[LTER-education] Cross-Site Activity - nascent development

Thu Oct 1 12:09:32 PDT 2020

Hmmm-- I don't want to slow the great momentum of the exchange, but as a
purely marine site, we don't do anything with precipitation or runoff or
elevation... which is why I'm thinking about phenology, timing of spring
bloom/greening, for a global comparison from the US and International
network.  In marine environment, we measure chlorophyll.  For terrestrial
sites, what do you use?
>From "greening", it could be links to the other data each site collects
related to greening/growth-- showing students how plant growth depends on
different variables in different climates/environments.

Annette Laursen Brickley (she, her, hers)

NES-LTER <http://nes-lter.whoi.edu> Education & Outreach Coord.
S
TEMming the Gaps Consulting
Mattapoisett
, MA
207-951-6273 (mobile)
Making data sing so everyone can dance and tell the stories. NES-LTER Data
Jam <https://sites.google.com/view/nes-lter-schoolyard-datajam>

On Thu, Oct 1, 2020 at 2:45 PM Jill Haukos <konzaed at ksu.edu> wrote:

> Great - momentum is building...
>
> Here's what I'm hearing - we're looking at water and the connection life
> at each of our sites.  Specifically - the difference between
>
>
>    - abundance - vs. - drought
>    - elevation
>    - temperature - melting
>    - salt level
>
> I plan to put a series of standardized questions concerning water - I
> envision combining your answers into a common activity.  It would be great
> to have a clear and easy data set that reflects water at each site too.
> Clear and easy meaning that it could be read and interpreted by children.
> This is obviously an evolving activity but we have something started...
>
> Participation is not required - completely optional if you have the time
> and inclination.
>
> Warmly,
>
> Jill
>
> Jill F. Haukos
> Director of Education
> Konza Prairie Biological Station
> 116 Ackert Hall; Division of Biology
> Kansas State University
> Manhattan, KS  66506
> (785) 587-0381
> konzaed at ksu.edu
>
> ------------------------------
> *From:* education <education-bounces at lists.lternet.edu> on behalf of
> Johnston, Cora Ann (caj2dr) <caj2dr at virginia.edu>
> *Sent:* Thursday, October 1, 2020 1:19 PM
> *To:* Alexandra Rose <alexandra.rose at colorado.edu>; Haas, Kara <
> karahaas at msu.edu>; Snow, Pamela M. <psnow at fas.harvard.edu>; Steven McGee <
> mcgee at lponline.net>; education at lternet.edu <education at lternet.edu>
> *Subject:* Re: [LTER-education] Cross-Site Activity - nascent development
>
> To chime in with another coastal site:
> I would say that VCR is combo between Katie's and Alex's responses.
> Presence of freshwater (more so than precipitation) x elevation shape the
> ecosystems along the Virginia Coast. For us, the elevation is more about
> escape from sea level/salt stress.
> That said, we do collect precip data.
>
> Best,
> Cora
>
> *Cora A. Johnston, PhD*
> *Site Director*
>
> She/her
>
> *E* coraj at virginia.edu
> *P* 757.620.7016
>
> *University of Virginia*
> Virginia Coast Reserve LTER
> Anheuser-Busch Coastal Research Center
> 6364 Cliffs Road
> Cape Charles, VA 23310
>
> *ABCRC: https://www.abcrc.virginia.edu/siteman2/
> <https://www.abcrc.virginia.edu/siteman2/>
> <https://www.abcrc.virginia.edu/siteman2/>*
> <https://www.abcrc.virginia.edu/siteman2/>
>
> *LTER:* *www.vcrlter.virginia.edu/home2/
> <https://www.vcrlter.virginia.edu/home2/>*
>
>
>
> *"Science is the process that takes us from confusion to understanding in
> a manner that's precise, predictive and reliable - a transformation, for
> those lucky enough to experience it, that is empowering and emotional.  We
