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1. The great sunflower project is a project where people all over the country are collecting data on pollinators in their yards, gardens, schools, and parks. The data is put together which takes counts of the number and types of pollinators visiting plants (especially sunflowers). Kids can participate by watching a plant and recording which pollinators visit, or recording pollinators you see as your take a hike.

2. During a lesson about plants and the life cycle of a plant. You could incorporate what pollinators are and why they are so important to the life cycle of a plant. Leading into a hands on experience, the great sunflower project will actually send you sunflower seeds to plant so you could have your students plant flowers in the school yard, Watch them grow, record which pollinators visit the plant, and lastly submit the data that was recorded.

3. NYSLYSS Standard:

LS2.A: Interdependent Relationships in Ecosystems 

Animals depend on plants or other animals for food. (2-LS2-2) 

(NYSED) Some plants depend on animals for pollination and for dispersal of seeds from one location to another. (2-LS2-2)

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I don't usually send two emails in a week. However, we are partnering with SciStarter to put materials for the Great Sunflower Project in public libraries in Arizona and they developed this great coloring page for kids. I thought it might help those of you who are parents or grandparents!

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* a link to the resource/website.

https://www.fws.gov/sites/default/files/documents/2nd%20Grade%20Fall%20Monarch%20Tagging_0.pdf

* A description of the project, how it works, and how kids would be involved

As a large group or class, students brainstorm questions they have about tagging monarchs. In small groups and partners, they search for, capture, tag, and release migrating monarchs in the prairie with the help of parent chaperons and Prairie Wetlands Learning Center staff. As a small group, they record their observations on a data sheet and share their results with the larger group. Lastly, they discuss the results of their investigation.

* A way that you could bring it into the classroom

If actually getting children to a migration site for monarchs isn’t possible, then you could show a video of others doing it to properly highlight the experience. Otherwise, this is something that the kids could be more directly involved in as some sort of field trip.

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Scientists are looking to find out more information about spotted ladybug, but there are more ladybugs than scientists. They're asking people to take and upload photos of ladybugs so they can gather information they need. Even if you don't find ladybugs– that's important too! The species may be dying out in certain areas and scientists need to know.

In the classroom, you can take a trip outside and look for ladybugs. Give them a certain area that they're allowed to look in and say why (that we need to search one area at a time in order to provide proper data). Encourage students to give details about where, when, or how they found the ladybug. Then, the teacher can take a photo and label what student found the ladybug, print the photos and the students' names, and leave space for kids to write about what they found at the bottom. I'm not sure if these scientists get back to people who submit photos, but if you reach out and ask these scientists to update your students on the ladybugs they find, that would be super cool!

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Lost Ladybug Project - Cornell University, Ithaca NY

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Clean Swell is a mobile app that is used to record trash collection from beaches, waterways, and the ocean. In the app, you can record your trash cleanup efforts, look at the trash cleanup being done in your region, and look at trash statistics worldwide. Kids could download the app, or we could do a collective cleanup as a class. This could be done anywhere in the community, especially in waterways to help clean up the area that we live in.

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Head out to your favorite beach and use the Clean Swell app to easily record each item of trash you collect.

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Globe at Night is a "campaign to raise public awareness of the impact of light pollution by inviting citizen-scientists to measure & submit their night sky brightness observations" (globeatnight.org) By looking at night sky observations, this also ties in learning about and observing constellations and how/where they appear in different hemispheres.

Globe at Night is important because "Light pollution threatens not only our 'right to starlight', but can affect energy consumption, wildlife and health." (globeatnight.org)

The lesson will begin teaching about stars and how they appear in the night sky. Next children will learn about light pollution, and how it impacts our ability to see the stars at night. Children can observe at night in their homes and record their observations. What would be interesting and engaging is if there could be a camping field trip somewhere with less light pollution (for example outside a big city) and children can observe the stars and possibly record any differences from what they observed at their homes. Talk about the importance of reducing light pollution and how we can all do our part?

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Skip to Content

Globe at Night is an international citizen-science campaign to raise public awareness of the impact of light pollution by inviting citizen-scientists to measure & submit their night sky brightness observations.

Can you find Cygnus?

Cygnus the Swan is easy to find as it flies south along the path of the Milky Way. It is easiest to spot by looking straight up and looking for the three brightest stars forming what is known as the Summer Triangle. The bright star in the lower left of this triangle is Deneb, the tail of the swan. By using this star and looking in toward the center of the triangle, you can now spot Cygnus.

