Starts on the Date/Time - Jan 25 2017 - 2:00 pm - 3:00 pm
Registration now open!
Come be a citizen scientist! In this class, we will engage with citizen science projects centering around weather, plants, and animals. Kids and parents will use photography, maps, and species ID resources to collect data, and readings and videos will be provided for background on the subjects we explore. We will learn about the research and its techniques, and collect data to contribute. Through this process, we will engage with some of the major environmental issues of our time. Students will also pick projects that particularly interest them, and participate in it throughout the term. At the end of the class, students will report back on their individual project experience. Being a scientist is an adventure of asking questions and finding answers, so let’s get started!
Required materials: All students will require a camera-capable device, as many citizen science projects require photography. Any device that can connect with the internet or a computer and takes clear pictures is acceptable. A 4″ rain gauge is also required.
Instructor: Madeline Goodwin
5-10 students, 9 years and older
Time: Wednesdays 2:00-3:00 pm Pacific.
Weekly. Jan 25 – May 10, 2016. Spring Break TBD
Week 1 – Introduction to the course
Week 2 – Introduction to Citizen Science
Weeks 3-5 – Project 1: CoCoRaHS — Our first project will be CoCoRaHS, or Community Collaborative Rain, Hail, and Snow Network! We will be measuring precipitation for this international network, adding to data available to anyone who wants to use it for their research. Materials needed: 4″ diameter all-weather gauge
Weeks 6-7 – Project 2: eBird — Next, we’ll look at birds! Each student will find or create a checklist of bird species found locally, and register sightings online. This helps scientists track bird species migration patterns, biodiversity trends, and other data!
Week 8 – BREAK
Week 9 – Project 2: eBird, cont.
Weeks 10-12 – Project 3: Project BudBurst — Project BudBurst. When do the plants near you start putting out leaves? What about flowers? Keep track of this “budburst” data, and add to a database of phenology information, so scientists (and you!) can learn about changing plant patterns and their relationships to other environmental factors.
Week 13-15 – Project 4: The Great Sunflower Project — Finally, we’ll close out the term by looking at bee habitat! What are the bee-friendly plant species near you? How often do pollinators visit them? We will collect data on how often bees visit different species, and learn what we can do to save our bees!
Week 16 – Student Presentations