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Active Asteroids
Examine images to find comet-like tails... on asteroids! These strange objects hold clues about water on Earth, in the solar system, and beyond.

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https://scistarter.org/eclipse-soundscapes-project-data-collector
This would be great for talking about the Earth's rotation around the sun and animal adaptations!

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Eclipse Soundscapes Project: Data Collector - SciStarter

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Hands on data eclipse data collection opportunity! This NASA Science Activation project is focused on the following science question: How does life on Earth, specifically wildlife, respond to eclipses? Participants will collect sound data for a week using a recording device called an AudioMoth during one or both of the upcoming solar eclipses in 2023 and 2024.

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https://www.zooniverse.org/projects/md68135/notes-from-nature-big-bee-bonanza

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The Zooniverse is the world's largest and most popular platform for people-powered research.

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https://dlia.org/snapit-mapit

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Help us record life in the Smokies as a community scientist! Use the iNaturalist app to record any animal, plant and other lifeform you find in the National Park. Want to take things up a notch? Look for the 100+ high priority species found in our Smokies Most Wanted List.

How can you help?

Get the iNaturalist app.

Download the app. Log in. Try it out.

Record life you find in the Smokies.

Visit Great Smoky Mountains National Park. Find a cool organism. Take photos or record a sound. Post to iNaturalist. Repeat.

Pat yourself on the back. You've helped conserve life in the Smokies!

Read on to find out how you've helped your park.

Up for a challenge? Look for these target species!

Check out our Smokies Most Wanted list for 100+ other birds, plants, insects and more for which DLiA needs additional iNaturalist observations in the park. The list also includes helpful information about how to find them in Great Smoky Mountains National Park.

Tips for making great iNaturalist observations

The best observations are tagged with precise date, time and location information and they're verifiable, meaning there's a photo or sound recording to back up the observation. Here are some thing you can do to ensure your observations are as useful as possible.

TURN ON LOCATION: Enable location services on your phone so iNaturalist can get your exact observation location. This is vital for making your observations count!

TAKE GREAT PHOTOS: Make sure your subject is in focus (use the Retake button if needed). Is the subject tiny? Crop photos so the subject fills the frame. Consider getting a macro lens attachment for your phone.

TAKE MULTIPLE PHOTOS: Take photos of your subject from different angles and views so other iNaturalist users can ID it. Looking at a plant? Include photos of the whole plant, flowers, leaves, etc. An insect? Get multiple angles to show body parts. A mushroom or snail? Get the topside, underside and a side view.

RECORD A SOUND: Try out the Record Sound feature to record calls of birds and insects. Just make sure they're audible in the recording. You can even combine sounds and photos into a single observation!

VENTURE OUT: Visit a new trail or a new part of the park. Observations away from busy areas are especially helpful. Be sure to plan your trip and know where you're going!

CELL COVERAGE: Cell coverage in the Smokies is non-existent except near some visitor centers, but that's ok. You can make observations in the iNaturalist app while offline. Just be sure to download the app and log in before entering the park.

OBEY PARK LAWS: You must obey all laws and policies while in Great Smoky Mountains National Park.

ACT ETHICALLY: Follow the seven Leave No Trace principles. In short: respect wildlife and other visitors, take only photographs, plan your trip carefully, and stay on official trails and roadways.

How do your observations help the Smokies?

Every iNaturalist observation you make in Great Smoky Mountains National Park can help us:

Get more eyes around the Smokies, seeing species that park staff and researchers might not encounter

Find new places where rare, endemic (Smokies-only) and common species live in the park

Find species that researchers are specifically targeting (like the Pleasing Fungus Beetle)

Track the phenology (yearly timing) of animals and plants

Discover species that are new to the Smokies

Track invasive plants and insects

Map life in the Smokies (see below)

And more!

Mapping life in the Smokies

Park scientists use your iNaturalist observations to map the plants and animals the call the Smokies home. Check out Atlas of the Smokies to see the 800+ species that have been mapped so far. This National Park Service application is free, educational, and fun to play around with. Each map shows where a species has been observed in the Park and where it's predicted to be based on environmental factors like precipitation, elevation, vegetation type, and more.

How are these maps made? Watch this video to find out...