Visible in: Northern hemisphere

Report

Can you find Sagittarius?

Sagittarius the Centaur is most easily found looking South and following the Milky Way up in the Mid-Summer. It is easiest to spot Scorpius and looking just to the left and see that Sagittarius is pointing his bow and arrow at Antares the heart of Scorpius. The most prominent feature of Sagittarius is the arrangement of the body that resembles what many point out to be a teapot. The legs of Sagittarius extend below the teapot to the South and the cape extends in the opposite direction of his bow.

Visible in: Southern hemisphere

Report

Can you find Grus?

To find Grus, look directly south. You will see four bright stars making their way from left to right in the sky. These stars also happen to line up in brightness order. The brightest one, Sirius, will be somewhat higher in the sky than the other three, and is the farthest to the left. The next one to the right is Canopus, then Achernar. The fourth one is found in the constellation Piscis Austrinus, and is called Fomalhaut. Grus is found between the Achernar and Fomalhaut, and is located about 15 degrees lower in the sky than a line drawn between those two stars. Look for a triangle formed by Grus' three brightest stars (the third brightest star is actually two stars), the two dimmer stars in the triangle may appear red. The triangle forms the body of the crane with Grus' neck stretching out to the West, and the wings to the North and South.

Visible in: Southern hemisphere

Report

Join us for the September, 2023 campaign!

We are off to a great start this year with 15742 observations so far! Help us reach our goal of 20000 data points for 2023!

Globe at Night is truly an international campaign. Our Activity Guides, Postcards, and the data reporting webapp have been translated into many languages. These are all available to download from our Resources page.

Whether you use a smartphone, tablet or computer, you can submit your data in real time with our webapp - now available in 28 languages! Help us make 2021 a record year!

SciStarter and Arizona State University created a customizable citizen science kit with everything needed for patrons to engage in Globe at Night. Access all the materials and details at SciStarter.org/Library-Resources

See how your region is doing this year below. If you don't see very many data points, consider going outside tonight and contributing your own! Compare to other regions or previous years with our regional map generator.

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Loading... Skip to Content Globe at Night is an international citizen-science campaign to raise public awareness of the impact of light pollution by inviting citizen-scientists to measure & submit their night sky brightness observations. Cygnus the Swan is easy to find as it flies south along the path of the Milky Way.

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Scientists are working to understand what allows individual trees to survive. To do so they need to find healthy, resilient trees. Therefore anybody can help by tagging trees in your community. Then the data you collect will be used by scientists for research. Kids can be active participants by tagging trees themselves outside of your school. You could also go somewhere local, such as Tiff Nature Preserve, where students could also tag trees or even a local park near your school.

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Students will begin research on the effects of rain gardens and begin to implement a prototype of one at their school, in community, or at their home. They will need computers, access to different plants, soil, and gravel. Students will learn about how the impact of runoff in rural/urban areas and its effects on the environment, and also plan solutions of dead zones, hypoxia and overall water quality.

They will test their rain barrel, seek areas of improvement and begin to investigate how to filter the runoff they have collected to improve water quality. They will share out their creation and discuss benefits of collecting some of our runoff. They could use plastic barrels, garden hoses, mesh, spigot, teflon tape.

We could bring this in the classroom by doing a lesson about rain gardens, and what rain barrels provide for our community. We could have a model to reference for inspiration and have students have allotted time to complete their own rain barrel, and offer support as needed. Afterwards, having them share out and talk about what they learned with their rain barrel and how they can implement this into the community!

https://www.purpleplow.org/puzzlers/rain-barrels

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Background

"Every time it rains, water runs off impermeable surfaces, such as roofs or driveways, collecting pollutants such as particles of dirt, fertilizer, chemicals, oil, garbage, and bacteria along the way. The pollutant-laden water enters storm drains untreated and flows directly to nearby streams and ponds. The US EPA estimates that pollutants carried by rainwater runoff account for 70% of all water pollution." i Our runoff is causing loads of problems that need our attention. Is there a natural way to filter our runoff? Let's explore what we can do with rain gardens.

i https://www.groundwater.org/ac...

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Create a Rain Barrel for School, Free Classroom Learning Activity

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Students will create a rain barrel for their school or home.

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Students will first learn about what nurdles are and how we can find them. Give students a sample of nurdles to observe. If possible, take students on a field trip to somewhere near water to collect their own nurdle samples. After samples are collected, as a class we could input all the data in the nurdle survey and go through all the other data.

