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Note: This is the CURRENT schedule for class topics for Fall, 2026. It will be updated as needed.

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Current Syllabus for the basic training course: Borderlands Chapter

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Master Naturalist Handbook and Policy Manual

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Materials for September 16th

Please bring your LAPTOP or TABLET to class. We will orient you to the online tools and resources for this course.

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Borderlands MN Land Acknowledgement

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Information on the Capstone Project options

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Please read this chapter from:

Fleischner (2026). Astonished by beauty.

before you come to the field lab on Sept 19th.

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Course Overview:  Orientation to the Program; Access, Diversity, Equity, & Inclusion

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Course Overview:  Orientation to the Program; Access, Diversity, Equity, & Inclusion

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Orientation to the Master Naturalist Program

Access, Diversity, Equity, and Inclusion

Time & Date: Wednesday, September 16th, 2026 5:30-8:30 p.m.

Location: Coronado National Forest: Sierra Vista Ranger Station

Learning outcomes:

Understand how the Master Naturalist Basic Training course works from the student’s perspective.

Locate Padlet site.

Identify the required activities for this course.

Attendance, Reflection logs, Required readings, Participation

Capstone Presentation

Connect with other members of the cohort by obtaining emails and phone numbers.

Understand the connection between Access, Diversity, Equity, and Inclusivity with the role of the Master Naturalist.

Complete the required signature documents.

In-class Activity:

1) Master Naturalist Bingo

2) Group Discussion

1. Why are YOU interested in becoming a Master Naturalist?

2. How do you think the Master Naturalist program will benefit YOU? Benefit Others you connect with? Benefit your personal environs?

3. Share how you became interested in the natural world.

READ this article BEFORE coming to Field lab on September 19th at Brown Canyon Ranch.  The reading can be found with the Orientation overview on the Padlet site.

Fleishner, T.L. (2026). Astonished by beauty: A field guide to the practice of paying attention. Salt Lake City:  Torrey House Press.  Pages 87-96.

As you read, think about how the "art of appreciating beauty” is a central tool of the naturalist.  How can you help others notice and wonder about nature by focusing your  attention?

Read this excerpt BEFORE Class on September 23rd.

Read: “Thinking Like a Mountain” from Sand County Almanac

The link to this reading can be found with the Week 1 course materials on the PADLET site.

As you read: How do humans fit into the natural environment?  How do they affect it?

Suggested Resources for Additional Study

Author, (N.D.). A community for naturalists: iNaturalist https://www.inaturalist.org/

Review the site and download the app through the Google Play or Apple Store.

Meiners, J., (2026).  Savoring nature will help save it, Arizona educator says in a new book. Arizona Republic, May 18, 2026. https://www.aol.com/news/savoring-nature-help-save-arizona-120143528.html

Bowers, L. (2026).  Nature is out of reach for many Latinos in southern Arizona, new study finds. Cronkite News: ASU & AZ Public Media: May 4th, 2026. https://news.azpm.org/s/103258-nature-is-out-of-reach-for-many-latinos-in-southern-arizona-new-study-finds/

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This powerpoint will help guide the class session on Sept. 16th.

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Orientation to the Master Naturalist Program

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Directions for Sense of Place Activity

Please print a copy for your use at the field lab.

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Week 1: Biogeography of the Madrean Sky Islands

Time & Date:Wednesday, September 23rd, 2026 5:30-8:30 p.m.

Location: Coronado National Forest: Sierra Vista Ranger Station

Learning outcomes:

Be able to identify the Madrean Sky Island region.

Describe the major characteristics of the ecosystem for Cochise County and the Borderlands region (Madrean Sky Islands).

Before CLASS on Sept 23rd

Read: “Thinking Like a Mountain” from Sand County Almanac

The link to this reading can be found in the course materials for WEEK 1 on the PADLET site.

As you read: How do humans fit into the natural environment?  How do they affect it?

In-Class Activity:

1. Identify the Sky Island ranges and basins on the shared map.

2. Discuss the Sand County Almanac assignment.

3. Check in on reflection logs.

Additional/Suggested Study:

Dimmitt, M.A., (2015). Biomes and the communities of the Sonoran Desert region.  In Dimmitt, M.A., Wentworth-Comus, P. & Brewer, L.M. (Eds.) A natural history of the Sonoran Desert (Ed. 1) Oakland, Ca: University of California Press. (Chapter 1).

https://www.desertmuseum.org/books/nhsd_biomes.php

Gonzalez, J. (2019).  How do people know about nature

https://baynature.org/2019/01/15/how-do-people-know-about-nature

Field Lab Sept 26th

Week 1: Biogeography

Field Lab:Coronado National Monument

Time: 8:30 a.m. Meet at the Coronado National Memorial Visitor Center.

Learning Outcomes:

Observe and identify the major characteristics of the ecosystem for Cochise County and the Borderlands region (Madrean Sky Islands).

Volunteer options in the NPS.

