R O C K I N G T H E B O AT CO R N E L L L A B O F O R N I T H O LO G Y A N D

CO R N E L L C I V I C E CO LO G Y L A B

This lesson showcases a joint eff ort between Rocking the Boat, Cornell University’s Civic Ecology

Lab and the Cornell Lab of Ornithology. Rocking the Boat uses traditional wooden boatbuilding and on-water education as tools to allow high

school age youth to develop into empowered and responsible adults. The Civic Ecology Lab seeks to redefi ne environmental education practice

within the context of an increasingly urban society, among other mandates, and the Cornell Lab of

Ornithology’s mission is “to interpret and conserve the earth’s biological diversity through research, education, and citizen science focused on birds.

www.rockingtheboat.orgcivicecology.org

www.birds.cornell.edu

S U B M I T T E D B Y

251

This lesson introduces two major concepts: citizen science and online environmental databases, in this case, eBird, a global citizen science database developed and maintained by the Cornell Lab of Ornithology (www.ebird.org). *Note: Students should already have some experience with the techniques used to identify live birds through field observation in urban parks, waterways and neighborhoods. It is not within the scope of this lesson to teach these techniques, as the main focus here is on doing citizen science through data collection and online data submission.

The Cornell Lab of Ornithology coined the term citizen science. Its earliest citizen science project was the Nest Record Card Program of 1965, which is now known as NestWatch (www.nestwatch.org). The eBird database was launched in North America in 2002 and went global in 2010. It is an online storage bank that compiles bird observation data submitted by thousands of volunteers around the world. In this lesson, the activities allow students to use previous knowledge to make observations of birds in the field and record them as data, then gain new skills inputting the data into the eBird database and analyzing it using graphs that can be generated on the website.

•Studentswillgainanunderstandingoftheconceptofcitizenscience•StudentswillgainanunderstandingofthepurposeofeBird,an

online database of avian data •Studentswillpracticethecollectionofdatathroughobservation

(previous lessons should introduce students to approaches to correctly identify birds)

•StudentswillgainanunderstandingofhowtoreadandinterpreteBird-generated line graphs

• Internetconnection• Laptoporpersonalcomputer• DigitalprojectororSmartBoard• Clipboards• Pencils• Binoculars• Fieldguidestolocalbirds• HandoutsofgraphsofbirdspeciesobservedinNewYorkCity,

generated by eBird.

Classroom, and an outdoor location where birds can be observed.

2 hours or 2 class periods equalling approximately 2 hours

eBird and Citizen Science

Citizen Science Lesson

Wildlife

Objectives

Materials and Resources

Setting

Time Needed

Citizen Science - (see Chrissy Word’s article in this anthology for a full understanding of this term). We strongly encourage you to allow students to create a definition of this term with no previous knowledge. This is a great way to introduce this lesson.)

DatabaseAnalysis

Overview

Glossary Terms:

By Chrissy Word (Rocking the Boat)andLilly Briggs (Cornell Lab of Ornithologyand Cornell Civic Ecology Lab)

SUBJECTSUrban EcologyEnvironmental ScienceSocial StudiesEnglish Language Arts

252

Short lecture and three activities1. Introduce students to eBird www.ebird.org. You will need a laptop, Internet connection and

a projector or Smartboard. Take students on a virtual tour of the site. If you have time, you can also introduce students to NestWatch.

2. Place students into work groups of two (or groups of three if supply of binoculars is limited).

3. Spend approximately 45 to 60 minutes outdoors observing and identifying birds, and collecting bird observation data.

Data should include:•Thedate•Yourspecificlocationwithadescriptionofanyparticularurbanfeaturesofnote,forexample, bridges, tunnels, tall buildings with ledges. •Indicationsoncurrentweather*•Eachpositivelyidentifiedbirdspecies•Thenumberofindividualsforeachspecies.

*Weather data is not required on the eBird site but is recommended since it may facilitate class discussion about the presence/absence of birds or the presence of different types of birds.

4. Ask students to complete the data sheets while they take turns identifying birds using the binoculars. They should confirm the identity of each species by approving one another’s sightings. Encourage students to help one another but also to admit when they have not positively identified a bird. Encourage students to record all observations and not only birds deemed “interesting” or “pretty”.

