Category Archives: Education

Fulfilling Service Hour Requirements through Zooniverse

Over the past week a number of students and organizations have reached out to us to see if Zooniverse participation can fulfill volunteering/service hour requirements for graduation, scholarships, etc.

The short answer is — Yes! Many organizations welcome and encourage Zooniverse participation as a way to fulfill service hour requirements. 

We recommend that organizations place at the forefront what students/participants get out of these experiences beyond contributing time and classifications. Rather than creating busy work, we favor a model where participants take time to reflect on how their efforts (and the community’s collective efforts) are contributing to our understanding of our world and the broader universe. 

Here is one approach for constructing a productive and rewarding volunteer experience for your organization:

Step 1: Share this opportunity with your Organization

Email your organization to see if participation in Zooniverse can be used to fulfill volunteering or other participation requirements. Share this blog post with them so they understand what you would be doing and how you’ll ‘document’ your participation (see Step 8 below). 

Step 2: Register at Zooniverse.org

Create a Zooniverse account by clicking ‘Register’ in the upper-right of the Zooniverse.org homepage (only a name and email are required).

Registering is not required to participate in Zooniverse. But it is useful in this case in order to provide a record of participation.

Step 3: Zooniverse background info

Watch this brief animation and video for background/context about the Zooniverse, the world’s largest platform for people-powered research, with 100 active projects and 2 million people around the world participating. Every Zooniverse project is led by a different research team, spanning a wide range of subjects that include: identifying planets around distant stars (PlanetHunters.org), studying the impact of climate change on animals (SnapshotSafari.org) and plants (FloatingForests.org), tracking resistance to antibiotics (Bash the Bug), transcribing handwritten documents (antislaverymanuscripts.org), and more. The collective efforts of Zooniverse projects have resulted in over 200 research publications to date.

Step 4: Choose your project(s)

Choose from the full list of ~100 active Zooniverse projects (see zooniverse.org/projects) or choose from the curated lists of projects below that tend to work well with different age groups, as selected by the Zooniverse team: 

Step 5: Learn a bit about the project before diving in

Read the information on the project’s ‘About’ pages (‘Research’, ‘The Team’, ‘Results’, & ‘Education’) to learn more about the research and the team running the project.  For example: https://www.zooniverse.org/projects/mrniaboc/bash-the-bug/about

Step 6: Participate! 

Click on the ‘Classify’ tab of your chosen project to get started.  A brief tutorial provides instructions and guidance. For example: https://www.zooniverse.org/projects/mrniaboc/bash-the-bug/classify

Step 7: Reflection and Extension

Consider these Reflection Questions, or other similar questions.  The questions explore the ‘why’ behind this experience. Why do the researchers need your help? How might the results help science? Are you interested in participating in other projects of this type, and why or why not?

For Organizations: Consider sending these via a Google Form or other survey tool for participants to submit responses to these questions. Note: before using the example form above, make a copy of the Google form and send the survey from your own account to make sure you can access the responses.

Extension opportunities:

Each project has a  ‘Talk’ discussion forum associated with it (e.g., https://www.zooniverse.org/projects/mrniaboc/bash-the-bug/talk). This is where the researchers and participants from around the world chat with each other — asking questions about the science, weird things people see while classifying, new discoveries, & more. First, explore the discussion threads and check out some of the questions other people have asked. If you’re feeling comfortable, ask the researchers a question about the science, being a scientist, etc. You might start with a question you asked as part of the ‘Reflection Questions’ activity above. The researchers are keen to hear your questions and engage with you. Check back later to see the response, or watch for Talk email notifications, if you’ve enabled them.

Post-experience (a lifetime of engagement): Check out other Zooniverse projects and check out NASA’s Citizen Science project list and SciStarter for other citizen science opportunities. And please do share about citizen science with family and friends (peer networks make a BIG difference in what people try).

Step 8: Document your participation to fulfill your requirements

Once signed in at Zooniverse.org, you’ll see your display name and your total classification count. (If you hover over the doughnut-ribbon in the center top of the page, you’ll see the classification counts for each specific project you’ve participated in.)

Please note that there is no built-in time-tracker within Zooniverse. However, some organizations allow participants to use the number of classifications they’ve contributed as a proxy for time spent on the site. On average, a person contributes 20-75 classifications/hour on most projects (this ranges widely depending on the difficulty of the tasks, the number of tasks for a given classification, etc.). 