How does this field lab connect to the in-class presentation?

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Biogeography of the Sonoran & Chihuahuan Desert

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Mountain slope and Vegetation graphic

MAP of Greater Sonoran Desert Region

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Sky Island Map 1

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Map 2

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Week 2: Cultural History

Time & Date: Wednesday, September 30th, 2026  5:30-8:30 p.m.

Location:  Coronado National Forest: SV Office

Learning Outcomes:

●   Consider the timeline of human development in Cochise County.

●   Consider the role of movement of people, colonialism, and the formation of Mexico and the United States and its impact on the ecosystem.

●   Describe how cultural resources and natural resources have impacted modern Cochise County

Required Reading:  Please view the NPS site info and the Sheridan Chapter before class.

National Parks Service publication describing the Apache Wars.  There are 4 parts, this link will take you to part 1. Click on Apache Wars for part 2, Geronimo for part 3 and After the Surrender for part 4

https://www.nps.gov/chir/learn/historyculture/pre-apache-wars.htm

This is a long overview of how humans have interacted with the Sonoran Desert for the last several thousand years to include water manipulation and invasive species.

Sheridan,T.E. (2015). Human ecology of the Sonoran Desert in Dimmitt, M.A., Wentworth-Comus, P. & Brewer, L.M. (Eds.) A natural history of the Sonoran Desert (Ed. 1) Oakland, Ca: University of California Press. (Chapter 10).

https://www.desertmuseum.org/books/nhsd_human_ecology.php

In-Class Activity

1.Activity - Add to map the major locations discussed in the class presentation. 20 minutes.

2. Activity - What Came First  45 minutes

3. Discussion - given what we learned so far, what are several reasons that Cochise County has largely remained rural. 15 minutes

4. Introduce Saturday's field lab 10 minutes

What Came First - Building the Story of Cochise County and Beyond (Timeline Challenge)

Time: 45 minutes

Materials

Event cards

Group Task

Divide participants into small groups. Give each group a set of event cards that include:

Spanish exploration

Chiricahua Apache historical events

Gadsden Purchase

Mining boom of Tombstone and Bisbee

Science and technology inventions

Popular art and literature

Groups chronologically arrange major historical event cards from Arizona and Cochise County as keystone dates. Next,  add in science, technology, art, and other significant cultural event cards to better understand how the history of Cochise County relates to  greater world events. Participants should discuss:

Why each event mattered

Who benefited

Who was affected

How one event led to another

Finish with a class discussion comparing timelines, observations and surprise discoveries

Discussion Activity -

Time 10-15 minutes

Arizona US Census population in 1920

Bisbee*  16,086

Tucson.  13,913

Phoenix  11,134

Discussion: 100 years ago, Bisbee was the largest city in Arizona. Given what we have learned so far, what factors might have led to Cochise County remaining largely rural?

*Bisbee population includes Lowell, Warren and San Louis which are all incorporated into the current city of Bisbee.

Additional/Suggested Study:

A short article on the early Clovis people and their mammoth kill sites in Naco and the San Pedro River. This includes a four minute video on the Mammoth dig in Naco. There are links to additional pages on the Cultural History of Arizona.

https://statemuseum.arizona.edu/online-exhibit/culture-history-southern-arizona/paleo-indian-archaic

A short overview of the early Spanish expeditions in our area, including a short video in English and Spanish, from Coronado National Monument and the National Park Service.

https://www.nps.gov/coro/learn/historyculture/index.htm

Newsletter article on the history of Apache Wars in Cochise county.  There is an excellent list of related articles linked at the end of this article.

https://southernarizonaguide.com/local-history/southeast-arizona-the-apache-wars/

This article discusses our ways of knowing, and how traditional, or indigenous knowledge, can be more accurate than our current scientific knowledge.

Nichlolas, G. (2018). After thousands of years western science is catching up with indigenous knowledge. Yes Magazine.  Feb 26, 2018.

https://www.yesmagazine.org/democracy/2018/02/26/after-thousands-of-years-western-science-is-slowly-catching-up-to-indigenous-knowledge

Short NPR story on why cultural history matters - Listen 3:36

https://www.knau.org/knau-and-arizona-news/2019-06-21/celebrating-cultures-of-grand-canyon-before-national-park-designation

This link will take you to an organization site for Saving native Stories. (SaveHistories.org) There are 7 videos by native people describing the value of saving history. Click on Watch Now.

https://savehistory.org/stories/

1920 Census of Arizona

https://www2.census.gov/library/publications/decennial/1920/bulletins/demographics/population-az-number-of-inhabitants.pdf

Week 2:  Field Lab  October 3rd

Location: Copper Queen Mine & Mining Museum

Copper Queen Mine: 478 N Dart Rd, Bisbee, AZ 85603

Bisbee Mining Museum: 5 Copper Queen Plaza, Bisbee, AZ 85603

Time: 8:30 at the Copper Queen Mine

Preparation for Field Lab:

Please explore Doug Graeme’s website

(https://www.bisbeeminingandminerals.com/ )

and look at some of the stunning photos before Saturday's Field Lab. This is the amazing website of Doug Graeme, Manager of the Copper Queen Mine which includes links to the book on the forgotten caves of Bisbee (https://www.bisbeeminingandminerals.com/forgotten-caves-of-bisbee) and a video presentation on this (in the video section). There is an excellent history section as well.

