My Memories of...

Charles County Public Schools

8/11

By: __________________
Date: _________________________

www.ccboe.com/nanjemoycreek

Nanjemoy Creek Environmental Education Center

5300 Turkey Tayac Place Nanjemoy, Maryland 20662
www.ccboe.com/nanjemoycreek

Dear Student, We are looking forward to your visit to Nanjemoy Creek Environmental Education Center (NCEEC). Your visit to NCEEC will provide you with an opportunity to experience the rich natural beauty of Charles County and to learn about the watershed in which you live. Consider visiting the website typed above so you can take a look at our facilities before your trip. This Memory Book was designed to help you prepare for your adventure at NCEEC. It also provides a place for you to record your memories of the exciting things you will see and learn during your trip. We hope you will be able to identify ways you can work towards protecting the Chesapeake Bay and other natural resources as you work with the Memory Book. While at the center you may observe Bald Eagles, Great Blue Herons and Ospreys in their natural habitat. When you hike the nature trails or visit the shoreline, dont be surprised to find the footprints of opossums, deer, otters or raccoons. In fact, the word Nanjemoy comes from the Native American word, Nusumouch, which means, Haunt of the Raccoon. We hope you capture many wonderful memories while visiting NCEEC. Well see you soon. Sincerely, The Nanjemoy Creek Staff

Table of Contents
My Personal Responsibilities Gear List Weather Watcher Is Your Lunch Green?
P R E T R I P

1 2 3 4 5 6 7 9 10 11 12 13 14 16 18 20

Pack Your Lunch Helpful Words to Know Watershed Model: A Science Activity Where is Your Watershed? Your Local Watershed Charles County Map The Regional Watershed The Regional Map Wetlands: Food Sources, Filterers & Nurseries Wetlands of the Chesapeake Bay: The Data Name that Eagle Article

T R I P P O S T T R I P

Reflection Page

Nanjemoy Creek Site Map Fertilizer and the Chesapeake Bay Between the States I Can Help

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My Personal Responsibilities

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I agree to: be a good representative of my school while at Nanjemoy Creek Environmental Education Center. be respectful at all times, listen to my instructors and chaperones, remain with my group and follow the Centers rules. ask permission before picking things up or approaching any animal. participate as a good team member, sharing ideas and tasks. be a good steward of NCEEC and the natural world. wear my name tag so everyone knows who I am
___________________________________
Your signature

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Gear List
Pack and dress for the weather

____ Your bagged lunch ____ Dress for the weather; regardless of weather, long pants and closed-toed shoes are required. Light colored clothing lets you see pests easier. ____ A change of clothing (in the rare event you get very wet during an activity) ____ Insect repellant ____ Raincoat or poncho ____ Warm jacket or coat ____ Hat and Gloves ____ Boots and warm socks during cold or extremely wet weather ____ Water Bottle to refill at our water fountains ____ A brimmed hat during warm, sunny weather ( like a ball cap works) ____ Sunscreen

Optional - You May Bring: ____ A backpack for your gear (your school backpack might work well) ____ Long underwear in cold weather ____ Camera ____ Check or money order for $13 made out to CCPS for t-shirt

Do Not Bring: Nanjemoy Creek is a school site. Any items normally banned at your school are also banned here. Other items for students to leave home are: flashlights, matches, MP3 players, candy, extra food, electronic games or equipment, cell phones, and cash .
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Weather Watcher

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Having the right clothes is very important if you are going to be prepared for all kinds of weather. Listen to a weather forecast and record the weather information for the day of your field trip in the data table below. The weather forecast for ___________________________(date of your trip)

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Our Weather Predictions

Predicted high temperature Predicted low temperature Chance of precipitation Form of precipitation (rain, snow, sleet, hail) Sky conditions (clear, partly cloudy, cloudy)

Sources of information _______________________________________________ Evaluate your Gear List. Using what you have learned from the weather report, write what you need to add or delete from your list. If you have no changes, identify three items that are most important based on the predicted weather conditions. Explain your answers.

_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ ____________________________________________________ 3

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Reduce

Is Your Lunch Green?

Now you are going to read something gross.