Why are these maps helpful? Park staff use them to make informed decisions about protecting the park and its precious natural resources. Researchers use them to answer questions about the Smokies' biodiversity (Where are the hotspots of biodiversity in the park? Why are some species only found together? Or apart?). You can use them too!

We need your help to map more species! There are around 21,000 species currently known to be living in the Smokies but only 800-900 are mapped so far. It takes at least 30 records of a species to be able to map it. That's a lot of observations! You can help fill in these gaps simply by posting the animals, plants and other organisms you find in the Smokies to iNaturalist. Think of it as a scavenger hunt or a real life version of Pokémon! Check out our iNaturalist project for the Park to see what folks are recording right now.

Find out more about Atlas of the Smokies at this NPS page and get nitty gritty details from this technical paper.
See our iNaturalist Activities guide for parents and educators here
FAQs

What can I observe with iNaturalist?

Any life or evidence of life. This includes organisms such as plants, insects, other animals, fungi, etc. It also includes evidence of life such as tracks, scat, feathers, nests, galls and more.

What should I do to make by observation "count" toward Smokies Most Wanted?

1) Submit an iNaturalist observation within the bounds of Great Smoky Mountains National Park (including the Foothills Parkway and the Spur)
2) Include the location and date in your observation
3) Include some kind of evidence to verify your observation: photo(s) or sound recording(s)

No need to tag our iNaturalist project ( Smokies ATBI). That happens automatically based on location.

What if I can't identify an organism?

No problem! Try out the What did you see? feature on the observation screen or enter a broad term like "plant", "bird", or "frog" to describe your observation. Other iNaturalist users will help ID your specimen, especially when you follow the tips above to improve your observation. Note: not every organism can be identified to species from a photo or sound recording, but most can be identified to the family or genus level.

What species should I look for?

Anything you see! We have a list of target species in our Smokies Most Wanted List, but an iNaturalist observation of any species within Great Smoky Mountains National Park is helpful. Follow the tips above to make your best observations.

Where should I look?

We need observations from within the bounds of Great Smoky Mountains National Park. This includes the Foothills Parkway and the Spur (roadway between Pigeon Forge and Gatlinburg). We've got lots of iNaturalist observations around Visitor Centers and across much of the Tennessee side of the park, so observations made away from visitor centers and on the North Carolina side of the park are extra helpful. Be sure to stay on official trails and abide by all park laws and policies.

What if I post a sensitive species?

iNaturalist automatically obscures the location of any species that the National Park Service considers "sensitive", including poachable plants, large mammals and birds (bears, elk, turkey), and any rare or threatened species. This prevents others from seeing exactly where the observation was made. We can still get some useful data from these observations though, so post away!

Can I post photos from my camera roll to iNaturalist?

Yes you can! Sometimes it's easier to use your phone's camera to photograph a specimen then to post photos to iNaturalist later. Just go to New Observation and tap Choose image. Hints: Enable location tagging in your camera app and iNaturalist will automatically pull location data from your images. Long press to select multiple photos to add to a single observation.

Can I post my old photos to iNaturalist?

Yes you can, as long as you have the date and location where they were taken. Visit iNaturalist.org, log in and click the green Upload button to get started. You can drag photos from a folder or browse to find them. If you've got multiple photos of the same individual, select them and click Combine to merge them into one observation. Fill in the date/time and location (it's OK to approximate these), then click Submit observation. You can also add old sound recordings this way.

Who makes iNaturalist?

iNaturalist is a joint initiative by the California Academy of Sciences and the National Geographic Society. It's a combination community science platform and crowdsourcing identification tool. It's designed to be used pretty much anywhere in the world, not just in the Smokies, and there's a web platform as well as Android and iOS apps. Find out more about it at iNaturalist.org.

Helpful resources

General

Smokies Most Wanted List on iNaturalist (list of some target species)

Smokies ATBI iNaturalist project for Great Smoky Mountains National Park

FYI: Smokies Most Wanted was previously called Species SnapIt & MapIt

Getting started with iNaturalist

Fungus beetles

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Help us record life i the Smokies as a commu ity scie tist! Use the iNaturalist app to record a y a imal, pla t a d other lifeform you fi d i the Natio al Park. Wa t to take thi gs up a otch?