> must embark on a cultural shift that places science in its rightful
> place...as an indispensable part of what makes life worth living."   -B.
> Greene *
>
>
> [image: University of Virginia] <http://www.virginia.edu/>
> [image: Twitter] <https://twitter.com/WildCora>
>
> ------------------------------
> *From:* education <education-bounces at lists.lternet.edu> on behalf of
> Alexandra Rose <alexandra.rose at colorado.edu>
> *Sent:* Thursday, October 1, 2020 1:37 PM
> *To:* Haas, Kara <karahaas at msu.edu>; Snow, Pamela M. <
> psnow at fas.harvard.edu>; Steven McGee <mcgee at lponline.net>;
> education at lternet.edu <education at lternet.edu>
> *Subject:* Re: [LTER-education] Cross-Site Activity - nascent development
>
>
> Hi team!
>
> Just also wanted to say that at Niwot elevation is a key driver of species
> composition… it interacts with precipitation to determine which habitats we
> see where.  If we could add elevation along with latitude and longitude,
> Niwot would certainly be plottable on your graph.
>
>
>
> Alex
>
>
>
>
>
>
>
> *From:* education <education-bounces at lists.lternet.edu> *On Behalf Of *
> Haas, Kara
> *Sent:* Thursday, October 1, 2020 8:40 AM
> *To:* Snow, Pamela M. <psnow at fas.harvard.edu>; Steven McGee <
> mcgee at lponline.net>; education at lternet.edu
> *Subject:* Re: [LTER-education] Cross-Site Activity - nascent development
>
>
>
> Great idea Jill!  Can you share the graph from your original email (I
> can’t find the one with the attachment!)?
>
>
>
> Rain/drought, irrigation, ground water are all studied as part of the KBS
> LTER!  Julie can speak more intelligently to the science than I can but we
> definitely have lots of water and precipitation related data!   our plots
> have different biomass too from corn/soy/wheat rotation, switchgrass, ‘old
> field’, restored prairie so there is also a story about precipitation and
> its impacts on different plants.
>
>
>
> I found this climate change and precipitation lesson from 2012 in our
> files:
> http://kbsgk12project.kbs.msu.edu/blog/2012/11/07/the-new-farmers-almanac-agriculture-and-climate-change/
>
>
>
> Thanks for working on this Jill!  It would definitely be something that we
> could share with teachers and likely build a whole workshop around!
>
>
>
> Kara
>
>
>
> *Kara Haas *
>
> *Science Education & Outreach Coordinator *
>
> W.K. Kellogg Biological Station
>
>
>
> *Doctoral Student | **Science Education *
>
> Curriculum, Instruction & Teacher Education
>
> Department of Teacher Education | College of Education
>
>
>
> *Michigan State University *
>
>
>
> karahaas at msu.edu
>
> 269-317-9075 (cell)
>
> @KaraHaaSciEd   <https://twitter.com/KaraHaaSciEd>
>
> #KBSK12
>
> Visit us online! KBS website <https://www.kbs.msu.edu/education/k-12/>,
> Facebook <https://www.facebook.com/KelloggBioStn>, YouTube
> <https://www.youtube.com/user/kelloggbiostn>
>
>
>
> *From:* education <education-bounces at lists.lternet.edu> *On Behalf Of *Snow,
> Pamela M.
> *Sent:* Thursday, October 01, 2020 9:59 AM
> *To:* Steven McGee <mcgee at lponline.net>; education at lternet.edu
> *Subject:* Re: [LTER-education] Cross-Site Activity - nascent development
>
>
>
> Jill,
>
>
>
> We do not currently do work with precipitation outreach directly through
> Harvard Forest Schoolyard  LTER, although it impacts tree health/growth
> which is at the heart of much of our outreach.
>
> We do have a weather station here that tracks precipitation so I’ll be
> interested to see what ideas you come up with for cross site work, and how
> much time is required to participate.
>
>
>
> Thanks for reaching out to the network and trying to come up with a cross
> site activity.
>
>
>
> Pamela
>