We can look at the data we submitted as well as the data that was already submitted and find places nearby to see which areas have the most amount of nurdles.

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Nurdle Patrol is a citizen science project run by the Mission-Aransas National Estuarine Research Reserve (Reserve) at the University of Texas Marine Science Institute in Port Aransas, Texas. The Reserve brings together scientists, landowners, policy-makers, and the public to ensure that coastal management decisions benefit flora and fauna, water quality, and people.

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April is Citizen Science Month! On SciStarter.org, there is a calendar with 30 days of events to participate in. With students, you could go through one or all of the days and submit proof that you completed the events. You could create mini lessons to go along with each day. April 23rd (tomorrow) is pick up trash day. You could take students outside and have them pick up trash or if that is not accessible, you could have students be trash patrol at lunch time or snack time and make sure everyone puts their trash in the garbage can. If you want to take it even further, start a composting and recycling program at your school through your classroom or start an environmental club and make that a project.

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Citizen Science Month - Participate - SciStarter

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About citizen science and Citizen Science Month.

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An immersive mobile game offering a visually experience of the ocean world. By training AI researchers, students can identify and find animals in the ocean imagery. Through different levels, students build their knowledge to improve the AI researcher to discover more about ocean life.

By being a free downloadable app, students can have this game either on their own tablets or computers. Specifically during an ocean unit, students can play this game during the unit either during free time or use it as an ongoing investigation into life in the ocean. Students can see first hand the concepts, animals, life they are learning about. Additionally, understand what researchers and scientists are finding in our oceans today and how climate change may be affecting the ocean. Especially without students ever having to visit an ocean.

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FathomVerse is a mobile game designed to inspire a new wave of ocean explorers while improving the artificial intelligence researchers use for discovery of ocean life.

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New York lakes are experiencing harmful Algal Blooms that produce harmful toxins and disrupt lake organisms. Scientists are looking for our help to identify places in which this algae may be growing. If there is a spot you see where this algae may be growing, you can fill out a form to help keep our waters safe.

I am not sure when invasive species are taught but, during that unit, you could tie in the harmful algal blooms. You could take a look at how it is harmful to species, what it does to them, and how we can prevent or stop it from occurring. Also, you could always take a field trip to a body of water near you to have students look for this type of algae and use their scientific reasoning skills to argue why or why not this could be harmful algae.

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Harmful Algal Blooms, or HABs, are an increasing concern in freshwaters around the world. New York lakes are no exception. Certain types of blue-green algae, also known as cyanobacteria, prod…

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Description: The New York Trout in the Classroom (TIC) program is a conservation-oriented environmental education program for elementary, middle, and high school students. Participants spend the fall and winter raising trout from eggs to fingerlings in their classrooms. To ensure the survival of their trout, students closely monitor water temperature, water clarity, dissolved oxygen, ammonia and pH levels. As the program progresses, students learn to see connections between trout, water resources, the environment, and themselves.

How It Works

Setup: Classrooms are equipped with 55-gallon aquariums, complete with water chillers and filters to simulate a trout's natural habitat.​

Eggs and Feeding: In the fall, students receive fertilized trout eggs and appropriate food from local hatcheries.​

Monitoring: Throughout the school year, students monitor various water quality parameters, including temperature, clarity, dissolved oxygen, ammonia levels, and pH, to ensure the health and survival of the trout.​

Lifecycle Observation: Students observe the trout's development from eggs to alevins, then to fry, and finally to fingerlings, gaining insights into the species' lifecycle.​

Release: In the spring, students participate in a field trip to release the fingerlings into local streams, connecting classroom learning with real-world environmental stewardship. ​

Bringing It Into the Classroom

To integrate the TIC program into your classroom:

1. Register: Sign up for the program through the DEP's Trout in the Classroom page.​

2. Prepare: Ensure your classroom is equipped with the necessary aquarium setup. The DEP provides a TIC Startup Guide to assist with this process.​

3. Curriculum Integration: Utilize the provided curriculum modules, which cover topics such as trout anatomy, environmental stewardship, and the trout food chain. These resources are available for various educational levels. ​

4. Engage Students: Incorporate daily monitoring and data collection into your lessons, allowing students to actively participate in the care and observation of the trout.​

5. Field Trip: Plan a spring field trip to release the trout into a local stream, providing students with a tangible connection to their learning.​

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-Goal: "Help scientists better understand tree squirrel ecology."

