Project 3: Erioderma Lichen Study

  General Information

Lead Teacher(s): Anne Marie Carroll

Tony Stack

Theresa Ennis

Elizabeth Duff

Brian Davis

Michael Dawson

Walter Lewis

Catherine Connolly

Eleanor Furey

Ellen Coady

School: Roncalli Central High School
Avondale, NF
Tel: (709) 229-3381
Fax: (709) 229-4435
Number of Students: 350
Project Start and Finish Dates: Dec 97 - Jun 98

  Project Overview

From July 1996 to December 1996, two environmental studies were conducted in the lockyers Water area, a wilderness area located in the town of Avondale. One of these was a salmon enhancement project designed to study the ability of Avondale River to sustain salmon. The goal is to restore some of the once plenty plentiful salmon stock on this historical river.

The second project, the study of the erioderma lichen population on the trees of the old growth forest area encompassed by Lockyers Waters has gained international attention. The Lockyers Waters site has been deemed to contain up to 60% of this red-listed endangered lichen. This past summer the site was visited and studied by two internationally acclaimed lichenologist.

Now that the project is over, the project team is searching for ways to maintain interest in the project and to retain public support, especially for the protection of the wilderness area containing the lichen. Groups have visited the school and made presentations to most of our classes. It is hoped to maintain a web site containing historical data of the area as well as the data obtained during the recent six month study.

Plans are underway to conduct student field trips in the spring to collect more data. It is hoped that this can become a permanent project , especially after the building of the proposed smelter in Argentia. Lichen are very sensitive indicators of air quality. It is hoped that students from our school will visit the area on a resolution basis to collect further data on lichen quality.

  Curriculum Connections

Learning outcomes include, but are not limited to the following curriculum areas.

From the perspective of Language Arts students will:

  • Develop awareness of the power of spoken language to influence, manipulate and reveal ideas, values and attitudes.
  • Gain experience in the interpretation and selection of information using a variety of resources, strategies and technologies.
  • Experiment with the use of technology in communicating for a range of purpose with a variety of audiences.

From the perspective of the science curriculum students will:

  • Understand the nature of science and and scientific knowledge and the nature of technology.
  • Understand that science, technology, society the environment are interrelated.
  • Develop a understanding of the interdependence of global social, economic and ecological systems.
  • Use scientific knowledge, cognitive and technical skills to investigate the natural world.
  • Develop scientific attitudes and positive attitudes towards science and technology.

From the perspective of Social Studies students will:

  • Understand that people interact with their physical environment to create and refine their social environment.
  • Understand that natural resources help to shape the decisions that people make so they meet their needs and wants.
  • Understand that global interdependence and technological change affect sustainable living and cultural understanding.

From the perspective of Technology Education students will:

  • develop an understanding of the nature of modem technology, including the basics technological and scientific principles which underlie technology activities, process, resource utilization, technological tools, and systems.
  • solve technological problems by employing the design process to identify needs and opportunities, generate solution ideas, make and fabricate solutions, and evaluate and reflect on them.
  • understand the impact of technology and technical change on self, society, the workplace, and the environment.
  • read, comprehend, write and use the language and terminology of technological problem solving and will make appropriate use of technological products.
  • understand the role of technology to enhance the learning process, will use technology as learning tools, and develop active learning strategies to employ technology for lifelong learning.
  • understand the role of information and communications technology in managing technological process and recourses, and will use them to manage and communicate effectively about technology.
  • develop an understanding of the nature of modern technology, including the basic technological and scientific principles which underlie technology activities, process, resource utilization, technological tools, and systems.

  Resource Connections

The erioderma lichen is of international significance due to its rarity. Some lichen web pages currently exist, but none are permanent to the lichen population in the Newfoundland region known as Lockyer's Waters. Roncalli Central High has provided support for this project since its inception in July of 1997. We feel that though the Stellar Schools Project, a web site based in our school would provide an avenue for the international science community to communicate with the people closely associated with the Lockyer's Water's Area.

The project co-ordinator, Christine Mousseau, has already approached the school with plans to continue awareness of the project through field trips and through training out students to monitor and record indicators of the lichen growth.

We propose to work with the Lockyer's Water Project Team to create, maintain, and update a web page dedicated to providing the international scientific community with information pertinent to erioderma pedicellatum.


  • Each student will do a written project based on primary and secondary research.
  • Students will give an oral presentation of the material in the water project.
  • A test will be given at the end of the project.
  • In groups of four, students will collect data revenant to the lichen growth and organize and communicate their findings through graphs, charts, tables.
  • Students will each write a letter to a local paper or their MHA expressing concern for this wilderness area and requesting it be protected.
  • Students will use a variety of instruments to collect quantitative data. Video cameras, photographs, digital cameras, field guides, tape measures, and magnifying glasses will be used.
  • Students will work impairs to produce a type written 2 page report using Coral 7.0. This report will include appropriate graphics, tables, charts, and graphics.
  • Using Coral 7.0. students will convert some of the collected data into a web page.
  • Students will access the international lichen web pages and link them to their locally created web pages.
  • Students will work as a class to develop questions relevant to the critically endangered lichen species. These questions will form the basis of an interview which will be e-mailed to experts international lichen sites.
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