5. Return to the classroom and project the eBird website to the class.

6. Click on “Submit Observations.”

7. Click “Register Now” (you could do this step before the field observations if you wish).

Procedure

© C

hris

sy W

ord/

Rock

ing

the

Boat

Bird watching in the Bronx

253

8. Enter a user name and password (you will be entering data as a class, so choose a fun name or the class number).

9. Enter an email address (we recommend your work email if you don’t mind the students knowing it. Another option is to create an email just for this project that all the

students can use it).

10. For Profile Information, use your first and last name and the school’s address.

11. You can skip the optional information.

12. Follow the rest of the prompts to enter bird observation data.

13. Divide the class into five groups.

14. Give each group a different graph generated through the eBird database.

15. Have each group discuss and answer the following questions based on their graph in their journal or notebook:

a. What is the name of the species that the graph provides information about?b. During which months are the fewest numbers of individuals present, according to

eBird submissions?c. During which months are the greatest numbers of individuals present, according to

eBird submissions?d. What is the highest point of the graph?e. What is the overall takeaway from this graph?f. Can you explain the shape of the graph?

Wrap-Up Questions:(Students should discuss questions in their teams and then answer questions in their journal or notebook. Use student responses to close the lesson with a 10- to 15-minute discussion of their work and the importance of citizen science.

1. Why is citizen science so important in cities?2. What are some ways that urban scientists and environmental activists can use the

information from the eBird database to assist in bird conservation?3. How is the use of graphs helpful in the analysis of data?

Extensions•HavestudentsgeneratetheirowngraphsusingtheeBirddatabase.•Challengestudentstomakeobservationsintheirownneighborhoodsornearbyparksandto

enter the data on eBird for extra credit.•Havestudentsdevelopanexperimentinvolvingtheobservationofbirds(indifferent

seasons, under different breeding conditions, at different types of feeders, etc.) and their behaviors.

254

Students are evaluated on the following work:

•FieldObservation: Degree to which learner follows procedures in use of tools and observation techniques

•DataRecordingandInput: Degree to which learner follows established procedure.

•DataAnalysis: Degree to which learner extracts appropriate information from data.

See attached rubric example.

Developed This lesson was based on activities in the BirdSleuth: Most Wanted Birds curriculum. For more information, visit: http://www.birds.cornell.edu/birdsleuth/.

Assessment

Example Rubric 4

Fully meets standards

3

Partially meets standards

2

Major departure from some aspect of the standards

1

Does not meet standards

Field Observation:

Degree to which learner follows procedures in use of tools and observation techniques

Demonstrates proper use of binoculars and learned techniques for identifying birds. Completes data sheet fully and completely.

Handles binoculars properly.

Uses some learned techniques for identifying birds.

Data sheet nearly complete.

Careless with binoculars. Difficulty with identification techniques. Data sheet incomplete.

Mistreats binoculars. Off task.

Data Recording and Input:

Degree to which learner follows established procedure.

Demonstrates proper protocol; records and inputs data carefully and correctly.

Understands protocol; is somewhat careless in record keeping and makes some mistakes in data input.

Distracted; demonstrates carelessness in record keeping, which impedes recording of accurate data.

Does not follow activity; off task.

Data Analysis:

Degree to which learner extracts appropriate information from data.

Demonstrates proper understanding of all aspects of text or graphic; responds correctly to questioning relating to who, what, where, when, why and how of the text or graphic; demonstrates ability to synthesize responses in speaking and writing, using textual evidence and inferences drawn from text or graphic.

Demonstrates proper understanding of most aspects of text or graphic; shows some struggle in responding to questioning relating to who, what, where, when, why and how of the text or graphic; demonstrates some ability to synthesize responses in speaking and writing, using textual evidence and inferences

Demonstrates only partial understanding of aspects of text or graphic; unable to respond to questioning relating to who, what, where, when, why and how of the text or graphic; demonstrates little ability to synthesize responses in speaking and writing, using textual evidence and inferences drawn from text

Does not follow activity; off task.

drawn from text or graphic. or graphic.drawn from text or graphic. or graphic.

255

Citizen Science Lesson

256

257

258

259

260