Archive for the ‘Science Practices’ Category

Why it’s OK to fail: empowering students to discover

By November 17th, 2016 at 1:54 pm | Comment

By Lea Shell

Middle school students are presented with a bucket of what, at first glance, looks like dirt. They pull handfuls onto their lab bench and carefully begin to sift.

“I found a shark tooth!” one student exclaims,  prompting the other students to peer more intently at their own piles. Before long, they see that the 10-million-year-old sediment that they’re sifting through—rejected from a nearby phosphate mine in North Carolina—contains the fossil remains of sharks. Some students go through several handfuls before finding a tooth, some just “get lucky,” but they’re all reaching into the bucket to see what they can discover. Read the rest of this entry »

Back To School With Citizen Science: A Conversation with Ben Graves

By September 14th, 2016 at 4:52 pm | Comment

In the next two posts, as part of our SciStarter in the Classroom collection, guest contributor Ben Graves will share his personal experiences and advice for using citizen science in the classroom. Graves is a fellow with the Knowles Science Teaching Foundation, which supports a small cohort of early-career teachers across the United States with intensive professional development. He teaches AP Environmental Science and freshman environmental science at Delta High School, a rural school in western Colorado. Before moving to Colorado, Ben was deeply involved in environmental education and citizen science initiatives with youth in the national parks, including leading volunteer trail crews across Alaska and teaching inquiry-based science workshops for students and teachers at NatureBridge, an organization that provides environmental science programming in the national parks.

I spend lot of my summer outdoors—in my garden, running and biking in the mountains, learning new approaches to teaching outdoor and experiential science. As the end of the summer nears, I think about how to get my science students outside. Science doesn’t need to be contained inside a classroom, and I have found that citizen science projects are a great way to get students outdoors and keep them engaged throughout the school year.
Read the rest of this entry »

Enlisting youth citizen scientists to combat Zika

By September 1st, 2016 at 10:49 am | Comment

Going out of your way to attract mosquitoes seems like the last thing anyone would want to do, but that is exactly what the national Invasive Mosquito Project is hoping volunteers will do in the name of public health.

Managed through the United States Department of Agriculture, the Invasive Mosquito Project aims to track the spread of invasive container-breeding mosquitoes – those whose females lay eggs in the standing water that collects in containers such as vases, rain barrels, and even pool or boat covers. The introduction of many non-native species often coincides with the introduction of new pathogens, and mosquitoes are notorious for playing host to a number of these, including the viruses responsible for West Nile, dengue and most recently in the news, Zika.

Read the rest of this entry »

Citizen Science in the Classroom: Monitoring Dragonflies

By September 8th, 2014 at 12:30 pm | Comment

Editor’s Note: This post has been republished and shared in celebration of SciStarter’s Back To School campaign where you will find 10 citizen science projects aligned with Next Generation Science Standards.

Citizen Science in the Classroom:  Using the Migratory Dragonfly Partnership Pond Watch Project to Meet Common Core and Next Generation Teaching Standards

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Dragonfly captured during citizen science survey (Photo: Karen McDonald)

Grades:

K-12th

Description:

While most people are aware of the migration of monarchs and birds, most are unaware that there is also a large seasonal migration of dragonflies. The Migratory Dragonfly Partnership (MDP) is an organization dedicated to developing a network of citizen scientists that monitor the spring and fall movements of dragonflies (five in particular). This includes monitoring migrations in Spring and Fall, Pond Watching, and collecting adults and shed casts (exuviae) for analysis of stable isotopes. The isotopes can help researchers identify how far dragonflies are migrating. The MDP projects span all of North America and can be conducted anywhere there is fresh water and dragonflies.

The migration study and Pond Watch are the two activities best suited for student participation.  This is because the dragonfly collection requires euthanizing adult dragonflies, which may be a sensitive activity for children. For those working with elementary to middle school students I would strongly suggest participating primarily in the Pond Watch project. The Pond Watch project allows continual monitoring of a pond, or body of water, for the five key species of dragonflies that MDP has identified as migrants. The migration studies occur primarily in Spring and Fall, and for those not familiar with dragonfly migration (teachers or students) identification of “migration” behavior may be too difficult to distinguish from behavior that is “hunting” or “patrolling” without proper training. For this reason I’m going to focus on the Pond Watch project for all three projects are similar (Note: for the isotope project you will need to order a kit from the MDP website).