For example, if someone has done 100 classifications, you can estimate that they’ve spent ~2 hours classifying on Zooniverse; e.g., 2 hours x 50 classifications / hour = 100 classifications. The Organization should add ~45 minutes to this time estimate for the time it takes to carry out the additional ‘meta’ elements of the experience outlined above.  

Please note – because we are a small organization, we are not able to sign individual’s ‘certificates of completion’ or other records of that type for volunteer hours.

For Organizations: Consider using a Google Form or other survey instrument for participants to submit their classification count and a screenshot of their Zooniverse.org page. Note: make a copy of the Google form and send it from your account so you can access the responses.

Other Information

If you need to reference a 501(c)(3): 

While Chicago’s Adler Planetarium, one of the hosts of the Zooniverse web development team, is a 501(c)(3), the Zooniverse is not. Organizations that need to link explicitly to a 501(c)(3) for their volunteering efforts use the Adler Planetarium as the reference.  Documentation of the Adler Planetarium’s 501(c)(3) status is provided here.

Future Work:

We recognize it would be helpful to have an easier way to share participation information with organizations for these purposes (though this will need to be done in a very thoughtful way). Please note that because we are a grant-funded web development team, enhancements of this type take time to design, build and implement. If you or your organization have suggestions for how best to share this information, or are interested in helping to support this effort via collaborative grant-writing or otherwise, please let us know.

THANK YOU!

As always, please don’t hesitate to reach out to contact@zooniverse.org if you have any questions or suggestions. 

Zooniverse Remote / Online Learning resources

As schools, workplaces, public spaces, and institutions across the globe close in response to COVID-19, we are aware that, for many people, online platforms like Zooniverse can function as a way to continue to have an impact and remain engaged with the world. 

We cannot thank you enough for participating in Zooniverse and creating a welcoming and supportive space for all. 

Below is a list of resources educators have used in classrooms that also work well remotely/online. Key to keep in mind is that Zooniverse projects are a great way to expose learners to new opportunities and ways of engaging in real research. These resources are meant to spark curiosity, learning, and exposure to research and the broader world. We encourage you to especially consider what students can gain from the process of participating. Remember: this is an opportunity for experiential learning, not a platform for creating busy work. 

Note – there is no age limit for participating in Zooniverse projects, but children under the age of 16 need parent or guardian approval before creating their own Zooniverse account (see here for more details).  

For 5-12 year olds:

  • Curated list of age-appropriate Zooniverse projects for younger learners (w/ brief descriptions)
  • Zooniverse-based Activity for 5-12 year olds
  • Classroom.zooniverse.org
    • Wildcam Labs
      • Designed for 11-13 year olds, but the content can easily scale down for younger audiences. 
      • Great way to engage if you love looking at photos of wild animals and want to investigate ecological questions. The interactive map allows you to explore trail camera data and filter and download data to carry out analyses and test hypotheses. 
      • Educators can set up private classrooms, invite students to join, curate data sets, and get access to the guided activities and supporting educational resources. 
      • Individual explorers also welcome – you don’t need to be part of a classroom to participate.
  • Planet Hunters Educators Guide
    • Designed for 11-13 year olds.
    • A Zooniverse – NASA collaboration through which students learn about citizen science, explore how astronomers search for planets around distant stars, participate directly in the search for exoplanets through PlanetHunters.org, and then design and draw their own planetary system.
    • Developed by Chicago’s Adler Planetarium Education Specialist Julie Feldt and Adler Director of Teen Programs Kelly Borden.
  • Notes from Nature Activity
    • Designed for 11-13 year olds.
    • Through this lesson students observe, record, and document specimens, become a part of the Zooniverse Notes from Nature project, transcribe specimens, connect art and science, and sketch birds in a science notebook.
    • Developed by teachers as part of StudentsDiscover.org 
  • Floating Forests: Teaching Young Children About Kelp and Climate Change
  • STEAM Squad Workbooks and Activities
    • Designed for 11-13 year olds
    • A series of 5 workbooks with science, humanities, and art activities. Release for free online in response to school closures.
    • The final activity in each workbook is participation in a Zooniverse project, with accompanying reflection questions.
    • Developed by Eleanor Spicer Rice, entomologist and writer, in collaboration with Zooniverse
  • A series of lesson plans using data, concepts and images from the Snapshot Wisconsin statewide trail camera project.

