Archive for the ‘Citizen Science’ tag
Editor’s Note: This post is part of our Citizen Science in the Classroom Series where we explore the use of citizen science projects to teach science in the classroom by aligning them with Common Core and Next Generation STEM standards . For more such projects check out the resources page for educators on SciStarter!
Did you know? This week is Bat Week! There are many exciting online resources and activities for Bat Week. Visit Bat Week’s virtual host, BatsLive Project Edubat for additional Bat Week information and resources on how you can help bats!
Have you ever wondered about the secret lives of bats? Their adaptations, what and when they eat, where they sleep, how they communicate, their migration and hibernation patterns, and more? As a mostly nocturnal mammal species, we don’t often see them. Read the rest of this entry »
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.
Students Explore the Surface of Mars and Contribute to Citizen Science From Their Classroom
The National Aeronautics and Space Administration (NASA) is asking for help in processing data collected on Mars, in the form of pictures taken by the Mars Rovers, Spirit and Curiosity. On the “Be a Martian” home page there is a dashboard where teachers or students may create an account with a Martian profile, complete with choosing your alien. Each action, associated with a profile, is given points or virtual badges for participating. Creating a profile is not necessary, you may also participate as a “Martian tourist.” After registering (or not) you will be taken to their Citizenship Hall, which has links for pages with polling, a “theater” with video clips about the rovers, the ability to create a post card to send to the rover Spirit, and an Atlas with geographic information about Mars. Accessed from the Citizenship Hall is the, the second major page of their website, the “Map Room.” In the map room there is an introductory video about the program and students have the opportunity to try their hands at three types of Martian mapping. These include aligning photos to match topographic images, counting craters, and tagging physical features of the landscape.
Materials You’ll Need:
- Computer or computers with internet access.
- Projector or smart board may be useful for working as a class.
- Color printer
Why This Citizen Science Project is a Strong Candidate for the Classroom:
- This project can be done in any setting, rural or urban.
- No special tools are required outside of a computer with internet access.
- Students gain a “sense of place” through learning about space and other planets.
- NASA provides a great deal of supporting curriculum, hand-outs, posters, and multi-media resources.
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.
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?
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.”