> *Pamela M. Snow*
>
> Schoolyard Ecology Coordinator
>
>
>
> *Harvard Forest *
>
> 324 North Main Street
>
> Petersham, MA
>
> 978-756-6146
>
>
>
>
>
>
>
> *From:* education <education-bounces at lists.lternet.edu> *On Behalf Of *Steven
> McGee
> *Sent:* Wednesday, September 30, 2020 7:27 PM
> *To:* education at lternet.edu
> *Subject:* Re: [LTER-education] Cross-Site Activity - nascent development
>
>
>
> Hi Jill,
>
>
>
> Precipitation, stream flow, and reservoir height are the primary datasets
> in our Luquillo Data Jam. The students have produced a variety of
> instantiations of your graph.  Here is a link to the Dec 2019 posters that
> the students produced:
> http://criticalzone.org/luquillo/news/story/the-luquillo-lter-czo-schoolyard-data-jam-2019/
> <https://urldefense.proofpoint.com/v2/url?u=http-3A__criticalzone.org_luquillo_news_story_the-2Dluquillo-2Dlter-2Dczo-2Dschoolyard-2Ddata-2Djam-2D2019_&d=DwMFAg&c=WO-RGvefibhHBZq3fL85hQ&r=koKNYb_DzoohoQ8VqGBhPnHBNvavCg9xkO2gMNRLoOs&m=ba8z7nPJg0KLCemPEdlIaQpZoo_lXQigyOp6IgxBb1o&s=7W8wxg2tcF-NlWYyQ4yGVObKjgowOi_VbUq31Qrnn2Y&e=>
>
>
>
>
> They are in Spanish, but math is a universal language so you may be able
> to figure out which ones are rainfall.
>
>
>
> Steven
>
>
>
> ---------
> Steven McGee, Ph.D.
> President
> The Learning Partnership
>
> (708) 710-5963 (voice)
> (435) 514-6699 (fax)
>
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> Twitter: @jointhepartners
>
>
>
> On Sep 30, 2020, at 3:02 PM, Jill Haukos <konzaed at ksu.edu> wrote:
>
>
>
> Hello fellow educators,
>
>
>
> I've been thinking about the development of our long-awaited cross-site
> activity.  So, what connects each of our sites - what do we ALL have in
> common that can be quantified, evaluated, and shared?  The answer =
> precipitation
>
>
>
> I'm beginning to put an activity together about the effects of water on
> the tallgrass prairie. Other than sunshine, oxygen and CO2, there is
> NOTHING more important to the growth and health of the tallgrass prairie
> than water.  That's the crux of my story. If we had more water, there'd be
> a forest here rather than a prairie.  If we had less water, we'd be a
> short-grass prairie.  One can look at the average amount of precipitation
> along with the latitude and longitude and guess what kind of plants grow in
> that area.
>
>
>
> The question is:  can we do that with your site?  Can we look at the
> latitude, longitude and average precipitation and guess what would and
> would not grow there?
>
>
>
> How does precipitation affect aquatic sites?  Can we include aquatic sites
> in this activity?
>
>
>
> I'm attaching a graph of precipitation at Konza Prairie. The total height
> of each column reflects total annual precip.  Each color represents the
> amount of precip per month.  The monthly precip is important because it
> affects the height of the tallgrass species. When we get lots of rain in
> July (navy blue) we get really tall grass.  When July's precip is low, the
> grass is shorter.
>
>
>
> Would you be able to make a graph like mine?  Would I be able to tell a
> story about your site just by looking at your precipitation graph?
>
>
>
> These are my first steps for a cross-site activity.  Tell me your thoughts.
>
>
>
> Thanks,
>
>
>
> Jill
>
>
>
>
>
> Jill F. Haukos
>
> Director of Education
>
> Konza Prairie Biological Station
>
> 116 Ackert Hall; Division of Biology
>
> Kansas State University
>
> Manhattan, KS  66506
>
> (785) 587-0381
>
> konzaed at ksu.edu
>
> <Precipitation at Konza Prairie.docx>
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>
> _______________________________________________
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