Medium-effort projects

  • 1-2 hour set up

  • Small number of variables

  • 2 or more repeated measures

  • Data requires cleaning and management
  • Reporting protocols to external project

  • 2+ classroom discussions

  • 2-4hrs of teacher PD required
Leaf-out/Expansion
Estimated time required: 

Two field sessions, one just as leaves emerge .("before" measurements)  and one when leaves are at full growth  ("after measurements" —either early summer or early fall).

 Research questions:

How do the dates of leaf-out change from year to year?

How do rates of leaf-expansion, and maximum expansion, change from year to year?

Do these data differ by species?

Is there any correlation with climate or weather data?  With location (e.g. in comparision with other Climate Lab sites)?

Applicability: 

Science standards 1, 8. 

Transect
Estimated time required:

One class period to cover the theory, one to set up the transect, plus time for taking measurements, depending on what you're measuring. 

Research Questions:

These will depend on what you're using the transect to study. The transect itself is a valuable scientific tool and practice. 

Applicability:

Science Practices: 1,8

Lilac
Estimated time required:

3 class periods +student observations (number and frequency depends on phenophase chosen for study)

Research questions:

When does the phenological feature appear?  

How does it compare to the timing seen in other locales and in prior years?

Applicability:

Science Practices: 1,3,4,8

NGSS and MA Standards: 6.MS-LS1-3, 7.MS-LS-4, 7.MS-LS2-1,8.MS-LS1-5

Phenology Calendar: A couple species
Time required

3 class periods, plus student observations

Research Questions:

When do the phenological features appear?

How do they compare to other measurements — in other locales, and in prior years?

Applicability

Science Practices: 1,3,4,7.8

NGSS and MA Standards: 6.MS-LS1-3, 7.MS-LS-4, 7.MS-LS2-1, 8.MS-LS1-5

Forcing twig leaf-out indoors
Estimated time required: 

2 class periods, plus student observations

Research questions: 

How does temperature affect the timing of leaf out for a particular species?

Do different species exhibit different leaf-out responses?

Are there any other factors besides temperature that affect leaf out times? 

Applicability:

Science Practices: 1,3,4,8

NGSS and MA Standards: 6.MS-LS1-3

Invertebrate Abundance
Estimated time required

2-4 class periods (1 period to cover concepts in class and review techniques, 1-3 class periods to take measurements, depending on measurements taken)

Research questions:

How does invertebrate abundance change over time? 

Does bird migration coincide with peaks of insect abundance?

How does insect abundance at your site compare to abundances at other sites? 

Applicability

Science Practices: 1,3,4,8

NGSS and MA Standards: 6.MS-LS1-3,7.MS-LS-4, 7.MS-LS2-1,7.MS-LS2-1, 8.MS-LS1-5

Insect leaf damage
Estimated time required:

Protocol in development

Research questions:

Are certain species of plant more affected by herbivory than others?

How much leaf damage is there, and how does it compare to other locations and other years?

Applicability:

Science Practices: 1,3,4,8

NGSS and MA Standards: 7.MS-LS-4, 7.MS-LS2-1, 7.MS-LS2-3, 8.MS-LS1-5

Invasive species census: One to Three species
Estimated time required:

Protocol under development

Research questions:

What invasive species are present?

How does their abundance compare to other areas and previous years?

How does the regional climate compare to that of their habitat of origin?

Applicability:

NGSS and MA Standards: 7.MS-LS2-4

Climate Lab is a collaboration between  and  with partial funding from