Data analysis

Data analysis is a good way to apply critical thinking in your classroom. By teaching students how to use computer programs and comprehend graphs and maps, they will be able to build a deeper understanding of phenology. Data analysis is also good for observing long term trends and talking about climate change. Below, we have six activities that use Nature’s Notebook visualization tool (https://data.usanpn.org/vis-tool/#/). The first four activities were developed by Jessica Savage and Erin O'Connell. These activities can either be combined or done separately. They are currently targeted towards middle school and high school. Because most of them are directed towards the same standards, we list all the standards after the exercises.

Introduction to visualization tool

This activity takes advantage of the visualization tool on the Nature’s Notebook website. It describes the basics of using the visualization tool and provides background on the citizen science.

Mod1_Exploring Vis_Tool_2024.docx

The seasons, they are a changing…

This module explores the relationship between phenology and environmental conditions using scatterplots. The outcome of the project should be a plot that the students can analyze.

Mod2_Scatter_Plot_2024.docx

The early leaf catches the sun rays

Some leaves will start to leaf out earlier than others, which affects the growth rate of the species. In this module, students will look at differences in leaf out and senescence (leaf drop) of native vs. invasive species. Data will be graphed allowing students to deduce if phenology plays a part in the spread of invasive species.

Calendar_Draft_2024.docx

Exploration

After completing the previous modules, the students can explore the data themselves. In this activity, they will develop their own hypotheses and find the answer based off the tools that are available for them.

Mod5_Exploration_2024.docx

Lilac historic data

This activity uses spreadsheet data on phenology that students can analyze data that has been archived online. It does not involve the NPN Visualization tool

Mod3_Excel(lilac).docx

Montana lilac flowering.xlsx

Directed towards these standards:

5L.4.1.2.1 Evaluate the merit of a solution to a problem caused by changes in plant and animal populations as a result of environmental changes.* (P: 7, CC: 4, CI: LS4, ETS1)

7L.2.1.1.1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.** (P: 4, CC: 2, CI: LS2)

7L.3.1.1.3 Develop and use a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. (P: 2, CC: 5, CI: LS2)

7L.4.1.2.1 Construct an argument supported by empirical evidence that changes in physical or biological components of an ecosystem affect populations.* (P: 7, CC: 7, CI: LS2)

7L.4.1.2.2 Evaluate competing design solutions for maintaining biodiversity or ecosystem services.* (P: 7, CC: 2, CI: LS2, ETS2)

9E.3.2.2.1 Evaluate or refine a technological solution to reduce the human impacts on a natural system and base the evaluations or refinements on evidence and analysis of pertinent data.* (P: 6, CC: 7, CI: ESS3, ETS1, ETS2)

9L.2.1.1.1 Apply concepts of probability to explain and predict the variation and distribution of expressed traits in a population. (P: 4, CC: 3, CI: LS3)

9L.2.1.1.2 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. (P: 4, CC: 1, CI: LS4)

9L.2.2.1.1 Use a computational model to support or revise an evidence-based explanation for factors that have ecological and economic impacts on different sized ecosystems, including factors caused by the practices of various human groups.** (P: 5, CC: 3, CI: LS2)

9L.2.2.1.2 Use a computational model to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.** (P: 5, CC: 5, CI: LS2)

9L.3.1.1.1 Develop and use a model to illustrate the levels of organization of interacting systems and how that translates into specific functions in multicellular organisms. (P: 2, CC: 6, CI: LS1)

9L.3.2.1.4 Construct an explanation based on evidence that the process of evolution primarily results from four factors: reproduction within a species, heritable genetic variation of individuals in that species, competition for limited resources, and increased survival and reproduction of the individuals best suited for the environment. (P: 6, CC: 2, CI: LS4)

9L.3.2.1.5 Construct an explanation based on evidence for how natural selection leads to the adaptation of populations. (P: 6, CC: 2, CI: LS4)

9L.4.1.1.1 Evaluate evidence for the role of group behavior on an individual’s and species’ chances to survive and reproduce. (P: 7, CC: 2, CI: LS2)

9L.4.1.1.3 Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. (P: 7, CC: 2, CI: LS4)

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