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(Photo: Karen McDonald)

 Materials You’ll Need:

  • Computer with internet access.
  • Printer
  • Binoculars (optional, but helpful)
  • Clipboards and pencils
  • Data sheets downloaded from the MDP website
  • Access to pond or water with dragonflies (ponds, pools, landscaping, drainage areas, etc.)
  • Digital Camera(s) (optional but encouraged)
  • Meter Sticks (optional)
  • Insect nets (optional)
  • Dip nets and buckets (optional)
  • A printed guide for identification of 5 species of dragonflies (supplied on MDP site)
  • Field guide to dragonflies of your region (optional, but helpful)

Why This Citizen Science Project is a Strong Candidate for the Classroom:

  • Dragonflies are ubiquitous throughout North America and they are familiar to most school children.
  • You don’t have to be a dragonfly expert to participate, your class only needs to learn five key species of dragonflies and some basics of their behavior (egg laying, hunting, etc.).
  • This project requires very little materials.
  • Students develop natural observational skills and use quantification to measure population abundance.
  • The project can be done three seasons of the year.

Read the rest of this entry »

Just Add Water: World Water Monitoring Challenge 2013 Results

By July 25th, 2014 at 2:55 pm | Comment

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My WWMC kit.

The World Water Monitoring Challenge results are out!

Earlier this year, I found myself hanging over a concrete ledge by the Charles River. But not to worry – it was nothing dire. I was actually trying to collect a water sample for the World Water Monitoring Challenge.

Talk about diving headfirst into citizen science.

On September 18 of each year, the WWMC encourages people around the world to test the quality of the water near them, share their findings, and become inspired to protect one of the most important (if not the most important) resource on our planet. The entire program runs annually from March 22 (the United Nations World Water Day) until December 31.

The primary goal of the WWMC is to educate and engage citizens in the protection of the world’s water resources. Their philosophy is this: conducting simple monitoring tests teaches participants about common indicators of water health and encourages further participation in more formal citizen monitoring efforts.

It doesn’t just end with submitting your water sampling data. The WWMC make it a point to report the results back to participants each year in an annual report. The data for this year are now available online and open for all to see.

Citizen scientists across 6 continents and 51 countries participated. Taiwan alone reported 92,023 individual efforts.  Within the U.S., Florida took the lead with 10,143 reported individual efforts. In all, 10,371 water test kits were distributed.

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*The data in this graph represent the mean average results for regions listed in the map, spanning from 2009 to 2013. The results reported for WWMC do not constitute a completely thorough and accurate portrayal of the health of the world’s water. Accurate water quality monitoring requires the use of standard quality assurance protocols and is conducted by trained volunteer monitoring groups and professionals around the world.

WWMC participants sampled local lakes, streams, rivers, ponds, reservoirs, and other water bodies and ran simple tests for four key water quality indicators: dissolved oxygen, pH levels, temperature, and turbidity. (Learn more about why these things are important to measure when it comes to water quality monitoring.) Some groups even tested for the presence of macroinvertebrates such as dragonflies, mayflies, and scuds. Samples were taken in a range of settings – agricultural, commercial, residential, and industrial.

This project is ideal for anyone who lives near a water source, educators who want ideas to teach students about water chemistry, or citizen scientists hoping to get their feet wet with an increasingly important field of research. 

References:

Full World Water Monitoring Challenge 2013 report

 Images: www.worldwatermonitoringday.org

 


Lily Bui is the Executive Editor of SciStarter and holds dual degrees in International Studies and Spanish from the University of California Irvine. She is also the STEM Story Project Associate for Public Radio Exchange (PRX) in Cambridge, MA. This fall, she’ll be a masters candidate in MIT’s Comparative Media Studies program. Previously, she helped produce the radio show Re:sound for the Third Coast International Audio Festival, out of WBEZ Chicago. In past lives, she has worked on Capitol Hill in Washington, D.C.; served in AmeriCorps in Montgomery County, Maryland; worked for a New York Times bestselling ghostwriter; and performed across the U.S. as a touring musician. In her spare time, she thinks of cheesy science puns. Follow @dangerbui.