Inspiring Investigations through Citizen Science

I did the bird feeder citizen-science project. I watched a bird feeder and recorded the number and type of birds that I observed over a period of time. I know a few species of local birds but I would need a guide for any species I did not recognize. The only challenge is that there were periods of time during my observation period where there were no birds on the feeder. For my students participating in this project, a learning outcome that I would expect would be for the students to come up with a question to investigate and be able to collect data that will help them answer the question.

We used Merlin to ID birds while engaging in a biodiversity walk around Walden Pond in Concord, MA.  Students were recording different plants and animals they observed, but utilized the Merlin Bird ID to identify species by their song.  We ran into some challenge with the app as it would not always detect, or accurately detect, songs that we could hear. That was frustrating for students, but I encouraged them to try to describe the sound in their notebooks.

I explored budburst app and the website. I recorded various species and their life stage though the app. This program would be very beneficial for students to engage in to gain a deeper understanding of phenology and devolop deeper appreciation for their local environment. Based on my limited experience with the app, students would become very familiar with local and invasive species around our education program. They would learn how scientists collect data, the life stages of plants, and how to determine coordinates using a map. This program would be a good base for inquiry based teaching where the students could develop their own studies about local wildlife.

I was super blessed to be able to participate in a citizen science experience at a dinosaur dig this summer. We were able to unearth some duck-billed hadrosaur bones and tendons. It was amazing! But one of the coolest parts was how much we felt like "real" scientists. We had to record our finding in the lab book, do sketches and measurements, make sure everything was labeled and recorded with the GPS. The timing of the dig makes it so that my students would not be able to participate in the same project, but the feeling of empowerment is what I would want to help replicate.

I use Inaturalist, seek, & ebird in class. I am looking forward to adding the other citizen science programs that I have discovered during this course!   The students have no difficulty with the apps.  Of course, there can be technical difficulties with connectability occasionally. It was so successful using what phones and tablets that the students could bring with them that the school has purchased tablets for more exploration!   We had lots of luck with identifying various types of sea shells with the iseek app.  The students loved it, especially when they discovered they could take pictures of each other and get a list of classifications other than humans.  It put us all in laughter for a while.   The learning outcomes that I expect is to have the students have a thirst for more .

I have used iNaturalist on many occasions. I like that it gives you options of what it could be, and once you choose someone either confirms the ID or says it it something else. This is great because it provides a direct connection to someone else doing science, or at least an expert in the field. The problem is that students need to be 14 or older to create an account with iNaturalist, and my students are 7th grade. I have used the seek app with them, but not yet connected to any CS project. Hoping to do that this year.

I used the app eBird to identify some birds at a local pond.  I enjoyed using the app and adding some rare birds to our location. I found the app relatively easy to use, but I have a somewhat extensive background in identifying different animals.  I think students would figure out how to use this app without any problem. I think the best option would be to partner them up, or they may spend a lot of time trying to identify different birds. This app would be a fantastic app to use during the migration in the spring and fall, but students would definitely need an identification guide with them when we used the app. I think this would be a really good way to put students in a position to do something most of them probably wouldn't spend time doing on their own.

I'd actually like to share about a citizen-science project in which I participated the last couple of years. It's a study of urban coyote diets via analyzing coyote scat. Volunteers first go through a short training session on how to identify coyote scat and where it might be found. Then we learn how to collect samples, label them, and store them before bringing them to the urban wildlife researcher. They then use equipment that will help separate and identify whatever it was that the coyotes had eaten. Some of the more challenging parts of this were 1. having to get up early to find the freshest scat samples, 2. finding scat, and 3. storing samples that can be a little smelly. I found that my dog is actually great at finding coyote scat, so that challenge was more easily overcome. I expect anyone who uses this project with kids would find that kids can quickly overcome initial squeamishness and learn to appreciate the wildlife in their own backyards, so to speak. I also would hope kids could get a better understanding of the scientific process and work that goes into establishing a volunteer base and collecting data. But I also expect students to find out how fun projects like this can be. Every time I log my volunteer hours for this project, I reflect on how grateful I am to be able to call what is essentially taking a walk "hard-earned volunteer time."

I used eBird and Merlin. I have no used either app before but it seemed very user friendly. Although, it did ask about downloading bird packs even though I thought I had downloaded them already? So I think  technology can be a bit of a challenge sometimes.  Unfortunately, I had forgotten my binoculars so could only get a good glimpse at birds that hung out close to me. I can also ID a few birds so my challenge to myself was to forget what I know and try to just observe and find all the details I could before identifying. I hope students would be able to improve their observation skills, critical thinking skills and focus on taking the time to get the bird ID right.

I used eBird and Merlin.  I loaded the apps on my phone and went out to ID birds and submit my sightings.  I was a bit intimidated by this since there was one bird ID I was not 100% on.  I wasn't quite sure what to do with that.  I am looking forward to getting more familiar with using Merlin for ID to alleviate that issue.  I think that doing this with students will allow them to become better at making observations as they learn more bird ID techniques.  They will also be better at using technology as a tool for scientific research and can learn to make charts and graphs of their data.  They can also learn lots about bird behavior, bird colors and body parts, why certain birds have the characteristics that they do, what birds travel in flocks and why, what birds are solitary or in pairs, where birds usually nest and other bird facts.

1) E-bird 2) What data to record along with the bird sitting, like how many, what time of day, and possibly it any unusual weather. 3) Are these bird common, uncommon: migrants or residents; why the changes?

I chose to collect data using eBird. I didn't experience any challenges because I've used this (and other citizen science portals) frequently in the past. One thing that's worth mentioning is that with any of these projects that rely on data, I always feel like I want to record everything but knowing that when I see very little observations, it's still worth recording because no data is better than wrong  data. If the students participated in this projects then they would learn about bird identification and sounds, how to estimate flock numbers, where the species can be found, which species are solitary and which can be found in groups, which species can be seen in that time of year, and how fun it is to do science.

I have used Birdata, a bird survey citizen science project, with students. The challenges I experienced were mostly to do with recording the survey. This is because we went out as a class but could only enter one survey on the Birdata app. This meant students recording their bird sightings on a printed survey sheet, then when we went back to the classroom, entering the data collected into the app using the classroom screen so all students could see it. It did not quite have the same impact I imagine it would have had if all the students could enter their data themselves. Perhaps we can try students doing the surveys in smaller groups and entering it themselves next time, now that they have had some experience. Students learnt bird ID, scientific survey methods, observation skills, data collection, team work, data entry.

