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Citizen Science

Elementary, Middle

Description

Volunteer citizens are becoming more important to environmental research by helping to collect data for climate change, biodiversity and habitat studies. This resource introduces students to citizen science concepts through a detailed investigation of weather and climate. A problem solving approach actively engages students in considering how changing climates can impact natural resources as they accomplish the following learning activities:

  • Define weather and climate and explain how each term relates to ecosystem function.
  • Research seasonal changes in local plants and animals.
  • Complete a phenology wheel.
  • Consider how changing weather may impact a river habitat or the structure of historic lighthouses and propose solutions to help mitigate these threats.

General Assessment

What skills does this resource explicitly teach?

  • Brainstorming.
  • Critical thinking.
  • Problem solving.
  • Analysis of scientific information from a variety of sources.
  • Using Venn diagrams to compare and contrast.

Strengths

  • Clear and organized teacher instructions and timeline.
  • All support materials are included.
  • Engages students in an exploratory activity that demonstrates how natural resource managers make informed decisions about conservation.
  • Focuses on an important global environmental issue.

Weaknesses

  • Does not include assessment strategies.
  • Does not include an outdoor component to strengthen the learning experience.

Recommendation of how and where to use it

The lesson supports science learning about weather and climate.  Students will also understand phenology and how animals and plants are adapted to seasonal changes. The implications of increasing severe weather events are examined from an environmental perspective and also linked to socio-economic concerns such as infrastructure damage.

The lesson supports an action project that would have students build and install a school weather station that monitors precipitation, temperature, wind speeds and snow depths. The class could also research regional historical weather to compare with their own data to raise awareness of climate change impacts within the community.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that attempt to remove human biases and increase objectivity.
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
        • Weather Watch
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
        • Students investigate climate and describe the interactions between the Sun, water, air, and land.
  • British Columbia
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
  • Manitoba
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitat and Communities
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Weather
  • New Brunswick
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Wayfinding: Making sense of your world: Learning and Living Sustainably
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Weather
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Habitats & Communities
        • Science 4: All living things sense and respond to their environment
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth and Space Systems: Weather
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: Habitats
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 5: Weather
  • Nunavut
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Habitats & Communities
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth and Space Systems: Weather
  • Ontario
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Weather
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats and Communities
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Weather
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment

Themes Addressed

Air, Atmosphere & Climate (2)

  • Climate Change
  • Weather

Ecosystems (2)

  • Appreciating the Natural World
  • Interdependence

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

Each activity includes "Getting Started" and "Getting Engaged" sessions that require students to use critical thinking skills in considering how weather and climate affect wildlife, habitats and humans.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

Climate impacts are often described in terms of direct influences on animals and people. This lesson also explores how severe weather could threaten historical buildings, renewable natural resources and agriculture. This multi-faceted perspective provides a holistic approach to the issue.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

The "Be a Resource Manager" activity supports understanding of the need to evaluate multiple solutions in determining best approaches to preserving natural areas.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

No specific action projects are included but the class is encouraged to join the Community Collaborative Rain, Hail and Snow Network as volunteer weather observers.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory

Pupils are able to consider personal choices that support living a sustainable lifestyle.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Satisfactory

The "Nature's Yearly Changes" activity could include an outdoor component that would have students visit a local wetland or forest habitat to observe seasonal change in an authentic environment.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

Students research and describe the phenology of local plants and animals.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory

The description of potential weather impacts on a lighthouse provides an opportunity to consider the loss of a historic landmark in terms of cultural significance. 

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

The problem-based learning approach strengthens critical thinking skills and the use of guided questioning in the "Getting Engaged" sessions supports analysis and synthesis of new learning.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

Although this lesson is primarily science based, there is a social studies component that explores the issues associated with climate change impacts on human livelihoods and infrastructure. Students also use English language arts skills to analyze written information and prepare written documents.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

The teacher's role is to support rather than direct student discussions and reflection and to facilitate active student involvement in the learning process.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Poor/Not considered
Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

Climate change is an environmental issue that is of great concern to many communities. Encouraging students to participate in citizen science activities like weather monitoring will make the learning more relevant and meaningful.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

The teamwork approach fosters respectful dialogue and participation.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

Specific assessment strategies are not provided but student responses to the written exercises within the lesson can be used to determine if learning goals are being accomplished.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Poor/Not considered
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

Students examine two resource profiles to explore how extreme weather events contribute to flooding and coastal erosion. These are issues that have become particularly important to communities and scientists who are researching climate change impacts in Canada. 

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Poor/Not considered
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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