Reuse Imagine80 garbage cans crammed full of stinking trash! Recycle Thats about how much trash you throw away each year: boxes, wrappers, scrap paper, broken toys, old shoes, rags, and more. This creates many problems, such as where to put it all. Nobody wants a dump in their backyard and we are running out of space in our landfills. It is also very wasteful to have someone haul away all the trash created by the many boys and girls, parents, and teachers who visit Nanjemoy Creek Environmental Creek Education Center each year.

When you come to NCEEC, you will participate in a Trash-free Lunch activity. Trash will be weighed and calculated in ounces per person and will include waste from the chaperones lunches. Recyclables and re-usables are not included in the weight. Last years winners produced less than one ounce of trash by practicing in their classroom prior to the trip and by packing lunches with all reusable or recyclable containers and using cloth napkins. Recyclables include narrow-necked plastic bottles (1&2 only), aluminum drink containers, metal cans and glass containers. Commercially packaged lunches, plastics other than drink containers (yogurt containers and cups), plastic bags, drink boxes and aluminum foil cannot be recycled, so you want to avoid packing these items. Consider packing your sandwiches, chips and other items in re-usable plastic containers.

Trash-free lunch is a way of life and helps protect the planet, so what better way to begin than at your school?

Pack Your Lunch

Pack an ideal, trash-free lunch. Draw, label and color all items including packaging.

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Is your lunch trash-free? Support your answer using information from the article Is Your Lunch Green? on page 4.

_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ ___________________________________________________ 5

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Helpful Words to Know

Agriculture the care and working of land to produce food Brackish mixture of fresh and salt water Compost biodegradable plant matter Ecosystem a group or community of organisms interacting with their environment Estuary a coastal bay where fresh water mixes with ocean water Habitat the place where an organism lives in an ecosystem Organism any living thing Natural Resourcessomething from the natural environment (water, air, soil, plants, fuels) that is used to meet one's needs and/or wants Precipitation water that falls out of the sky (rain, snow, sleet, hail) S.A.V. submerged aquatic vegetation (underwater plants) Salinity a measure of the amount of salt in the water; usually stated in parts per thousand (ppt.) Stewardshipcaring for the earth and its natural resources Tides the rising and falling of the surface of the ocean and of water bodies connected with the ocean that is caused by the gravitational attraction of the moon and sun Tributary a stream or river that feeds into another river or body of water Water Quality a term used to describe the characteristics of water depending on its use. For example, a sample of water might have good water quality for animal habitat but poor quality for humans to drink. Watershed the area of land that drains into a particular body of water Weather - the conditions of the atmosphere (air) at a particular time and place

Other Words Ive Learned:

_____________________________________________________ _____________________________________________________ _____________________________________________________ 6 ___________________________________________________

Create a Model of a Watershed

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A watershed, or drainage basin, is an area of land that sheds or drains into a particular body of water. Today you will be making a model of a watershed, showing how the precipitation that falls on mountains, cities, suburbs, and rural areas drains into a river. Materials: Shoe box Aluminum foil Tape Watershed Model Page Watercolor paints or markers Spray bottle with water Procedure:

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Color the Watershed Model Page provided by your teacher using the watercolor paints or markers Fold up the two sides of the page where indicated. Line the shoe box with a piece of aluminum foil. Tape the page into the box. The forested area gets taped near the top of the shoebox, and the page slopes downward toward the river. See the diagram below. Spray water onto the Watershed Model, starting with the forested area, working downward, toward the river.
Trees

E TAP

River

E TAP

TE WA E RSH ODE D M L

Side view of the Watershed Model.

Observation: Describe what happened to the water when it was sprayed on the Watershed Model. The water started out clear when you sprayed it onto the model. What happened as the water flowed toward the river? _________________________________________ _________________________________________ _________________________________________ _________________________________________
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P DU OL

FO

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!!!!!!!!!! Do not use this copy for your lab. Use the copy provided by your science teacher. !!!!!!!!!!