I participated in the Nature's Notebook Citizen Science project. It took me some time to learn what was expected and learn how to use the online tool and the mobile app. I imagine students will be quicker at learning this than I was, but it does require some time to learn and I will need to incorporate that in if I do this project with students. The project asks participants to decide which plants and animals they want to observe upfront. I suspect students will encounter organisms as they begin their observations and I wonder if it is okay to add on to the list as they find interesting specimens. That's what happened to me -- I found a spring peeper by surprise and a bunch of caterpillars that I wasn't tasked with observing. Students will certainly refine their observation skills and get an appreciation for nature. The observations students make will surely bring up many questions. Students will then be able to work on designing testable questions.

I have used the app Seek, which was taught to us in one of the workshops.  The biggest challenge was simply taking the time to explore and use the app.  Each time I made an ID I learned something new about how to look for interesting things in the woods.  It is a wonderful feature that they also include the kingdom and family names alongside the species names.  I ended up focusing on fungi.  I began asking questions:  why are these species in this part of the forest?  What makes some mushrooms grow together while others grow alone.  How doe multiple species seem to cluster or congregate in some areas but not in others? I expect that my students will love the process that opens up from putting a name to a mystery.  Once they see and identify one mushroom or slug or plant, the questions will begin and the transition to “I wonder” will be underway.  Enabling students to utilize this technology together in small groups is a challenge I foresee, but it is surmountable.  I find that when providing students with an opportunity to focus their attention with a piece of technology, they rise to the occasion and use their devices respectfully.  Thanks for introducing me to this program.

I have not done a citizen-science project and I am not currently teaching because I am taking care of an elderly parent. When I do a CS project I would like to do the monarch one because students are able to easily conduct an experiment by writing questions, conducting the experiment and analyzing the data obtained. Monarch populations fluctuate greatly each year so finding enough butterflies may be problematic. Science does not guarantee anything and when results are not what students expected the students often feel frustrated which is new to them. Students often expect everything to work out fine and when it does not then a student's reaction can be an issue.

I chose to do eBird, I have also participated in Hoosier Riverwatch in the past.  I did not have any challenges with eBird except for the fact that I wanted to keep counting birds after I was done!  For Hoosier Riverwatch, it is hard to find a safe accessible place to test the Wabash River and hard to carry all of the materials down steep slopes to reach it.  For eBird, the learning curve for identifying birds would be steep.  It would take some practice from the students to ID birds.  I think overall students would realize just how many birds there are when they are truly looking!  I dislike that many of the citizen science projects (like Feeder Watch) you have to buy memberships for.

I dicided to connectd with Feeder Watch since we have multiple bird feeders at my home, live right next to a forested park, and have additional feeders here at the school. The most challenging part for me was finding the time to simply sit and observe.  Over a period of 3 days I also discovered that the birds are more active at different times of the day. An additional challenge was the noise level associated with the school.  Both of these challenges will be something I have to consider if I engage in these types of activities with students. My goal for learning outcomes would incllude a social goal as well as a scientific.  Having the students track the data - especially over time - would lend itself to the science aspect.  Having students connect to their local environment and discover that even a relatively unknown individual can change the world would be the social aspect.  Changing our school yard changes the neighborhood which in turn changes our town, our county, our state, our country and eventually the world.

I did the FeederWatch citizen-science project. Overall, I felt that it was successful and a great learning experience. The challenges were that some days there were hardly any birds and other days there were so many it was quite distracting. I could see students getting engaged in this but how to work it into the schedule when the birds are not on a schedule could be tricky. Learning outcomes would be inquiry, chart making, data collection and predictions.

I tried to do the Bat Detective project as my daughter saw a bat outside our house this morning and I thought it would be a fun project to do at home together as a family...but I couldn't get through to a specific link for this project, so I did the Cedar Creek: Eyes on the Wild project instead. This project appealed to me as Minnesota is just north of us and I think my students would be able to see many of the same animals in our area. Participants view pictures captured by trail cams of animals and record which species and how many were visible. Most of what I saw was bison and deer, which we can also see locally. This would be a fun project to do with my middle school students to focus on data collection, which is an area we can improve based on their most recent science fair participation. I would have liked to do a screen-free project and pursue these in the future, but due to the weather this time of year in our area, there are not as many projects available. These are definitely some resources I can share with students that can hopefully promote investigation and curiosity for future science fair projects.

My class participated in Project Squirrel. This project was easier for us to put together and I thought it would be interesting and fun for my students to participate in. This was a good project to start us off in really observing animals and have students begin to wonder about them. I was pleasantly surprised by the amount of questions my students had about squirrels, their bodies, their habitat and their actions.

We have now begun our eBird program in our Kindergarten class. It has been revolutionary! The young ones are so astute at adopting apps and using them appropriately (with supervision so no data is input that cannot be amended!). The kids have quickly learned to use Merlin Bird ID and eBird apps. The challenges are technical... no data plans in the field mean we either a) use our own phone data to connect to the apps or b) remain in areas very close to the school in order to pick up a wifi signal. To make matters worse, our school-owned/school-managed iPads must be signed in and out making impromptu use difficult. To get around this, we use my personal iPad, my personal phone and we share ONE iPad that has been provided to the class for the year for the purposes of pedagogical documentation. This is the reality of underfunded tech in the world's public schools- lots of PD about 21st Century Learning without the equipment! In addition to the lack of school-provided tech is the bureaucratic red tape needed to download the apps, especially if there are any in-app purchases. Only members of our school's IT department (of one member) have permission to download apps onto Ministry provided tech. To do so, we have to provide a written rationale why these apps are needed, submit a work ticket, and wait our turn in queue. This means increased dependency on personal tech if we want to go ahead with our plans while we wait for apps to be approved and added. It also means potential money out of pocket as we purchase apps for our own phones/tablets. Learning Outcomes commensurate with the Four Frames of the Ontario Kindergarten Curriculum (Canadian)*:  Demonstrating Literacy and Mathematics Behaviours

• Demonstrate an awareness of the natural environment through hands-on investigations, observations, questions, and representations of their findings
• Demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships
• Measure and compare objects (birds, etc) size/length, speed, etc. through inquiry and play-based learning
• Apply mathematical processes to support the development of mathematical thinking; to demonstrate understanding , and to communicate thinking and learning in mathematics, while engaged in inquiry (counting, estimating, sorting/grouping, measuring, data management)

Problem-Solving and Innovation

• Demonstrate an ability to use problem-solving skills in a variety of contexts
• Demonstrate literacy behaviours that enable beginning writers to communicate with others
• Use the processes and skills of an inquiry stance that includes questioning, planning, predicting, observing, and communicating.
• Use technological problem-solving skills in the process of their inquiries.