For teens and adults:

  • Curated list of Zooniverse projects (w/ brief descriptions)
  • Zooniverse-based Lesson Plan for teens and adults
  • Classroom.zooniverse.org
    • Wildcam Labs
      • Designed for middle school classrooms, but the content can easily scale up for older audiences. 
      • See description above.
    • Astro101 with Galaxy Zoo
      • Designed for undergraduate non-major introductory astronomy courses, but the content has been used in many high-school classrooms as well. 
      • Students learn about stars and galaxies through 4 half-hour guided activities and a 15-20 hour research project experience in which they analyze real data (including a curated Galaxy Zoo dataset), test hypotheses, make plots, and summarize their findings. 
      • Developed by Julie Feldt, Thomas Nelson, Cody Dirks, Dave Meyer, Molly Simon, and colleagues.
    • For both Wildcam and Astro101 Activities
      • Educators can set up private classrooms, invite students to join, curate data sets, and get access to the guided activities and supporting educational resources. 
      • Individual explorers also welcome – you don’t need to be part of a classroom to participate.
  • Planet Hunters Educators Guide
    • Designed for 11-13 year olds, but the content can easily scale up for older audiences. 
    • See description above.
  • Notes from Nature ‘WeDigBio’ Educational Resources
    • Videos showcasing the researchers
    • High School and Undergrad classroom lesson plans and resources
  • Notes from Nature Activity
    • Designed for 11-13 year olds, but the content can easily scale up for older audiences.
    • See description above. 
  • Snapshot Safari-based Lesson Plans and Interactive Timeline
    • Developed by University of Minnesota PhD student Jessica Dewey
  • Kelp Forest Ecology Lab
    • Through the Zooniverse FloatingForests.org project, researchers are striving to understand the impact of climate change on giant kelp forests, an indicator of the health of our oceans. In this lab, students analyze Floating Forest and other ocean data to explore their own research questions.
    • Developed by Cal State – Monterey Bay faculty Dr. Alison Haupt and colleagues
  • A series of lesson plans using data, concepts and images from the Snapshot Wisconsin statewide trail camera project.
  • NEH Teacher’s Guide for Digital Humanities and Online Education

Join the Conversation and Share Ideas:

We’d love to hear about your experiences with Zooniverse. Join the conversation in our ‘Talk’ discussion forum around Education and the Zooniverse. There’s a wonderful community there of formal and informal educators and students who are interested in sharing resources and ideas.

If you need a record of your students’ contributions:

You can keep track of how many classifications you’ve contributed if you register (providing a username and email address) within Zooniverse.org. Once signed in, at Zooniverse.org you’ll see your display name and your total classification count. If you hover over the circle surrounding your avatar, you’ll see the classification counts for each specific project you’ve participated in. Some teachers have their students share a screenshot of this zooniverse.org page as a record of contributions. 

Please note that there is no built-in time-tracker within Zooniverse. However, participants can use the number of classifications they’ve contributed as a proxy for time spent on the site. On average, a person contributes 20-75 classifications/hour on most projects. So, for example, if a student has done 100 classifications, you can estimate that they’ve spent ~2 hours classifying on Zooniverse; e.g., 2 hours x 50 classifications / hour = 100 classifications. 

Other Opportunities:

Check out NASA’s Citizen Science project list and SciStarter for other citizen science opportunities.

U!Scientist and the Galaxy Zoo Touch Table at Adler Planetarium

“Everyone try to grab the same galaxy,” a boy exclaimed while motioning to his classmates. Around the table, six students began dragging an image of a galaxy from the center of a large touch screen onto their own workstation. It’s very likely these students are the first people to set eyes upon this galaxy and decide how it should be classified. This kind of work isn’t reserved for astronomers in observatories or researchers in labs. Any visitor to the Adler Planetarium in Chicago can participate in real scientific research through the new U!Scientist touch table exhibit.

In July, the Zooniverse team finished their year-long development of a multi-person touch table experience and accompanying exhibit to remain on the Adler floor for several years. On the touch table, visitors participate in the Galaxy Zoo project (galaxyzoo.org), which provides valuable data to researchers in the U.S. and abroad by asking volunteers to classify galaxies by shape. In an effort to bring the Zooniverse experience to the Adler floor, the National Science Foundation awarded the Adler-Zooniverse team a grant to design a multi-person touch table experience, allowing guests to participate in the Zooniverse in a more social, collaborative way.

At the table, guests step up to their own color-coded workspace and select galaxies from an explorable image sliver of space in the middle of the table. Next, the guest must decide if the galaxy is smooth in shape, contains unique features, or isn’t a galaxy at all. After submitting a classification, the volunteer is shown a quick tally of how past volunteers have classified the galaxy. Adler visitors of all ages, from school groups to grandparents, are becoming quick Zooniverse volunteers.