-Task: "Count squirrels anytime, anywhere, report findings online."

-Bring it into the classroom: Talk about the three different types of squirrels and how to identify them. Students who are excited about it could observe at recess! Aside from contributing to the larger data set, students could make a report on the kinds of squirrels near the playground.

-Outside the classroom: can be done in rural, suburban, or urban areas (squirrels are everywhere!)

-This could be part of this standard: "2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats."

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SciStarter connects people to citizen science projects, citizen scientists, and resources. Real science we can do together.

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Description:

Each February, for four days, the world comes together for the love of birds. Over these four days we invite people to spend time in their favorite places watching and counting as many birds as they can find and reporting them to us. These observations help scientists better understand global bird populations before one of their annual migrations.

Activity for Students :

Students can engage in this activity by bird-watching and counting the number of birds they see. The count can then be entered into a database to contribute the birds seen in the area for science.

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Birds are everywhere, all the time, doing fascinating things!Participate in the Great Backyard Bird Count for four days in February to watch, learn about, count, and celebrate birds. People from around the world spend these four days in their favorite places, connecting to the birds around their homes and in their community. Whether you see one bird or hundreds over the weekend, we want to share in your joy of watching birds and connecting to nature. Count the birds you see for as little as 15 minutes on one of the four days. Then, submit your bird list to be part of a global movement to better understand how bird populations are doing. Your participation matters. Il est important que vous participiez! Tu participación importa. Your participation connects you to the beauty that lives around you while helping scientists better monitor and protect birds around the world. Work with the Cornell Lab of Ornithology, National Audubon Society, and Birds Canada in the annual Great Backyard Bird Count. We look forward to spending this fun, special event with you. Join us! Únete a nosotros! Soyez des nôtres!

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Birds are everywhere, all the time, doing fascinating things!Participate in the Great Backyard Bird Count for four days in February to watch, learn about, count, and celebrate birds. People from around the world spend these four days in their favorite places, connecting to the birds around their homes and in their community.

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A BioBlitz is an opportunity to take a snapshot of the biodiversity, or

variety of life, in a specific place. In a BioBlitz event, students, scientists,

naturalists, and other community members join together to find and

identify as many plants, animals, and other organisms as possible in a

short period of time.

Afterschool programs are ideal for giving youth opportunities to look for

and observe different species around them in a living outdoor science lab.

This science lab can be an area large or small with trees, shrubs, weeds, or

even a rotting log, and it can be rural, urban, or suburban. BioBlitzes are

held in local, state, and national parks, and also schoolyards, community

center grounds, or backyards. They can be aquatic, focusing on life in

water, terrestrial, focusing on life on land, or both.

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A bioblitz is an event that focuses on finding and identifying as many species as possible in a specific area over a short period of time, usually 24 hours.

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-Meets Next Generation Science Standards

helps students get hands on activity, learn about nature, manage nature and embrace it

-eligible for pretty much everyone (NYS schools)

-application on mail or paper

"The seedlings are 2 to 3 years old, about 4"-12" tall, and bare-root. They are light enough for young children to carry and plant. Shipment is by FedEx on May 5, May 6, May 7, May 12, May 13, or May 14 only. Select a shipping date at least 3 days prior to the planting date."

What is it?

-25 jack pine (Pinus banksiana) seedlings

-25 red oak (Quercus rubra) seedlings

-25 river birch (Betula nigra) seedlings

-25 speckled alder (Alnus incana) seedlings

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A NASA citizen science project, sponsored by NASA's Universe of Learning, we help anyone explore exoplanets at any level, from students to professionals. As a participant, you can gather and analyze real exoplanet data, contribute your results to a NASA database, and even get recognition for your work in scientific publications!

Project For Students:

Students can choose an expoplanet and give facts about the planet, draw pictures of the planet.

Background Information

Introduction to exoplanets and how astronomers study them:

Why join Exoplanet Watch?

As exciting as astronomy is, especially exoplanets, many might feel like it's out of their reach without years of study or advanced degrees. Exoplanet Watch is here to bridge that gap between your desire to explore other worlds and you contributing authentic, meaningful exoplanet science to the world.

It's possible to do it in literally just a few minutes right NOW, no matter where or when you're reading this message, and Watchers here at NASA, as well as around the world, are here to guide you every step of the way. Exoplanet Watching does have a learning curve because, remember, we're doing authentic science here! However, Watchers, people just like you, study hundreds of exoplanets, contributing thousands of valuable results to our NASA database each year. So whether you're a student still in school, interested (or not) in astronomy, a professional in this (or a totally unrelated) field, or even a retiree seeking a fulfilling avocation, we think there are few things better than exploring the unlimited possibilities of exoplanets!