Belonging and Contributing

• Demonstrate a sense of identity and positive self-image "I'm a scientist!" "I'm a biologist!" "I'm an ornithologist!"
• Demonstrate an awareness of their surroundings
• Demonstrate an understanding of the natural world and need to care for and respect the environment

Self-Regulation and Well-Being

• Demonstrate independence, self-regulation, and a willingness to take responsibility in learning and other endeavours (self-reliance, willingness to try new experiences and adapt to new situations, self-motivation, initiative, confidence, and self-control)

*The above overall expectations are further defined through specific expectations under each of these bullets above. For more information on the Ontario Kindergarten Curriculum you can go to www.edu.gov.on.ca/kindergarten/

I participated in Project Squirrel.  I found this project very easy and streamlined to participate in!  Students see squirrels all the time, so it wouldn't be something that would be overwhelming for them to take on, and they could start out visualizing themselves as successful.  They wouldn't have to know the name for any animal (we basically only have grey squirrels where I live) and they wouldn't need any special training.  I think this would be a very easy way for them to start observing, which would lead to wondering statements.  Squirrels are so common that we rarely think about them (like much of nature); however, when you start observing deeply it's easy to realize how many questions you might really have.

I am participating in eBird. I wonder how will my entries  reveal trends or patterns in species sightings over time? With a new data collection tool on eBird, I am able to enter photos of birds I've taken in our wetland system from the past. The entries log in by the date the photos were taken. This may be a key in helping me to answer a question that has captured my curiosity over the time I have lived on a wetland.

I participated in the lost ladybug project.  We do spot ladybugs every once in a while especially in spring/summer and even when we return to school and the weather is still warm.  The students always get excited when they see a ladybug and how cool it would be for them to know about this project!  They like taking photographs too!  The challenges would be not finding ladybugs or spending days and days looking for them.  Since this is fairly simple, it would give us the opportunity to participate in one or two more citizen science projects.  I would expect my students to learn that they can help scientists, contribute to research and how we can help keep our ladybug population and why they are important.  The website is very easy to navigate, with a lot of resources and interesting information!

I participated in eBird at a local hotspot nearby. I observed that despite the large amount of water there in swamp and lake form, there were not a lot of waterfowl in the water. We did however see great numbers of swallows. One of our challenges was trying to correctly identify between two kinds of swallows and trying to get an accurate count, since so many birds were constantly moving in a large group! This can be discouraging, especially since you want your count to be perfect for the larger scientific community using this data! If my students did a similar study, we would have to find ways to discuss dealing with frustrations and the discomfort of not being perfect.  Also, what can we do to mitigate our errors as citizen scientists? Questions about migration might also come up, since I would think they might predict seeing lots of waterfowl in an area with two different bodies of water as the main geographical element in the hotspot.

I have been having a lot of fun in the past week with Seek and iNaturalist. I helped a college student with her ecology project at a local NMS with Seek. Challenges-- 1. Seek sometimes could not identify  a plant-- some that I knew the common name. We would try many times 2. Students are not allowed to have phones out in elementary school nor can they take them on a field trip. 3. Getting parents to do it with their child. I want to explore Monarch Larva Monitoring Project with my students to participate and input data... (not this fall with school data due to DL)

I have not used a specific citizen science project with my students. I have been hoping to use e-bird to help with our field survey around the school. Last year we received our materials (binoculars, etc.) but was unable to use them with the school closure. This year we are figuring out ways to adapt our field survey to fit the current state of our school, whether it be virtually or in-person. I think the biggest challenge is equity -- finding a project that allows all students to be involved regardless of the type of phone they have or their access to the internet.

I tried Budburst and I love the focus of their citizen science projects but I did not think the site was laid out well or user friendly. I had to access the site by typing in www.Budburst.org rather than finding a link on the website of the Chicago Botanic Garden (CBG), who they are affiliated with. I had to dig down into CBG’s website to even find a link to Budburst, and it was hard to locate. Once I made it through all that frustration discovered a hidden page where I could take my collected data and input it onto the site. I think they need to develop an APP for this project which would make collecting and uploading the data easier. I would need to work with this site more before I would suggest this project for a classroom because I think finding the data would be too confusing.

I also downloaded e-Bird and am taking the e-Bird Essentials course. Central Florida has productive ecosystems that can support a variety of birds. It is home to productive ecosystems that can support a variety of birds. This is beneficial to not only student understanding but from an educator as well. We have participated in various Globe Projects to build citizen science understanding.

I chose to participate in eBird. My husband and I went kayaking on the bay last Sunday at 6:00pm. I was surprised with how little birds we saw and were able to identify. There were a few gulls flying overhead but I could not differentiate the species. On the way back to the beach at about 7:45pm we saw two beautiful great egrets at the shore line near the reeds. These birds were much larger and still so it was easier to identify them.   This birding experience was challenging because the kayaks were moving and it was so difficult to look through binoculars while on the kayak because of the current. There is a path along the shore road I will try to walk next time and participate. I think it will be much easier to observe and identify while on dry land.   Using the Merlin Bird ID application was very helpful. I wasn't sure if the bird I saw was a heron or egret but was later able to determine it was an egret using the app.   I think having my students participate in this project has made them excited about science and excited to learn about native birds. Teaching them the power of observation is key to this project and may take more time than I originally thought. I have created native bird guides that I use with my students when we go out birding. This narrows things down for them and allows them to more easily identify what they see. It is always fun when there is a "mystery bird" that is not on our field guide. https://drive.google.com/file/d/1HmeyjLtKW6_SfiAjBC65a1lBiOU-cKrs/view?usp=sharing