U!Scientist includes some firsts for the Zooniverse, including the ability to collaborate directly with one another while classifying. When finding an oddly-shaped galaxy, volunteers can send the image to a neighbor for advice or begin a conversation with their group. Hopefully, these in-person conversations about science will spark curiosity and cause planetarium visitors to become active Zooniverse volunteers online.

Since cutting the red ribbon, guests are finding new ways to interact with the exhibit. Couples take the opportunity to compete with one another in classifying the most galaxies, facilitators explain the research process to campers arriving early to the museum, and children outsmart their parents by explaining the shape of galaxies using examples at each workstation. On average, Adler guests are responsible for over one thousand classifications per day through U!Scientist.

Want to see how the touch table app is doing? Visit uscientist.org to see a running tally of U!Scientist and Galaxy Zoo classifications as well as a world map of current classifications through Galaxy Zoo.

The U!Scientist touch table exhibit is supported by the National Science Foundation under grant #AISL-1713425.

Chicago Earth Fest celebrations

The Chicago Zooniverse team had a great time celebrating Earth Day with members of the community at the Adler Planetarium and Chicago Botanic Garden.

At the Adler Planetarium’s EarthFest celebration on Saturday, April 13, guests were able to participate in an in-real-life version of Floating Forests, tracing areas of kelp from a satellite image onto tracing paper to see how a consensus result might be reached in the online version. Online at https://www.zooniverse.org/projects/zooniverse/floating-forests, you’ll be able to do this same activity, helping researchers learn how Giant Kelp forests change over time.

The next day at the Chicago Botanic Garden’s UnEarth Science Festival, visitors learned about the parts of a plant though a matching activity that segued into Rainforest Flowers, a Zooniverse project helping researchers at the Field Museum in Chicago to create a database of images of plants from the tropical forests of Central and South America.

We love meeting the community! If you missed us this time, keep your eye on this blog for our next event.

Join us at Earth Fest!

The Zooniverse is going on the road!

To celebrate Earth Day 2019, members of the Zooniverse team will be at two events in Chicago the weekend of April 13 and 14.

First, visit us at the Adler Planetarium’s Earthfest on Saturday, April 13. Participate in a real-life version of our Floating Forests project, pick up some cool Zooniverse swag, and talk to members of the Zooniverse team about their work. The event is free with Adler admission and we’ll be there between 10 am and 4 pm.

If you can’t make it to the Adler, join us at the Chicago Botanic Garden for the Unearth Science Festival on Sunday April 14. There, we’ll be talking about all the fantastic Zooniverse projects you can contribute to online or via our app, as well as taking an in-depth look at the anatomy of flowers via the Rainforest Flowers project.

Hope to meet you there!

 

Adler Members’ Night recap

We had a blast hanging out with Chicago-area volunteers and Adler Members at last month’s Adler Members’ Night! Visitors were able to try out potential new Zooniverse projects and Adler exhibits, including a constellation-themed project in collaboration with the Adler’s collections department, as well as U!Scientist, our NSF-supported touch table installation which features Galaxy Zoo.

Northwestern University researchers shook it up demonstrating why earthquakes behave in different ways based on plate friction, registered jumps on a seismograph and quizzed guests on seismograms from jumping second graders, storms and different earthquakes. Their Zooniverse project Earthquake Detective is currently in beta and is set to launch soon.

And we were delighted to watch volunteer @GlamasaurusRex complete her 15,000th classification LIVE IN PERSON. She made the classification on Higgs Hunters. Check out the video here: https://drive.google.com/open?id=1jttO1w1OfPY9LEaS5SjmEzy36PiGnY4U

We took it offline and you can too! A night of Zooniverse fun at the Adler Planetarium

Our inaugural Chicago-area meetup was great fun! Zooniverse volunteers came to the Adler Planetarium, home base for our Chicago team members, to meet some of the Adler Zooniverse web development team and talk to Chicago-area researchers about their Zooniverse projects.

adler_membersnight_5
Laura Trouille, co-I for Zooniverse and Senior Director for Citizen Science at the Adler Planetarium

Presenters:

