>> BRUCE: Good evening and
welcome to the March NOAA
Climate Stewards Education
projects national webinar as
well as our project meeting.
I'm really pleased this evening
to have Ms. Lori Anne Barnett,
the education coordinator of the
U.S.
A National Phenology
Network will be presenting on
our main presentation this
evening.
I think you will find that it's
very interesting and very
exciting and very useful.
I
would like to welcome Peg
Steffen, our project director
who is visiting us.
She's
having her morning coffee now.
She's visiting us and will be
for the next few months, we hope
from Vietnam.
I would like to know if you
would like to just say a few
words to everyone Peg, as well
as what you're doing over there
right now?
PEG: Well, yes, good morning
from Vietnam.
I'm sitting in my office and
it's a cloudy warm day.
I'm
here to do climate change
education for Vietnam and
hopefully, we will take that
and bring them to a new --
>> BRUCE : I'm glad to be here
virtually with you folks here
hearing more from Peg most
certainly over the next few
months.
In the meantime, what
I'd like to do to is begin our
webinar this evening, to just
review a little bit of what
we're hoping that everyone is
going to get out of today's
webinar and why we've been so
fortunate to ave Lori Anne
Barnett join us this evening
and why we have asked her to
join us and present.
One of the things that we have
done as you know is we've taken
the results from the class of
2014 climate change knowledge
pretext and we saw that
60 percent of the respondents
responded.
They said they
believed that they were sure
that climate warming was
happening.
And that 77 percent
felt that they were relatively
well-informed about the
different consequences of global
warming.
And we're hoping that
Lori Ann will help to address
some of these and hopefully,
reinforce that, in fact, through
the process of phenology and the
work that her organization does
across the United States that
global warming is happening and
that we can see some of the
consequences of that.
As well, we've looked at the
needs assessment as we mentioned
pretty much every month as to
the class of 2014.
And the first thing that we did
is we looked at the reasons that
individuals applied to NOAA
Climate stewards.
And the number one choice,
55 percent was to learn more
about how to incorporate climate
literacy into their curriculum
or informal network.
Forty two percent wanted to
learn about strategies to
include families and community
members in climate-related
activities, the number two
choice.
And 32 percent wanted to
increase their use of realtime
data in the classroom.
In addition, we saw that among
the teaching and learning
strategies of interest, that
65 percent wanted to use field
experiences for investigations,
number one choice.
They wanted to learn about
citizen science programs,
64 percent, number two choice.
Fifty percent wanted to engage
in an environmental monitoring,
the number three choice.
And
both 46 and 45 percent
respectively wanted to learn how
to design effective experiences
for informal audiences as well
as increase their use of
real-time data in the classroom.
After speaking with Lori Anne
and knowing something about the
U.S.A.
National Phenology
Network, I believe that her
presentation really will address
every single one of these items
on folks' need list for this
evening.
Once again, we would like to let
everybody know that part of our
process in NOAA Climate Stewards
is to increase climate literacy
of all participants and we work
from this primary document,
climate literacy, essential
principles of the climate
sciences which can be found in
many places.
Among them, at the
URL found below at global
change.G0V.
And today we're once again, and
I'm not going to read through
these but we're going to be
addressing principle 3, life on
earth depending on and is shaped
by and affects climate.
Principle 6, human activities
are affecting the climate
system.
And principle 7, climate change
will have consequences for the
health systems and human lives.
One thing that I would like to
mention to everyone, as you all
know that everyone will be muted
for the duration of this
presentation.
If you do have a
question that you would like to
pose to Lori Anne Barnett, you
may enter it, type it into the
questions box on the right-hand
side of your screen with the
control panel which you may
expand by selecting the orange
arrow or contact the orange
arrow on the upper right-hand
side of your screen.
I will be narrating the
questions to Lori Anne and she
will do her best to answer it
within the allotted time.
If we don't get to all the
questions this evening, we will
actually have her respond to
them and they will be included
in the notes for today.
If you
do lose contact with us, you do
have -- you should have, any
way, in the -- in your
registration, the phone number
that you can dial in to access
this presentation as well as the
slides that you're currently
seeing are already posted in the
notes section of the wiki.
Anyway, without further ado, I
would like to introduce Ms. Lori
Anne Barnett and have her tell
you something about herself and
begin the presentation.
And I'd
just like to let everybody know
that this evening's session is
being recorded and an archive
will be provided within 24 hours
to you and we will just do our
best to address all of your --
all of your needs.
And we will have some very
important announcements at the
end of Lori Anne Barnett's
presentation.
So please stick around.
Lori
Anne, you have the floor.
>> LORI ANNE: Great.
Thanks
Bruce for that intro and let me
pull up my slide.
Can you guys
see this okay?
>> BRUCE: Looks terrific.
>> LORI ANNE: Great.
Thanks so
much for having me to talk to
your group.
A little bit about
me.
I'm an educational coordinator
at the U.S.A.
National Phenology
Network and if you have not
heard of us, let me give you a
little more information, just a
little bit.
We coordinate the
Citizens Science Project called
Nature's front of you that you
see on the screen in front of
you there.
And my background is right now a
education coordinator.
I have
done a lot of formal and
informal education and a lot of
different outdoor settings as
well as classrooms.
And I have
a masters degree in science from
college in Arizona.
So that's where I'm coming from
with this.
And hopefully, I can
give you guys an idea of how you
can use Nature's Notebook for
programs for kids in the
classroom or out in the field
experience, like the five things
that Bruce listed on the survey
that you took for all things
that nature can definitely help
of which it's beneficial for you
guys.
So I just wanted to
calibrate us before we get
started and basically give you
an overview of what we're doing
to talk about.
First, I'm going to go ahead and
give -- define the world
phenology.
Most people have not
necessarily heard that before so
I want to make sure that
everybody is on the same page
with what we call phenology and
explain how to understand
changes and habitats.
I will
then explain the mission and the
object of our U.S.
phenology
network and give you some
history on that.
And I'm hoping to give you some
idea of how to implement a
long-term phenology monitoring
program that can improve science
climate literacy.
And then, lastly, we have a
little bit of a challenge for
you so hopefully, somebody -- i
won;t scare somebody away they
will be interested in and you
can do a couple of things with
that.
The one thing that I would like
to do when I start out is give
people kind of a sense of how I
got interested in phenology in
the first place.
And I have gone through
undergraduate and graduate
school and I was already pretty
tuned into the environment and
knowing how to teach and knowing
about things, how to explain
them to kids and adults also,
experience outside.
But what I didn't realize until
really recently is how important
it is to actually take time to
make observations because
observations are really kind of
the cornerstone of anything that
you do and any sort of
scientist, good scientist is a
very good observer.
And this
actually is a picture here where
I lived in Tuscan of our
mountain range close to the
Mexican border.