I participated in the Monarch Larva Monitoring Project (MLMP). It is rather detailed in terms of documenting your area. I had to go out and measure. They track temperature, but I just used my cell phone for that info because I don't keep a thermometer outside. The MLMP also have videos to help train yourself. I watched several videos about how to determine what instar phase the caterpillars are in. This was helpful and a lot of new information for me, but very practical. They have different monitoring sheets you can use depending on how you want to track data, whether it is just 1 event or regular data collection. I was also very curious how many caterpillars I have in my garden, and I wanted to spend some time seeing if I could find any chrysalids ( I found 2, and then 2 caterpillars J-hanging) along with the 30 other caterpillars I found in my garden. It was hard to find eggs, partly because our native plant species Asclepias fascicularis has thin leaves and so it takes a loooooong time to look under each leaf for eggs. Usually, when Monarchs come around, I follow them after they visit a plant to see where they put their eggs. Right now it has been much cooler, foggy and with misty rain earlier in the morning and day. So temperatures are cooler and I haven't been seeing any Monarch butterflies. What is interesting this year is the record number of caterpillars in my garden and how they are all on the A. fascicularis. In the past, I usually find the caterpillars on the Asclepias speciosa, but not this year. My native garden is more established and I also have more fascicularis than speciosa now. I wonder if this has an effect on how easily the Monarchs can find the plants? I have a lot of aphids on all my Asclepias now but that wasn't the case a few weeks ago. I also wonder if that made it difficult for me to find any eggs. All the eggs (2) I found were  on speciosa. The caterpillars are just devouring my plants, so I am wondering how many of them will make it to the chrysalid stage. Most of the caterpillars I found were in late 3rd instar phase (10), 7 in 4th instar phase, and 9 in 5th instar phase. Oh I only found 2 caterpillars on the Asclepias speciosa total. Today was the first time I document Monarch observations in my garden, but I have been going out to watch them for weeks now. I have been very intrigued by their behavior, because I usually go out and look at them in the late afternoon and one of the things I notice is that in the evenings quite a few of them leave the Asclepias plants and go off to other plants that are not Asclepias. I have found them on the Hummingbird Sage, Cercis and California Asters even when they are not in 5th instar. I wonder what they are doing? Are they ready to molt? Are they trying to camouflage themselves for the evening?  I can see how important it is to look at data over time to get a clearer indication of what the data means.

I did the Great Sunflower Project. While I use iNaturalist and participate in citizen science projects that require photo observations, I love finding projects that do not require photos with your observations. Working in a park, I don't have technology that I can share with a large group of people and we often do drop-off programs that don't involve the parents or their phones. This makes it hard to do many citizen science projects, but I'm very excited to try out the Great Sunflower Project and even eBird with a group of students. I noticed while doing my count that it might be a little difficult to identify a pollinator while keeping up with other pollinator species coming and going. It might help to do this project with a group of kids or in pairs. I expect the students to see many more species of pollinators than they would have expected and to be curious about their behaviors, flying from flower to flower. It's also always great to teach and reinforce the importance of pollinators. This can be a great activity to spark "I Wonder" questions!

I downloaded e-Bird and am taking the e-Bird Essentials course.  My students will be able to use e-Bird on their iPads at school.  Since all students have iPads this will not be a problem if we are back in the classroom in the fall.  (Challenge) Otherwise, if we continue with remote learning, my percentage of student participation will be affected due to lack of devices and/or wifi. With e-Bird, I plan on forming an Early Bird Club which is an idea that I am borrowing from another post I read earlier in the course.  We will research the best types of birdhouses and bird baths for our location.  We can tap into local resources to help with identifying what is best for our playground.  We have WVU Extension Service in Parkersburg, WV and Bird Watchers Digest in Marietta, OH.  Modern Woodmen provides free binoculars each year for students and I have several sets of higher end binoculars acquired through grants.   Some of the learning outcomes will be students learning to identify species of birds, become familiar with species common in our area, record observations carefully distinguishing actual observations (sight, sound), discuss characteristics which help identify certain species, share our data via classroom e-Bird, and discuss notes after each birding adventure.

Project: I was most curious about CoCoRahs, but that required ordering a rain gauge, so will have to wait til one arrives... Meanwhile, I did BudBurst which was pretty straightforward. You do need to register to enter data, but then can start doing so immediately. You could actually print off blank report sheets and start collecting data before registering. Registration was quick and it was easy to start entering data from just reading through the basic 1-2-3 overview, though the “Get Started” overview was much more thorough. Challenges: A big challenge I often face with online learning opportunities (which includes many citizen science projects) is finding ones that do not require smartphones or tablets due to regularly having a fair number of participants who don't have or use them and/or working in tight time frames where dealing with tech can eat up a considerable amount of limited time. BudBurst had reasonable balance between high & low tech options. Participants note the species, location, and phenological phase of one or more particular plant. On one end, they could use a smartphone, photograph & upload a plant photo, and enter and submit the data immediately. On the other end BudBurst provides printable report sheets for gathering the same data which one could merely use for their own personal observations and data analysis. And there are many options in between - skip the photo altogether; take photo with a regular camera and upload; collect data on paper (using their forms or creating your own) and upload later. In any case, they can then access their personal data or the BudBurst database to analyze data, identify trends, etc. One other potential challenge - having looked over much of the website, I only noticed photos of plants in full flower, but not photos/illustrations of the plants in their different phases which could be limiting in terms of definitively identifying it before it reaches a clearly identifiable stage (depending on time, ages, and resources). Learning outcomes: At a very basic level, BudBurst resources could be used to teach participants observation skills including how to recognize general and species specific phenophases. Participants could also collect and report phenophase data, use observation or collected data to compare phenophase data by species, location, season, year, habitat, or some growing conditions and analyze potential similarities/differences. Particpants could cross reference with other available data (e.g. weather and compare to weather+phenological phases of different years. Participants could develop theories and further analyze data or design experiments to determine conditions that might affect phenophase timing.

I used Seek. It was super easy to use. I was able to identify several plants and an insect. Even as an adult, I was getting excited about getting my badges. It was also neat to be able to have some things only being labeled as a dicot or insect. I definitely will need to spend some time explaining this to students. The first challenge I thought might be an issue would be having my students who are English Language Learners (ELLs). I really liked seeing the different language options. I had several students this past year that were struggling with their English skills. I think this would be a great introduction to citizen scientist concepts. I think making sure that students take good pictures and that the better the picture the more information can be recorded.  