WATERSHED MODEL

Wheres your Watershed? Background:

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Your school, home and neighborhood lie in a watershed. A watershed, also called a drainage basin, is a land area that sheds or drains water into a particular body of water. A watershed can be small, such as the land draining into a pond or stream. Another watershed can be huge, such as all the land area draining into the Chesapeake Bay. For example, if after a rainstorm water runs off of your yard and into Mattawoman Creek, you would be in the Mattawoman Creek watershed. Because the Mattawoman Creek drains into the Potomac River, you are also part of the Potomac River watershed. If you follow the path the water takes from your yard, you can see that you are part of bigger and bigger watersheds. Anything that is put on the land of our cities, neighborhoods, farms and roads can get into our bodies of water. This happens as rainwater carries the materials off the land into streams, rivers, ponds, lakes, bays or oceans. This water draining from the watershed is called runoff and carries with it many substances from the land, including soil and pollutants. Did you ever consider that whatever you put on your lawn could get into the Chesapeake Bay? Lets find out how folks across our region affect the water quality of the Chesapeake Bay.

Materials:
Charles County map found in Memory Book Regional Map found in Memory Book Vocabulary page of Memory Book Colored pencils or crayons

Chesapeake Bay Facts

Largest estuary in the continental U.S. 8,000 miles of shoreline border the Chesapeake Bay Averages 21 feet in depth Contains brackish water (see vocabulary page for definition) Over 2,700 different species of organisms depend upon the Bay for habitat Its watershed is huge; spread over 64,000 square miles across 6 states and Washington D.C. Economically, the Bay is very important because it helps generate millions of dollars through tourism, recreation, fishing and crabbing

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Procedure:
Part A: Your Local Watershed
Use the map titled Charles County for the following steps. Make sure you examine the map and its features before you begin. 1. Using features on the Charles County map, identify the coordinates of your schools location and circle them. 2. Circle the triangle representing your school. 3. Shade the Potomac River blue. 4. Color the creek or river closest to your school blue. Rainwater from your schoolyard probably flows into this waterway. 5. Rainwater or melting snow from your schoolyard will eventually flow into the Potomac River. Using your blue colored pencil, show the path of the water from your schoolyard into the Potomac River. 6. On your map, label the name of the state across the Potomac River from Charles County . 7. From what you see on the map, name 2 watersheds to which your schoolyard belongs. ___________________ & __________________ If you are stuck, re-read the Background section and look over your map. 8. Complete the sequence chain below to show how oil from your schools parking lot could get into the Bay. You may not need all of the boxes or may choose to add more. Return to the Background section if you need assistance.

Oil leaks from car onto parking lot

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Charles County Map

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1 A

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Legend Elementary School Middle School High School Environmental Education. Center
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Rivers and creeks Roads

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ip Part B: The Regional Watershed, A bigger picture: r T r e-

Use the map titled Regional Map for the following steps. Make sure you examine the map and its features before you begin.

1. Label the Atlantic Ocean, Chesapeake Bay, and Potomac River in one color of your choice. See the map on page 9 if you need help. 2. Color Charles County green. If you cant find Charles County, compare this map to the one on page 11 for help. 3. Shade the Potomac River blue and outline the Potomac River watershed in blue, as well. Remember, the watershed would be any land area that drains into the Potomac River. Did you examine the map and all its features? 4. Locate the Susquehanna River and its tributaries. Shade them yellow. 5. Using red, outline the Chesapeake Bay watershed with a dotted line. Did you include all land areas that drain into creeks and rivers leading to the Bay? Examine the Potomac River watershed that you outlined in blue for assistance, if needed. HINT: Not all of the land areas on this map are part of the Chesapeake Bay watershed. There are some rivers and tributaries that dont lead to the Bay. 6. Circle the names of the states included in the Chesapeake Bay watershed on your map. 7. On the map, locate the house near the western branch of the Susquehanna River in Pennsylvania. A 5th grader was helping her father with yard work in the spring. After pulling up all of the dandelions, they spread fertilizer on their yard because they like a green lawn. The next day, there was a heavy spring rain. Using your green colored pencil, color the path the fertilizer and rainwater took from their house to the Chesapeake Bay on your map. 8. Does the girl in question number 7 live in the Chesapeake Bay watershed? ___________ Support your answer using information from your maps and any other information from this activity. ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 9. Name 2 more watersheds to which your school yard belongs: ____________________________ & ____________________________ How did you decide upon your answer? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 10. What is a watershed? a. A pond, stream, river or ocean b. A land area that drains water into a particular body of water c. The tributaries leading to a river or bay d. Runoff water containing pollutants, soil and rainwater 12