I knew this as I was driving
to one of the talks that I was
doing down there ,that I really
should probably take a closer
look at, what I see because
things are happening, certainly
spring two years ago and we had
a really wet winter season which
is good for our wild flowers in
the spring.
So as I was driving along, I
decided, well, maybe I should
pull off and take a look at
these flowers and see exactly
what we have happening here.
And I pulled over the thought,
all right, and as I took an even
closer look, I was able to see
some of these things that you --
I never would have noticed if I
was just driving and going about
my business on the roads.
Now, you can see up close that
these are three progressive
shots.
I can see into the
Mexican poppies that are growing
there and I can see the purple
and all these other things that
I just would not have seen.
So that kind of gave me the
sense of looking at something in
a different way and this was a
really familiar thing to me
because I've driven that way
before, it but I never really
took to time to stop and take a
look to see exactly what was
down there on the grass.
And so
that really cued me into how I
can use phenology and
observations to teach about the
natural world because it's
really all encompassing and
kind of gives you a good sense
of what's happening and being
able to pay attention to things
that you see and looking at them
in a different way is something
that's really important.
A lot of folks that I talked to
after they do use Nature's
Notebook in some way, whether
it's that class or just on their
own and in their backyard, the
things that they tell me are
obviously skills are really
honed in by having to make some
observations in nature and
looking at things in a
different way that they had not
seen before.
So really, what I
would like to say is that
observing is experiencing.
>>
BRUCE: Lori, we can't actually
see your upcoming slide as well
as you l current slides?
Just
so you know.
>> LORI: Oh, you can't.
Is
that better?
>> BRUCE: Terrific.
>> LORI ANN: I have two
monitors so I'm a little spoiled
Okay, so the things thing I want
to talk about is how people can
use nature as a guide.
So once
you really are observing things
on a more regular basis and
maybe in a way you would not
before, how you can use that
tour as a guide to understand
what's happening around you.
And this is not something that's
new.
Certainly many cultures have
always through time used
Nature's Book and the
environment to inform what they
are doing.
And a really good
example of how people are doing
that is if you ever read the
Farmer's Almanac, you know that
they have these different moon
names for each of the moons
every month.
And the names that
they derive from them vary from
place to place depending on the
tribes that was using it but,
basically, they were naming what
was coming up in nature, what
they knew was happening during
that time of the month.
For one is actually the November
moon which is called the beaver
moon and that's not because my
birthday is in November because
it is, but it's actually because
it really uses phenology to kind
of describe what's happening.
The reason that is called the
beaver moon is because there's a
time when people that were
hunting For Beaver, knew that
they were going to be able to
get the best harvest because the
beavers were busy moving into
their next phase of hibernation
and building their dens and
putting on wintertime.
So they
knew that was a great time to
harvest what they needed it for.
And the beaver was doing what it
does naturally because it does
that during the time of year
when it gets cold.
And so they
named that the beaver moon and
you know, that happens just
really one great example of how
these things in nature kind of
inform what's happening.
And
we're concerned of doing the
same thing.
So this picture of this series
of pictures we have here is the
same tree throughout a variety
of seasons through time.
And so
just by looking at your window
and paying attention to seasonal
events like the flowering on the
trees and in essence, at the end
of the season is another great
way to make observations and
just kind of get a sense of what
is happening during that season.
I know a lot of students
especially on the east coast,
maybe not so much where I am in
Tuscan because our students are
a little different.
They know a
lot about what's happening
during each of the seasons and
maybe there is a holiday that
happens during the fall like
Halloween or in wintertime,
there is Christmas and all those
other festivals that people
celebrate.
So there are things
that they know that are
happening during this season
through time.
Anybody is a bird
watch early basically what
you're doing is observing the
activity of the bird and what
it's doing and where it IS and
that's actually really
important.
If you're interested in tracking
the action of bird species,
that's one way to do it by just
paying really close attention to
when the birds are there and
what they will doing in their
habitat.
And also, understanding you
know, what exactly is happening.
Are they mating?
Are they
sitting on their nest?
What
kind of calls are they making?
Are they young?
So all of these
things that you do as a bird
watcher, really kind of gives
you the sense of how those
things might happen through the
seasons and change through time.
And of course making
observations and paying
attention to one's surrounding
is not something new for sure.
People for centuries as I said,
have done that.
But we also have a lot of famous
Americans and other people, as
well who wrote down what they
were seeing when they were
observing things in nature.
So many of the folks on the
screen, you might recognize.
We
have Thoreau on the left and
Thomas Jefferson on the right
and Powell on the top, Leslie
Powell and Nina Leopold Bradley
who of course is related to
Elder Leopold.
All of these folks kept really
careful records of things that
were happening on their property
and in their favorite space and
those are actually, really
useful now because we have -- we
can look back and see what they
were seeing and understand what
they see, and things different
that they saw and what we see in
the timing of them.
Are they different as well?
A
great example of Monticello in
Virginia is the garden that the
Greek created based on Thomas
Jefferson's journals that he
kept careful records.
He wrote
down everything from the weather
conditions to the plants that
were in the garden and around
the garden and when they were
blooming and when he was
planting them and when he
harvested things.
And because
they have that really rich
record, they were able to
recreate the environment
Jefferson had during his day and
if you can see what it actually
looked like.
And antidotally, they are
noticing that some of these
things that are in the garden
are actually blooming a little
bit earlier, flowering or
fruiting or ready for harvest in
the different time and they were
back in his day about 200 years
ago.
So, because he kept those
record, we cannot look at what
he saw and see how things are
different.
There is also a
number of people that are
interesting after recreation
such as the change and hunting
and many of those things are
kind not scheduled around these
events that are really
observable, things that happen.
So if you're a fisherman, there
are times that they set up for
the season for fishing depending
on the species.
It usually has
to do with what's happening with
that particular animal at the
time.
So you're not going to want to
be fishing for things when it's
during the spawning time.
And
the temperature has to be just
right for things to happen like
spawning.
And the fish might be following
the Brackish water in the
Chesapeake bay.
So all those
elements are considered when he
comes up with these recreational
schedules around fishing.
And
again, that's just through time.
People have learned to
understand when is the timing of
this and how can we use this in
a management sort of way?
So everything that I been
describing is actually something
that we're pretty familiar with
because they all have to do it.
It's really observable life
stage event in both plants and
animals.
And when I say, animals, I mean
mammals and birds and snakes and
insects, so anything like that,
the animal.
And you know, as I described
like the bird watching slide,
you kind of get a sense of what
the animal was doing in its
habitat and how it's carrying
about its daily business and how
it's getting interested in
mating so the species can be
propagated and that's really the
point of these plants and
animals is to propagate species.