Our land trust runs a feeder watch program similar to Project Feeder Watch, but in an abbreviated time frame in the spring, and then we encourage participants to sign up for Feeder Watch the following fall. I have been responsible for the program just these two past years, with drastically different outcomes. In 2018 we concentrated mainly on school classrooms and homeschool groups in a limited portion of our region due to staff resources. In 2019, we started with the same audience, but throughout the region, then pivoted to doing things online with anyone who wanted to participate. Based on both experiences, I am looking forward to developing a set of year-round activities that encourage people to continue learning beyond feeder watching, and that involve using eBird and other online citizen science apps. I have used eBird myself to begin documenting observation on our wildlife sanctuary property. I have a lot of learning and practice to do, but intend on incorporating it into more of our programs in general, as well as offering more specific programs focusing on the many apps available. Combining non-screen experiences such as nature journaling and citizen science apps as well help everyone to better connect with nature and the environment - all ages, all abilities, all backgrounds. Non-screen approaches allow those without equipment such as a smart phone or iPad to feel that they can also contribute to the process.

I did Planet Four: Ridges I examined photos of Mars for two types of ridges: polygonal ridges and Meridiani type. I was wondering if I really was reading the terrain correctly and kept comparing the photos with the comfirmed pictures in the begining. It was a little nerve wracking but fun at the same time. The outcome for my students that I would expect: I would hope that they would feel it was worth while and that they were making a difference. I would hope that they would be excited and question. I would hope they would enjoy the experience.

While I haven't yet participated in a Citizen Science project, I am taking this course in anticipation of being able to complete at least one with my students.  Given what I know so far about 6th grade Science, (I have previously taught 3-5 grade Science), I know that we will be studying the Rock Cycle, Weather, and Outer Space.  I am hoping to get involved in the Clouds Citizen Science project.  I would also love any guidance in finding others that work with these topics.  I've been looking a bit but haven't found much.

*disclaimer- I am not selecting an above project due to my location- For this response- I am basing it on one of my previous experiences. "Bio-Cube" (a project spin-off of the one square meter project) is one I performed with a group in the Amazon at 4 different locations at the ACTS research Station. (Amazon Conservatory for Tropical Studies) and I modified this project to be done with my Global Environmental Issues course. The challenges of collecting and reporting data in a remote location are tremendous.  I communicate a few times a year with the program head about "how do we collect meaningful data which can be recorded over time in a way where we can look at trends." I think that project, while tremendously valuable for students, seems unattainable at times, when you are confined to an 11 day experience and are continually moving from one location to another where the focus is something entirely different at each location. I want to have an experience where my students can be immersed in biodiversity, culture,  and service, but the scientist in my is like- let's just stay here at ACTS and be scientists! It is a struggle and one I hope to make better before my next trip there with students.... (whenever that will be).  The students worked in teams, collected data on the biodiversity, weather/atmospheric conditions, etc... and participated in a reflection activity post field work- But the recording of that data alongside the congested work space on is using to collect and report the data to each other was a challenge.  They didn't mind the environmental conditions, more so the fact that they couldn't all get down to look inside this tiny little biocube.  When I returned I modified a similar activity where I had 1 meter square dowels made.  While the space was bigger, they complained that their biodiversity was limited... Which did lead to some great conversations about rural vs suburban areas and how over time, biodiversity in natural places are being relocated, habitats demolished, etc. I suppose having the suburban discussion was one in which drives the point that industrialization, human impact, and the economy take precedence over our natural spaces.  The students had the a-ha moment of realizing that we invaded their homes and that spider/ant/plant actually do belong here and it was humans who have mostly impacted the rate of environmental destruction. This also poses the question- how do we connect/enhance/foster conservation and preservation of our natural spaces better so that we can bring this same awareness to others? Overall, it fails in the mission of sharing what a biodiverse place our earth can be... but succeeds in the mission of making them realize that humans are destroying it and humans can help re-build it.

While this was not a project we have discussed, this weekend I actually worked to organize a Loon Census in partnership with the Adirondack Center for Loon Conservation. We had a record 70 people sign up, and I distributed forms for them to collect their data across the region in different waterbodies. The main challenge was ensuring that none of the locations overlapped so that loons were not counted twice. I also will be challenged once I receive everyone's data, as I will be combining it all and creating one regional reference map to share with the ADK Center. As far as learning outcomes, participants learned: 1. How to make observations 2. How to observe wildlife from a distance without disturbing their behavior 3. How to record and report data 4. Where loons are present at the census time Once all the data is compiled, participants will learn the distribution of Common Loons throughout the state, which behaviors were most commonly spotted, the average number of loon chicks at this date and time, and that their contributions are valuable!

I am exploring ways in which my science department can incorporate citizen science in the classroom. Last school year, I had the students participate in bird observations and answering questions about the traits of their dogs and cats. I am looking forward to doing the water experiments and possible teaching trout in the classroom for the delta region of where I live. I just need to make sure that the projects are of interest to my students.

I haven't spent much time this week on using the described apps.  I do take a lot of photographs of plants and so I used iNaturalist to identify a plant.  I wondered about accuracy and whether species living in an alpine environment might be different than what was named.  I can imagine that using Seek would be a way to engage our elementary students in finding out what is living on the trail next to their playground.  This could lead to developing signs giving information about the plants or making a field guide.

I had been introduced to iNaturalist before but tried out Seek for this assignment and loved it!  I scanned several plants around my yard.  I earned two new badges, one for Common Lamb's-quarter and one for my dog!!!  One problem was that sometime species were hard to identify, possibly because there were many other overlapping species.  Another was that the identifications varied in terms of their specificity.  However, my students would love using this around the schoolyard and could learn more about making observations, classification terminology, local species, etc.  Super fun!

I signed up for the MLMP (Monarch Larva Monitoring Project), since we have a couple milkweed plants in our patio garden. It takes a little bit of time to set up your site(s) and to navigate through to figure out what to do. One of the observations asks for temperature in the shade but we do not have an outside thermometer, so I used my WeatherBug. Another activity asks for rainfall, so I skipped that activity for now. I did find five live eggs on our plants, which I recorded. We did not have larvae, but I did see that it asks for instars (stages) of any larvae, which I promptly Googled. Besides fumbling through navigation, the project is pretty easy and flexible to your time schedule. One of the activities calls for collecting larvae or eggs and bringing them inside to observe for survivability. In Ohio, we mail ordered painted lady caterpillars to raise and release...I find that bringing native eggs in to observe to be much more connecting to our environment, and more relevant to our practices. I also think that this project would open up more questions from students about monarchs, milkweeds, and their surrounding environment. I would expect students to become more interested in the relationship between insects and plants, and become better observers of things that they might not normally pay any attention to. I would also expect students to try and catch monarchs in the act of laying eggs, and for them to expand this experience to other insects and animals with other plants. While looking at our plants, we saw a Gulf Fritillary (thank you to my Seek app) on our passion flower, ergo and therefore called the passion butterfly! Questions and observations lead to more questions. So, even though this is a patio garden, I can see where it would be easy to experience real science, asking questions, making observations, and creating experiments. To wrap up my wordy post, I could see students documenting data, size, drawing or taking pictures, writing and presenting. We're (teachers) learning along with them, but it definitely is important that we set up our project for success with the right tools and preparation, and that we guide our students to keep them on track.