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Thomas Thornton: Physical Science/ Chemistry

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Thomas Thornton: Physical Science/ Chemistry

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This will be perfect for teaching hydrogen bonding to phy sci to prepare them for Biology

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Measuring cloud cover across the globe

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Rosanna Woldridge/ Technology Teacher RA 6-8

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Rosanna Woldridge/ Technology Teacher RA 6-8

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Project Sidewalk - SciStarter
I can use this as an example of how computer science and technology are helping to make our world better and more accessible for handicapped people in a way that would have not happened without this technology. Also highlight how technology makes processes more efficient and reach a wider audience.

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Despite comprehensive civil rights legislation for Americans with disabilities, many city streets, sidewalks, and businesses remain inaccessible. Project Sidewalk, and our network of volunteers, plan to change that. Project Sidewalk is a web-based tool that allows anyone with a web browser and internet connection to contribute sidewalk accessibility information virtually using Google Street View.

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Ashley Cloud, 3rd grade/math and science

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Ashley Cloud, 3rd grade/math and science

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I love the idea of using the inaturalist app. I beleive it will be perfect for our plant and animal adaptations unit.

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Nicole McLeskey - 4th Grade Math/Science

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Nicole McLeskey - 4th Grade Math/Science

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The Urban Heat Island Effect project on The Globe Program hub would be a great way for students to see how humans affect the land by building (4.ESS3.2 Create an argument, using evidence from research, that human activity (farming, mining, building) can affect the land and ocean in positive and/or negative ways.) The students could take ground measurements from the parking lot, sidewalk, grass area in between hallways, and grass area in the field away from the building. They could then look at these different measurements to see how the temperatures differ at different times of day.

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Urban Heat Island Effect (UHIE) - Surface Temperature Field Campaign

Please join us for the Urban Heat Island Effect (UHIE) - Surface Temperature Campaign for the 2020/2021 School Year!

OCTOBER 2020 kicks off the 2020/2021 Campaign!

What is the Urban Heat Island Effect (UHIE)?

To get involved in the UHIE - Surface Temperature Field Campaign, use the following links to download the:

1. Surface Temperature Field Campaign Teacher's Participation Guide

2. Surface Temperature Protocol

3. Surface Temperature Data Sheet

4. Surface Temperature eTraining

Purpose

The purpose of this investigation is to discover how the land cover of the ground affects its surface temperature. But, that is not the only reason to participate in the field campaign. The main research question that needs to be answered is "How does surface cover affect surface temperature?" Students can set up research studies at their own school such as looking at the difference between paved and unpaved areas, such as a grassy area. More schools are taking surface temperature observations, therefore students can investigate how surface temperature changes between schools. They could look at elevation, latitude and longitude, urban versus rural, proximity to water, etc. There are many research questions possible with surface temperature. Students could also look at how cloud cover or humidity affect the surface temperature.

Overview

Urban Heat Island Effect-Surface Temperature Field Campaign is focused on looking at the impact urbanization has on the Earth's surface temperature and how the surface temperature changes the dynamics of the Earth's atmosphere. Studying the energy cycle is fundamental to understanding how the Earth's spheres function within its system. The surface temperature measurements contribute data a) not normally collected by weather agencies, b) for climate studies and c) for ground-truthing satellite data.

Surface Temperature Campaign is not new to the GLOBE Program. The data collection for the Surface Temperature Protocol Campaign as mentioned on the GLOBE website is being done in December when snow occurs. The campaign will encourage individuals to take daily measurements when doing the atmosphere protocols. The Surface Temperature Protocol was originally designed by Dr. Kevin Czajkowski to validate investigate urban heat island effect and to validate satellite thermal measurements from MODIS and LandSat.

What Data to Collect and When

Dr. C needs YOU to collect and submit the following data to GLOBE:

Cloud Data

Air Temperature

Surface Temperature

Take measurements on 5 different days within the following months:

What to Do and How to Do it
Report data to the GLOBE database

From your "My Public Page", select "Data Entry" or click on the "Enter Data" icon below

Under "My Procedures", select your site(s) or "Define, Edit or Update a Site" found at the bottom of the page. If you do not have any procedures listed, choose the protocol from the list of sites under "Available Procedures Based on My Sites" by clicking the plus sign on the right

Fill in the data form as directed and select "Send Data"

Report data to the GLOBE database via Apps

Download the GLOBE Observer App to your electronic device. Enter your cloud observation.