Copper Queen Mine.  This field lab requires walking into the mine shaft for about 100-150 ft.  The walk follows the railcar tracks into the shaft.  The shaft is dark and can be wet.  Included in the walk is a 2-flight stair climb to an observation platform.  Besides climbing up the stairs, there is little elevation change.

Bisbee Mining Museum. This lab required walking through the museum at your own pace..

Learning Outcomes:

Copper Queen Mine:

Understand how geological processes supported the development of mining industries in SE Arizona.

Understand what makes the Copper Queen Mine unique.

Bisbee Mining Museum:

Understand how mining impacted social, economic, and environmental development in SE Arizona.

Identify the major natural resources uncovered in the mining process

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Week 3:  Hydro-Geology

Time & Date:  Wednesday October 7th, 2026  5:30-8:30 p.m.

Location: Coronado National Forest: SV OfficeSV

Learning Outcomes:

Describe the contrast between water availability and water demand in Cochise County.

Describe how geology formed the Sky Islands and shaped the environment, for wildlife and humans (then and now).

Understand how lack of water is connected to the consistent degradation of the SE Arizona grasslands.

Demonstrate methods to slow down or harvest water to create infiltration systems.

In-class Activity:

Read this online chapter BEFORE coming to class.  Use the highlighted URL below to access the chapter.

Scarborough, R. & Brusca, R.C. (2015). Geologic origins of the Sonoran Desert. In Dimmitt, M.A., Wentworth Comus, P., and Brewer, L.M. A Natural History of the Sonoran Desert (Ed., 1). Tucson, AZ: Arizona-Sonora Desert Museum. Chapter 8, https://www.desertmuseum.org/books/nhsd_geologic_origin.php

Review these web pages prior to class to prepare for the class learning activity

Water conservation in the San Pedro River

https://storymaps.arcgis.com/stories/5110541947c54842958ad560ecdb334f

Reversing desertification

https://www.usgs.gov/news/science-snippet/ancient-methods-preventing-desertification-and-recovering-drought

https://cronkitenews.azpbs.org/2022/03/07/reversing-the-desert-healing-land-protecting-water/

Passive water harvesting https://wrrc.arizona.edu/sites/default/files/cals%20extension_passive%20water%20harvesting.pdf

Preventing erosion with check dams

https://www.ars.usda.gov/news-events/news/research-news/2021/new-website-documents-check-dams-fixing-erosion-of-minor-channels-in-southwest/

Water harvesting guidance manual https://www.tucsonaz.gov/files/sharedassets/public/v/1/transportation-and-mobility/documents/2006waterharvesting.pdf

Additional/Suggested Study:

Resource for capturing rainwater

https://www.watercache.com/education/rainwater-harvesting-101?srsltid=AfmBOorf1Cbg7DiMQ8nqCHUFWQVjPfe1t93onXs0GPYZx6Joqf473VuP

Government resource for many aspects of water utilization and management https://www.azwater.gov/

Resource for understanding surface water in Cochise county

https://www.wellog.com/cochise_county_water.htm

Field Lab:  Oct. 7th

Week 3:  Hydro/geology

Location:  Palominas Stormwater Recharge Area

10186 S Palominas Road  Hereford, AZ

Time: 8:30- 12:30

MAP:  https://storymaps.arcgis.com/stories/5110541947c54842958ad560ecdb334f

Learning Outcomes:

Describe the contrast between water availability and water demand in Cochise County.

Describe the importance of environmental and water quality management, decision making, and risk management.

Share volunteer opportunities within the water conservation world.

How does this field lab connect with the topics presented in class?

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AZ Water-Story

https://library.cap-az.com/documents/education/Arizona-Water-Story-Teachers-Guide-10-2013.pdf

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Week 4:  Botany in Cochise County

Time & Date: Wednesday, October 14th, 2026 5:30-8:30 p.m.

Location: Coronado National Forest: SV Office

Learning Outcomes:

Use taxonomic keys and field guides effectively to identify local plant species.

Study plant adaptations to different environments, including adaptations to arid, tropical, alpine, and aquatic habitats.

Explore ecological relationships between plants and their environment, including interactions with pollinators, herbivores, and soil microorganisms.

In-class Activity:

Dichotomous Key Activity.

Please bring a copy of the Photographic Key to class (print or digital) The link to this material can be found below this document on the Padlet.