  • Zooniverse Highlights and Thank You! (Laura Trouille, co-I for Zooniverse and Senior Director for Citizen Science at the Adler Planetarium)
  • Chicago Wildlife Watch (Liza Lehrer, Assistant Director, Urban Wildlife Institute, Lincoln Park Zoo)
  • Gravity Spy (Sarah Allen, Zooniverse developer, supporting the Northwestern University LIGO team)
  • Microplants (Matt Von Konrat, Head of Botanical Collections, Field Museum)
  • Steelpan Vibrations (Andrew Morrison, Physics Professor, Joliet Junior College)
  • Wikipedia Gender Bias (Emily Temple Wood, medical student, Wikipedia Editor, Zooniverse volunteer)
  • In-Person Zooniverse Volunteer Opportunities at the Adler Planetarium (Becky Rother, Zooniverse designer)

Researchers spoke briefly about their projects and how they use the data and ideas generated by our amazing Zooniverse volunteers in their work. Emily spoke of her efforts addressing gender bias in Wikipedia. We then took questions from the audience and folks chatted in small groups afterwards.

The event coincided with Adler Planetarium’s biennial Member’s Night, so Zooniverse volunteers were able to take advantage of the museum’s “Spooky Space” themed activities at the same time, which included exploring the Adler’s spookiest collection pieces, making your own spooky space music, and other fun. A few of the Zooniverse project leads also led activities: playing Andrew’s steel pan drum, interacting with the Chicago Wildlife Watch’s camera traps and other materials, and engaging guests in classifying across the many Zooniverse projects. There was also a scavenger hunt that led Zooniverse members and Adler guests through the museum, playing on themes within the exhibit spaces relating to projects within the Zooniverse mobile app (iOS and Android).

We really enjoyed meeting our volunteers and seeing the conversation flow between volunteers and researchers. We feel so lucky to be part of this community and supporting the efforts of such passionate, interesting people who are trying to do good in the world. Thank you!

Have you hosted a Zooniverse meetup in your town? Would you like to? Let us know!

Crowdsourcing and basic data visualization in the humanities

In late July I led a week-long course about crowdsourcing and data visualization at the Digital Humanities Oxford Summer School. I taught the crowdsourcing part, while my friend and collaborator, Sarah, from Google, lead the data visualization part. We had six participants from fields as diverse as history, archeology, botany and literature, to museum and library curation. Everyone brought a small batch of images, and used the new Zooniverse Project Builder (“Panoptes”) to create their own projects. We asked participants what were their most pressing research questions? If the dataset were larger, why would crowdsourcing be an appropriate methodology, instead of doing the tasks themselves? What would interest the crowd most? What string of questions or tasks might render the best data to work with later in the week?

Within two days everyone had a project up and running.  We experienced some teething problems along the way (Panoptes is still in active development) but we got there in the end! Everyone’s project looked swish, if you ask me.

Digging the Potomac

Participants had to ‘sell’ their projects in person and on social media to attract a crowd. The rates of participation were pretty impressive for a 24-hour sprint. Several hundred classifications were contributed, which gave each project owner enough data to work with.

But of course, a good looking website and good participation rates do not equate to easy-to-use or even good data! Several of us found that overly complex marking tasks rendered very convoluted data and clearly lost people’s attention. After working at the Zooniverse for over a year I knew this by rote, but I’d never really had the experience of setting up a workflow and seeing what came out in such a tangible way.

Despite the variable data, everyone was able to do something interesting with their results. The archeologist working on pottery shards investigated whether there was a correlation between clay color and decoration. Clay is regional, but are decorative fashions regional or do they travel? He found, to his surprise, that they were widespread.

In the end, everyone agreed that they would create simpler projects next time around. Our urge to catalogue and describe everything about an object—a natural result of our training in the humanities and GLAM sectors—has to be reined in when designing a crowdsourcing project. On the other hand, our ability to tell stories, and this particular group’s willingness to get to grips with quantitative results, points to a future where humanities specialists use crowdsourcing and quantitative methods to open up their research in new and exciting ways.

-Victoria, humanities project lead

Floating Forests: Teaching Young Children About Kelp

Today’s blog post comes from Fran Wilson,  a second grade teacher at Madeira Elementary School. Fran strives to promote an interest in science in her classroom and help students discover that not all scientists work in labs wearing white lab coats and safety goggles. She seeks meaningful opportunities for her students to participate in citizen scientist work to be responsible citizens, inspire future careers in science, and to connect science concepts to the real world.

This fall I decided to implement Zooniverse’s Floating Forests in my second grade classroom. As soon as I read the description of the project, I knew it was perfect for addressing both my state science and social studies standards dealing with interactions within habitats – living things impact the environment in which they live and the environment can also impact living things. The best part was that my students would be able to engage in meaningful work to acquire these concepts. I like to incorporate project-based learning whenever I can to allow my students to assume ownership of their learning and Floating Forests was no exception. My first challenge was determining how to introduce my students to the project when I didn’t even live anywhere close to an ocean.

