larger streams and rivers, or temporarily be stored in non-moving bodies of water like ponds and lakes. Any water on the earthโ€™s surface, including streams, rivers, ponds, lakes, and oceans, is called surface water. Ultimately, all surface water will do one of three things: evaporate again, flow all the way back to the ocean, or infiltrate…

Large storm clouds over mountains in Colorado.
Precipitation falls over the Rocky Mountains, beginning its long journey back to the oceans.

To infiltrate, in other words, means to seep into the ground. When water infiltrates, it fills the tiny gaps in the soils and rocks below our feet! This water is called groundwater! In the water cycle, water may infiltrate into the ground at any point between where it falls on the land as precipitation and when it flows back into the ocean. Like surface water, groundwater also moves or flows, but much more slowly than surface water. Some groundwater bubbles back out of the ground onto the surface in a spring or a gaining stream: a stream that is fed by groundwater rather than runoff.ย  Plants will also take up groundwater through their roots and release it back into the air as water vapor through the tiny pores in their leaves, in a special type of evaporation called transpiration.ย 

So far, weโ€™ve looked at water in liquid and vapor forms. But what about water in solid form such as ice and snow? It turns out ice and snow play an important part in the water cycle too. When snow falls on land, it can build up in one place, or accumulate. When temperatures increase, such as in springtime, the snow that built up through the winter will melt and flow into our surface and groundwater. In certain cold and snowy areas, such as in tall mountains or near the poles, snow accumulates faster than it melts. This forms glaciers and ice sheets: long-lasting bodies of ice, made from compacted snow. Most of the fresh water on our planet is currently stored as ice in glaciers, ice sheets, and snow! Scientists in the field of snow hydrology study these important stored waters!

Looking back down from Byron glacier in front of snow-capped mountains
Glaciers, such as this one near Anchorage, Alaska, are an important place where fresh water is stored in the water cycle

Saltwater, like ocean water, is toxic to humans and land plants and animals. All the water we drink, bathe in, clean with, and use to grow plants must be freshwater. Freshwater is only a tiny fraction of the water on Earth: about 97.5% of Earth’s water is saltwater. That means only 2.5% of the Earth’s water is freshwater. Of that 2.5% freshwater, most is not usable by humans. Over two-thirds of the Earth’s freshwater is frozen in glaciers, ice caps, and snow, and a little less than a third is groundwater. Surface water like rivers, lakes, and ponds is just a fraction of a percentage of Earth’s total freshwater – and just a tiny part of a fraction of a percentage of Earth’s total water overall! If you’re having trouble visualizing this, check out the free at-home activity guide to help you and your child or students visualize the percentages of freshwater from home in the kitchen or bathtub!


  • Continue to Part 2 of this post about the water cycle – covering the ways humans interact with the water cycle!
  • Skip to Part 3 about the water cycle – covering the role of mountain watersheds!
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Free Project: Water on Earth’s Surface

Or, find a water unit from Wild Earth Lab:

For more nature learning resources, visit the Free Resources Page, or visit my Etsy Shop!


References and Further Reading

  1. Plummer, C. C., Carlson, D. H., & Hammersley L. (2019) Physical Geology. New York, NY: McGraw-Hill Education. (16th ed., pp. 232 – 320).
  2. U.S. Geological Survey. (n.d.). How Much Water is there on Earth? Available: https://www.usgs.gov/special-topic/water-science-school/science/how-much-water-there-earth?qt-science_center_objects=0#qt-science_center_objects

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An Invitation

A banner of a student using forceps to collect insect samples from a tray of pond material, overlaid with text: "unique learning resources to spark curiosity about the natural world" and "visit Wildearthlab.com"

Welcome fellow nature lovers and outdoor adventurers. Welcome backyard naturalists, kitchen table scientists, life-long learners. Welcome fellow wonderers and wanderers. I’m glad to see you here.