Additional Reading/Suggested Study:

Fischer, D.L. (2019). Sky Islands: Encountering a Landlocked Archipelago  https://skyislandpress.com/sky-islands/

Tellman, B. (2002).  Invasive exotic species in the Sonoran Region  https://www.jstor.org/stable/jj.9192219

Dimmitt, M.A., Wentworth Comus, P., & Brewer, L.M., (2015) A Natural History of the Sonoran Desert (1st Ed). Oakland, CA:  University of California Press & Arizona-Sonora Desert Museum.  Chapter 12 https://www.desertmuseum.org/books/nhsd_plant_ecology.php

The Tohono O’odham: Desert People in a Changing Environment https://itep.nau.edu/wp-content/uploads/2024/07/tribes_swTohono.pdf

Historical crops in Arizona may be the future of agriculture. https://www.tulalipnews.com/wp/2015/05/12/historical-crops-in-arizona-may-be-future-of-agriculture/

PLuMa impacts of climate change on birds and habitats:

https://borderlandsbirds.org/explore-data/pluma-map/

Online data mining tool that shows historical as well as present habitats for various desert bird species.

Edible plants of Arizona: https://www.inaturalist.org/guides/16246

Native Edible & Medicinal Shrubs for Wildlife and People: webinar: https://youtu.be/XX9xV2nNV4I?si=Myc9x01KllfVzpCV

Arizona Native plant Society:  Arizona Ethnobotany

https://aznps.com/wp-content/uploads/2016.01.PP_.pdf

Create a native herb garden: https://aznps.com/wp-content/uploads/2008.04.PP_.pdf

Cochise County Edible Plants:

https://www.pinterest.com/bisbeebound/edible-native-plants-for-cochise-county-az/?invite_code=715df29ec4eb46c4aca5b230df10fa33

Krutch, J.W. (1985). The desert year. Tucson: University of Arizona Press.

Native Edible & Medicinal Shrubs for Wildlife and People: webinar: https://youtu.be/XX9xV2nNV4I?si=Myc9x01KllfVzpCV

Arizona Native plant Society:  Arizona Ethnobotany

https://aznps.com/wp-content/uploads/2016.01.PP_.pdf

Create a native herb garden: https://aznps.com/wp-content/uploads/2008.04.PP_.pdf

Edible Plants of Southeastern AZ: https://www.fireflyforest.com/flowers/category/edible-plants/

Gary Paul Nabhan:

The Desert Smells Like Rain: A Naturalist in O'odham Country

Mesquite: An Arboreal Love Affair

Field Lab:  Oct. 14th

Week 4:  Ethnobotany

Field Lab Location:  Carr House

1011 E Carr Canyon Rd Hereford, AZ 85615

Time: 8:30-12:30

The Carr House is a historic cabin situated in Carr Canyon near Sierra Vista. It has been renovated and opened to provide information and education to the public regarding the Huachuca Mountains. Exhibits and an easy nature trail walk to the Todd/Healy Ranch are featured.

Learner Outcomes

Understand the historical and cultural significance of ethnobotany among Native American tribes in Arizona.

Identify and describe key plant species utilized traditionally for food, medicine, and ceremonial purposes.

Learn basic techniques for sustainable harvesting and preparation of ethnobotanical plants.

Connection of this field lab to the class presentation.

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You will need access to this document for class on Oct.14th. It can be a hardcopy or a digital one. Just have access to it in class.

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This document walks users through the process of identifying plants by using a dichotomous key.

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Some Common Adaptations of Desert Plants

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Some Common Adaptations of Desert Plants

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Resource for Botany presetation (1)

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Plant Communities, Mountains, and Climate in Arizona 

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Plant Communities, Mountains, and Climate in Arizona 

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Resource for Botany presentation (2)

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Botany Language Basics for Identification of Flowering Plants

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Botany Language Basics for Identification of Flowering Plants

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Resource for Botany presentation (3)

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Forage on Your Own: Herbal Apothecary

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Desert Harvesters, (2018). Eat mesquite and more: A cookbook for Sonoran Desert food and living. Tucson, AZ : RainSource Publishers.

desertharvesters.org

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Week 5: Interpretation; examples of Capstone projects

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Week 5: Interpretation; examples of Capstone projects

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Week 5:  Interpretation

Time & Date:  Wednesday, October 21st  5:30-8:30 PM

Location: Coronado National Forest: SV Station

Learner outcomes:

Prepare and Present a Capstone Project

Identify a topic.

Select an appropriate presentation method.

Develop and deliver the presentation.

Use Interpretation Techniques

Discuss topics presented in a Capstone Demonstration.

Recognize Tilden’s Six Principles of Interpretation.