For a deep dive, see our "Research Roundup" meeting recordings to hear talks from researchers around the world about why and how Exoplanet Watchers just like yourself contribute to measurable advancements in understanding the universe.

Where are we in space?

We live on Earth. Earth is a planet that orbits the Sun. The Sun is the only star in our solar system. When we look up at the night sky, we can see countless stars. There are billions of stars in our Milky Way Galaxy, but we can only see a few of them. There are billions of galaxies in the universe.

What are exoplanets?

We used to wonder whether the planets in our solar system were the only ones in the universe. We have learned so much since then! In the past few decades, astronomers learned that many of the stars we see at night are the centers of their own planetary systems, with one or more planets orbiting around them. We call the planets outside of our solar system extrasolar planets, or exoplanets.

In the mid-1990’s, scientists started finding ways to detect exoplanets orbiting distant stars. Since then, over 5,000 exoplanets have been discovered, and the list of exoplanet discoveries grows longer all the time.

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Exoplanet Exploration: Planets Beyond our Solar System

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Welcome to Exoplanet Watch! We're glad you're here! See our How to Get Started page.

A citizen science project, sponsored by NASA's Universe of Learning, we help anyone (yes, you!) gather data about exoplanets, planets outside our solar system. Then analyze that data, submit your results into a NASA database, AND get credit for your work in scientific papers!

No telescope? No problem! Use our remote robotic telescopes.

Become an Exoplanet Watcher!

Join our Slack to meet other Exoplanet Watchers, ask questions, troubleshoot problems, and more. Beginners are welcome!

When you look up into the night sky, do you wonder what's out there beyond our solar system? Come help scientists learn more about the exoplanets in our galaxy!

Anyone can participate! The Watchers community teaches you everything you need to know step by step. No telescope? No problem! You can use our robotic telescopes to request data to analyze even on a mobile device.

When an exoplanet orbits in between its star and the Earth, this "micro-eclipse" blocks a small percentage of the starlight. Graphing the brightness over time, there will be a dip in the "light curve" which can oftentimes be less than 1%! Our open-source, cloud-based software, EXOTIC, takes in your raw images/data (from your telescope or ours), then "reduces" them into a light curve to find that dip.

You'll be able to upload your results into our NASA pipeline to help scientists learn more about that exoplanet system. A unique identifier makes sure you get credit for your observations whenever scientists use your data. As of March 2024, Exoplanet Watchers have studied over 400 different exoplanets, and created over 6,000 light curves.

With your help, Exoplanet Watch will:

Make the best use of larger telescopes - more accurately predict the next transit event for follow-up with space-based telescopes (e.g., the Hubble Space Telescope and the James Webb Space Telescope) or large ground-based telescopes

Discover new exoplanets - using transit timing variations to infer the existence of an additional exoplanet in a extrasolar system

Monitor stellar variability - changes in a star's brightness caused by spots (dark regions) and plages (bright regions) of an exoplanet's host star can be measured

Confirm new exoplanets - help confirm the existence of newly discovered exoplanets

By studying exoplanets, you can help answer NASA's three big science questions about the universe:

How does the universe work?

How did we get here?

Are we alone?

As an Exoplanet Watch citizen scientist, you will:

Learn how science is done from beginning to end, collecting data, processing it, sharing it, and reading papers that incorporate it

Observe transiting exoplanets (if you have a telescope), or request data from other people's telescopes (if you do not) using our data checkout system

"Reduce" and analyze your data, using our free, open-source EXOTIC software, to create your own transiting exoplanet light curves

Upload your results to the American Association of Variable Star Observers (AAVSO) Exoplanet Database

Have your light curve included on the Exoplanet Watch's Results webpage

If your observations or light curves are used in a scientific paper, your name will be listed as a co-author on the paper, and you will get credit for participating in scientific research

Meet astronomers who study exoplanets professionally and collaborate with other citizen scientists in our bi-weekly meetings and on our Slack

Sounds great! How do I participate?

Head over to our How to Get Started page to learn more and get started!

Also:

Subscribe to our Monthly Newsletters, which include exoplanets to observe, new project features, information on topics that will be covered in our bi-weekly meetings, a featured member of the month and astrophoto of the month, and links to exoplanet resources.

