2. Starting Line up  Share reasons and rationale for involving students in authentic data collection  Examine several sources of downloadable data from citizen science projects and state/national agencies  Investigate a real problem using data overlays and “sampling” to guide decision making

3. Place Based Education (PBE) is a vehicle that uses local community resources to drive investigative science; PBE connects disciplines, encourages dialog, engages civic partners and empowers student self- direction.

4. Benefits to Community The public is informed of scientific results and engaged in the outcomes through ownership of their own contributions. ”You can’t love what you don’t know”- Tom Earnhardt  Place Based Citizen Science programs can change public perceptions of the natural world, promote interaction with nature, and engage the community in the management of natural resources.  Collected data can become part of a larger database to better understand regional and global trends  Community voice is valued and can become an engine of change

5. Foundation for IHE Partnerships  Assist Researchers with outreach opportunitie.  Data can be collected by the school and submitted via online survey instruments, or materials can be collected and delivered to researchers.  Scientists benefit from data collected over a large area, or over a long period of time.  Data and materials can also be collected from areas that are normally difficult to access, such as private property.

6. WIN WIN for STEM Program Extending beyond education and interpretation by providing “research stations” on your facility  Your facility gains credibility as a destination that provides authentic STEM education activities  Provides opportunities for volunteers, workshops and activities – service learning  PBE can strongly influence the attitudes and behavior of individuals and groups towards your program

7. Benefits to Students  Captures interest early on and sparks a life-long passion for science  Self-discovery, learning to collaborate with others to solve problems, creating strategies for direction and designing solutions  See themselves as “real scientists”, technologists, engineers, or mathematicians – particularly as they interact with experts from community

8. Finding the Groove  Using existing citizen science data sets to identify trends, analyze and decide on display, practice graphing techniques, communicate results  Creating your own research project

9. Web Citizen Science Projects

11. Globe Project Data www.globe.gov

12. Data choices

13. This data comes from the Global Historical Climatology Network managed by the National Climatic Data Center (off the www.globe.gov website) Download the KMZ file - CISLdata.kmz

14. Only Temperature Stations – Zoomed in Download the CSV file – open in Excel

15. Using data to guide inquiry  Examine historical dataset from Edenton  Discuss with partner what trends you see  What would be your inquiry question?  Decide what might be interesting to graph  What other data might complement this data set to further explain the temperature observations?  How can analysis of internet data drive local data collection?

19. The “Right Combination”  Designing and supporting local Place-Based Education projects  Model the investigation of a real problem using data overlays and “sampling” to guide decision making

20. PBE Project Design  Choose a Scientific Question  Form an team: scientist/educator/technology/evaluator  Develop, test, refine protocols, data forms and educational support materials  Recruit and Train participants  Accept, edit and display data  Analyze and interpret data  Disseminate the results and outcomes

21. Additional Thoughts Look for an existing project that has gone through the trial-and-error phase. Research environmental groups in your surrounding area, then partner with them to create your own projects. Be clear about your expectations and goals with your scientific partners and with participants Make sure the project allows for inquiry-based learning. Find a hands-on task that sparks their interest but doesn’t scare them or compromise their safety. Mix up the learning experience by bringing in scientific speakers or attending events

22. The School Yard Garden Project

23. How can School Yard Garden Projects be transformed into Citizen Science/ Place Based Learning projects? What are some “Need to Know Questions”?

24. Create a public GIS account (FREE) – do this by NOT subscribing to 30-day Free trial, but creating a public account – https://www.arcgis.com/home/signin.html https://www.arcgis.com/home/signin.html

25. Pat – this is where we will do the small group activity where they will look at overlays that mimic a GIS – I am going to use transparencies, with local GIS data from ONSLOW – I took the liberty of drawing in some fake potential garden areas on the GIS Maps (working on these now). The data (overlays) will include pertinent georeferenced files from your school area, soil types, evapotranspiration rates, potential rainfall and/or drought monitioring for crops, length of growing season,topography(drainage) and a few other goodies. I would like them also to test a soil sample from each potential site for pH so we need at least six pH meters with Labquests (3 stations but we may have to duplicate so we have 6 total stations – so there will be in essence 3 different garden sites, one group will have to “investigate and report out” about one site, etc, ). They will use the GIS transparencies to decide positive and negative attributes about their garden site. And they will also test the soil for pH (real life ground truthing). I can bring “doctored” soil samples so we get some interesting results. We may also want to provide a result sheet for NPK tests for each site – what do you think?

26. PIT STOP We welcome your Questions, Comments and Reflections …. REV your engines!