Regional Map

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Key Potomac Watershed Boundary ~~~~~~ Rivers and creeks

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Food Sources, Filterers, and Nurseries

Wetlands:

Swamps and marshes found along the coastline of the Chesapeake Bay which connect deep water and land are known as wetlands. These areas provide habitat for a wide variety of organisms and act as a natural filtration system for the Bay's water. In recent years, people have come to understand the important role wetlands play in preserving the health of the Chesapeake Bay ecosystem. Wetlands act as a protective nursery area for many aquatic organisms who travel Wetlands are home to many insect species. Larvae of these insects serve as a food source for young fish living in into their shallow waters seeking food and the marsh. protection. Juvenile rockfish, perch, and sea trout are just a few of the fish species which take advantage of the shelter provided by plant cover found in wetland areas. Blue crabs spend much of their young life in the protective confines of the marsh; adult crabs often hide in wetlands after molting while their new shell is still soft. Wetlands also provide food and resting areas for migratory waterfowl. Canada geese, swans, and many species of ducks can typically be found feeding in these areas, consuming rooted plants which are abundant in these shallow water environments. Swamps and marshes play the important role of filtering water entering the Bay. Sediments and pollutants which wash from land into the water are trapped by the tangled plant matter found in wetlands. Water that flows through a marsh or swamp is consequently much cleaner than it was beforehand. Wetlands help minimize the effects of flooding by protecting shoreline environments from erosion. When humans fill in wetlands for waterfront development, they remove areas that are vital for improving the water quality of the Bay, as well as critical habitat for many species of plants and animals. Today in Maryland these "critical areas" are protected by stringent environmental laws which prohibit the filling in of swamps Plants in wetland areas absorb excess nutrients and filter out pollution in the Bay. and marshes for land development.
Illustrations courtesy of Alice Jane Lippson, selected from Life in the Chesapeake Bay. Second Edition. Used with special permission from Chris Cerino, Director of Education, from Schooner Sultana - 1768 14

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Read the article Wetlands: Food Source, Filterers, and Nurseries on the previous page and answer the following questions.
1. Which of the following is an opinion about wetlands? a. Wetlands are found along the coastline of the Chesapeake Bay. b. Humans fill in wetlands for waterfront development. c. Environmental laws should protect wetlands.

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d. Wetlands are home to many insect species.

2. The author wrote this article to a. Inform the reader about the importance of wetlands. b. Describe the feeding habits of migratory waterfowl. c. Persuade Maryland residents to fill in wetlands for development.

d. Inform the reader about the types of plants found in wetlands. 3. Explain the importance of wetlands along the Chesapeake Bay. Use information from the selection to support your answer. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

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Wetlands of the Chesapeake Bay: A look at the Data

In the past 50 years, wetlands in the Chesapeake Bay watershed have been destroyed at a rate of about 2,000 acres per year. Because of this, the Chesapeake Bay Program has a Wetlands Restoration Program that has been working to bring back wetlands around the Chesapeake Bay. Their goal was to have 25,000 acres of wetlands by the year 2010. Reestablished wetlands are old, damaged or destroyed wetlands that have been brought back to life, or restored. Newly established wetlands are wetlands recently created. Use the table below to create a bar graph showing the increase in the total number of reestablished and newly established wetlands. Then use the data from the table and graph to answer the questions on the next page.

