By Karen McDonald 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
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).
Materials You’ll Need:
- Computer with internet access.
- 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.
By Karen McDonald September 2nd, 2014 at 11:41 pm | Comment 1
Make citizen science a part of your classroom routine with SciStarter’s Back to School Series!
Here are 10 citizen science projects you can use in your classroom. SciStarter’s Karen McDonald aligned them with the new Next Generation Science Standards! Click the title of each project to link to detailed blog posts describing how the project can work in your classroom, and how it aligns with NGSS. Then, click “Get Started” to go directly to the SciStarter website to learn more about the project.
By Arvind Suresh August 28th, 2014 at 2:00 pm | Comment
August 28, 2014
FOR IMMEDIATE RELEASE
In its history, the Earth has been repeatedly struck by asteroids, large chunks of rock from space that can cause considerable damage in a collision. Can we—or should we—try to protect Earth from potentially hazardous impacts?
How about harvesting asteroids for potential economic benefits? What do we do if we find an asteroid that threatens Earth? How should we balance costs, risks, and benefits of human exploration in space?
Sounds like stuff just for rocket scientists. But how would you like to be part of this discussion?
By Rae Moore - Editor August 26th, 2014 at 9:07 am | Comment
Editor’s Note: In honor of National Dog Day, we are featuring an article by Julie Hecht, the Dog Spies blogger for Scientific American.
A few years back, John Homans, former executive editor of New York magazine, published What’s a Dog For? — an intimate reflection on his beloved family dog, Stella, as well as a snapshot into the flourishing field of canine science. Looking down at the wagging tail by your side, you could easily answer the above question. What’s a dog for? Simple. Dogs are our family members and friends, our assistants and fellow-workers, and in some cases, our unexpected mentors. But would you also add ‘enthusiastic science partner’ to the list?
Since the late 1990s, companion dogs and their owners have played a crucial role in the growing field of canine science — a field investigating a wide range of questions about who dogs are and how they came to live their lives so intertwined with ours. To borrow from Dr. Alexandra Horowitz’s New York Times bestseller Inside of a Dog, researchers are tackling the nuances of “what dogs see, smell, and know,” and all those burning questions you have about dogs. In recent years, we’ve learned why dogs so easily move in sync with us (they readily attend to not only our gestures, but also our gaze and even our facial expressions), why dogs eat food off the table when you are out of, but not in, the room (they learn to note your attentional states), and how our assessments of dogs are not always spot-on (studies to date suggest the beloved “guilty look” in dogs is not what we think it means).
By Ian Vorster August 25th, 2014 at 7:08 pm | Comment
Looking for ways to fund citizen science research? Check out the Citizen Science Funding Resource Guide!
Jessica Clemente, an environmental science graduate thought she would be doing work outside of her community once she got her degree. But she is an asthmatic, and when she found out there was an asthma study taking place in the area of her home in South Bronx she became involved and eventually took the lead. “Living day-to-day in an area where all I saw was high traffic volumes, poor air quality and adding more waste to our community got me enraged,” she says in an EPA video interview. Her anger prompted action, and she looked at the tools to empower herself and her community—education and advocacy.
In many cases, there is a connection between socioeconomic status and air quality. Some call it environmental justice—why should a factory spew tons of filth into the same air that a poor, young family across the road breathes? Amanda Kaufman, the Environmental Health Fellow in the Air Climate and Energy Program Office at the EPA says, “We are currently working with a community in Newark, New Jersey that has faced environmental justice issues in the past and still faces many to this day. We hope to collaborate with the community action group to establish a community-led air monitoring project.”