Introducing the Problem by Integrating Curriculum

Sea otters are very cute! I decided to use second graders’ love for animals as the entry to the study of kelp. I believe that children learn efficiently when curriculum is integrated across content areas so I made a plan. I selected the book Sea Otters by Suzi Eszterhas. The text tells how a mother sea otter cares for her growing pup. The book’s full page color photos with just the right amount of text on each page made this an ideal book. I chose to begin with a language arts lesson. I projected the book onto my Smartboard and modeled a lesson on determining the main idea and details using a page of the text. Sea Otters does not contain subtitles so I told my students that determining the main idea for a page of text was like creating the subtitle to accompany a portion of text. My students eagerly participated in guided practice of this skill while oohing and aahing at the photos of the sea otters and becoming increasingly more intrigued with the information presented in the book.

By the time we finished reading the book, the children had seen the word kelp in the text and noticed the sea otters lounging on top of the ocean in a bed of kelp. It was the perfect time for me to pose some questions: What exactly is kelp? and Why is it important to the sea otter? My naturally curious students shared their thoughts and the interest in the sea otter and kelp escalated.

Shared Research

How can we learn about the sea otter and kelp?  That was the next question I posed after the groundwork was laid for engaging my students in collaborative research. Of course Sophia suggested that we find some more books on sea otters and Jon Miguel added that we should even find some on kelp. Tommaso proposed that we do an internet search to locate information on kelp. This planning step empowered my children with making the decisions about how to learn as well as reinforcing the steps a scientist might undergo while researching. Foreseeing my students’ plan, I had already checked out multiple books on sea otters written at various readability levels along with the few books on kelp that I was able to find.

I selected the book Sea Otters by Laura Marsh to read aloud next to my students. This enabled them to compare the information presented in two books on sea otters.   My students listened closely to identify the facts from the text that highlighted the importance of kelp to the sea otters. I started a large chart titled “Sea Otters and Kelp Facts” and modeled how to take notes for our shared research. After reading aloud each of our class notes, the students decided that they had learned some ways in which sea otters depended on kelp but that they still didn’t know much about kelp. At that point we started our internet search.

The Floating Forests webpage provides some great resources, even for use with second graders! Under the education tab of the site, I found a link to a video produced by NOAA to introduce the kelp forest to my students. I was excited that one of my students suggested that they should take notes about kelp in their science journals. (I so love when they take the initiative in their learning!). I discovered several other informative, kid friendly sites with information and videos that we viewed in class and my students continued to take notes. After watching the videos Miki suddenly made the connection and proclaimed, “Hey we eat kelp at my house!” The next day she brought kelp in for everyone in the class to taste.

Websites for Learning about Kelp:

  1. Here is a great introductory site to begin the study of kelp. At this link students can view a video of the kelp habitat created by NOAA. My students were in awe after viewing the video. (Ok I’ll admit I probably let them watch it at least 5 times and each time the students took away new facts!) https://www.youtube.com/watch?v=GcbU4bfkDA4
  2. This website provides information about the kelp forest habitat and the animals which live among the kelp. The kids loved taking the quiz at the end after reading the information on the site.  http://web.calstatela.edu/faculty/eviau/edit557/oceans/norma/oklpfst.htm
  3. The following website supplies lots of information for children to learn more about kelp and its uses. http://aquarium.ucsd.edu/Education/Learning_Resources/Voyager_for_Kids/kelpvoyager/
  4. This video about the disappearing kelp forests in Tasmania prompted my students to think about the need to protect kelp habitats. https://www.youtube.com/watch?v=eRfxFZ4ndlg
  5. Here is a link to a Dragonfly episode in which kids dive to explore sea life at different depths of the kelp forest. http://pbskids.org/dragonflytv/show/kelpforest.html

Books for Learning About Sea Otters and Kelp:

