Volunteer "Species Stewards" adopt one or more species of native prairie or savanna plants. On semi-monthly or more frequent visits, stewards log locations, bloom dates, and seed ripening dates, and collect seed to be used to restore additional prairie on old field sites. Additional opportunities for individual or group seed collection and sowing are provided. Buckthorn-busting is also available.
Monarchs in the Classroom provides a wide variety of materials and professional development opportunities for teachers, naturalists and citizens throughout the US. Two groups of behind the scenes people work together in a unique partnership to make this program successful: classroom teachers and scientists committed to sharing their expertise with the broader community. All of our programs reflect this partnership, combining real science with techniques that work for teachers, students and citizens, and promoting practices in which children learn science in ways that reflect the inquiry methods used by scientists to understand the natural world.
OPIHI (Our Project in Hawaii’s Intertidal) is a school-based monitoring program of Hawaii’s rocky intertidal where students improve their scientific skills while gathering data in an area that has not been well studied in Hawaii. While taking part in OPIHI, students learn about topics in marine ecology and conservation, species identification, and sampling techniques. Most importantly, students build their confidence and interest in science. We hope this place-based learning connects students to their local environments and natural resources and encourages wise stewardship.
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University of HawaiiReefcheck HawaiiJoanna Philippoff
California NatureMapping is starting up through individual Centers that are trained and supported by the National NatureMapping Program. The goals are the same to link natural resource agencies with citizens and schools through biodiversity data collection and analyses. Currently, K-12 students are the main focus for NatureMapping training and local research projects. These projects include inventorying and monitoring wildlife through the Fresno County Schools and bioblitzes and tracking in the Bay area.
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TEAM MEMBERS:
Karen DvornichRiekes Center for Human EnhancementScout Island Education Center
Washington NatureMapping links natural resource agencies with citizens and schools through biodivesity data collection and analyses. NatMappers report observations of birds, mammals, reptiles, amphibians, nearshore marine, aquatic and terrestrial invertebrates either using Naturetracker data collection software on Pocket PC's or spreadsheets. NatMappers can report observations as individuals or working on field research projects through certified NatureMapping Centers. These data are used for statewide and local land planning and for communities to learn what in their own backyards.
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TEAM MEMBERS:
University of WashingtonWashington Department of Fish and WildlifePacific Education InstituteKevin Dvornich
Kansas teachers participate in workshops at Konza Prairie on prairie ecology and long-term data collection. They choose a native prairie site near their school where students can collect data annually. This real world research experience allows students to use their own data and data collected by other schools and in previous years for comparison in classroom units developed by their teachers. Student collected data is added to our databases on the Internet and is available for use in any classroom. Several activities are offered to fit the class curriculum.
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Konza Prairie Biological StationValerie Wright
Observations taken each year at the same place over a long period of time are valuable for showing phenological trends. The Konza Environmental Education Program (KEEP) began recording phenological events at Konza Prairie several years ago, and those observations are posted on the KEEP website. “What’s Blooming?” lists the procession of native plant species in bloom, and “Who’s Here?” lists the first sightings of the most common birds, mammals, reptiles, amphibians and insects that migrate, hibernate or otherwise appear on the landscape after an absence. A phenology database is available for each of the animal groups and also for plants that are commonly found on Konza Prairie in Kansas. These lists are not exhaustive but represent those plants and animals easily observed or abundant. The data added by volunteers and students becomes part of a long-term data set to show trends and relationships among plants or animals across Kansas. Phenology of the tallgrass prairie is observed by volunteers annually for the last eight yeas for the plant community and for the last five years for animals.
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TEAM MEMBERS:
Konza Prairie Biological StationValerie Wright
Probes personal beliefs about the nature of science within 3 scientific dimensions (structure, methodology, and validity of science) and learning science within 3 cognitive dimensions (learnability, reflective thinking, and personal relevance of science).
This project brings together polar researchers, science centers and broadcast media reporters to tell the story of four polar research expeditions to the general public, teachers and students. The four expeditions to the Arctic and Antarctic were chosen based on their relevance to the three primary IPY research emphasis areas defined by NSF. A science writer and a professional photographer/oceanographer reporting on each expedition will do daily webcasts on the "Polar Discovery web site (http://polardiscovery.whoi.edu)" as well as several scheduled real-time phone patches to audiences at the Museum of Science, Boston, the Smithsonian Natural History Museum, The Field Museum (Chicago), the Houston Museum of Natural Science, the Pacific Science Center (Seattle), the Birch Aquarium (San Diego), National Public Radio stations, CBS News and to student "reporters" writing for Scholastic Online. Programs will also be broadcast on University of California TV. A museum exhibit at the WHOI Exhibit Center will highlight polar research. Components of it will either travel to partner museums or be replicated in the partnering museums. Photo archives of the expeditionary material will also be created and made available to interested users.
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TEAM MEMBERS:
Christopher LinderFrederic HeideJames Kent
A three-year project, Science Experiences and Resources for Informal Education Settings (SERIES), involves collaboration between the 4-H Youth Development Program, practicing scientists, science education centers, and community service agencies to provide community-based science experiences for youth. Goals for national dissemination of the SERIES project are: 1) Increase the quality and quantity of science experiences for youth as leaders and as learners; 2) For youth to actively experience how science concepts and processes relate to their everyday lives; 3) Provide opportunities for youth to take positive leadership roles in their homes and communities; and 4) Provide opportunities for youth to investigate educational and career possibilities in science and technology through a scientist mentor relationship. SERIES builds upon the materials, and instructional/coaching model successfully developed and tested during the Califronia SERIES Project. National dissemination by 4-H assures SERIES availability to the 5,100,000 youth currently enrolled in 4-H. Expected outcomes of SERIES are: 1) Refine and produce final versions in English and Spanish of four SERIES community service science units; 2) Develop two new units; 3) Development of an "inquiry coaching" module for adult volunteers; 4) Develop and asses apprentice-like mentoring experiences for SERIES teens to work directly with scientists; and 5) Establish four SERIES regional dissemination centers, working collaboratively with 4-H, science centers and other youth serving agencies to provide national dissemination of the SERIES program model to 28 states.
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TEAM MEMBERS:
Richard PonzioLaurel DeanHerbert Thier
The Coalition for Watershed Education, consisting of the Land Access Information Association, Great Lakes Children's Museum, Interlochen Public Radio and Northwestern Michigan College Great Lakes Studies Institute will implement a comprehensive science education project for youth and adults. The major components include: Watershed Discovery field experiences, Soundscapes radio broadcasts, Waterscapes exhibits, a project website, and the expanded Great Lakes Coalition for Watershed Education. Watershed Discovery is a field-based experience for youth ages 11-17. Teams of 6-10 youth will work with mentors who specialize in GPS, GIS, geology and geography to research and collect data on the Great Lakes watershed. These students will also use their new knowledge to produce radio segments as part of the Soundscapes component. Youth teams will be trained to interview sources, gather information and write scripts for use on the local National Public Radio affiliate. The Great Lakes Children's Museum will design a permanent, interactive watershed of 1,500 square feet, as well as a traveling exhibit of 500 square feet for visitors ages 7-12. Other deliverables include "A Community Guide to Watershed-based Science Education" (available in print and CD-ROM), a one-day regional dissemination conference, and an interactive website. Strategic impact will be realized through the development of a novel model for watershed education, its subsequent replication and summative evaluation outcomes. It is estimated that over 40,000 children will be reached by this community-wide initiative.