In-Class Activity:

Topo map scavenger hunt

Readings for Additional Study:

NOTE: all three of the following readings are available free of charge for a 14 day checkout via https://archive.org/

You need an account (free), then request to borrow (free) auto renew every 14 days (free)

Interpreting our Heritage, Freeman Tilden

Tracking and the Art of Seeing, Paul Rezendes

The Sheltering Desert, Henno Martin

Bloom’s Taxonomy, https://en.wikipedia.org/wiki/Bloom's_taxonomy

Field Lab: Oct. 24th

Week 5: Interpretation

Location: Brown Canyon Ranch

AZ Rte 92 to Ramsey Canyon Road to Brown Canyon Trail

Time: 8:30-12:30

Learning Outcomes:

Demonstrate interpretation skills on a topic of personal interest.

-No more than 10 minutes

-No slides, just share

-Practice for Capstone presentation

Identify the connection of this field lab to the in-class presentation.

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USGS Topo map for use in group activity Week 5

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Material for Week 5: Capstone Description

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Material for Week 5: Capstone Description

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Overview of the Capstone Project

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Week 6: Herpetology

Time & Date:  Wednesday, October 28th, 2026 5:30-8:30

Location: Coronado National Forest: SV Station

Learning outcomes:

Demonstrate the ability to identify and classify different reptile and amphibian species found in SE Arizona.

Develop an understanding of the diverse habitats and ecological niches occupied by reptiles and amphibians in SE Arizona.

Articulate an awareness of the conservation challenges and threats faced by reptiles and amphibians.  Including habitat loss, fragmentation, invasive species, climate change, and other factors impacting herpetofauna populations.

In-Class Activity:

Field Biologist Challenge (resources in Materials file)

Part 1: Species Identification (20 minutes)

Each group rotates through specimen stations.

For each animal they record:

Common name

Reptile or amphibian

Family (optional)

Venomous or nonvenomous (for snakes)

Habitat

Diet

One observable adaptation

Example species:

Desert Spiny Lizard

Regal Horned Lizard

Gila Monster

Western Diamond-backed Rattlesnake

Sonoran Whipsnake

Coachwhip

Sonoran Desert Toad

Lowland Leopard Frog

Mud Turtle

Tiger Salamander

Part 2: Match the Habitat (15 minutes)

Provide habitat cards describing:

Sonoran Desert

Chihuahuan Grassland

Riparian Forest

Oak Woodland

Sky Island Pine Forest

Groups decide where each species is most likely found and explain why.

Questions include:

Which adaptations support survival there?

What food sources are available?

What predators might occur?

Part 3: Adaptation Challenge (15 minutes)

Each group receives adaptation cards such as:

Heat sensing

Camouflage

Burrowing

Venom

Armor

Toxic skin

Water storage

Tail autotomy

Nocturnal activity

They match adaptations to the correct species and justify their choices.

Part 4: Conservation Scenario (10 minutes)

Give each group a real-world problem.

Examples:

Prolonged drought

Urban expansion

Wildfire

Invasive bullfrogs

Road mortality

Border wall habitat fragmentation

Groups discuss:

Which species are most affected?

Which adaptations help or hurt survival?

What conservation actions could help?

Each group presents a two-minute summary.

Additional/Suggested Study:

Brummerman, M. (2014). Insects of Cochise County (for the Master Naturalist Program). Online publication: arizonabeetlesbugsbirdsandmore.blogspot.com/2014/09/insects-of-cochise-county-for-master.html

Cochise County Amphibian Checklist from iNaturalist:

https://www.inaturalist.org/check_lists/4228-Cochise-Check-List

Cochise County Reptile Checklist from iNaturalist:

https://www.inaturalist.org/check_lists/4228-Cochise-Check-List?iconic_taxon=26036

National Park Service:  Chiricahua National Monument

Series on Amphibians and reptiles of the Southwest.

https://www.nps.gov/articles/series.htm?id=DF30F97C-D1A7-3773-F4C04F52B6905191

Van Devender,T. (2015).  Adaptations of the Sonoran desert reptiles and amphibians.  In Dimmit, M.A., Wentworth Comus, P., & Brewer, L.M. (Eds).(2015).  A natural history of the Sonoran desert. (1st Ed.), Tucson, AZ: Arizona Desert Museum and University of California Press.  Chapter 20.

https://www.desertmuseum.org/books/nhsd_adaptations_amph.php

Ivanyi, C., Perry, J. VanDevender, T.R., & Lawler, H. (2015). Reptile and amphibian accounts. In Dimmit, M.A., Wentworth Comus, P., & Brewer, L.M. (Eds).(2015).  A natural history of the Sonoran desert. (1st Ed.), Tucson, AZ: Arizona Desert Museum and University of California Press.  Chapter 21

https://www.desertmuseum.org/books/nhsd_reptile.php

Field Lab: Oct 31

Week 6:  Herpetology

Location:  San Bernardino Wildlife Refuge

Headquarters: 7628 North Highway 191, West San Gabriel Road.

The refuge is approximately 14.5 miles east of Douglas on Geronimo Trail

This field lab will require participants to walk on the Black Draw Trail.  This 2.2 mile trail leads visitors through every habitat type found on the refuge including wetlands, desert grasslands, mesquite bosque, and more.  There is an observation deck on the overlook at the west mesa.  Portions may be wet/muddy due to monsoons.