And of course, plants are a
little bit easier to observe
because they don't move around
as much.
And they have you know
these major life cycle stages
that include things like the
leaves coming on and then
flowers and product beds going
into the fruits.
And then, this
plants dies and then the warm
starts.
So it is really a life cycle
event that happens.
So, you
might thin mention
the phenology word again.
I
don't often start with it right
away because I like to give
people a sense of what I'm
talking about first.
But let's
talk for a few minutes about
phenology and how it is related
to ecosystems on our planets.
So just to be clear before we
start, I want to make sure that
everybody is on the same page
with me.
A lot of times people ask me if
I work for the National
Phenology Network which you may
know, Phenology is a sutor
science, basically that's
focused on the measurement of
the human skull and the size of
the brain and the bumps on your
head.
So that's not what we're
talking about.
And we're also
not talking about phenology
which is a branch of linguistic
that are concerned with the
organizations of sounds and
language.
So those are two very different
things than phenology although
the word kind of sounds the
same.
What we are talking about
is the world phenology and that
is from the Greek root word that
is Pheno which means to show up
here And ology of course is the
study of.
So we're talking about the
science of this season.
We're
talking about all of these life
cycle events and how they happen
and their timing in
relationship to the environment
around them.
The technical definition you can
see on the screen there is
basically the study of the
timing of re-occurring plant and
animal life cycle stages or what
we called Pheno phases and their
relationship to environmental
conditions.
And because these life cycle
events are cued and by something
in nature, whether it be
temperature or day link, it's
really important to understand
how those things are
inter-related.
So just back to an ecology class
where you're talking about all
the different ways that species
interact with each other and how
there are the biotic and the
abiotic elements that make up
the ecosystem.
When we say "abiotic," we mean
of course the climate.
We think
about precipitation and
temperature and soil.
,All of those things that are
nonliving.
And then, all the
things that are living of course
and how those things are
distributed throughout the
ecosystem and where they can
exist because they need to have
optimal conditions to survive.
And then, of course, the better
the conditions are for them in
their ecosystem, the more
abundant they will be and the
more -- better chance they will
be the species to propagate.
You can also think about it in
the context of habitat.
So of course, the definition of
habitat has to do with space and
range, and water in the
environment and you know,
shelter.
All of these things
that are elements of habitat and
every species that lives in the
environment has to have just the
perfect conditions to survive.
And all these things are also
tied to this event.
So in this example, I have
things that are happening here
and in the desert.
I don't
know if anyone's been to
Tucson.
It is kind of a
different environment.
And as
you might imagine here in the
desert, there are certainly
things that will kind of
associate with each of the
seasons.
And arguably we do have five
seasons here in Tuscan because
we have a rainy season in the
summer.
And we have the fall
season where it dries out a
little bit and it goes into
winter.
We do have some more rain in the
wintertime and then, early
spring and summer is when it
really starts heating up and we
don't usually get rain again
until almost middle of the
summer, July, June 15th.
Sometimes the time on that
starts.
So in August, the
animals that you see here on the
screen, some of them are maybe
invasive.
Some of them are
actually native.
But they are
cued to do what they need to do
in the great season.
So these are examples of things
that I would see during the
summer months and season.
So the picture on the upper left
is a picture of a nuclear plant
with a clean butterfly and it's
cocoon.
And then, we have a.
Palo Verde beetle that comes
out when the rains begin.
And
then of course, everybody is
familiar with the mosquito which
we do definitely have.
And that
certainly happens in the
summertime when we get our
rains.
And the other thing that happens
is the grasshoppers also emerges
during that time because all
these species are really excited
to have the rain that they have
not had for a couple of months.
So who observes phenology?
Well, I say everyone observes
phenology even if they don't
know that there are
phenologists.
Certainly, if you pay attention
to what's going on outside of
your window and you know what
season it is and just what's
happening out there, then you're
paying attention to phenology .
Scientists of course pay
attention to phenology those
that are studying things like
from biologist to plant
path agriculturist.
All those people are using
phenology in some way.
Land managers definitely use
phenology as well because if
they are managing the land that
are refuge for example and they
want to do a prescribed burn of
some of the species that are
there, they want to make sure
that they are not going to be
doing that during a sensitive
time and perhaps if there is a
ground listing bird or something
and he wants to make sure they
are not doing that during their
nesting season so they are not
disturbing the environment.
So folks that are managing land
really do pay attention to
phenology.
And as I said, using Phenology
as an education and outreach
tool is a great way to just get
people engaged in the
environment and understand
what's going on around them.
So maybe attached to these
things also has to do with the
timing of what's going on
outside and timing of the
seasons and changing climate and
changing temperatures definitely
has an influence on some of
these life cycle events through
time.
And so on this slide, I
have an example of the Camellias
and I don't know if anyone has
ever been to the north botanical
garden but when I was in
Virginia Beach for a conference
about a year and a half ago and
there was a really beautiful
Camillia Garden there.
Camellias are one of the first
flower trees and shrubs that
happen in the really early
season and in the wintertime,
they put on their flowers pretty
soon.
If you know anything about
what's happening on the East
Coast or happens on the East
Coast, back then, just a couple
of months ago, the polar vortex
came through and these Camellias
that I wanted to desperately see
because I knew they were going
to be ready for me, were
actually doing their thing or
had gone through their flowering
phase and they were ready.
But then all of a sudden, the
temperature got really cold.
And so anything that had a
flower on it got frostbite.
So when I identified a
botanical garden, all I saw
unfortunately were not beautiful
Camellia flowers but a bunch of
brown dry flowers had just
gotten ruined because the timing
was off and the temperature was
different than it had been
before.
So that's an example of how
things are really relying upon
what's going on around the
nature and the climate.
Another popular example of how
phenology can be used to
understand climate change has to
do with some of our migrant
grant bird species and the food
sources that they enjoy when
they my great to the northern
brown ground.
So in this
particular example, we have the
pied flycatcher who feeds the
winter caterpillars to its young
after it's migrated to its
nesting spot.
And when the temperature gets
warmer earlier in the year, what
happens is the English Oak where
the winter months is usually --
the eggs are there and they have
hatched out of their egg on the
oak tree.
If it leaves out
earlier, then the eggs are going
to hatch earlier and the
caterpillars are going to eat
the leaves sooner and then, they
are going to go-ahead and change
into their cocoon, and then
hatch into a butterfly.
And
that's happening sooner that
pied flycatchers are arriving
there because the pied
flycatcher is cued by day link
and so southern nesting ground,
it knows to leave because of the
time of day and the length of
day rather than the temperature,
what's going on.
So when the pied flycatcher
arrives in Europe, the food
source is no longer available
and we call that a three way
mismatch or species mismatch
because some part of what this
species needs to survive is no
longer there because the timing
is now switched for them and
their food is not available.