Before you take photos of the sky, you can enter the Air Temperature.

Click on "Send Observation to GLOBE."

For Surface Temperature: Download the GLOBE Data Entry App to your electronic device. Look for Surface Temperature Entry Form.

Enter your surface temperature observations.

Click on "Send Measurements to GLOBE."

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UHIE-Surface Temperature - Surface Temperature Field Campaign

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Please join us for the Urban Heat Island Effect (UHIE) - Surface Temperature Campaign for the 2020/2021 School Year! OCTOBER 2020 kicks off the 2020/2021 Campaign!

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I loved the iNaturalist app! I could see this (or the kid friendly version) easily being used to track and identify different species of plants and animals near the school and studying the adaptations these organisms have to survive in their environment.

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There are a ton of projects for everyone to choose from. Plenty in each topic. 6th grade I like the cloud one. It was very informative

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I found Eterna to be an incredibly engaging activity that my students would likely love. I don't quite identify how it could fit in with Chemistry specifically, but I can see how I can modify its current structure into other puzzle-like games I could find or create for Chemistry.

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I think the iNaturalist could be be used for ou animal and plant adaptations unit. After taking the picture and uploading it, students could explain the adaptations the organism has to survive in its environment.

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I found the "USDA People's Garden" project. It is a challenge to create a garden at your school and community. They also use this as a source of food for families who don't have access to fresh veggies. It teaches about where food comes from and gives students connections to the food they are eating.

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NASA's citizen science projects are collaborations between scientists and interested members of the public. Through these collaborations, volunteers (known as citizen scientists) have helped make thousands of important scientific discoveries. More than 410 NASA citizen scientists have been named as co-authors on refereed scientific publications. Want to work on some real NASA science?

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Nicholas DuBee: High School Robotics and Technology

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Nicholas DuBee: High School Robotics and Technology

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Looked at MAPPPD which looks at using satellite data to determine where penguin populations are.  For my content area, this would be a great way for the students to understand all the information needed to not only make predictive models, but they can describe how that would apply to a computer program/robotics program.
Link: https://www.penguinmap.com/

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On the Globe Program there is information about hyrdosphere and this appears during the watercycle and weather unit.
It tells about how local water sources temperatures can affect the areas weather and climate.
It could support the Weather and Climate Unit in reading, also.

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I found an epidemic prediction part in citizen science. This allows you to make predictions of epidemics that could be occurring or reoccurring, and why. This can be used for 7th grade science when we come up to mutations and illnesses.

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Epidemic Prediction Initiative

Timely interventions like vaccinations can prevent or control the adverse impacts of epidemics on human health. However, prediction of epidemics is extremely challenging. For example, the incidence of dengue, a vector-borne disease affecting approximately 100 million people per year, can increase 3-5 fold during an epidemic, yet no clear indicator of the intensity or timing of an epidemic exists until it is already underway. Influenza and other globally important diseases present similar challenges. Advances in forecasting for these diseases and others are continually occurring, yet research gaps limit forecasting model development, evaluation of forecasts, and adoption by decision-makers. The Epidemic Prediction Initiative (EPI) aims to improve the science and usability of forecasts by addressing these challenges. Since January 2016, EPI has published influenza forecasts from participating teams in real-time on the EPI website. This was the first time that infectious disease forecasts from multiple groups were published jointly in real-time, facilitating forecast comparison and evaluation by public health officials. EPI also initiated and maintains an open online repository of code and data related to epidemics. This activity aims to reduce redundancy in data cleaning, standardize data formats, and support forecasting research. Finally, EPI has been engaging in outreach efforts within CDC, among other federal government agencies, with state and international public health officials, and in the academic community to better understand how to improve forecast accuracy and how forecasts can be used in public health decision making. The collaborative approach of EPI is the basis for COVID-19 forecasting in the U.S., the largest scale real-time epidemic forecasting initiative to date.