Learning Outcomes:

Orientation to the Wildlife Refuge.

Participation in the guided walk within the refuge.

Observe various habitats and the insects and herpetological species found in the environments.  Compare and combine lists with classmates.

Understand why the refuge was formed and which species it aims to conserve and how.

Discuss the use of collection of samples to identify local herps and how data collection from these samples can provide insight to their environmental conditions.

See local herps (including gila monster, sonoran tiger salamanders in aquatic and terrestrial forms, and others)

Additional/Suggested Study:

Brummerman, M. (2014). Insects of Cochise County (for the Master Naturalist Program). Online publication: arizonabeetlesbugsbirdsandmore.blogspot.com/2014/09/insects-of-cochise-county-for-master.html

Cochise County Amphibian Checklist from iNaturalist:

https://www.inaturalist.org/check_lists/4228-Cochise-Check-List

Cochise County Reptile Checklist from iNaturalist:

https://www.inaturalist.org/check_lists/4228-Cochise-Check-List?iconic_taxon=26036

National Park Service:  Chiricahua National Monument

Series on Amphibians and reptiles of the Southwest.

https://www.nps.gov/articles/series.htm?id=DF30F97C-D1A7-3773-F4C04F52B6905191

Van Devender,T. (2015).  Adaptations of the Sonoran desert reptiles and amphibians.  In Dimmit, M.A., Wentworth Comus, P., & Brewer, L.M. (Eds).(2015).  A natural history of the Sonoran desert. (1st Ed.), Tucson, AZ: Arizona Desert Museum and University of California Press.  Chapter 20.

https://www.desertmuseum.org/books/nhsd_adaptations_amph.php

Ivanyi, C., Perry, J. VanDevender, T.R., & Lawler, H. (2015). Reptile and amphibian accounts. In Dimmit, M.A., Wentworth Comus, P., & Brewer, L.M. (Eds).(2015).  A natural history of the Sonoran desert. (1st Ed.), Tucson, AZ: Arizona Desert Museum and University of California Press.  Chapter 21

https://www.desertmuseum.org/books/nhsd_reptile.php

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Week 7: Entomology; Capstone presentation

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Week 7: Entomology; Capstone presentation

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Week 7:  Entomology

Time & Date:  Wednesday, November 4th, 2026 5:30-8:30

Location: Coronado National Forest: SV Station

Learning outcomes:

Articulate an appreciation for the incredible diversity of insects in the region.

Gain an understanding of the ecological roles and interactions of insects in SE Arizona’s ecosystems.

Understand the basics of pollination, decomposition, nutrient cycling, and pest control.

Connect insect conservation with the significance of preserving biodiversity for the overall health of ecosystems.

Describe the valuable ecosystem services provided by insects in SE Arizona.

In-class Activity:

Start with groups, how do you group them, then discuss

Etymology (Latin names lesson)

Build an Insect Key: Give each table 15–20 insect specimens or photos.

Working together, they create a simple dichotomous key using visible characteristics:

Number of wings

Antenna type

Mouthparts

Chewing

Piercing-sucking

Sponging

Siphoning

Leg modifications

Groups then exchange keys and test one another.

Field Lab:  Nov 7th

Week 7: Entomology

Location:  San Pedro House

9800 AZ-90, Sierra Vista, AZ 85635

Learning Outcomes:

Identify key local species

Using the specimens provided, identify as many insects as possible based on use of dichotomous keys.

Acknowledge insect biodiversity within the small ecosystem.

Identify connection between field lab and presentation.

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Week 8: Mammalogy

Time & Date: Wednesday November 11th 5:30-8:30 p.m.

Location: Coronado National Forest: SV Station

Learner Outcomes:

Recognize the interconnectedness between animal behavior, ecosystems, and the overall health of the planet.

1. Analyze the direct impacts of a specific animal behavior change on the overall stability of its surrounding ecosystem.

2. Diagram the trophic cascades (e.g., how the reintroduction of apex predators affects river flows and vegetation).

3. Assess how human-induced environmental stressors (e.g., climate change, pollution) disrupt the symbiotic balance of local habitat.

Foster a sense of stewardship and responsibility towards animals and their habitats, motivating adults to actively engage in conservation efforts and advocacy.

1. Defend a personal conservation stance on a local wildlife protection issue, citing evidence from ecological studies.

2. Compose a compelling advocacy action plan that outlines a specific environmental cause and the methods used to promote it to the public.

3. Evaluate the ethical arguments surrounding animal welfare and planetary health against opposing socio-economic viewpoints.

Identify ways in which humans can positively impact animal behavior through conservation practices, habitat preservation, and responsible wildlife tourism.

Formulate guidelines for responsible wildlife tourism by identifying ethical, low-impact viewing practices.

Demonstrate how to modify human behavior (e.g., waste management, habitat preservation) to positively impact animal welfare.