That's really a reason why
Phenology is a great indicator
of climate change because these
things are so sensitive to
what's happening in the climate
and seasonably and what's
happening in the environment and
you can really observe it.
You
can really see what's going on
and we can detect that this is
happening.
The next question of
course is what do we do about
it?
So, why is the timing of
life-cycle event important?
Well, I think I talked a little
bit about how seasons really
kind of goes and move into their
next phase.
And the
relationships between species
and they rely on each other for
food sources like in our pied
fly catcher example, is also
very important.
So when the timing is off on
that, there is something just
to be out of whack.
And so
that's what's really telling the
species what to do next.
And
shifting weather and climate can
affect all of these things.
So if it's something we can
observe and record, and then, we
can definitely get an
understanding of what's
happening and where it's
happening.
A changing climate not only
affects plant and animal species
of course.
We tend to think of
that when we are talking about
environmental education but it
also does affect humans as well.
And you can see on this slide a
lot of these extreme weather
events might be happening
because of these climatic
chan experiencing.
And when you think about it from
a human perspective, it also
becomes important because a lot
of these have economic impacts
or impacts on our health and
where we live and what we do.
So you know, the seasons are
changing.
The climate is warming.
We are
going to get greater wildfires
and larger incidents of invasive
species moving in to certain
places to maybe arrive.
And
those are going to cost a lot of
money to have to deal with.
Something like the Cherry
Blossom Festival in D.C. and the
timing is warmer.
The climate
is warming a little bit in the
last few years.
We have noticed
that cherry blossom trees are
actually going through their
flowering phase sooner than they
were in the past and you can
imagine having booked the
festival for a certain time and
expecting to get there and see
these beautiful cherry blossoms.
But actually, what happens is
the blooms are already gone and
the leaves were already on the
trees so when people arrive for
the cherry blossom festival,
they just got to see trees
instead of cherries.
So our cherry blossoms are kind
of disappointing.
And you know
it costs a lot of money to try
to rearrange something as big as
that on the schedule.
Flu
season can be extended and that
definitely has an impact as well
as allergy seasons and different
plants living in places that
they didn't live before causing
allergic reactions for people
for a longer period of time.
So all of these things
definitely have an impact on
what we're doing and what's
going on around us.
So why is a changing climate
problematic?
We can definitely observe
species response to what's going
on.
And as we kind of touched
on a little bit, all these
things have interactive
patterns.
And the range
boundaries could be shifting
because they can no longer --
they no longer have the optimal
conditions they need to survive
in a certain environment.
And so maybe that's going to
change their morphology or maybe
this will become extinct
species because they can't live
in that place any more.
We
talked about the economic
impacts so it really kind of a
problem.
We should be thinking about ways
that we can mitigate that and
just gauging what's going on,
and you know, asking questions
about what they see that might
be different than what they saw
before.
It's a really important way to
kind of bring that message home
to people and give them
something tangible to think
about in the space that they can
see it, rather than relying upon
us to tell them what's
happening.
And a lot of people are not
interested in hearing about
climate change and global
warming but they are watching it
themselves.
Then, they can kind
of maybe grasp the meaning of
that for themselves and they can
better maybe grasp the fact that
this is actually happening.
So that brings us to my U.S.
A,
National Phenology Network.
Basically we had a goal that
created standardized data set so
back in 2007.
We really became
organized because as I talked
about before, we -- these folks
that are making observations for
such a long time were all doing
it a kind of a different way.
People were calling things that
they were seeing, different
names.
Maybe they would call it first
flower something call it first
spoon.
Somebody might call it a
bud and so, really trying to
think of a way the standardized
this information and have it in
a place that's accessible for
people to see the data, what's
happening understand what's
happening to our ecosystem is
really the driving goal.
And
then, that way, again,
everything would be that
standardized language and
everybody would kind of be
speaking the same thing.
And so
once we decided to create the
standardized database and data
set for people to use in
research, we wanted to make sure
that that knowledge data and the
models and the other related
information were available to
people to get their information
back out.
So it was important not to just
have this be a project for
research scientists, but also so
that people that are just
citizens might be able to
participate and see the data and
see what's happening for
themselves.
And secondarily, we wanted to
encourage people of all ages and
backgrounds to observe and
record phenology and that's
what's really important to me,
again, is using phenology as a
teaching tool to understanding
the environment and really just
engaging people in a outdoor
way.
So our citizens science project
as I mentioned is called
Nature's Notebook and we have
everyone from scientists,
naturalists, volunteers, land
managers using Nature's Notebook
in a way that makes sense to
them.
So some of our research
scientists are actually using
Nature's Notebook to collect and
store their data and then, get
their data back out.
And then
again, it is available to
anybody that wants to see it.
So people who are teachers or
educators or scientists or
volunteers can see all the
information that's in there just
like research scientists could.
And it really does give us an
organized way to track these
seasonable changes in plants and
animals over time.
Right now, we have about 943
plant and animal species on our
observation list.
And that
number is growing.
We started
with some of the species that we
knew were already important to
research and understanding
phenology and climate change.
And then we added species.
Since then, many of them come
from some of our partner
organizations that have already
been monitoring phenology They
wanted a place to store their
information and make it
available to others to share.
So that's how we began our
species list and it continues to
grow every year.
We do add
species in the fall.
We will
review our list and we have a
way that we can take requests
from people.
Now that we've gotten many of
the different types of specie
protocols described, it is
easier to specify species.
, called cuss, or a certain
bird species.
And what they are
doing, that's easier to add
those species now.
About 9600 people who are
registered observers are
Nature's Notebook and only about
3,000 of them are reporting data
on a regular basis.
And when I say a regular basis,
we mean that they are making
observations once a week or
maybe once a month and that's
where it's really important.
You want people to not just make
a one time observation in
Nature's Notebook to do this
through times that are kind of a
long-term commitment to
watching, observing some of
these species because that's
important to building the data
side and giving it depth.
But
it's also important I think for
people to have that experience
of watching something in time.
If you think that will earlier
slide might be about the life
cycle that we observe pretty
easily, that's basically how we
have organized our pheno phases
and our observations.
So you can do as little or as
much as you want with
observations and our database.
You can just record the basic
activity of the animal or you
can give us a little more detail
talking about whether or not
they are active or exactly what
they are doing, where they are
feeding.
And then, the same thing with
the leaves, the flowers and
fruits.
Are there young leaves,
full leaves on the trees?
Can
it be full colored leaves?
How
many flowers are -- flower buds
are on the tree?
And the same
thing with the fruits.
Are the
ripe fruit on the tree and how
many because that will give us a
good picture of habitat level of
how these things might be
interacting with each other.
