National Park Service U.S. Department of the Interior Santa Monica Mountains National Recreation Area Engaging Diverse Audiences and Building Stew ardship Via Phenology and Nature’s Notebook: Case Studies from Santa Monica Mountains N.R.A. and Sequoia National Park February 19th, 2016 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:
Mediterranean climate regions of the world Source: http://www.mednscience.org/mediterranean_ecosystem
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 Average Annual Income in 1999 Dollars Data from U.S. Census Bureau Day and Newburger 2002
Financial Outlook Across Degree Fields thousands of U.S. dollars Lifetime earnings in From Thompson 2009
Advantage Lasts a Lifetime Lifetime earnings in millions of U.S. dollars (1999) Data from U.S. Census Bureau Day and Newburger 2002
Advantage Occurs Across Race/Ethnicity Lifetime earnings in millions of U.S. dollars (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 8 th grade increases success – 28% vs. 18% got science degree – Approx. 30% switch to science post 8 th 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).
CPP/SAMO Project Goals: 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.
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 200 Tagged Plants monitoring program 43 Phenology Sites 5 Phenology Trails Monitored weekly by core group of trained volunteers, interns and NPS staff
Santa Monica Mountains National Recreation Area Rancho Sierra Vista Cheeseboro Canyon Paramount Ranch Sandstone Peak Zuma Canyon
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 CPP – SAMO – Paramount SITE 1 QULO 1 #890 QUAG 2 #891 QULO 2 #892
CPP species profiles: Coyotebrush 26
Data sheets follow life cycle stages Vegetative structures • Leaf buds • Leaves & stems Reproductive structures • Flower buds • Flowers • Fruits & seeds
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 4 th -7 th 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 Photo courtesy of USFWS teachers
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 – 5 th -12 th 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 Questions? • Some worked better than others • Partnerships and prior exposure to phenology are key elements to success
Connect w ith and create the next generation of visitors, supporters, and advocates.
Contact us: 559-565-3120 Christy_Brigham@nps.gov National Park Service U.S. Department of the Interior
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