Design a practical habitat restoration or protection strategy that can be implemented within the local community.

Required Reading:

Wall-Kimmerer, R. (2015).  Braiding Sweetgrass, Chapter: “In the Footsteps of Nanabozho: Becoming Indigenous to Place” Milkweed Edition Publishers. The text can be found in the course resources for this week.

Soykan, C. U., Brand, L. A., & Sabo, J. L. (2009). In J. C. Stromberg & B. Tellman (Eds.), Ecology and conservation of the San Pedro River (pp. 107–126). The University of Arizona Press.

Go to https://www.fs.usda.gov/r03/coronado/animals-plants and familiarize yourself with the fauna that can be found at the Coronado National Forest Sierra Vista Station.

In-class Activities:

Identification of Sky Island mammalian families

Footprint and scat identification

Discussion of Kimmerer: Braiding Sweetgrass.

Wildlife Detective Activity in resource file

Additional/Suggested Study:

Human sensory experience is limited. Journey into the world that animals know.  A “Fresh Air” podcast.  (43 minutes) https://www.npr.org/sections/health-shots/2022/06/22/1105849864/immense-world-ed-yong-animal-perception-echolocation

https://www.batcon.org
Search for “Mexican free-tailed bat”
Includes:  Species facts, Conservation status, Videos and photos

National Park Service (NPS) – Bat Education Resources  https://www.nps.gov/subjects/bats Provides: Basic bat biology, Videos and printable handouts.

Arizona Bat Resources – Mexican Free-tailed Bat Fact Sheet https://sites.google.com/view/batresources/home                   Provides: information on the species, including its role in local ecosystems.

Field Lab: November 14th

Week 8: Mammalogy

Location:  Kartchner Caverns State Park 2980 AZ- 90, Benson, AZ 85602

Time:  Tour: 8:30- 1:00 Meet at Visitor Center of Kartchner Caverns

Note: Kartchner Caverns is now following established nationwide protocols to prevent the spread of White Nose Syndrome, a fungal disease that is killing bats. We request that if you have been in another cave or mine since 2005 you do not wear or bring any of the same clothes or shoes as on your other cave trips. If you arrive at Kartchner Caverns wearing shoes that have been in another cave, you will be asked to visit a White Nose Syndrome Decontamination Station, where your shoes will be sprayed down with rubbing alcohol to kill the fungus. Thank you for working with us to protect our bats!

Note: Cave Tour Prohibited Items

Cell phones, cameras

Purses, packs, backpacks

Flashlights, binoculars

Bottled water, candy, gum, food of any kind

Strollers

Learner Outcomes:

Knowledge-based:

Bat diversity and diet: List various foods bats eat (insects, nectar, pollen) and state how many bat species live in Arizona.

Bat families and species: Identify Arizona's three main bat families (Vespertilionidae, Molossidae, Phyllostomidae), their traits, and name at least one endangered species like the Mexican long-nosed bat.

Bat biology and behavior: Describe echolocation and explain how bats use it to navigate and find food.

Bat adaptations and diet: Analyze bat features to predict diets and compare species based on traits and behavior.

Skills-based:

Bat myths and facts: Identify and correct common misconceptions about bats.

Human-bat interaction: Explain safe coexistence practices and how to prevent unwanted encounters.

Bat conservation: Identify ways individuals can support bat conservation efforts in Arizona.

Before the field lab on Saturday, read:

(This has a brief overview of the bat habitat in Kartchner Caverns.)

Gonzales, K. W. (n.d.). Yearly return of the bats. Arizona State Parks. Retrieved June 10, 2025, from Arizona State Parks website: https://azstateparks.com/kartchner/cave-tours/yearly-return-of-the-bats

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Week 9:  Ornithology

Time & Date:  Wednesday November 18th    5:30-8:30 p.m.

Location:  Coronado National Forest-SV Station

Learner Outcomes:

Identify common and notable birds found in SE AZ.

Become familiar with bird habitats including riparian, scrub desert, forest.

Become familiar with observation and interpretation of bird behaviors, such as feeding, nesting, and migration patterns.

Introduce basic concepts of bird conservation and the importance of habitat reservation.

In-class Activity:

Bird Biologist Challenge

Additional Resources:

Digital Tools-

Merlin Bird ID App: A user-friendly app that helps identify birds based on location, size, and color patterns. https://merlin.allaboutbirds.org/

All About Birds Website: An online resource by the Cornell Lab of Ornithology offering detailed species profiles, sounds, and videos. https://www.allaboutbirds.org/news/

National Audubon Society:  An Online guide to North American Birds https://www.audubon.org/bird-guide

Wild Birds Unlimited:  Wild bird identification and resources for bird watching https://bend.wbu.com/online-bird-identification

Fray, R. (n.d.). Tips for Birding in SE Arizona

This site provides general information for making the most out of a birding outing.  It is a site that is linked to a tour company.  BUT, it does provide great info for basic birding.  Look under the menu tab of Birding in SE AZ.

https://www.arizonabirder.com/

Arizona Birding on AZ State Parks

https://azstateparks.com/arizona-birding

Basic information about state parks in AZ that are ideal for birding. Also a link for a volunteering/citizen science option related to birding:  The Great BackYard Bird Count https://www.birdcount.org/

Audubon Southwest Citizen Science website:

https://southwest.audubon.org/get-involved/community-science?