  1. Baker, Jeannie. The Hidden Forest. New York: Greenwillow Books, 2000.  This story of two children retrieving a fish trap off the eastern coast of Tasmania helps children to see the kelp forest with wonder and appreciation. The author’s note at the end of the book offers insight to this disappearing kelp forest.
  2.  Douglas, Lloyd. Kelp. New York: Scholastic, 2005.  This simple book presents facts about the kelp forest. It’s perfect for lower level readers.
  3. Eszterhas, Suzi. Sea Otter. New York: Frances Lincoln Children’s Books, 2013.  Readers can learn how a mother sea otter cares for her pup from birth until she is grown up.
  4. Marsh, Laura. Sea Otters. Des Moines, IA: National Geographic Children’s Books, 2014.  This informative book contains interesting facts on sea otters and is accompanied by colorful photos.
  5. Slade, Suzanne. What If There Were No Sea Otters?: A Book about the Ocean Ecosystem. North Mankato, MN: Picture Window Books, 2011.  This book enables children to see the importance of the sea otter as a “keystone species” in the kelp habitat. It explores the food chain and how the plants and animals of this ecosystem are connected to one another.
  6. Tatham, Betty. Baby Sea Otter. New York: Henry Holt and Company, 2005.  A mother sea otter protects and cares for her pup until it is able to care for itself.
  7. Wu, Norbert. Beneath the Waves: Exploring the Hidden World of the Kelp Forest. San Franciso, CA: Chronicle Books, 1992.  Children will be intrigued by the photos of the kelp forest and the animals that live in it while checking out this book. It is a more complex text that children will need guidance to read.

Compiling the Research:

What a list of kelp facts my students generated! After reading and researching about kelp on the internet, I compiled all of their facts onto our classroom chart. I sensed my students’ enthusiasm towards learning and researching but this was confirmed when I opened my email the next morning from a parent.

Sonia's note to her mom. Dear Mom, I missed you when you were at your art class. Today at school we learned about kelp. Did you know kelp is good to eat? And it can help you if you’re ill. And kelp has gas inside of it. The gas is stored inside big round leaves. These leaves are called sword leaves. Kelp is used in toothpaste and shampoo. And so many other things too. Love, Sonia
Sonia’s note to her mom.
Dear Mom,
I missed you when you were at your art class. Today at school we learned about kelp. Did you know kelp is good to eat? And it can help you if you’re ill. And kelp has gas inside of it. The gas is stored inside big round leaves. These leaves are called sword leaves. Kelp is used in toothpaste and shampoo. And so many other things too.
Love,
Sonia

What should we do with all of these facts? That was the next question I posed.   Addy had the answer to that and she shared that the facts should be placed into categories. I cut apart all of the kelp facts on the chart and we laid them out in our meeting area. The students quickly sorted the facts into categories. Some of these categories included: What is kelp, Parts of kelp, Kelp forests, Animals that live in kelp, Fish and the kelp forest, Sea otters and kelp, and Scientists and kelp. Next, some children volunteered to work in small groups to write the information into a paragraph with a main idea sentence and details. (Yay! This writing linked back to the initial reading of text for main ideas and key details.). Other children volunteered to illustrate the text with crayons and watercolors. The class research on kelp was almost finished until we started…

Discovering the Ecosystem:

Extending learning across the curriculum is really important to me so while the children were working collaboratively to research kelp through viewing websites and the few books I found, I was meeting with guided reading groups to read and discuss books on ocean life. The children began to think about the ocean as a habitat for many animals and the kelp forest as a very important habitat! After sharing the book What if There Were No Sea Otters?: A Book About the Ocean Ecosystem by Suzanne Slade with a small group of children, Ben announced, “I get it!   It’s all connected like a big puzzle!” Kalley latched onto the term “keystone species” highlighted for the sea otters in the text and Sonia explained the relationship between the sea otter and the kelp in the ocean habitat.

All these relationships between the many sea animals in the kelp habitat had the children talking. We needed to solidify their thoughts in a way that we could see them. That’s when the children created a giant model of a kelp habitat. The kelp stalks grew quickly on the large blue poster paper while sea otters were being drawn in a corner of the room, prickly purple and red sea urchins were crafted, fish with fins formed, and kelp labels were created. Of course a new page was added to the children’s book on kelp. Now it was time to publish!

A digital story was created with all of the children’s research. I scanned the children’s writing along with their illustrations. I used Keynote and placed each of the children’s pages of text onto a slide. A small group of children were recorded reading the text upon the slides. The keynote was then exported as an iMovie. We posted the individual pages of the children’s kelp research in the hall for all the other students of our school to enjoy. I submitted the digital story to the Floating Forest blog. Here is the link to view my students’ digital informational book on kelp: http://blog.floatingforests.org
A digital story was created with all of the children’s research. I scanned the children’s writing along with their illustrations. I used Keynote and placed each of the children’s pages of text onto a slide. A small group of children were recorded reading the text upon the slides. The keynote was then exported as an iMovie. We posted the individual pages of the children’s kelp research in the hall for all the other students of our school to enjoy. I submitted the digital story to the Floating Forests blog. Here is the link to view my students’ digital informational book on kelp.