Acres of Wetlands in the Chesapeake Bay Watershed over Time Type of Wetlands
Reestablished 903 Newly Established 57 Total 93 115 140 180 231 281 2087 2548 4292 8156 8883 9715 1998 1999 2000 2001 2002 2003 2004

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Wetlands of the Chesapeake Bay: Data Analysis
1. Between what years was the greatest growth in the total number of acres of wetlands in the Chesapeake Bay watershed? a. b. c. d. Between 1998-1999 Between 1999-2000 Between 2000-2001 Between 2001-2002

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2. How many more reestablished acres of wetlands were there in 2004 than in 1998? a. b. c. d. 224 acres 832 acres 8812 acres 9434 acres

3. Approximately how many more acres of wetlands are needed to reach the program goal of 25,000? a. b. c. d. 15,000 acres 17,000 acres 19,000 acres 21,000 acres

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This article is reprinted from an article which appeared in the Nanjemoy Creek Winter 2004 Newsletter.

When you visit NCEEC, you will meet Tayac, our Bald Eagle, who came to live at the Center on June 7, 1989. Tayacs story and his association with humans began on May 14, 1979 when a Maryland Department of Natural Resources Wildlife Biologist climbed up to an eagles nest in a large tree along the shore of the Potomac River in the area of Riverside. Tayac was the only eaglet, fluffy and too young to fly, sitting in the middle of the large stick nest. An aluminum rivet band issued by the USFWSs Bird Banding Laboratory was placed on his left leg and instantly he became eagle #0629-06508. Shortly after being put back in the nest with his new piece of jewelry, he successfully left the nest (fledged) and grew to be an adult eagle. In 1979, Charles County only had a total of eight nesting pairs of eagles which produced six young. Tayac was one of those six. Around March 23, 1988, Tayac took his last flight. On that day nine years after he had left the nest, a shot rang out from the ground and blasted through his right wing. He tumbled from the sky and landed in a field at the edge of the forest in a Wildlife Management Area along Billingsley Road in Charles County. His wing was badly damaged, and he could only walk around the field. Steve Cardano, the director of NCEEC at the time, got a call from Rick Perry of USFWS about rescuing an injured adult Bald Eagle. Steve searched the field on this cold, rainy evening as dusk approached. Just as he turned to leave, he noticed something white move at the edge of the woods. The bird was found and Eagle #0629-06508 was transported from Duttons Bridge over Mattawoman Creek to Dr. Marc Hocking, a Waldorf veterinarian, who made the initial assessment and sent him to the Wildlife Center of Virginia for further treatment and rehabilitation. Tayacs right wing was so badly damaged that half had to be removed. He would never fly again, but he was sent back to Maryland where his story at NCEEC begins. There, he met Cal Posey, the owner of the land the center is located on, who named him Tayac in honor of Cals lifelong friend Turkey Tayac, chief of the Piscataway Indians. The word Tayac is the Piscataway name for chief. He has lived here ever since giving students in Charles County the chance to visit with a bald eagle in a way that they never could in the wild. Once you visit Tayac youll become part of his story, too!
- Mike Callahan

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1. After reading the text about Tayac, what would be an appropriate title for this article? _________________________________________________________ _________________________________________________________ 2. What is the purpose of the unique numbered band placed around Tayacs leg? a. It gives the date Tayac was born. b. It is used to identify and track Tayac. c. It tells how many eagles nest in the area. d. It gives the phone number of the USFWS laboratory.

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3. Which of the following statements best summarizes why Tayac came to be at NCEEC instead of living in the wild? a. He was hit by a moving vehicle along Billingsley Road in Charles County. b. He was given to Cal Posey as a gift from Chief Turkey Tayac. c. He was removed from his nest by the Bird Banding Laboratory before he learned how to fly. d. He was shot and his damaged wing had to be removed 4. Would you like to learn more about eagles? Visit www.enchantedlearning.com/subjects/ birds/. Scroll down to the eagle icon which will take you to All about the Bald Eagle. After reading the information from the web site, identify one new fact you learned about the American Bald Eagle. To get more information, click on Bald Eagle Information at the bottom of that page. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

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My Memories

A) Things I remember about my daytime activities:

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

B) Things I remember about my late afternoon activities:

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

C) The instructors at NCEEC want to know what you learned about stewardship, personal responsibility and teamwork. In your own words, please tell us what each one means to you. Stewardship_____________________________________________

_______________________________________________________ _______________________________________________________
Personal Responsibility ____________________________________

_______________________________________________________ _______________________________________________________
Teamwork _______________________________________________

_______________________________________________________ _______________________________________________________
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Nanjemoy Creek Site Map

Trace the paths you hiked during your visit. Add 2 map elements. Identify 3 natural or physical features. ___________________ ___________________ ___________________ How has this site been modified by humans? ___________________ ___________________ ___________________ ___________________ ___________________ ___________________ What natural features help prevent negative impacts to the natural resources of the area? ___________________ ___________________ ___________________ ___________________ ___________________
Legend

On the map:

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Wetland Building Path Water Forest

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Read the following article and answer the questions that follow.