And also, it's important for
folks that are using our data in
comparison with satellite data
to understand for example, the
link, if they know the
percentage of capacity that's
full of leaves, they can compare
that to a nervous satellite and
edge and see the accuracy and
see if there is a little bit
more nuance to it than what they
see in the light.
And so that' s why it is really
important.
This is an example
of one of our data sheets.
I'm
sorry, it looks like it is a
little fuzzy but we can see the
different types of phases that
we ask in this example.
This is an example of a category
of leaves.
There are five
different things that you can
answer about it or you can just
answer yes to this leaves
question if you wanted to.
A
lot of times, we find that
people who are just starting out
identifying your capacity and
understand phenology
phase looks like, and that might
not be available to you until
you've begun to watch your plant
through time.
And your
individual, you can sometimes
there is differences in
individuals as well.
So you know, it's easier as you
get used to it and you can
answer more of these questions.
We also like to capture the
negative data and that means
when you're not seeing something
happening, because that will
tell us a little bit more
precisely when pheno phase is
beginning to appear.
So you can
imagine if somebody just
randomly went out on Wednesday
and recorded yes, they saw
flowers on a particular tree,
that if there was no other
observation before that, they
might not know if that was the
first time that the person just
happened to look at the tree or
if in fact that is the beginning
of that pheno phase and that's
when it is occurring.
So it just gives us a a little
bit better of a sense of when
that particular pheno phase
started..
And then, we also have a way to
say, I don't know.
So you are
just observing some of the basic
pheno phases that's used what
you're looking at or maybe
you're looking at a little bit
of a younger audience.
And you
can say I don't know to some of
these other things so that we
know that you looked at it.
But
you're just not sure what it is.
And then , the lines you see on
the side are where we ask people
to record the abundance data.
And that just means the
percentage of leaves, flowers
and fruits on the tree and, the
number of individual birds that
you saw, that sort of thing.
And this is just quick of what
our online data entry looks
like.
So it's important that if people
are using a paper data sheet to
make sure that they then go
ahead and enter the data in
Nature's Notebook so that it is
available for everyone to use.
And you can see that it does
look pretty much like what the
data sheet looks like.
It's
very simple to enter your
information.
It's almost as
simple as it is to make the
observations outside.
The other thing that we have are
mobile apps because that's what
people have now, a lot of
tablets and a lot of phones.
We
have mobile apps are available
for things on both the iphone
and ipad as well as the
Andriod.
But what you do need
to do is create an account and
make in Nature's Notebook first
before you try to use the mobile
app that you can't create the
account on your mobile app.
It's just a little bit easier
to sett your conditions on line
on the computer and then when
you do download the mobile app,
it will be ready to go for you.
And all the sites that you have
set up in there to observe and
all plant will just be automatic
limited.
.
Just a quick example
of how the data can come back
out of Nature's Notebook.
This
is what we call our
visualization tool.
And what
you see here is actually a
comparison between the Red Maple
and 2013 and the northeast of
the United States as well as the
sights that are on the south.
So on the left, you can see a
picture of the map where these
sight are aggregated.
And then
on the right, what you see are
the output of when those pheno
phases were occurring.
So everywhere you see a colored
line, that's where someone has
answered yes, I'm seeing this
phenology phase happening.
Everywhere you see a light gray
line, that means that it's not
occurring.
It said no and if it's darker
gray space, then, you know, it
was just -- there is no
information.
I didn't put a question mark --
they didn't put anything so we
don't have anything data on it.
So now you can kind of get a
sense of how you can see more
specifically on the first layer
there with the breaking leaf
buds, you can see that there was
definitely a no for a series of
days making their observations
and then, all of a a sudden,
there was a yes.
And the other thing you can see
visually here since they are in
the north and the south, you can
see that the red maples that we
have in the south definitely go
through these pheno phases early
in the year because the
temperature of course is warmer
in the south than it is in the
north and you can see when they
are happening.
And that's a great tool to use
for a student because you can
quickly see this visual
representation of when these
things are happening throughout
the year.
And this is also a
really great species to use as
an example because we do have
people watching them throughout
the year.
Sometimes people just look at
things in the spring, then, you
don't know if there was a second
occurrence in the pheno phase or
something else happened through
time.
So it just gives you a really
good snapshot.
And the other
thing that you can do is
download our data in Excel
format so if you're teaching
people about how to do any kind
of statistical analysis or
using Excel to make a pivot
table, our data is available
that way as well.
Now, we want to spend a couple
of minutes talking about how you
can plan a program around
Nature's Notebook.
And that's
one thing that I am really
excited to see a lot of people
doing because I want folks to
really have enough experience
and use Nature's Notebook as a
teaching tool and a lens to many
of these things that you said
you were interested in having a
needle experience to
participating in the science
program itself.
Doing some
environmental monitoring all
those things are really
important and Nature's notebook
can help you kind of achieve
those goals that you have to do
that.
And the other thing is we
can also since you can get the
data back out, a lot of times
what we do is communicate
through our campaigns exactly
what the data is answering to
people.
So that can be really
helpful to get that full
experience not only just
entering the data into the
Citizen Science Project but
what is it useful for as well.
And if you're using this at the
local level, then, you can even
give a little bit more of a
nuance understanding to people
about what they are seeing.
So
in this particular slide, what I
have here is a picture of my
citrus tree.
I live in Arizona
and I can have a citrus tree.
I lived in Virginia before and
they didn't grow very well
there.
But you will see that
there is something that I
noticed about the tree and this
was to so when I took a closer
look again using my observation
skill, I noticed there is
something hanging out in the
middle of the tree and what I
see is this orange caterpillar.
And so depending on what I was
doing with this tree and what I
wanted to happen to this tree,
for example, if I was managing
because I was really trying to
have a big harvest of fruit from
the tree, maybe I would not want
the swals hanging out there and
you know defoliating my citrus
tree.
But because I'm a
naturalist, I of course am
interested in the interaction
between the butterfly and the
citrus, its host plant and I'm
going to go ahead and let those
caterpillars eat the leaves
other than the rewhen they
appear so they can go into their
cocoon and hatch into a
butterfly because I'm interested
in making sure that they are
plenty of butterflies in the
environment.
But that is a
quick example of how I might
manage that if was I really
interested in not having the t
caterpillar eat the citrus tree.
What I might do is watch for the
eggs that appear and then, as
soon as I knew yearly or
seasonly when that was
happening, maybe I would cover
the tree or move the tree into
the Arizona room so that the
butterflies would not be able to
lay their eggs in the first
place.
So i'st all about
mitigating.
But again, because
I'm interested in you know,
propogating the butterfly ,
then, i was fine with changing
it and then having the butterfly
lay their eggs on there as well.
So probably some of you are very
familiar with the developing
science questions to answer.
But what we can do is think
about how you can use Nature's
Notebook to answer a question.