Audubon Southwest Birding website:

https://southwest.audubon.org/birds/birding-southwest

Includes a link to the Birdability Map

Arizona Game and Fish Website for Whitewater Draw

https://www.azgfd.com/location/whitewater-draw-wildlife-area/

An overview of the Wildlife Area, including birds and animals that make this environment home. Great pictures and information.

https://awcs.azgfd.com/conservation-opportunity-areas/terrestrial/whitewater-draw-state-wildlife-area

A second AZ Game and Fish Site that describes the conservation strategy. Goes beyond sandhill crane issues to include amphibians, reptiles, and animals.

Field Lab: November 21st

Week 9: Ornithology

Location: Whitewater Draw

8469 N Coffman Rd, McNeal, AZ 85617

Time: 8:30-12:30

Learner Outcomes:

Familiarize learners with various bird habitats, including riparian zones, deserts, and montane forests.

Provide hands-on experience in birding techniques, including the use of binoculars and field notebooks.

Connection to class presentation

About Whitewater Draw

Arizona Important Bird Area:  Whitewater Draw State Wildlife Area https://aziba.org/?page_id=698

A more technical site than the AZ Game and Fish site.  Provides a list of the birds that can/are seen at the Draw and an overview of the conservation issues.

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Fray, R. (n.d.). Tips for birding in SE Arizona. https://www.arizonabirder.com/

*This site provides general information for making the most out of a birding outing.  It is a site that is linked to a tour company.  BUT it does provide great info for basic birding.  Look under the menu tab of Birding in SE AZ.

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Arizona Birding Tour Guide, Richard Fray – Richard Fray, Arizona Birding Tour Guide

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Make the most of your visit to SE Arizona by hiring Richard Fray, a professional southeast Arizona birding guide, to take you to the right places and show you the right birds. Whether you’re new to bird watching or a veteran birder, your Arizona birding experience will be greatly enhanced with the help of someone who knows the birds, and how to find them.

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Additional reference/resource

Phillips, S. J., & Comus, P. W. (Eds.). (2000). A natural history of the Sonoran Desert (pp. 365–458). Arizona-Sonora Desert Museum Press & University of California Press.

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The Desert Adaptations of Birds & Mammals Blackbirds & Orioles Caracaras & Falcons Cardinals & Grosbeaks Doves Finches Flycatchers, Tyrant Gnatcatcher, Black-Tailed Hawks & Eagles Hummingbirds Marsh Birds Mockingbirds & Thrashers Nightjars Owls Phainopepla Quail Raven, Common Roadrunner, Greater Shorebirds Swallows Sparrows Swift, White-Throated Tanagers Verdin Vireo, Bell's Vultures Water Birds Woodpeckers Wood Warblers Wrens

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Weeks 10 & 11:  VIC NET and Capstone Presentations

Time & Date:  Wednesday, November 25th. 2026  5:30-8:30

Location: Coronado National Forest: SV Station

Learning outcomes:

Demonstrate the ability to log into VicNet and post volunteer and advanced training hours.

Understand the goal of the capstone presentation

Share information to the class on a topic of personal interest as it relates to the natural or cultural history of the Borderlands region.

Demonstrate concepts learned during this course.

BEFORE CLASS on Nov 25th:

Watch video:  AZ Master Naturalist Timekeeping

The link to this video can be found in the next card/window.

In-class Activity:

Individual assistance for logging into Vic Net

Optional help with presentation preparation

Willing participants can share their capstone presentation

Additional Resources:

AZ Master Naturalist Volunteering and Leadership description: https://azmasternaturalist.org/volunteering

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Please view this video before class on Nov 25th.

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Cheat sheet for Timekeeping and Advanced Training

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Cheat sheet for Timekeeping and Advanced Training

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Resource for Timekeeping

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Before the field lab on Saturday, read:

This has a brief overview of the bat habitat in Kartchner Caverns.

Gonzales, K. W. (n.d.). Yearly return of the bats. Arizona State Parks. Retrieved June 10, 2025, from Arizona State Parks website: https://azstateparks.com/kartchner/cave-tours/yearly-return-of-the-bats

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Yearly Return of the Bats | Kartchner Caverns State Park

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As snow flurries fly across the Whetstone Mountains and San Pedro Valley during March, Kartchner Caverns State Park rangers thoughts begin to turn to warm, furry, little creatures that fly the summer night skies here.

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Kimmerer: Braiding Sweetgrass

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Capstone Overview