Finding Kelp on Floating Forests

It was finally the right time! My students knew about kelp and understood what an important habitat it was for many sea creatures. Now was the time for sharing Zooniverse’s Floating Forests project with my class.   Do you think you’d like to help some scientists with a special project on kelp? I asked. My students were SO excited to become involved. They were even more excited when they realized that they would be looking for kelp on real satellite photos taken from space!

First, I prepared for the children’s “official training.” I connected my computer to my Smartboard and the children viewed the brief tutorial on the Floating Forests website. They quickly learned how to classify the satellite photos and circle the kelp. We circled hundreds of photos together and each time they spotted kelp they became very excited.

Circling kelp on the Floating Forests website continues to be a favorite classroom activity. My students enjoy working in teams of two or three on an iPad taking turns to mark the satellite photos. They often keep a tally of how many times they identified kelp on a photo. I love the discussion it prompts among teams of children circling photos. Through their work, they’ve learned that kelp is found near coastlines. They’re intrigued with the places in the world that kelp might be found.

Participating as citizen scientists with the Floating Forest Project has enabled my students to engage in meaningful work. They feel responsible contributing to important scientific research. My students know that some of the kelp forests are disappearing and they are genuinely concerned. This work has made them more interested in their world and has instilled a need to work collaboratively to care for our earth. My students’ interest in science has been fostered and perhaps some of them will even be inspired to become scientists. I feel like my students have gained so much from this learning opportunity but perhaps it’s what they think that counts most.

Student Responses to Floating Forests

Screen Shot 2015-04-28 at 3.47.24 PM
Some student reactions to Floating Forests
Screen Shot 2015-04-28 at 3.47.10 PM

Using Tag Groups to Collect Images on Talk

Hashtags are an important element of how the current generation of Zooniverse’s Talk discussion system* helps to power citizen science. By adding hashtags to the short comments left directly on classification objects, users can help each other (and the science teams) find certain types of objects—for instance, a #leopard on Snapshot Serengeti, #frost on Planet Four, or a #curved-band on Cyclone Center. (As on Twitter, hashtags on Talk are generated using the # symbol.)

One of the ways in which zooites can take advantage of hashtags is by using Talk’s tag group feature. A tag group (also called a “keyword collection”) is a collection that automatically populates with all of the objects that have been given a specific hashtag by a volunteer.

For instance, here is a Galaxy Zoo tag group that populates with all Galaxy Zoo objects that have been tagged #starforming. It will continue to automatically add new images that are given the #starforming tag as well.

Screen Shot 2015-01-14 at 10.48.28 AM

There are two ways to tell that this is a tag-group collection, not a manually curated one. The first is that the fourth letter in the last part of the URL (CGZL000056) is an L, for “live” collection. (The other type will have an S as the fourth letter, for “static” collection.) The second is that under “description,” the conditions for the tag group will be displayed: what tags it includes and excludes.

Users can create a tag group in either of two ways: 1. Click the “create a tag group” button that will appear underneath the “tags” on the right side of any object page that has at least one hashtag (and then edit the conditions to their liking), or 2. Add “/#/collections/new/keywords/” to the end of the Talk URL; for instance, talk.planktonportal.org/#/collections/new/keywords/

Screen Shot 2015-01-14 at 10.57.11 AM

At this point, there is no way to create a collection that includes, say, on Operation War Diary, #casualty or #sniper—only objects that have #casualty and #sniper. You can, however, exclude certain tags: e.g., all #casualty objects not also tagged #sniper, or #casualty and #sniper but no #horses.

Screen Shot 2015-01-14 at 10.55.31 AM

Also, please note that, like all collections, these tag groups are currently capped at 500 total visible images.

It is likely that the next generation of Talk (currently being built) will feature a more refined method of curating collections from hashtags, as well as a more effective search functionality. For now, however, zooites should keep the tag group feature in mind… especially as it will be a critical feature of an upcoming project!

* As of January 2015, the Zooniverse projects using the most recent generation of Talk are: Galaxy Zoo, Planet Hunters, Operation War Diary, Milky Way Project, Snapshot Serengeti, Planet Four, Galaxy Zoo Radio, Asteroid Zoo, Disk Detective, Sunspotter, Cyclone Center, Plankton Portal, Notes from Nature, Condor Watch, Floating Forests, Penguin Watch, Worm Watch Lab, Higgs Hunters, and Chicago Wildlife Watch.