So in the example I just showed
you, I can think of a couple of
different things that would be a
science question that I could,
you know, ask using some of the
observations that I saw.
And
basically you just need to think
about what are the questions
that I have about seasonality
in my backyard or in my
schoolyard or at my nature
center and what evidence do we
have that there are seasonal
changes happening and why?
And
then, you know, you can create a
list of observations and enter
them in Nature's Notebook
regularly for a year.
And then,
depending on what you want to
get out of that answer, you can
use the data and have that
available to make -- to
understand all what is going on.
So, switching gears just a
little bit, thinking about using
phenology as a lens to teach
things, is something that I'm
not sure people can think about
it in that framework but since
I'm tall program planner, I'm
always thinking about about how
can I use this and how can I
teach different things with
phenology and what might I do.
So, on this slide, you can see
some of the different examples
that I have where you can
certainly see how phenology can
be used to teach climate and
weather topics, things that we
just been talking about
happening through time.
You can
use it to teach the plant and
people connections, you know if
you're talking about any kind
of agriculture and gardening.
And phenology, is a really
important thing that you can use
to get some of those subjects
across.
Local ecology and
biodiversity, those are things
that you can use phenology in
teaching as well as habitats.
So, Bruce, I think if you can
put up the poll question for me.
>> BRUCE: Okay everyone, if you
can please answer your poll
question live.
>> LORI ANNE: So how many
folks -- this is a question
about how many folks have used
science in any of their
teachings?
So it looks like the
numbers are coming in.
Maybe
it's about an even split.
Well,
okay, 60/40, 59-41.
So some
folks that used science in the
past.
>> BRUCE: Okay, we're going to
close the poll.
And we will now
share it with everyone so we can
see the results.
Okay.
So it
looks like the final results are
60/40.
>> LORI ANN: Kind of nice even.
Okay, if you want to put up the
next question for me.
And this
is a question about what subject
would you use to teach phenology
and in incorporate phenology
used to teach.
Okay.
>> BRUCE: Just going to keep
the poll open for a bit longer.
>> LORI: Okay.
That's great.
>> BRUCE: So I think as
expected, many people think
that's pretty obvious that you
can use something like phenology
to teach about natural history
or biology or chemistry.
But in
fact, there are so many other
subjects that you can use to
teach Nature's Notebook -- or
teach phenology.
I think of a
couple of different ways that
you can teach English or art.
You can do something like
journaling, other creative
activity, things like writing
about nature or just drawing
pictures about what you're
seeing in the different pheno
phases is another thing that you
can do.
So again, map is another thing
that you can actually use
phenology because if we're
interested in using the
phenological data kind of like I
described and you can teach some
of those mathematical concepts
or even just setting up a
physical site outside for people
to make the some observations
where you can have kids kind of
develop a monitoring program and
protocol and creating some
transect and understanding
sampling design.
So that is
another thing that you could use
phenology to teach because it's
part of that to make it even a
bigger picture.
So let's see.
So I can think of so many other
things that you can use
phenology to teach about and I
think it's interesting that it
does not necessarily have to be
in a science posturing or
natural history classroom.
It can really kind of draw
together some of these other
disciplines pretty easily.
So
when I say phenology programs, I
think about things in the
context of developing a science
question that you might answer
using phenology data.
But I
also want to think about what
outcomes do I want to achieve by
teaching them.
And I know
there are other teachers or
people that I can partner with
to achieve a more broad goal
rather than just having a one
time experience having in the
classroom.
I can make this more
of a community project.
What
are some of the different
activities that you can do with
that?
You cant certainly
imagine doing phenology and
training in Nature's Notebook
but there are many other
activities that you can do with
that as well.
And of course
when you're planning a program,
you're trying to think about
things like, what are the
resources that you have or any
partners that you might engage
in the beginning.
And a lot of
that gives you the great way to
not only teach you about science
and climate change but also if
you're working with youth,
giving them a sense of what a
career path might be.
So who are some of these
potential partners that I might
engage with.
And so, by having
a program set up at your site or
your school or nature centers
some place like that, you can
really kind of create this
long-term experience that people
can keep coming back to and have
a long term data set that you
can use.
And all of the
information that you're
gathering is helpful to the
bigger set of science projects
as well.
So the science has
continued in regional or
national or international level
and you will also be benefiting
from the information that you
contribute to Nature's Notebook.
So let me just give you a quick
example of something we done
here in Tuscan and they are
actually popping up all over the
United States.
So depending on
where you are, you might want to
expect to see if there is a
group that is already doing
something like this.
We've
established what we call a
Tucson phenology trail.
And
basically what that means, that
it is a series of sites
connected to each other, not
physically, but kind of a
virtual trail.
So if you ever
done something like a sword
trail, where you drive between
locations and you're having a
similar experience at each of
those sites.
We have sites on
the Tuscan phenology ail who are
all set up what we called
phenology walk.
So there are a
number of plants and animals
tagged in Nature's Notebook that
you would observe while at the
location and you go to the next
location and have the same
experience.
So that's
essentially what I mean by a
phenology trail.
And you can
see on this slide the species
that I have chosen to have
people observe.
And this is a e
pretty regularly occurring
plants that we have here in our
desert environment.
So there is
a lot of native plants or
frankly occurring plants,
species that we will see but
maybe they never really known if
that is what it was called or
maybe they just don't know what
the particular phenology phases
look like on certain things.
And it might just be I didn't
even know that was a flower that
I was looking at.
That is a
really good example.
So those
are the species that we have
because we're watching the same
species in location, that sets
us up to be able to do some
comparisons between sites.
And
the groups that we have working
with us are actually a
combination of things from
botanical gardens to some of the
university research stations
without a cooperative extension
office and two neighborhood
associations.
There's a couple
of elementary schools where kids
are observing and there is
another Tucson autobahn which is
a big open space that's
sponsored by our autobon off
auto bottom society.
And so all
the people that are
participating as partners in
Tucson phenology trail are
incorporating some sort of
phenology program into their
existing education programming.
So they are using it to teach
about some of the topics that
are already teaching and having
people collect data from
Nature's Notebook and that the
results in the data set that we
can use to ask and answer some
of these kinds of questions.
And you will see that it is
highlighted the velvet mesquite
and that is a tree that you see
pictured here and it's actually
one that's got a little bit of
a cultural significant to folks
in Tucson and the desert
because the seeds are used to
mill in the flowers.
So native
folks have been milling that
into flower for some time and
now, people are interested in
doing that again.
So we have
another group or a wave of
people that are interested in
making flower because you can
use it for cooking and it has a
lot of benefits to using.
So
our science question -- our
science question that we wanted
to answer has to do with wanting
to better understand -- my power
point just crashed --to better
understand -- the timing of when
they are going to be ready for
harvest because one knows
antodotially that they are
usually ready for harvest in
June.