Fertilizer and the Chesapeake Bay

Fertilizer is considered a good thing for plants since it usually increases their growth. In high amounts however, it can create problems. In springtime, lots of fertilizer from lawns and farms can get into the Chesapeake Bay by traveling with the runoff created by spring rains. Tiny plants called algae live in the Chesapeake Bay and its tributaries. Many organisms in the Bay depend upon algae for food. Algae grow and reproduce quickly when fertilizer is in the water. Their numbers can become so great that they turn the water greenish and less light can travel through the water. This affects other underwater plants, which need light to make their own food and release oxygen into the water. When the amount of oxygen in the water drops, many other creatures are stressed. When the algae and other organisms die they sink to the bottom. There, organisms that break down dead things begin their work. With so much food, they reproduce in large numbers and are very active, using lots of oxygen. Once again, the oxygen levels become even lower.

Selected response:

Choose the best answer for each of the following questions:

1. How does fertilizer get into the Chesapeake Bay? a. Fertilizers from the watershed run off into the Chesapeake Bay and its tributaries. b. Waste products of fish and other organisms in the Bay act as fertilizer. c. When the underwater plants make their own food they release fertilizer. d. Many organisms rely on algae, which makes fertilizer. 2. According to the text, what are the effects of fertilizer? a. It helps all organisms grow and reproduce. b. Though plant growth is increased, it can lead to lower oxygen levels in the Bay. c. It increases plant growth and is good for the environment. d. It turns the water greenish in rivers, streams and the Bay.

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Between the States

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Please read the following emails between the governors of Maryland and Pennsylvania. Suppose you were the Governor of Maryland. How would you respond to the Governor of Pennsylvania? On a sheet of loose-leaf paper, write an email back to the Governor of Pennsylvania using the information from your trip and your other memory book exercises, particularly the watershed activity. Be sure to include the vocabulary words you have learned. You may want to refer to the regional watershed map in the pre-trip section. Subject: Date: From: Chesapeake Bay water quality Thu, 2 August 2012 10:02 The Governor of Maryland

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Dear Governor of Pennsylvania, The water quality of the Chesapeake Bay remains a concern in the state of Maryland. Many of the citizens of Maryland depend upon the Chesapeake Bay for their survival. There are watermen who crab, fishing guides who lead fishing expeditions in the Bay, and folks who sell boats and jet skis. If the quality of water doesnt improve, the crabs and fish could die causing money problems for many of my citizens. If the Bay becomes an ugly place, we will lose tourism dollars because tourists wont want to come to the Chesapeake Bay for water activities. Were also worried about the survival of the water organisms. We need your help. Please educate the good people of Pennsylvania about the Bay and how they can help us. With a partnership between our states, we can help Maryland citizens and the plants and animals of the Bay. Sincerely, The Governor of Maryland

Subject: Date: From:

RE: Chesapeake Bay water quality Thu, 2 August 2012 4:54 The Governor of Pennsylvania

Dear Governor of Maryland, I feel badly for the situation in Maryland, but I dont know why we should get involved. Pennsylvania is a long way from the Chesapeake Bay. We dont even have any shoreline along the Bay. Our citizens dont enjoy the benefits of the Bay, so I dont see the need to spend money or time teaching Pennsylvania citizens about the Chesapeake Bay. I dont understand why you think folks in Pennsylvania affect the Bay. We arent near it, so what makes you think we can help fix it? I look forward to your response so I can better understand why you think we should get involved. Sincerely, The Governor of Pennsylvania
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Write your thoughts about how you can be a steward and help the earth in the light bulb above.