The students role play biologists hired by the refuge system to survey the plant and animal life on the refuge. The water is diverted to an irrigation canal just east of the refuge. These "biologists" discuss the need to use the river water for irrigation purposes in the North Platte Valley. 

Students will:

• Observe, identify, and list a variety of plants and animals on the refuge
• View the river as it enters the state
• Brainstorm the uses of water for life on the refuge.
• Discuss pollution and possible sources of pollution.
• View the diversion dam and discuss the use of that water for human use.
• Learn the several career possibilities in wildlife management and water management (hydrology). 

B1, B3, B4, B11, C9, C10, C11, C12, C16, C17, C22, E1, E13, F1 

• Plaster for making plaster casts
• Field guides for plant and animal identification
• Old socks (large enough to fit over a student’s shoe 

The North Platte River is the principle source of surface water in Western Nebraska. As it enters the state south of Henry, NE, it is immediately put to use by living things in the area. The plants and animals make use of the water to live, grow, be protected, and reproduce. The irrigation district makes use of the water diverting it into canals for use by farmers belonging to that district. Both entities are special to our Valley.  

The refuge provides a safe haven for wildlife, both resident and migratory. It provides a place of solitude and nature observance for hikers. The irrigation canal provides water for farmers to raise crops that are then cycled into agri-business that is vital to the valley's economy. Both entities create jobs. They both take special career people to manage them. Pollution is an ever-present problem in our area. Litter and trash as well as agriculture runoff and industrial waste are issues to be discussed and investigated. Problem solving and critical thinking skills are necessary to meet the demands and regulate the use of our water resource.

Field Trip: 

1. Drive to the parking area at the Stateline Island National Wildlife Refuge approximately one mile south of Henry, NE.
2. As a group, walk into the refuge on the west side of the highway. Follow the road to the end of the refuge at the cattle guard. Beyond the cattle guard is private property, so stop here. From this point, view the river as it comes over the state line. Notice the stone building at the edge of the river. This houses a device for measuring water flow.
3. As you walk along, notice any animal tracks that might make good plaster casts. Use the materials and the oak tag rings to make a plaster cast. Allow it to dry. It can be retrieved at the end of the field trip.
4. Remind students that they are biologists doing a survey for the refuge managers. The managers want a list of plants, animals, insects, and birds seen on the refuge. They also want a sample of seeds to see if they can be grown at our school "greenhouse." Have some students place old socks over their shoes, the socks will be their seed gathering tools.
5. Because we are working for the refuge today, we also want to be aware of any signs of pollution. Pollution in this area can cause a lot of damage to the refuge area. Trash and litter, industrial waste, agricultural runoff, and the possibility of car/train/truck accidents are all forms of pollution.
6. In order to do a good job, break into 2 or 3 small groups. This helps the students stay focused on the lesson and the "job" for the day. Each group will be doing the same task, but at different intervals. An adult with each group would be very helpful. Local naturalists, park officials, or biology majors, as well as parents could be involved.
7. Walk back along the road to the highway. Stop at the marshy pond, listen for sounds that indicate insects or frogs in this area. Again look for prints. Watch for birds. Point out the wood duck boxes along the way. These are manmade habitats. Look at the picture of wood ducks in the field guide. Identify the plants growing along the pond. If the class has already done the cattail lesson, review the importance of cattails. All along the walk, stop and listen, discuss, and write down what is seen and heard. Partners can take turns writing and carrying the clipboard.
8. Cross the highway and enter the refuge on the east side of the road. Walk along the path on the north side, following the river. As you walk along here, watch the river for signs of life. Notice how the river cuts into the bank. Stop occasionally to write things of interest on your lists. The trip leaders can point out a variety of trees and other plants. Discuss how water is being used by the wildlife.
9. At the east end of the island walk, you come to the diversion dam. Here is the place to discuss the use of river water for irrigation. Some of the students will know about irrigation and can add to the discussion.
10. Circle back around to the parking lot, continuing to add to your survey list. Notice the bluebird houses along the south fence line. Again, these are manmade habitats. At the parking lot, sit down and have a snack while sharing items from the lists and discussing the water usage we have observed.

• Remove socks and store in a plastic bag for further study at school.
• Discuss if snack crumbs should be left for the animals. (NO)
• Discuss our responsibility to keep the area clean.
• Pick up any plaster casts that were left to dry.
• Return to school.

 Classroom Discussion: 

1. Why does the river flow need to be measured as it enters Nebraska?
2. What crops are raised on fields irrigated by river water?
3. How does the water get to the fields?
4. What would happen if we had several years of drought and these is not enough water to go around?
5. Why did seeds stick to the socks? Are seed distributed any other ways?
6. What could be a possible food chain for the animals you have on your survey lists?
7. How would this list be different if there were a drought?
8. How would pollution from sewage, agricultural runoff, industrial waste, or accidental spills affect the river and the refuge? Who is in charge of monitoring pollution?
9. How can responsible students aid in caring for this area?
10. What career possibilities are there in wildlife management? In water management? 

• Clean the plaster casts and paint the print only. Mount for display or make a reverse print for display.
• Study the canal maps to chart the canal system in the North Platte Valley. Invite speakers from local irrigation districts to speak to the class about irrigation issues and/or water rights.
• Consolidate and compile a list of wildlife observed on the field trip to present to the U.S. Fish and Wildlife Service in Scottsbluff.
• Take the seeds from the socks and try planting them in potting soil to see what comes up.
• Build wood duck box, bluebird or bat houses to donate to the area wildlife specialist.

By the Star-Herald staff and The Associated Press 

OMAHA--Panhandle residents will be asked to comment on a proposed agreement between Nebraska, Colorado and Wyoming to share costs of a $75 million program for endangered species management along the Platte River. 

Public hearings on the plan will be Monday at 2 p.m. and 7:30 p.m. at the University of Nebraska Panhandle Research and Extension Center’s Blue Stem Room, 4502 Ave. I. 

State officials and others involved in negotiating the agreement will brief audience members on the plan, and there will be opportunities for questions and comments. The afternoon session will be less formal and provide opportunity for one-on-one conversations, according to a press release from Gov. Ben Nelson’s office. 

If completed by the states and U.S. Department of Interior, the agreement would split costs of the projects 50-50, with the three states sharing half the cost and the federal government picking up the rest. 

The proposed agreement would create a long-term program for recovering endangered species, such as the whooping crane, by providing more water and habitat and the cash to finance it. 

Under the proposal, the states’ half would be covered by Nebraska and Wyoming each paying 40 percent, or $15 million apiece, and Colorado kicking in 20 percent. 

Negotiators have asked the states’ governors to indicate by May 9 whether they agree with the proposal in principle and whether they intend to work to complete it. 

Nebraska official said the agreement appears to be a good deal overall for the state. 

"We see it as a fair share for everyone in the basin, rather than putting the costs on any one project of licensee," said Jay Mayer, a Central Nebraska Public Power and Irrigation District biologist. 

The agreement calls on states to send 130,000 to 150,00 acre-feet more water down the Platte for critical whooping crane habitat between Lexington and Grand Island over the first 13-15 years. 

Water projects in the three states would account for 70,000 acre-feet. Nebraska would contribute its share from lake McConaughy near Ogallala. Wyoming would provide water by enlarging Pathfinder Dam near Casper and Colorado would take water out of the South Platte River during high flows and return that water when shortages are likely downstream. 

The agreement also calls for purchasing 25,000 to 30,000 acres in the critical reach of the river flowing through Nebraska for use by endangered species. That land would be purchased from willing sellers only.