Guidelines for Introducing LTER into K-12 Science Classrooms

Prototype for Guidelines on Creating a Long-Term Perspective in Classroom Science

1. What are long-term research and long-term data?

Long-term research investigates a specific site (spatial area) by observing or measuring a specific set of characteristics (parameters). Investigators take samples at set intervals and locations within the site throughout an extended period of time. The area and parameters, as well as the sampling intervals and locations, are chosen based upon the nature of the questions or phenomena being studied. These studies can investigate, spatially, over a few square meters or many square kilometers and, temporarily, over a few decades or many centuries. Data on phenomena that occurred many centuries ago can be gleaned from "time capsule" records such as sediment or ice cores. Scientists often make observations themselves using various instruments, but data can also be taken by instruments left in the field or carried on satellites.

Data is annotated to record the measured value, and the time when and location where the measurement was made. Information about the data is called metadata. Details about instruments, procedures and other important interpretive background information are included as metadata. Long-term data sets are stored and enlarged after each interval of sampling.

Storing these data sets lets scientists use them to answer, at a later date, new questions that might arise. Long-term data sets are necessary for asking questions about earth's climate, ecology, weather, geology and biology - earth systems that change slowly over long extents of time.

2. Why should long-term science be incorporated in science education?

Scientific research carried out over many years gives us the basis to answer many pressing questions our society faces: Is our climate warming? If so, how will the warmer temperatures of the atmosphere and ocean change weather patterns, high water levels along coasts, crop production, water supplies and spread of tropical diseases? What are the effects of endangered species dying out? Do small changes to food webs have far-reaching effects? Are mountains, rivers, lakes and ice caps changing? What drives earthquakes and volcanoes? If the dinosaurs became extinct, could humans?

These questions interest students and their parents. Students, teachers and parents hear about these topics from newspapers, radio and television. To weigh the trustworthiness of these sources, students need experience conducting long-term studies of their own. Doing long-term studies in class allows students to gain ownership of the data they collect, the analysis they perform and the conclusions they reach in consultation with their classmates. Because the studies are continued over a longer span than one or two lab periods, the students can devote a lot of on-going thought to the processes and content matter of the research they have chosen. This contemplative approach models how research scientists review and reshape experiments, and look at their data from many different viewpoints. Long-term studies are an ideal format for inquiry-based science and for collaborative learning.

3. How can we model long-term research and long-term data sets in the classroom?

To establish a long-term research project for the classroom, choose
1.) a research question,
2.) a location inside or outside the classroom to model or study,
3.) characteristics(variables) to measure

4.) intervals for these measurements and

5.) procedures and methods.

Repeat the measurements at these intervals all during the school year and from one school year to the next. From the start, information about the experiment and experimental procedures should be recorded as part of the metadata. Keep all data and metadata files for later reference. For example, if students take the outside air temperature each day at 9am at a specific location, they can track seasonal changes throughout the year. Make sure the students realize they are contributing to a study that will continue after they move to another class. After several years of data are collected, students can note changes from year to year such as El Nino warming trends.

4. What characteristics (variables, parameters) could provide long-term data?

Sampling can be carried out both inside and outside the classroom using a variety of sampling strategies (single point, plot, transect, cross point, cross plot), intervals (hourly, daily, weekly, monthly, annually) and themes:
    weather - temperature, cloud cover, humidity, barometric pressure, precipitation, dew point
    water sampling - pH, nitrates, salinity, hardness, dissolved oxygen, turbidity
    plankton hauls - abundance, diversity, biomass
    birds - abundance, diversity, nesting
    plants - abundance, diversity, height
    beach transect - profile, diversity of life, debris by incidence
    classroom stream or pond - temperature, biomass

Data comparisons and sampling strategies could include:
    sampling during a full school year (annual variability)
    comparing data taken in different years (interannual variability)
    comparing data taken at different seasons (seasonal variability)
    comparing data taken at different times during the same day (diurnal variability)
    comparing data taken at one point to data taken at several (spatial distribution)
    relating several different variables, e.g., weather and animal abundances

5. What other components of classroom long-term research can model the scientific process?

Formulating a research question or project. Students should be allowed to form research teams and formulate their own long-term research project. A useful model for helping students formulate research questions is the "21 Question" technique developed at the Institute for Teacher Development through Ecology (ITDE)(http://www.terc.edu) (ITDE manual) Failure to successfully develop a viable question will result in student frustration and mediocre research results.

Research and the real world. It seems highly beneficial for students to realize the connection between scientific research and the world around them. Therefore, if the research can be integrated with English, math, history, and technology, a richer student product may be produced.

Documenting the research process. Another important component is for students to journal the data collection and research experience. Reflection of this sort will show the students what they initially know, what it is they want to know, and what it is that they learned. It will reveal subtleties that may otherwise be missed.

Dissemination of results. A type of intellectual celebration should occur at the conclusion of the project. This will share the learning experience with a wide audience and again bring value and importance to student learning. Also, this models what scientists do with their findings. Presentations and scientific meetings are held to share information and stimulate further research. Possible forums include a poster session with scientists, school communities, and parents attending. Or perhaps a student can take their presentation to other classrooms at other schools. Whatever the chosen medium, students must be allowed to celebrate and share their experience.

6. How could LTER research and scientists contribute?

Initially, it is important to allow students to share their own ideas about long-term research. They might be expected to research one of the LTER sites and report their findings to the class. This allows for opportunities to compare the different LTERs and identify the common ecological research threads that exist. This levels the playing field for the class while giving them insight about the learning experience.

An ecologist that advises and mentors the student team is desirable. The Kids Do Ecology (KDE) program [http://www.nceas.ucsb.edu/nceas-web/kids/] which enlists scientists to work with fifth grade students as mentors and science advisors, provides an excellent example of a possible format to be used for the student/scientist alliance. This partnership can solidify the experience and validate learning for the student. The collaboration between scientists and student is equally beneficial for the scientists. It affords scientists an opportunity to engage student interest in their own work as well as offering them a platform to share their excitement about science in general. In addition, the students' interest in the scientists' work is infectious and reveals whether the explanations given are generally clear.

It may prove helpful if the scientist presented his or her original proposal to the class in order to model the expected or appropriate outcome. Students will appreciate the undertaking and will likewise strive towards personal excellence.

Being able to communicate effectively about an often times complicated scientific topic can be a challenge for scientists. Classroom teachers serve as an interface to help the scientists tell their story most effectively. A scientist's research experience must be communicated at many levels: with other scientists, non-discipline adults, members of the media and also with students. In the classroom arena, students are eager to hear their individual story. Effectively communicating the essence of scientific research with students by creating simulations, demonstrations, and analogies will serve the scientist well when faced with a colleague from another discipline, a government official or a journalist.