Things to Consider The age of your students will impact which type of citi- zen science project you might undertake. Children of any age can complete a citizen science project, but some proj- ects require more advanced skills or work than others; for instance, kindergarten students might have an easier time monitoring tulip growth for The Journey North’s Tulip Test Gardens Project, yet struggle to capture and mark turtles to share data with The Carolina Herp Atlas. Knowing your stu- dents’ interests and capabilities is critical. Another factor to consider is the seasonality of the proj-
ect. Monarch watches, for example, only work well during monarch migration time; likewise, all migration projects are going to provide better data at certain times of the year than others. Similarly, tulip test gardens can require some forethought before planting. I was surprised, when planning to do a tulip test garden with students in the spring, that I needed to refrigerate the bulbs from November until January before we could plant them. Fortunately, I’d ordered them early enough to do this! Finally, do not overlook the value of both your interests
and the interests of the students. If your students show an interest in birdcalls, for example, you might consider hav- ing them participate in the Great Backyard Bird Count. If they’re interested in reptiles and amphibians and live in the Carolinas, they can collect data on local species and upload it to the Carolina Herp Atlas. If you live in an urban area in Canada or the United States with fewer opportunities to view wildlife, Project Squirrel, Celebrate Urban Birds, or Project Bumblebee might be viable options for your students. Or, if dealing with animals is not something you’re comfort- able with, you might consider a Tulip Test Garden or Season Spotter for a citizen science project.
Tips from Experience Often, we learn the hard way how not to do things with our
students, and citizen science is no exception. As a teacher, one suggestion that I would recommend is making sure to contact the appropriate individuals at your school so that projects are not inadvertently damaged or interrupted. One year, our school system’s mowing crew mowed over the newly planted blueberry bushes we’d installed with fifth graders as part of a slow foods movement; it had not crossed my mind that the markers we placed next to them might not catch their attention. Another time, when I was collecting turtles in turtle traps for a mark and recapture program with pre-service elementary teachers, the campus police waded into the water and cut open the traps one night to “free the turtles” after a group of college cheerleaders became con- cerned for their well-being. This latter incident was despite my having contacted grounds crew, administration, and even secured state permits to collect the turtles! If you plan to engage in a project that involves longer-term data col- lection, it would be wise to contact your administration, grounds crew, parents, and campus security, if applicable. Use your classroom or school’s social media platforms, such as Facebook, to your advantage too. After the turtle trap destruction at our school, now affectionately known as Tur- tlegate, we took to social media to educate others on campus about why the turtles were being collected and how they could come participate, if they wanted to do so.
Student collecting turtle data
Tulip Test Gardens You also want to consider how you are going to man-
age and carry any equipment needed for your project, if applicable. Devices such as tablets and smart phones make recording data, taking pictures, and uploading information easier than ever, but it takes manpower and effort to lug equipment for catching reptiles, monitoring dragon flies, and other intensive projects. If you work with younger students, it may be wise to choose a project that involves simple pho- tography and observation for data collection. If you do leave equipment out, such as traps, then be sure to label, label, label. Make sure individuals are clear on what you are doing and how to contact you. I’ve found that index cards with my name, email, phone number, and a brief description of the project, work well for labeling traps and other equipment. Laminating them helps to protect against water and weather
GREEN TEACHER 109 Page 21
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