Project URL: https://predict.cdc.gov

Geographic Scope: United States of America

Project Status: Active - recruiting volunteers

Participation Tasks: Data analysis,

Start Date: 9/1/2018

Project Contact: predict@cdc.gov

Federal Government Sponsor:

Other Federal Government Sponsor:

Fields of Science: Health and medicine

Intended Outcomes: The Epidemic Prediction Initiative (EPI) aims to improve the science and usability of epidemic forecasts by facilitating open forecasting projects with specific public health objectives.

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Timely interventions like vaccinations can prevent or control the adverse impacts of epidemics on human health. However, prediction of epidemics is extremely challenging. For example, the incidence of dengue, a vector-borne disease affecting approximately 100 million people per year, can increase 3-5 fold during an epidemic, yet no clear indicator of the intensity or timing of an epidemic exists until it is already underway.

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I found The Sungraver Project where studnet are able to become "Commet Hunters" and report any commets they find!

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Welcome to the "Sungrazer" citizen science Project comet program, based in the Solar Physics Department of the U.S. Naval Research Laboratory, Washington D.C.

The Sungrazer Project is a NASA-funded program than enables the discovery and reporting of previously unknown comets in the ESA/NASA SOHO and NASA STEREO satellite instrument fields of view. Anyone, anywhere in the world can become a "Comet Hunter", and immediately begin looking for new comets in the spacecraft data. The Sungrazer Project provides this website to enable the reporting of these comets, and subsequently allows the project team to perform necessary measurements and data reduction to ultimately turn the comet reports into officially designated comets.

On this website you can view and submit reports of suspected comets visible in SOHO/LASCO satellite images. You will find information on past comets found by both instruments and from other spaceborne and ground-based instruments. There is also a wealth of information here designed to help newcomers discover their first SOHO or STEREO comet! In addition, pictures and educational resources that can be used both in the classroom and at home are shown throughout the site.

SOHO is the most successful comet discoverer in history, having found well over four thousand comets since the satellite launched in 1995! What's even more impressive is that the majority of these comets have been found by amateur astronomers and enthusiasts from all over the world, scouring the images for a likely comet candidate from the comfort of their own home. Absolutely anyone can join this project -- all you need is an internet connection and plenty of free time! (See the FAQs for more information.)

STEREO is a pair of near-identical satellites designed to monitor the Sun from very different viewpoints in the solar system. The imaging instruments on STEREO (known as the SECCHI suite) are of similar design to the LASCO instruments on SOHO, meaning that we see many comets in the SECCHI data. Due to a longer data processing time for SECCHI, most near-Sun comets are discovered first in LASCO images, but an increasing number of objects are now being found in SECCHI data.

A summary of new comet discoveries made in Parker Solar Probe observations

Confirmations for SOHO discoveries in April 2023, plus some more archive comets

Confirmations for SOHO discoveries in March 2023, plus a heads-up about PSP/WISPR data.

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Welcome to the "Sungrazer" citizen science Project comet program, based in the Solar Physics Department of the U.S. Naval Research Laboratory, Washington D.C. The Sungrazer Project is a NASA-funded program than enables the discovery and reporting of previously unknown comets in the ESA/NASA SOHO and NASA STEREO satellite instrument fields of view.

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Scistarter.org, in think my students would enjoy participating in the EwA Buggy project. Students would learn to identify bugs and their value in the local ecosystem.

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I found S'COOL Project -(Student Cloud Observation On-Line). This project encourages student observation of cloud types. This project has information and forms for recording data to track the clouds and make connections with the weather they can bring.

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NASA scientists are very interested in learning how clouds affect our atmosphere. It is the clouds, in part, that affect the overall temperature and energy balance of the Earth. The more we know about clouds, the more we will know about our Earth as a system. And YOU can help by sending NASA your observations!

NASA S'COOL has now joined forces with the Global Learning and Observations to Benefit the Environment (GLOBE) Program creating a larger community of cloud observers across 120+ countries.

If you are new to GLOBE:

Citizen Science Observations can be submitted through the GLOBE Observer app.

The S'COOL Citizen Science option continues to be available here if you are not able to submit cloud observations through GLOBE.