And they are -- they are
essentially around for a little
bit longer period of time, they
when they stay on the ground too
long, there is an increase in
the amount of toxicity about the
seed and I'm not really sure why
that is.
So researchers are
interested in finding out why
that might be.
They need to
know when the beans are ready
for harvest.
And if they can
make a recommendation, people
that are using the beans, then,
they can better be sure that
the they will not be toxic, they
been on the ground long enough.
So you want to be able to say
the best time to harvest your
beans is between June 15th and
July 2nd.
that will give you
enough time to dry them out.
And then, technically, cultural
groups have been milling them
into flour and that usually is
sometime around November.
So we
can make recommendations then.
You can see on this picture some
of our local partners that we
partnered with that I mentioned.
Again, all of them are using
phenology or Nature's Notebook
in a way that meets their
program goals in addition to
answering this larger
scientific question.
So here we
have broken down a little bit
more specifically, what the
questions are that we're looking
at.
So we want to know if the
monsoon season correlated with
the droppings of ripe mesquite
beans?
We want to know when is
the best time is to harvest?
And one want to know how far
into this monitoring season is
it safe to collect beans for a
harvest .
And all of that
information is ail available
then because we got to capture
in the book and wnen that time
can let us.
and this is just a
quick example of what I thought
throughout when we came up with
this process.
We wanted to
think about the goals and the
outcomes that we have for the
programs.
And I'd like to think
about them in terms of short,
medium and long-term goals and
so you can see here some of the
short term goals we just want to
engage people in collecting
observations year around on the
tree and that is a really
important base to start with.
And you know, we can then
develop some of these other
activities around this mystique
observation, what are some of
the other things that we can do
so we came up with other
activity and then things for
people to do at these different
locations.
And then, in the
medium term, after we do start
to have some of these
observations tasked in Nature's
Notebook, we can start to share
this data with the participants
and they need to develop the
phenology calendar for tree so
we can make those
recommendations to people.
And
you can encourage participants
to include and tell others to
collect observations as well.
And then of course the long term
goal they said was to just be
able to make a general
recommendation for safe harvest
times.
So you can see how I
kind of thought through that
framework and to understanding
though this particular project
can bring benefits under the e
organization under the umbrella
of phenology and everybody kind
of benefits from participating n
it and in their own way.
And
another thing that's really
important these days of course
are thinking about these science
standards and it does not matter
whether you're in a formal or
informal environment.
We
really want to think about how
some of these next generation
science standards can be
achieved.
And so what I have
here is just a quick snapshot of
some of the higher level goal
and outcomes that they have in
the next generation science
standards and how using Nature
Notebook can really speak to
that particular topic or subject
area.
So I guess I'm close to
the end of what I had to share
with you.
And I do want to have
just this quick overview of some
of the e source that is we have
available are for the people
that are interested in in mening
this and some sort of
educational setting.
So on our
website, we have a curriculum
organized by the audience, and
that means if you're a formal or
non-formal educator, if you are
in a classroom and the grade
levels are all broken down that
way, to go to our website and
see that information there.
We
have information that helps you
kind of with the planning
process of developing something
like the phenology program,
phenology trail that I described
and there's you know, a many
different ways that people are
using Nature's Notebook and we'd
love to hear about how people
are implementing them in
different locations.
I mention
all the ways that you can
download the data that's in
Nature's Notebook and you can
use that as a teaching tool.
And again, we often share back
what our scientists are finding
with the communities so that
it's not just that their data is
going into a black hole but they
really understand how this is
being used and how it is
important to them.
And then, we
have multiple, multiple
resources online about how to
get started and how to create an
account.
You have printed
materials.
We have videos that
you can watch and we have things
that show you where to click.
And all of that stuff is online.
We are coming up with a Botany
101 Guide and a phenophase
printer that hopefully will be
out this spring.
So that's
going to help people identify
some of these phenophases a
little bit better so they can
get a sense of that.
And just
some basic thoughts in case
people had not really had gotten
and been exposed to it and all
of its written with the lens of
Nature's Notebook monitoring in
mind.
And so, now, I think what
I'd like to do is go ahead and
challenge you guys so we are
going to try to create an
account for Nature's Notebook.
And then, what I would like to
do is have you think about how
you can use Nature's Notebook as
a project within your climate
stewardship action plan or even
just at your site, wherever
you're teaching.
And then, as a
third challenge, I would like to
have you think about how you
might collaborate with some
educattors in your region to
maybe develop a long-term
phenology monitoring program
that meets educational goals
that multiple organizations have
for themselves.
And thinking
about ways to include some of
these formal and informal
organizations working together.
And so we certainly have
resources that I can help you
with that or you all probably
have more ideas than I do too.
So those are some things that I
would like to hear.
So I think
Bruce, is s there another
question that youI had lined up
on the poll?
>> BRUCE: Yes, you actually had
a number of questions but I
think that we're sort running a
bit short on time and I was
wondering if you might want to
answer some questions from our
-- to close up and answer some
questions from our climate
stewards?
>> LORI: Sure, let's do it.
>>BRUCE: Oh, great.
Okay.
So
one question that we actually
had and we only have will time
for a few but, Lori Anne has
promised me that we will send
her any questions that you send
in and we will show -- write
them up and include them in the
minutes and you will all know
about them okay.
So one
question we have is about
regarding the Citizen science
aspect.
How do you screen for
accuracy and account for
localized trends?
>> LORI: Yes, that is a
question we get fairly
frequently.
So, what we usually
do is conduct programs where we
have a regional person phenology
trail telling where they are
working directly with volunteers
and getting people acclimated to
what they are observation and
what they are seeing.
And
that's going to really be able
to increase the accuracy of what
people are entering in Nature's
Notebook.
That is another
reason why we also increase
people's not feel look you you
have to answer all the phenology
questions right away.
Just what
you're comfortable with as you
were getting started and in
time, you will better be able to
know what's happening with the
individual species that you have
selected.
>> And as far as from a data
utility standpoint, scientists
are using lower data are going
to be pretty easily able to
account for any outliers It
depends on what they are
studying and depending on the
application.
But oftentimes
what they will do is go through
and remove some of these things
that look like they might be
just not what is happening at
that time, comparing it to the
weather data.
And there is no
way that right now in D.C. that
the cherry blossoms are
happening because we know it has
been snowing.
So there are a
couple of different ways that
happening .
We have on our
website , information about our
quality control: I really
encourage always people not be
afraid.
I know a lot of times
people, especially educators,
they don't want to enter the
incorrect data.
But I think if
you think about it from a data
and statistical standpoint, more
data you have, the easier it
will be to understand what's
right or wrong.
