Data analysis
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://www.usanpn.org/nn/connect/visualizations). 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.
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.
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.
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.
This activity developed by Pete Malecki also uses the Visualization Tools but focuses on phenological synchrony between organisms.
This activity uses spring indices and the Visualization Tools to explore the relationship between lilac phenology and the climate.
Directed towards these standards:
5.1.1.1.1. Explain why evidence, clear communication, accurate record keeping, replication by others, and openness to scrutiny are essential parts of doing science5.1.1.2.1. Generate a scientific question and plan an appropriate scientific investigation, such as systematic observations, field studies, open-ended exploration or controlled experiments to answer the question5.4.2.1.2. Explain what would happen to a system such as a wetland, prairie or garden if one of its parts were changed7.1.1.2.1. Generate and refine a variety of scientific questions and match them with appropriate methods of investigation, such as field studies, controlled experiments, review if existing work, and development of models7.1.1.2.3. Generate a scientific conclusion from an investigation, clearly distinguished between results (evidence) and conclusion (explanation)7.1.3.4.1. Use maps, satellite images and other data sets to describe patterns and make predictions about natural systems in a life science context7.4.2.1.3. Explain how the number of populations an ecosystem can support depends on the biotic resources available as well as abiotic factors such as amount of light and water, temperature range and soil composition 7.4.3.2.3. Recognize that variation exists in every population and describe how a variation can help or hinder an organism’s ability to survive.7.4.4.1.2. Describe ways that human activities can change the populations and communities in an ecosystem.8.1.1.2.1. Use logical reasoning and imagination to develop descriptions, explanations, predictions and models based on evidence8.1.3.4.1. Using maps, satellite images and other data sets to describe patterns and make predictions about local and global systems in earth science contexts9.1.1.1.2. Understand that scientists conduct investigations for a variety of reason, including: to discover new aspects of the natural world, to explain observed phenomena, to test the conclusions of prior investigations, or to test the predictions of current theories9.1.1.2.1. Formulate a testable hypothesis, design and conduct an experiment test the hypothesis, analyze the data, consider alternative explanation, and draw conclusions supported by evidence from the investigation.9.1.1.2.2. Evaluate the explanations proposed by others by examining and comparing evidence, identify faulty reasoning, point out statement that go beyond the scientifically acceptable evidence, and suggesting alternative scientific explanations9.3.4.1.2. Explain how human activity and natural processes are altering the hydrosphere, biosphere, lithosphere, and atmosphere, including pollution, topography and climate.