My name is Valerie and I’m a scientist, artist, and avid outdoors woman currently in Colorado, USA. My curiosity about the natural world started at a young age, exploring the prairies and woods of Wisconsin where I grew up. This curiosity blossomed into a love of backpacking and hiking as a teenager, which inspired me to embark on what I saw as the ultimate outdoor adventure – a thru-hike of the 2,180-mile Appalachian Trail. This journey took me to places I had never been, where I experienced things I had only dreamt of: I saw my first-ever black bear, as well as moose, baby deer, copperhead snakes, songbirds, foxes, owls, turtles, and red-spotted newts. I marveled at wildflowers that grew above tree line in the White Mountains of New Hampshire. I witnessed seemingly tropical rhododendron plants comfortably survive two feet of snow in the Great Smoky Mountains. I forded rivers where no bridges had been built, bathed in lakes that had never seen a motorboat. I satiated my hiker hunger with wild blueberries.

I also saw many things I hadn’t expected to see, such as when the trail crossed through a superfund site in Pennsylvania. The area’s history of zinc smelting noticeably impacted the landscape, which abruptly changed from dense forest to barren hillslopes, eerily devoid of birdsong and inhabited by only a scattering of dying trees, invasive grasses, and more deer ticks than I care to remember. I saw firsthand the immense efforts of trail crews to remove litter at overrun shelters and privies. I experienced a mass emergence of invasive caterpillars along a section of trail in West Virginia. I encountered wild animals that were so desensitized by repeated human interaction and feeding that they approached hikers without fear. I witnessed restoration efforts to prevent the encroachment of lower-elevation species onto the mystical bald mountaintops of the southern Appalachians. I learned that the “100-mile wilderness” in Maine, known for being one of the most remote and wild areas on the east coast, is also the site of several logging operations, providing the necessary resource for our wood and paper products. Through this experience I learned there was a lot I didn’t know about our natural world, the resources we extract from it, and the ways that we impact it.

In part, my experiences along the trail inspired me to pursue a degree in Fish, Wildlife, and Conservation Biology. I felt motivated to better understand the natural world and our relationships with it. Through the eyes of a scientist, I learned. I learned about the big, seemingly-unstoppable cycles of nature – of water, carbon, tides, and seasons – so powerful and yet delicately balanced, to allow for the diversity of life on this planet. And I learned about the small, unlikely relationships existing between pairs of species – between flower and pollinator, bird and fruit-bearing tree, plant and mycorrhizal fungus – allowing both to thrive. I learned about the unseen connections of all beings within an ecosystem, and about how we humans are connected to this world too, even when our lives make it difficult to see the places we are attached.

In the past few years, I have worked as a scientist in both the field and in the laboratory. I’ve measured the flows of headwater streams, counted new seedlings in beetle kill forests, evaluated the health of insect communities in a national park, and studied soils following forest fires and chemical spills. As a scientist, I’ve had the opportunity to intimately understand our relationship as humans with nature: what we are doing right, what we are doing wrong, and how we can do better.

Throughout my education and career, I have wondered how things would be different if education about nature and our relationship with Earth started earlier. My childhood education barely scratched the surface of ecosystem science, and it wasn’t until college that I was introduced to sustainability and conservation. What could our world be like if we all started out with a better understanding of this Earth and all its wild, remarkable, intricate beauty? How could things change if we all carried with us an understanding of the things we can do – big and small – to improve our relationship with Earth? I believe one of the most natural things we can do as humans is to wonder at nature. It’s never too early – or too late – to start learning about the natural world, the diversity of life on this planet, and what we can do as individuals to help protect it.

My goal in creating Wild Earth Lab is to create resources for you, your family, and your students to learn about the Earth and our relationship with it. Through combining my passions for nature, science, and art, I hope to use this space to create unique and beautiful educational resources and engaging, informative articles covering a range of topics related to science, sustainability, and the natural world.

Are you still with me? Perhaps this sounds like something you’re interested in too. I hope you will join me on this journey by subscribing to Wild Earth Lab, or by following Wild Earth Lab using the links below:


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