Does that
answer your question?
>> BRUCE: Well, I think so.
But you know, AUS raw and Lori
Ann's s information is actually
within the project notes and
it's on the wiki as well in the
note section.
Just one other
question because we are running
so late and I do have some
follow-up slides to just and
some announcements to make now
local must data be to form
questions?
Is it reasonable to
use historical phenology data
and then, start a collection to
compare?
Yes, absolutely.
It can be
extremely local as far as just
right in your backyard or right
in your community.
And then, it
would be great if there were
some legacy data set but what we
call legacy data set that you
could use to compare like in the
Jefferson example.
>> Bruce: Okay, well, Lori
Anne, thank you so much.
A lot
of people have questions about
affiliations of Nature's
Notebook to various other
programs, some of which I have
heard of like Project Budburst
and the Globe Program.
As well
as some I have not heard of like
Project NOAA which you may be
aware.
I don't know if you may
speak to any of those?
>> LORI ANNE: Yes, for sure I
can.
An that one really
quickly.
So all of those folks
are considered partners of the
U.S.A.
National Phenology
Network.
Project Budburst ,
they actually are going to
become part of our long-term
data set.
They been thinking of
ways to cross walk, cross those
two data sets so they will be
part of using our protocols.
So
a lot of times if you're
working with a really young
audience, K through IV.
Project
Budburst might be a better
option for you because it is a
little bit more simplistic from
Nature's Notebook.
But we
certainly work together with
those groups.
Same thing with
the Globe Program, there are
some things that they do are
called lie Lilac Project or
something that they sponsor, and
help us work with.
It to
collect data so we work
collaboratively with them on
that.
And Project NOAA is
actually really interesting.
Last year, we created kind of a
way so that people can compare
some of the pictures that they
are taking from Project NOAA's
phenology mission.
So we have a
couple of phenology missions
that are set up there where you
can tag your picture into one of
those if you like or create your
own mission that has to do with
phenology.
It's actually a
Rocky Mountain science
sustainability network
undergraduate camp that we did
last summer and that's actually
what we di .
And there are a
number of other citizen signs
programs out there where folks
can use data from or some like
that and use it with our
Nature's Notebook data to kind
of get a better picture of the
habitat.
>> BRUCE: Cool.
Thanks so much
Lori Anne.
Again, this was a
great presentation.
I think
that you covered really 99.
9
percent of all the needs of our
folks I think.
And if not, I'm
sure that you know, you will be
answering some of those
questions.
Right now, what I
would like to do is just finish
up and if you would like to join
our regional leaders at our
teleconference after this
webinar, we welcome you to do
that.
>> LORI ANN: Sure.
>> BRUCE: And you have the
dial-in information already.
So
that's just the numbers that we
been using traditionally.
And
it follows this presentation.
That's great.
So, good, well,
thanks so much and I'd like to
just get back to just a few
final slides from us which is
some educational resources and I
have included here a number of
educational resources from the
Clean Collection, the
climate.gov that focus on a wide
ranger of grade levels both
formal and informal that you may
access as well as -- as well as
some from NOAA, a great page of
some really interesting
phenology data from NOAA's
National Climate Data Center.
There is actually some wonderful
data on Europe that go back
several hundred years and it's
just -- it's not as in-depth a
database but some really, really
interesting information.
And of
course, there are also a myriad
of sites that are affiliated
with both National Phenology
Network and U.S,G.S.
There is
just one or two sites that I
listed here.
And of course if
you go on Search.
USA.gov and
type in phenology, you will find
a wide range of resources as
well.
Finally, announcements
in action, I want everyone to
know that we are conducting a
post-webinar poll at this URL
you see here.
An email will be
sent out to everyone following
this webinar.
Please take the
time to answer it.
It really
does help us to improve the
presentations that we have.
I'd
like everyone to know that our
next Climate Stewards book club
will be taking place on Monday
March 31st at 8:00 p.m.
The
discussion will be on a
wonderful fiction text, "Empty"
by Suzanne Weyn.
Jullian
Worssam who is our west coast
and Pacific regional leader is
going to be facilitating a
conversation.
Jillian is very
passionate about so many things,
particularly literature and I
think this is really going to be
a terrific discussion.
Information is both on the main
wiki page as well as the book
club wiki page.
And in some
closing notes, I also want to
let people know that because of
requests from you, the Climate
For Age, we've added a series of
new wiki page where we now have
organized individuals by their
education affiliation as well as
by whether or not they are
formal or informal educators so
we a group of individuals not
only by their geographic
location by state, but also, to
teach elementary school, teach
middle school , teach high
school, college university or
are they informal institutions
because individuals have been
interested in reaching out to
other folks around the country
that are teaching within the
same grade to see similar ideas,
interesting projects.
I'd also
like to let everybody know that
an e-mail was sent out to
everyone about the National
Science Teacher Association in
Boston.
We are having a full
climate workshop on Saturday,
April 5th.
It is free.
And
we have a great, great lineup.
It's going to be -- I think we
will have some really wonderful
discussions with climate
scientists as well as educators
and we really hope that you will
join us and come up there.
It's a wonderful way to just
meet your colleagues if you're
able to and find out more about
things that are going on.
Just
some standard announcements and
actions: You will be getting a
link to other video archives of
this webinar within 24 hours.
If you do not, then please
contact your regional leader or
contact me.
We will figure out
what's going on, how come you're
not getting our e-mails.
As I
mentioned, notes and PDFs of
all the slides presented during
the webinar are going to be on
the meeting note section of the
wiki page.
And I just want to
reiterate that all climate and
stewards are expected to
complete a reflection of this
webinar and post it to their
personal wiki page.
You should all know where the
webinar reflection forms are
located.
If you don't, there's
a link here in my slide.
And
also, in order for folks to be
eligible to apply for my mini
grant, we recommend that all
climate stewards complete
approximately one hour of
independent professional
development each month, write a
reflection about it, post to
their personal wiki page.
We
do read and review all of these
and at the end of the year, we
do issue certificates of
recognition for hours of
professional development that
you have completed.
As many of
you know, there are some great
professional development
resources available on the
Climate Steward wiki in our
professional development
section, on our resources
section.
Also, the regional
leaders have been posting some
really tremendous resources on
the regional pages too.
So
please check those out.
And
they are on also, reflection
forms that are available .
And
with that, I would like to wish
everybody a wonderful good
night.
Thank you for joining
us.
We will be getting together
with the regional leaders soon
and we will be getting all this
information out to you.
And
once again, I want to thank
Ms. Lori Anne Barnett for her
terrific presentation.
She is
really a joy to work with and I
hope all of you choose to
interact with her and work with
her as well on establishing
phenology projects.
So thanks
so much.
Have a terrific
evening.
Bye-bye.