christy brigham presentation slides
TRANSCRIPT
En gaging Dive rse Au die n ce s an d
Bu ildin g Ste w ardsh ip Via P h e n ology
an d Natu re ’s Note book: Case Stu die s
from San ta Mon ica Mou n tains N.R.A.
an d Se qu oia Nation al Park
February 19th, 2016
National Park Service
U.S. Department of the Interior
Santa Monica Mountains National Recreation Area
Christy Brigham, Ph.D.
Chief of Resource Management and Science
Sequoia and Kings Canyon National Parks
Today’s Talk
• Brief Background – SAMO – Why science/phenology as
an engagement tool?
• Examples from SAMO – Introduction to CPP – Junior Phenologists Field
Trips – Schoolyard Habitat Schools
Field Trips – ScienceFest Activity – EcoHelpers Field Trips
• Examples from SEKI
Background: Santa Monica Mountains National Recreation Area
SMMNRA Intro. Continued:
Source: http://www.mednscience.org/mediterranean_ecosystem Mediterranean climate regions of the world
3% of Earth’s land mass … 16% of Earth’s biodiversity Over 1,600 species at SAMO!
The Appeal of Science
• Intrinsically interesting
• Science activities and field trips can be a great outreach and engagement tool
• An economic leg up
– Economic advantages of education
– Economic advantages of science education
– Early exposure leads to success
Biophilia
• Data and anecdotal evidence supports multiple benefits of time in nature
– Inherently interesting
– Health benefits
Economic Advantages of Education A
ve
rag
e A
nn
ual
Inco
me i
n
1999 D
oll
ars
Data from U.S. Census Bureau
Day and Newburger 2002
Financial Outlook Across Degree Fields
Lifetim
e e
arn
ings in
thousands o
f U
.S. dolla
rs
From Thompson 2009
Advantage Lasts a Lifetime Lifetim
e e
arn
ings in m
illio
ns
of U
.S. dolla
rs (
1999)
Data from U.S. Census Bureau
Day and Newburger 2002
Advantage Occurs Across Race/Ethnicity
Lifetim
e e
arn
ings in m
illio
ns
of U
.S. dolla
rs (
1999)
Data from U.S. Census Bureau
Day and Newburger 2002
Early Exposure to Science Increases Success
• Exposure to and selection of scientific careers prior to 8th grade increases success
– 28% vs. 18% got science degree
– Approx. 30% switch to science post 8th grade
• How do we increase scientific identification?
Data from Tai et al. Science 2007
Measuring plant responses to climate change in the Santa Monica Mountains with Nature’s Notebook (a project of the USA-
National Phenology Network).
Educate and engage people of all backgrounds in the study of phenology and climate change
Detect links between climate change and phenology over time and space
Collect and provide data to support stewardship and address research questions related to phenology, climate change and resource management.
CPP/SAMO Project Goals:
Call to Action Item #7: “Next Generation Stewards”
SAMO Educational and Interpretive Programs
Junior Phenologists – 2012, pre-empted by Springs fire in 2013
Accredited college level course: CSUCI ESRM 490 – Spring 2012
Call to Action #7, #16: “Next Generation Stewards; Live and Learn”
CPP Workshops – ongoing bi-annually for educators and general public
Interagency Visitor Center Phenology Activity – 2014 trial test
Call to Action Item #28: “Park Pulse”
Long term phenology monitoring program 200 Tagged Plants
43 Phenology Sites
5 Phenology Trails
Monitored weekly by core group of trained volunteers, interns and NPS staff
Rancho Sierra Vista
Sandstone Peak
Zuma Canyon
Paramount Ranch
Cheeseboro Canyon
Santa Monica Mountains National Recreation Area
Chamise (Adenostoma fasciculatum) • Indicator species • Co-dominant/Chaparral • Showy flowers
Coyote Brush (Baccharis pilularis) • Common, found all over • Co-dominant/CSS • Pioneer species • Good winter pollen source
for insects
Coast Live Oak (Quercus agrifolia) • Keystone • Evergreen • Iconic
Valley Oak (Quercus lobata) • Keystone • Winter deciduous • Not expected to survive
predicted higher temps in SMM due to climate change
Detailed maps for each trail
Photo Trail Guides
QULO 1 #890
QULO 2 #892
QUAG 2 #891
CPP – SAMO – Paramount SITE 1
CPP species profiles: Coyotebrush