I have tried out Seek, I have used iNaturalist before and love it, but thought that since you need to have an account for it that I would try Seek as students would not be required to create an account. Seek is very similar and will answer students' questions about "What is that?" but it also gives them just enough details to help encourage further questions and reference readings. I believe with our county students doing joint remote and in-classroom learning this year that this would be greatly beneficial to students. However, I know that with us having many impoverished students that internet access would be difficult for some students. A hopeful learning outcome is that not only students would be involved and teachers but parents would also become involved as well as any siblings.

I tried Ebird for this discussion. I always find that when using Ebird, I try to commit my time and energy to locating every species - but sometimes I am challenged by not observing a species even if it was on another's checklist that very same day. I always try to remind myself though that this is a good thing, a mini "failure" that can improve data or make it more real for scientists. Perhaps it's the time of day that I am birding, or the temperature, or the presence of a predator species in the area - and that's why I didn't observe the meadowlark. I would expect students to learn similarly to the soil experiments that an absence in data doesn't mean it's not valuable.

I have been collecting data for the Great Sunflower Project (greatsunflower.org). The project asks that you monitor a flowering plant for at least 5 minutes, and then record the number and type of pollinators you see during that time period. The information can be directly input through the organizations' website or you can use a paper data collection sheet, and write the information down for later input. Challenges have included identifying plants and bees. The project has aids to help with identification, and it isn't necessary to indicate the specific bee or hummingbird species. Same is true for the plants, but if I were using this with a class it might be nice to be familiar with the plants the class would be observing. The outcomes will probably cause students to ask questions about the different bees or butterflies they might be observing. Why are some plants more attractive to the pollinators than others, and possibly many other questions. I would hope students would become more interested in the different type of pollinators, and learn more about them as living organisms. They might want to extend the observations to a gardening project to help attract more to their school, camp, etc. Students may even want to consider the food that needs pollination. Things I like about the project: data sheets are provided for later data entry, especially important if students can't or don't have a Great Sunflower Project account or access to computers and Internet.  The website also has a number of interdisciplinary educational resources, and lots of related children's book titles. I could also see combining this project with Seek or iNaturalist to expand into plant and animal identification.

I have tried out Seek this week and enjoyed it. I think that students would also enjoy being able to identify things. One of the main questions I get while in the field is "what is that?!" However, many times phones are not allowed on field trips and if they are, they can become a problem. We also try to use the time to get away from screens completely, so I do not believe apps are something we could implement into our field studies.   However, we try to send back take-home activities with the students after their field trip with us is complete. We use the activities to try and engage the parents with what the students learned and bring environmental education/stewardship into the home. I could add the download of Seek to a take-home activity and turn it into a collaboration between students and their parents: how many badges can you get before your next field study? We are always looking for ways to get parents more involved and keep a student's environmental exploration going even after they go back home.

I have participated and led NestWatch with volunteers in a former position.  This spring I volunteered as a NestWatch monitor for a local park district.  NestWatch is a CS project that tracks nesting birds and offers numerous educational resources and protocol to support volunteers doing this CS work.   NestWatch also offers an online data base for data collection. As a volunteer, I checked six nest boxes at a local park at least weekly or more often if a nest was started in the boxes. .  This experience allowed me to get outdoors and focus on something other than the pandemic which was a welcome distraction.  It was nice to spend time doing this work.  Due to past experience leading this activity with volunteers professionally, I had the knowledge of the birds using the nest boxes which may the biggest challenge to this project. Monitoring involved nest boxes that are suitable for Eastern Bluebirds, Tree Swallows and House Wrens primarily.  Nest boxes narrow the scope of what students need to learn.  NestWatch provides an opportunity to witness the development of these birds and understand their life cycles.  Student interests and inquiry can lead them to investigate more about the birds they are monitoring.   The challenge of this project is the time commitment since you follow the nesting cycles of birds takes weeks to months.   Eastern Bluebirds have more than one brood per season. In addition, there is a cost of building the boxes and placing them in the appropriate habitat that is nearby and accessible.  This could be done on a schoolyard natural area and involve other classes like shop or woodworking..  The outcomes for the students are multiple.  Students gain observational and analytic skills through the activity.  They also are disciplined to follow scientific protocols to protect birds and record quality data.   They are given an intimately window into how fragile yet resilient birds are by watching parent birds care and nurture their eggs nestlings.  The experience is memorable and remarkable.  It is something to watch.

I did the Project Feeder Watch citizen science project for a 2 day observation cycle of the live bird feeder cam in the Cornell Lab Sapsucker Woods.  I have attached the tally sheet. It was very exciting to watch the various birds that are visiting this bird feeder. I am hoping to observe it more on my own. One challenge which I over came was the fact that I was not familiar with a few of the bird species. At first I confused the Grackle with the Crow. So I really learned about differentiating the species and paying careful attention to the sizes, colors, and markings on birds that look similar. A small challenge I experienced was actually counting the birds while there is so much movement around the bird feeder. I might expect students to learn the importance of using your sense of sight to observe. I might also expect students to learn how to carefully observe and describe things in nature by color, size, markings, patterns, and other traits to compare and contrast. In addition I might expect students to see the value of such an activity and understand how their participation in it serves a greater goal beyond the classroom.  

I have been using Seek by iNaturalist since last week's introductory meeting and am really enjoying it. I like how it will bring up suggestions for where you are and what else to look for. So far, I have no complaints about its ease of use. I can see how the various badges that are acquired could help to motivate students to keep looking. It helps to introduce Kingdom Phylum, Class, Order, Family, Genus & Species to budding naturalists. I am a bit old fashioned and love a really good guide book, but I feel like the app and a guide book could compliment each other, with the photo being used for identification and the guide book helping to supplement information about the finding. I do think that its use is limited in lower income schools, as you need access to the app and a phone/camera.

