Dear Ecologgers,
I have just started a large-scale and long-term citizen science study
in which school students observe phenological changes through time.
I am doing this project with the following main thought in my mind:
Even though we need immediate action to combat climate change, we
need to ensure that the needed changes will stay with us over the
long term; i.e. we need to work on a long-term change in our
relationship to nature.
So, my intend for the study is that
* students get to regularly observe nature and thus develop a deeper
understanding and appreciation for nature
* students get a better understanding for how science works,
especially for variability among geographical areas and years
* students realize that there are changes in nature through the years
and start wondering about the reasons for these changes
* ultimately students get motivated to participate in nature
protection and in combating climate change.
So what do we do? Schools plant phenological gardens (based on the
International Phenological Garden Network of Europe:
<<http://www.agrar.hu-berlin.de/fakultaet/departments/dntw/agrarmet/phaenologie/ipg>http://www.agrar.hu-berlin.de/fakultaet/departments/dntw/agrarmet/phaenologie/ipg><http://www.agrar.hu-berlin.de/fakultaet/departments/dntw/agrarmet/phaenologie/ipg>http://www.agrar.hu-berlin.de/fakultaet/departments/dntw/agrarmet/phaenologie/ipg),
observe phenological changes of the plants, and compare them with
other gardens within the same year to detect regional differences.
Also, students can determine how the timing changes between years.
At the same time, schools set up nestboxes to observe the timing of
breeding. By comparing the phenological changes in plants with the
changes in the timing of breeding, students will be able to directly
observe how different parts of the ecosystem will change over the
years. Of course schools will be advised what to do if a rare species
is nesting in the nestbox (leave it alone); also, nestboxes will be
hung up so that kids cannot check it without the supervision of a
teacher (holding a ladder).
Mismatches have been documented previously, but only on a relatively
small scale. We will study it across a large geographical region.
Now, there is still one element missing: the food-source, insects. I
have not come up with an easy and reliable method to get a handle on
insects that can be measured by school children. If you have a good
idea, please let me know.
If you want to participate in the project, please contact me. Also,
please spread the news about this project, so that we get a large
number of schools. Data from this year will not be reliable as plants
need some time to adapt to the new place, and many nestbox breeding
birds might have already selected their breeding site. But it's good
to start now so that next year we can start collecting data.
For more information about me and my NGO please visit
<<http://www.wissenleben.de>http://www.wissenleben.de>www.wissenleben.de.
However, so far the site is mostly in German, so for questions it
will be easier to contact me directly.
Thanks for your interest, and have a great week,
Maiken Winter
--
"If we want people to flourish, to become truly empowered, then let
us allow them to love the Earth before we ask them to save it." David Sobel
Dr. Maiken Winter
Bahnhofstr. 12, 82399 Raisting
08807-9280544
<<http://www.wissenleben.org>http://www.wissenleben.org>www.wissenleben.org
