The next Generation of Citizen Scientists are Ready to Monitor A Forest Giant on the Edge

Harvard Forest Ecologist,David Orwig, and Mentor Teacher, Kate Bennett, prepared a new group of teachers to get students out tracking the tiny Hemlock Woolly Adelgid, an insect that is causing a major shift in New England's forest right now.  

Teachers practiced labelling study trees and measuring new growth of hemlock trees at their branch tips to record on the Harvard Forest field data sheets that their students will use at their schoolyards this fall. 

 

The white "woolly" egg sacs of the invasive Hemlock Woolly Adelgid were barely visible this time of year.  These egg sacs will be easier to spot from November through early Spring, when students will go back outside to record presence of woolly Adelgid to report to the Harvard Forest Schoolyard Ecology study.

Dr. Orwig showed teachers the thinning of the Hemlock trees at Harvard Forest that has occurred since the Woolly Adelgid arrived several years ago.  

Teachers were able to see the new growth of  black birch saplings beginning to replace the dying hemlocks. We hope they will bring back the message to their students that "the forest never doesn't change".  As one species declines, another fills its place in the forest. Change is the one constant.

 

What Woolly Bully Teachers valued about the Summer Institute:

• Being able to go out and actually look at the trees and experience what we will do with the students was key for me. It's so helpful for me to actually do what I will be doing with the students instead of just reading a protocol .

•   Many things. 1.Observation crosses many areas of study. 2.So much specific, scientific knowledge that I find fascinating.

• I learned so much in a short time during today's workshop. The most valuable thing I learned is the importance of the hemlock to our environment.

• How easy it can be to implement a field study. How important the preteaching, set-up, and demonstrations will be before heading out into the field.

• I gained the knowledge I need to implement this study in my school. I especially valued the time we spent walking in the forest and talking about the woolly adelgids and hemlocks.

To learn more about Woolly Bully Schoolyard Ecology, go to: 

 Woolly Bully Schoolyard Ecology Webpages

Senior Ecologist, Dr. David Orwig's Webpages

Hemlock; A Forest Giant on the Edge  

Graph of Survey Results from teacher survey at the Summer Institute for Teachers at Harvard Forest

Thanks to all who contributed to guiding teachers to prepare for getting students doing real science based on real issues with help from real scientists....

WELCOME NEW SCHOOLYARD TEACHERS!  

Thanks to our Mentor Teachers and Project Scientists

27 Teachers participated in the Harvard Forest Schoolyard Ecology Summer Institute for Teachers in August. Twenty of those are beginning Schoolyard projects for the first time.   Four of our experienced teachers served as official Mentor Teachers to support new teachers along with our 3 project Scientists, and 2 Harvard Forest education staff.

Photos by Clarisse Hart

Project Ecologist David Orwig and Mentor Teacher, Kate Bennett, introducing new Schoolyard Teachers to the Woolly Bully project

Teachers from the Hemlock Woolly Adelgid group said this about what they gained from the Summer Institute: 

• My students will be excited to participate and be responsible for a real-life scientific project (at least I hope they will be!) :) I learned a lot more about the HWA than I previously knew, and I am excited also about helping to contribute to the body of knowledge to control the pest.

• I'm in the woolly bully group and I really enjoyed the presentation on how to do the field study. I thought it was very helpful and David was very thorough in his explanation. I feel more confidant executing this project.
• Learning about the life cycle of the HWA, and how to identify at various life stages. How to read the forest and generally assess forest health/presence of HWA. (In response to question about the most valuable aspect of Summer Inst.)  

 
Project Ecologist, John O'Keefe and Mentor Teacher, Maria Blewitt showing new Schoolyard teachers how to identify trees for the Buds, Leaves, and Global Warming project.

Mentor Teacher, Lise Letellier and John O'Keefe help teachers practice labelling trees for Buds, Leaves, and Global Warming study

Teachers from the Buds, Leaves, and Global Warming group said this about what they gained from the Summer Institute: 

• Specific modeling of how to flag branches, how to use database and graphing
• Identifying the leaves and learning how to mark the trees so students can successfully begin collecting data.
• Lise (mentor teacher) was great. Having the experienced teachers talking about their experience implementing the project was super helpful.

Research Forester, Emily Silver, teaches how to lay out a plot

for the Our Changing Forests project. (left)

Mentor Teacher, Melanie McCracken, helps teachers practice laying out a plot. (below)

Teachers from the Changing Forests group said this about what they gained from Summer Institute: 

• Confidence in taking a more rigorous approach to field data collection (tree ID not just DBH measurements, site orientation); sense of connection to & importance in larger project.
• How to begin the process of choosing the plots that my students will use for this study. THe materials that have been supplied are very valuable as well.
• very helpful, and not overwhelming. Seems very doable in my class
• It was very helpful having the mentor teacher (Melanie McCracken) in the field with us, giving us suggestions for what worked with her class.

 Data Manager, Emery Boose, previews the Online Database

Teachers said this about what they gained from the Data presentation:

• Great ideas, and a great support system to implement this project right away in the classroom. I am especially excited about the graphing capabilities of the database and the tremendous resources available on the website.
• The value of long term data collection (in response to what was most valuable aspect of the Summer Institute)

What is the most valuable thing you will take away from today's workshop?

• Confidence that I can translate the protocol to success for my students
• That this is very doable in my curriculum and does not require an immense amount of background. I did expect it to be more overwhelming. Now, I'm just excited!
• Dedicated time to learn from others about how to setup and implement this study on our field site and in the classroom
• Knowing how to do the set up will be very valuable!
• Project is achievable without the necessity of lots of forestry experience. There are also many people who can support my efforts as I move through the project.
• A new science project students in our schoolyard habitat program can participate in as citizen scientists.
• Fits nicely with AP Environmental Science
• Fantastic program!!!

• • Thanks All! 

WHAT DO TEACHERS LIKE ABOUT SCHOOLYARD ECOLOGY?

Some views and comments from teachers who participated in last year's HF-LTER Schoolyard Ecology Summer Institute for Teachers 

Hoping you will spread the word to some new folks to join us this summer on Aug. 20th at Harvard Forest. Share the link to this blog with any teachers who might be interested in getting their kids involved this coming year.

Please share this HF schooleco blog link with teachers who might consider joining a Schoolyard project this summer.  

Register by downloading the flyer and registration form from our website at: teacher registration form and flyer

Summer into Autumn...  

    

Views and Quotes from the:

Harvard Forest Summer Institute for Teachers 

22 Schoolyard Teachers Trained and Ready to Bring Students out into the Field to begin new projects this Autumn