Learn more about the science behind Exoplanet Watch from our Background Information and Resources

Contact us on Slack or via email if you have questions that aren't covered in our Frequently Asked Questions page

We're always open to suggestions on how to make Exoplanet Watch a more interactive and inclusive project and community. You can comment anonymously via our feedback form.

NASA's Universe of Learning materials are based upon work supported by NASA under award number NNX16AC65A to the Space Telescope Science Institute, working in partnership with Caltech/IPAC, Center for Astrophysics | Harvard & Smithsonian, and the Jet Propulsion Laboratory.

This project complies with the Paper Reduction Act via Office of Management and Budget Control Number 2700-0168.

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Rob Zellem, Rachel Zimmerman Brachman, Jeff Nee

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Overview | What is Exoplanet Watch? - Exoplanet Exploration: Planets Beyond our Solar System

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NASA's Exoplanet Exploration Program, the search for planets and life beyond our solar system.

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Air Quality and Relation to Asthma in Buffalo, NY

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Air Quality and Relation to Asthma in Buffalo, NY

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The air quality in of Buffalo, NY, has long been a concern. The area also has a high rate of asthma in the Westside of Buffalo, affecting Latinos. This raises an interesting question: is there a relationship between air quality and asthma in this region, and find the cause of the air pollution? What are some solutions for this issue? https://www.cacwny.org/campaigns/non-active-campaigns/asthma/

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Buffalo Air Quality Index (AQI) : Real-Time Air Pollution, Graph, Historical Data| AQI USA

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Current Air Quality Index (AQI) is 54 Moderate level with real-time air pollution PM2.5 (11µg/m³), PM10 (18µg/m³), Temperature (26°C) in New York.

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Background Information: Introduction of controversy

The "Humboldt Parkway issue" in Buffalo, NY, centers around the proposed NY-33 Kensington Expressway tunnel project and the desire to restore Humboldt Parkway, a historic greenway, and reconnect it with MLK Park and Delaware Park. Opponents argue that the tunnel project will not fully restore the parkway and will harm the local community by creating concentrated exhaust plumes. They advocate for either full removal of the highway or, at a minimum, a more comprehensive restoration of the parkway.

“I ask you not to oppose that," said Esterphine Greene, president, Hamlin Park Community & Taxpayers Association.

Opposed: "Please don't because it will be another 40-50 years. Black folks are super suffering from asthma and emphysema, as someone said, but at least with the tunnel, we will have something aesthetic to look at and the fumes, many of them will be below grade." But aesthetics won't fix the fact that we're in the top one percentile for COPD, asthma and other, you know, respiratory illnesses," Richardson said. "You know, a tunnel is not going to fix the health issues in the neighborhood.” (Buffalo News WKBW 7 8:05 PM, Mar 25, 2025)

Support For: “Restoring the Humboldt Parkway, we lessen the burden of pollution and the breathing of those toxic chemicals for community residents along the highway,” said Moppins. (Buffalo News WKBW 7 8:05 PM, Mar 25, 2025)

Students will investigate and research issue and tell whether they are in agreement with the restoration of Humboldt Parkway or opposed to rebuilding the Park.

Students find out the statistics of asthma in their community, would adding trees and improving aesthetics and putting cars in tunnel improve the air quality. Students can debate and give evidence for each side.

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What is the project? How does it work and how are kids involved?

The “Day in the Life of the Niagara River" is a citizen science project where students go outside and act like real scientists. They collect water samples, test things like temperature and pH, and observe organisms in the water. Students are fully involved because they are the ones doing everything like collecting data, recording it, and observing what’s happening in the environment. It’s not just learning from a textbook, they’re actually participating in real science and contributing to something bigger and hands on.

How would you bring this into the classroom?

I would bring this into the classroom by making it a hands on activity. If possible, I would take students to a nearby creek or water source, or a park or outside. A modified version in class would ne using sample data or simple experiments or even interactive videos. Students would work in groups to collect or analyze data, then we would come together as a class to talk about what we found. I would also connect it to topics like pollution and human impact, and maybe have them do a follow activity like a poster or a classroom share out.

Tie it to a NYSLYSS standard:

MS-LS2-1, because students are analyzing data and learning about ecosystems.

Neydelin Enriquez

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NRLE Classrooms - How to Run a “Day in the Life” Event

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Our “Day in the Life of the NRLE Watershed” event and materials are a great option for a hands-on field study!