• I tried eBirds
• Challenges: Identification, quality of binoculars.
• Learning outcomes: this will help my students pay more attention to their environment, learning to identify birds will definitely helps them create the habit of careful observations, and watching birds will help stimulate questions that can be further explored.
• Other notes: Even though I have difficulties with bird identification, I do have concerns about bird ID apps, as I feel that I don't learn as much with ID apps in generals. My other concerns (for other projects as well) is the need for mobile phones (to take pictures, submit data, take location). My students might not have access to smartphones, and there might be concerns with privacy. I found the setup for Globe at Night web submission simple and accessible. It's nice to find some projects that accept data from anywhere in the world, but a lot of the ones I'm interested in (plants, phenology, weather, insects...) are specific to North America. I'd appreciate if anyone has suggestions about doing CS outside of North America.

I'm a huge iNaturalist fan so for the sake of time, I used this for my discussion My challenge with iNaturalist is grabbing a good photo. Using my expeience, a few photos are necessary for ID, and even more photos for plant ID. For this reason, I think it's important to go over how to take a good photo and what angles/shots you need in order to get a research grade ID. There is so much to learn! I would like to use this project with a student group to track the movements of invasive species. This would be a perfect tie in with Globe Observer so students could investigate how weather impacts almost everything, including the movement north by invasive lizards in Florida. With this, I think apps that are easy to use, like iNat, show students that observation and inquiry can happen ANYWHERE. Beyond adding observations, I'd like to teach students how to interpret citizen science data for their own investigations.

I chose to do eBird because I already submit data 1-2 times a week. I am rather addicted to eBird and love that it is quick and simple to log data. I even use the app on my short walks to the mailbox.  I don't have any challenges with this project,  other than its 115 degrees and the birds are not super active mid day. I have taught students as young as 5 yrs old how to use eBird. There are so many great tutorials on using this program and the data that is collected is used by many organizations around the world. I have heard people question the protocols of eBird and have heard several people say that eBird has no checks and balances, which is so far from the truth. I can tell you that eBird has reviewers all over the world,  each state in the USA has several and these folks are volunteers who set up parameters, monitor the data, email eBirders for clarification, etc. I have actually not seen many other citizen science programs that put so much effort into making sure the data is accurate. They also allow you to enter historical data, before their inception. I have noticed people in the other posts mentioning that idying birds was difficult. I highly recommend the Merlin and Audubon apps. Again I have taught 5 yr olds how to use Merlin. Also if you know you saw a hummingbird but didn't know the exact type you can just enter the data as hummingbird sp.? Having data even if its just a generic species is still helpful. Also eBird populates your bird list based on your geographical area and also what others have seen. So for example if you live in the desert you won't see seagull on your list, or it will be marked as rare, so you know it is probably not that bird. You can also you can record and upload bird calls now on eBird. There are so many learning outcomes with eBird....for example analyzing migratory birds and when they are arriving and leaving AZ, abundance of bird species in the area you are exploring, determining if providing birdseed, nectar or water attracts more birds or different bird species, planning a vacation around seeing a lifelist bird, seeing if a bird species has historically always been in your state, seeing if the arrival and departure times of a migratory bird have changed over the last 30 yrs (climate change related) etc.

Just a note to Cornell Lab course organizers - all but 1 of the listed CitSci projects in Lesson 1 are geared primarily for North American audiences.  Unfortunately some of the GLOBE projects don't recognize my location (Hong Kong) either, so that wasn't all that helpful.  It would be great to add truly global projects in the list as well to cater to a wide range of people who would be keen to learn from the Cornell Lab.

• I used iNaturalist, as I've been using it for years personally and with students.
• Very few issues as it is a very streamlined app and the smartphone and web-based versions are very user-friendly for all ages.
• Learning outcomes: building curiosity about how much nature actually exists around them, their school, their home, feeling connected to a community of like-minded nature-curious people and with experts, which drives motivation to contribute; developing their own questions - some that could be answered by investigating the database within iNaturalist, beginning to recognize that observations wasn't just a 'thing that happens at school', but was a skill that extended beyond school walls, data analysis allows for deeper questions and follow-up action to be considered: i.e. conservation status and local action for certain species, opportunities for service learning with particular NGOs working on similar issues, etc.

I participated in a Painted Lady Butterfly CSP through the Museum of Natural History in Los Angeles.  It was pretty easy and straight forward, so I didn't experience too many challenges.  They were definitely invested in it because it was a real, scientific study. I've also participated in the Great Christmas Bird count with my students.  This was made easier by joining up with an Audubon count at a local nature center.  I was nervous about us being able to accurately identify birds and so it was nice doing it with experts. This February I was gearing my class up to try the Backyard Bird Count, but decided to just collect the data for in-class use.  I found that students were pretty good at identifying local birds at this point, but they became competitive and made up wild stories about different birds they saw. With younger kids I'm worried about collecting accurate data.  Next year, I will spend more time on the importance of accuracy and will create a class account with eBird.

iNaturalist is a joint initiative of the California Academy of Sciences and National Geographic Society.  iNaturalist can help you identify almost anything you can find in nature. But as I researched further within the site and read the teachers guide, I think the SEEK part of the app would be more beneficial for beginners using this application.   It is an easy to use app, and if limited on devices youth could take pictures on 1 or two devices and later share them to the app via computer.  I know when teaching having devices and connectivity is always an issue.  It includes birds, plants, mammals, reptiles, amphibians, insects etc. It is part social media, part science tool. Users submit observations to a community of scientists and naturalists who can assist with identification. iNaturalist itself will generate accurate suggestions of your observations which can then be verified by the community. You can include as little or as much information as you have making it very user friendly. If all you know is that you are seeing a plant that is what you can say. If you know the plant is a tree you can include that and if you know the tree is an evergreen you can include that as well. iNaturalist is designed to meet users where they are and builds a sense of community sharing.  Introducing kids to this application would allow them to continue learning on their own time, allowing them to continue to ask questions because they have a tool to help them find answers.  It also is perfect for all grade levels, teaching youth k-12 can be difficult because you are always thinking of ways to meet all your students’ needs, this tool is so easy that anyone can use it! Things to remember: Teachers working with younger kids need to keep in mind that the Children's Online Privacy Protection Act of 1998 means we can't allow people under the age of 13 in the United States to create accounts without parental approval. You can have all youth put in the same location if you are collecting data around a certain area and that will help users sort other’s projects.