The buttons to the right will walk you through each participation step! We welcome participation from any interested observers, especially from places where official weather observations are few and far between.

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NASA scientists are very interested in learning how clouds affect our atmosphere. It is the clouds, in part, that affect the overall temperature and energy balance of the Earth. The more we know about clouds, the more we will know about our Earth as a system.

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https://www.citsci.org/organizations/big-bend-restoration/
I found the big bend restoration project.  It is perfect for my class because it discusses how people interfered with the natural habitat and changed the course of the Jordan River in order to power a mill, and how invasive species began to overtake the area.  This project is now working to restore the natural habitat.

This touches on human impact on an ecosystem, but also on invasive species impact on an ecosystem.

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In collaboration with local partners, the City of West Jordan in Utah had a vision to restore a section of the Jordan River where an abandoned steel mill once operated. The natural course of the river was dredged, realigned and hardened to support the mill. Over time, invasive plant species pushed o…

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Looks great for 6th Grade science for symbiosis. Helps university researchers in North Carolina. There are also several other lessons available and other citizen science projects.
Marissa Langner ROMS

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Symbiosis in the Soil Project In this project, students will assume the role of citizen scientists-helping researchers answer questions about how dandelions acquire beneficial symbiotic microbes from different soil types. Students will collect and transplant dandelions, conduct experiments on

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Potential Penguin is a great energy tool on SciStarter. It helps students understand the concept of 4.PS3.2

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If you continue we'll assume that you are happy to receive all cookies from us. You can read more about it here.

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ScienceAtHome | Games | Potential Penguin

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Explore the connections between potential (positional) and kinetic (motional) energy! By changing the landscape you can control the potential energy of a penguin.

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Tabethia Farmer 5th Earth's Place in the Universe

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Tabethia Farmer 5th Earth's Place in the Universe

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I found this project where citizens are helping to find/identify comets.

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I can use of the projects outlined to propel my students forward!

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NASA:Active Asteroids-citizens examine photos for different identifiers of asteroids
Zooniverse: Galaxy Zoo; Daily Minor planet; Disc Detective

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Mackenzie Bowers, 3rd Grade, Self Contained- All subjects

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Mackenzie Bowers, 3rd Grade, Self Contained- All subjects

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This would be great for adaptations in the adaptation project!

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NASA's citizen science projects are collaborations between scientists and interested members of the public. Through these collaborations, volunteers (known as citizen scientists) have helped make thousands of important scientific discoveries. More than 410 NASA citizen scientists have been named as co-authors on refereed scientific publications. Want to work on some real NASA science?

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There are many projects that could be used in 5th grade, unit 3 from https://science.nasa.gov/citizenscience.
I especially like Active Asteroids.

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NASA's citizen science projects are collaborations between scientists and interested members of the public. Through these collaborations, volunteers (known as citizen scientists) have helped make thousands of important scientific discoveries. More than 410 NASA citizen scientists have been named as co-authors on refereed scientific publications. Want to work on some real NASA science?

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cloud spotting on Mars..trying to figure out what causes them, relation to CO2 and water, etc...

Simer, 7th grade science NEMS

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The Zooniverse is the world's largest and most popular platform for people-powered research.

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Matthew McKelvey High School Biology; Can use Inaturalist for a fun and quick living or non-living activity for Unit 1

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Matthew McKelvey High School Biology; Can use Inaturalist for a fun and quick living or non-living activity for Unit 1

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https://observer.globe.gov/do-globe-observer

This project would work well with examining change over time in ecosystems. Students can collect data to contribute to the project. This project has a section specifically for teachers to use with their classes and even includes elementary level information.

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An international network of citizen scientists and scientists working together to learn more about our shared environment.

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Martha Brockley  6/Science
Bats Count! Bat Cam Emergence Count
6.LS2.1-- evaluate and communicate the impact of environmental variables on population size. Use for data on bat counts and can then also compare to the population size in our area.

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Bird Conservancy of the Rockies Bald Eagle

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Bird Conservancy of the Rockies Bald Eagle

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This project is great because it helps to protect the Bald Eagles. The Conservancy started in 1988. J.Yates, CMCSS Homebound Teacher