26
Vegetative structures
• Leaf buds
• Leaves & stems
Reproductive structures
• Flower buds
• Flowers
• Fruits & seeds
Data sheets follow life cycle stages
SAMO Volunteers-In-Parks VIP phenology monitors
Currently nine core plant phenology volunteers
Visit assigned trails once per week, 52 weeks per year
Over half have been with project for 2 years or more
Over 180,000 data points collected
Partnership Between CSUCI, NPS, and Local Schools for Phenology Field Trips • Quarter long class on
engaging youth in national parks
• Final project was focused on creating a phenology activity
• College students learned how to lead phenology field trips
• Students lead 10 field trips over the quarter for 300 school kids 4th-7th grade
Challenges of Junior Phenologist Partnership
• Difficult to get college students good at recognizing phenophases
• Took a lot of hand-holding by botany staff
• Elementary and middle school students showed mixed interest
• Coyotebrush and buckwheat problematic…
Partnership with USFWS Schoolyard Habitat Program
• USFWS provides grants to schools to build schoolyard habitats
• Students monitor phenology in habitats
• NPS paid for field trip to park to monitor phenology
• Field trips jointly led by NPS and USFWS and teachers
Photo courtesy of USFWS
Successes of Schoolyard Habitat Partnership
• Kids already knew how to monitor phenology using Nature’s Notebook
• Kids loved seeing plants in the wild!
• Teachers and USFWS great partners in leading trips
SAMO Science Festival
• Partnership with Natural History Museum of Los Angeles County, California Science Center and others
• Over 2200 attendees – mainly families
• 12 different tables with hands-on activities
• Climate change
• Phenology
Activity at ScienceFest
• 1000 kids and families bused in from urban areas
• Valley Oak phenology activity
• 124 kids did the activity
• 107 in English
• 17 in Spanish
EcoHelpers Climate Change Program
• Program content
– Welcome to NPS
– Climate change in California intro.
• Climate change tables
• Phenology hike
• Carbon sequestration activity (restoration planting)
Table Themes
• Carbon Cycle
• What is climate change
• Potential climate change impacts
• Climate change actions
Phenology Hike
• Focus on one common species
• Students record data on phenophases
• Data entered into Project Budburst website
• Data analysis in field and classroom
Key Elements for Success
• Engagement and investment of school teachers
• Appropriate sites and facilities
– Bathrooms
– Accessibility
– Work that can be done by students
• Funding
– Whale Tail grant, Cooperative Conservation Initiative, Challenge Cost Share, Public Land Corps
• Partners, volunteers, interns
Teacher Workshops
• Goals: – Introduce teachers to
phenology monitoring
– Have teachers work in Nature’s Notebook with their students
– Teachers empowered to lead phenology activities
• Partners
• Outcomes
• Challenges
Examples From SEKI
• SPROUTS – Student Phenologists
Researching Oaks to Understand Trees and Science
– 5th-12th Grade
• Phenocams • Rangers visit classrooms
twice • Central Valley Schools
(Visalia, Lemoore, Porterville, Lindsay)
• Field trips to park to monitor buckeye and oaks
Success of SPROUTs Program
• Prior exposure to phenology (webcams, Ranger classroom visits)
• Education Rangers make phenology exciting
• Trees are big and cool
• Phenophases are great for teaching observational skills
• Phenocams and campus tree monitoring
Challenges and Upcoming Activities for SEKI Phenology
• Bus funding/time for field trips to parks
• Newt phenology program in development for High Schools
Teacher Workshops: Science of the Seasons
• Introduction to NPN
• One day workshop
• Give teachers the skills to monitor at their schools
To Sum Up
• Many different ways to incorporate phenology
• Some worked better than others
• Partnerships and prior exposure to phenology are key elements to success
Questions?
Con n e ct w ith an d cre ate th e n e xt
ge n e ration of v is itors , su pporte rs , an d
advocate s .