I participated in  the Greater NC Spring Biothon 2020. The project was simply to take pictures of biomass in and around the area where I live.  There were 2,651 observations recorded and 1007 species identified between 26 people. The data showed exactly which species we were  seeing most and least of ( Eastern Grey squirrel was spotted the most). It was very easy to take part in and I am sure that even my youngest Kindergarten students can participate.  I spent  a month taking hikes and actively searching for species wherever I went. I  even roped in the entire family and everyone was always on the lookout for plants, insects and creatures of any kind. I think it was a good way to start working on observations and I liked the fact that other participants were able to help me identify some of my unknown species. I think the inaturalist platform is a good starting point before advancing to another citizen science project. I think it can help foster awareness, observations and inquiry. I like how you can set up a challenge and it can be customized for my class / school.

The Citizen-Science project I chose to participate in was Project FeederWatch.  To begin, I printed out the smaller version of the Common Feeder Birds poster and Tally Sheet.  I observed and recorded Day 1, morning and Day 1, afternoon numbers.  Being new to bird watching one of the challenges I faced was identifying the birds.  The common birds in my area were easily identified such as Northern Cardinal, Blue Jay and Black-capped Chickadee, but there was a bird I could not easily identify.  I plan to reach out to my administration and ask for support to formally join Project FeederWatch for our school.  By participating in this project, I would like my students to not only develop their inquiry and observation skills, but also ignite their love of nature and caring for our planet, Earth.

The citizen science project I participated in was eBird. One challenge I found while participating was identifying the species. I am new to birding and found that I was continously checking that my observations matched up with the characteristics of the bird species I identified. This had me take my time to make careful observations and then go back and check again. I did set up a camera to help me go back and use as a resource in case the bird left before I was able to identify it. I would expect my students to improve their observation skills by participating in this project. Students will have to compare key features of the bird with that of different species and check the traits multiple times. Students will also have to engage in discussion with their group to come to a consensus about the species. This will include students using evidence to support their claim of the species they observed.

- eBird - I experienced a challenge to identify birds - Discussion: inquiry questions such as : I wonder where the birds are going, I wonder how far they have travelled. This could lead to a variety of cross-curricular projects and studies.

For this activity I searched the SciStarter Project Finder and chose to do a citizen science project called Project Squirrel.  This activity had me select a date and specific time of day to observe the squirrels from an area of my choice.  I specified the type and of number of squirrels I found, what type of trees were surrounding the area, and answered some other questions to provide this site with more detailed information about my surroundings.  I did not encounter any challenges with this citizen science project. If my students were to participate in this project I could see this turning into something we could do at school and something that they could do at home with their families.  The variables involved would make for some interesting discussion. (Were any of the trees around the observation site nut bearing?  Are there bird feeders in the area?  Are dogs, cats, coyotes, or other wild animals around this area that might affect the number of squirrels you see?)  Making observations throughout the different seasons would be interesting to compare as well.  In my own experience we see many more squirrels in the fall when our oak tree drops acorns.  This was a citizen science project had clear directions and would be something my first graders would love to participate in.  This would also connect well to our Animal Survival unit.

I am not reporting to any of the citizen science projects that were discussed in Lesson 1.  I would come closest to participating in FeederWatch.   There is a feeder in our yard that I watch often to see the different species of birds that are coming to the feeder.  I also spend time watching interactions between the birds at the feeder.  I was recently introduced to eBird and am interested in taking part in eBird.  Participating in either of these projects would give students an opportunity to connect more to their natural surroundings.

I am a contributor to eBird. One challenge I face is identifying birds accurately, especially when it is a bird I can only see briefly or from a distance, or one I've never seen before. Since I'm new to birding, another challenge is contributing more "rare" birds and being fully certain when you've identified a bird -- for example, we were pretty sure we saw a black-chinned hummingbird in a tree, but didn't feel completely positive about it. I expect that students who participate in this project would strengthen their observational skills.

I participate annually in the Audubon Christmas Bird Count. As far as challenges, weather was an issue, and can be in this region that time of year. Learning outcomes would be bird id, habitat preferences, song id, migratory birds?- we could decide how best to find answers, whether via references (field guides), looking at existing data (past bird count info), observing (what birds are where) and could try experimentation (what birds will respond to noise to call them in)

I did a one time observation for Budburst.com. I sent in pictures and point in life cycle of a dandelion for both flowers and fruit. I had difficulty getting the pictures uploaded and with my internet connection. A problem that I anticipate my students might have is figuring out how to match a common plant name with a scientific name. They will also need to find out latitude and longitude of their location. It would help younger students to explicitly teach these tasks. I imagine that it would help children to be more observant of common elements in their world once they understand why it is important to pay attention.

I participated in the Cornell Lab of Ornithology eBird Citizen Science Project (using Merlin Bird ID). I really liked using this app because you don't have to go far to spot different birds (since I am unable to go far due to covid-19 lockdowns this was a positive) and can just record sightings from your backyard. I didn't have a particular challenge, but it would be nice to do this project in a more natural setting without the hustle of the city cars. Students will learn a lot about different bird species, and will also learn more specifically about the birds that live near the school and in their neighbourhood. I think that students will also learn about their ability to contribute to science and will help them position themselves as scientists.

I participated in Nature's Notebook Citizen Science Project. I have to admit that there were no challenges to my participation!  The data sheets have embedded ? icon to help with definitions such as "Breaking leaf buds" or "increasing leaf size", etc.  It was easy to use from my iPad and data is a simple checklist that is uploaded quickly.  Students will learn about phenology and how to observe and connect more closely with the natural world. It will help them to see themselves as scientists contributing to meaningful research on climate change and the effects of natural disaster around the country. I think students will easily be able to form their own questions related to their observations and continue learning.

1. I did the Project FeederWatch. 2. Bird ID...wow, I thought I need my birds fairly well but I had to look a couple of them. I think it was because they were females and did have very obvious markings. I saw doves, robins, house wrens (I think), red-winged blackbirds, and cardinals. 3. I think this would be an easy project to participate in. I didn't formally login and record my data, but I could have my students easily sign up and do this while school is closed. I like the annual sign up too so it gives students a reason to keep doing it and possibly encourage them to keep doing it.

I participated in BudBurst. This would be a great citizen-science project for kids to participate if they have a school garden. It requires multiple trips to the garden and careful observation. I would expect them to increase their observation skills and learn more about plant anatomy.